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Edrs Price Descriptors DOCUMENT RESUME ED 251 621 CE 040 190 TITLE Learning to Verbally & Visually Communicate the Drafting Way. INSTITUTION California State Dept. of Education, Sacramento. Div. of Vocational Education.; California State Univ., Los Angeles. Dept. of Industrial Studies. PUB DATE 84 NOTE 45p.; For relat3d documents, see ED 244 091-102. Developed by the Educationally Disadvantaged Committee, Industrial Education InService Project. AVAILABLE FROMVOICE, 721 Capitol Mall, Sacramento, CA 95814. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Basic Skills; Classroom Techniques; *Communication Skills; Communicative Competence (Languages); *Drafting; Language Skills; Learning Activities; Lesson Plans; Postsecondary Education; Secondary Education; Teaching Methods; Trade and Industrial Education; *Verbal Communication; *Visual Literacy ABSTRACT This guide contains instructional techniques that were developed for teachers of industrial educationstudents who demonstrate a need for additional instruction in verbal/visual communication. They were written by industrial education teachers with a particular emphasis on drafting. In order to help teachers to identify those students who require additional help with the basic skills, a checklist is provided with the module. Additionally, a basic skills verification form is provided to aid in identification of basic skills needs and to provide help in instruction.Eight lessons are presented in this guide; they cover the following projects: model making, demonstrating a drawing task to the instructor, sports car design, a drawing check sheet, constructing a cube, "what's wrong?," alphabet of lines, and question/answer day. Each activity includes a list of student materials, student instructions, student assignment sheet, and extra student activities. Lessons are illustrated with line drawings. (KC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * * . from the original document. *******************************************************k*************** i. ;,. <<? 0 \JC.,c' ee 1,,.c-, -<(...0 ?, , ,- ..\<<>° / .,/ / : \0\,\).Ne\. cd" / -6<tf0 4,14?:, ,. cc§(e <<>) .,.e4,- ,e.. coiceicy,,,.''',<7> fc0 ' K. 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CPNlv e, 's),*zy..),tb)(1cSt',Nlfco to ACKNOWLEDGEMENTS EDUCATIONALLY DISADVANTAGEDCOMMITTEE William Whitmore, Chairman, Industrial Education Teacher(Auto Mechanics), Schurr High School, Montebello USD, Montebello,California William Gray, Industrial Education Teacher (Woods), SchurrHigh School, Montebello USD, Montebello, California Gordon Hart, Industrial Education Teacher(Electronics), Agoura High School, Las Virgenes USD, Agoura, California Eldon Barkley, Industrial Education Teacher (Metals), MontebelloHigh School, Montebello USD, Montebello, California Gilbert Brice, Industrial Education Teacher (Woods), Montebello High School, Montebello USD, Montebello, California Robert Cro'ich, Media Specialist, Schurr High School,Montebello USD, Montebello, California Carroll Green, Industrial Education Teacher (Electronics),Schurr High School, Montebello USD, Montebello, California Lee Haeberlein, Industrial Education Teacher(Auto Mechanics), Mountain View High School, El Monte Union School District, El Monte,California Lawrence Jones, Industrial Education Teacher (Retired)(Drafting), Schurr High School, Montebello USD, Montebello, California Malcolm Lincoln, Math Specialist, Schurr High School,Montebello USD, Montebello, California Dean Onken, Industrial Education Teacher (Machine Shop),Bell Gardens High School, Montebello USD, Bell Gardens, California Lawrence Patten, Industrial Education 2eacher(Electronics) Lakewood High School, Long Beach USD, Lakewood, California Darlyne Rice, Reading Resource Specialist, SchurrHigh School, Montebello USD, Montebello, California Jacob Torosian, Industrial Education Teacher(Metals), Schurr High School, Montebello USD, Montebello, California Rudy Vandenburgh, Industrial Education Teacher (Woods), BellGardens High School, Montebello USD, Bell Gardens, California ACKNOWLEDGEMENTS ," STATEWIDE STEERINGCOMMITTEE Mechanics), William Whitmore, Chairman,Industrial Education Teacher (Auto Schurr High School, MontebelloUSD. Montebello, California High School Keith Bush, Industrial EducationCoordinator, East Side Union District, San Jose, California State University - Howard Decker, Professor ofIndustrial Studies, California San Jose, San Jose, California High School, William Gray, Industrial EducationTeacher (Woods), Schurr Montebello USD, Montebello,California Los Angeles, California Clarence Marks, ElectronicsConsultant, Los Angeles USD, Montebello, California Gilbert Montano, Basic SkillsTeacher, Montebello USD, Montebello, Richard Phelan, Director of SecondaryInstruction, Montebello USD, California Joan Whitmore, Basic SkillsConsultant, Alhambra,California CONSULTANTS TO THE COMMITTEE Department Chris Almeida, Industrial EducationConsultant, California State of Education, Sacramento,California Project, Keith Gummere, Coordinator of theIndustrial Education InService California State University - LosAngeles, Los Angeles,California PROJECT MONITOR James T. Allison, Program Manager,Industrial, Health, andApprenticeship Education, California State Departmentof Education, Sacramento, California 4. 