Articulated Instruction Objectives Guide for Typewriting (Module 1.0--Typewriting I) (Module 2.0--Typewriting II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.

Autor/inn/en	Reid, Barbara; und weitere
Institution	Greenville County School District, Greenville, SC.; Greenville Technical Coll., SC.
Titel	Articulated Instruction Objectives Guide for Typewriting (Module 1.0--Typewriting I) (Module 2.0--Typewriting II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.
Quelle	(1982), (155 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Articulation (Education); Behavioral Objectives; Business Correspondence; Clerical Occupations; Competency Based Education; Office Occupations Education; Postsecondary Education; Program Development; Program Implementation; Typewriting; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Articulation; Artikulation (Ling); Artikulation; Aussprache; Office occupations; Büroberuf; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Büro- und Verwaltungsschule; Post-secondary education; Tertiäre Bildung; Programmplanung; Maschinenschreiben; Ausbildung; Berufsbildung
Abstract	Developed during the course of a project designed to provide a continuous, competency-based line of vocational training in business and office education programs at the secondary and postsecondary levels, this package consists of an instructor's guide and learning modules for use in Typewriting I