4 TABLE OF CONTENTS INTRODUCTION PAGE 1 BASIC SKILLS CHECKLIST PAGES 2 & 3 BASIC SKILLS VERIFICATION FORM PAGE 4 INSTRUCTIONAL TECHNIQUES MODEL MAKING Drafting Verbal/Visual1 DEMONSTRATING A DRAWING TASK TO THE INSTRUCTOR . Drafting Verbal /Visual2 SPORTS CAR DESIGN Drafting Verbal/Visual3 DRAWING CHECK SHEET % Drafting Verbal/ Visual 4 CONSTRUCT A CUBE Drafting Verbal/Visual5 WHAT'S WRONG? Drafting verbal /Visual6 ALPHABET OF LINES Drafting Verbal /Visual7 QUESTION/ANSWER DAY Drafting Verbal/Visual8 INTRODUCTION These instructionaltechniques were developed for thor industrial education studentswho demonstrate a need foradditional instruction in the areasof reading, writing, math,verbal and They were written byindustrial education t visual communication. teachers with a particularemphasis upon teaching a basic skill while retaining a major focus onthe subject areas of auto, woods, metals, electronics, anddrafting. Each of these instructionaltechniques were written using the same format andwith guidance from an expert inthe areas of reading, writing,math, verbal and visualcommunication. In order to help youidentify those students whorequire additional help with the basicskills, a simple easy-to-use BASIC SKILLS CHECKLIST isprovided with each subject areamodule. This Basic Skills Checklistwill enable you as theIndustrial Education Teacher to betteridentify those students in yourclasses who require additionalhelp in the basic skills. Additionally, a BASIC SKILLSVERIFICATION FORM isprovided which will enable you to ask yourschool's reading resource teacher, basic skills teacher,math resource teacher, HartBill Conferencing teacAar, or gradecounselors, to verify your identification and provide youwith help in the instructionof the basic skills. You may wish to usethese techniques asinstruction for your entire class, or as atake-home, parent-involvementassignment. They may also be used in yourschool's reading or math lab orin conjunction with your school'sbasic skills instructional programs. These instructional techniques aresuccessful because your students are able to relatereading, writing, math, verbaland visual communication totheir own industrial educationclasses. When your students succeed,they feel good about themselves, good about their schools, andgood about their future. Page 1 Name Class CONFIDENTIAL Grade1101104$10.0 Date BASIC SKILLS CHECKLIST_jDRAFTING) writing, math, verbal & visual The following is a list ofthe basic skills (reading, communication) that the studentshould demonstrate an abilityin for the purpose of employment or advancedtraining in the drafting field. instruction in verbal 1.0 Verbal Communication: The student needs additional communication if any of the itemsbelow are checked NO: instructions given by the 1.1 Yes The student understands verbal teacher. No Example: Does the student select the correctdrawing sheet size after receiving verbal instruction onwhich size to use? verbal instructions or informs 1.2 Yes The student asks questions about mation not understood. No Example: Does the student askquestions about the use of drafting equipment when it appears that theinstruction given was not understood? simple verbal instructions toanother 1.3 Yes The student is able to relay student. No Example: Is the student able to show a newstudent how to fasten a drawing sheet tothe drawing board or table? communicate with the teacher. 1.4 Yes The student is able to verbally No Example: Is the student able to explainto the teacher why certain views were selected toillustrate and describe an object, instruction in writing if any bfthe 2.0 Writing: The student needs additional items below are checked NO: basic instructions to self andothers. 2.1 Yes The student is able to write work order or a No Example: Is the student able to fill out a descriptive log on each drawingassignment? the answers to questions. 2.2 Yes The student is able to write that they cananswer No Example:After a student has demonstrated questions orally, can they writethe answers on paper?
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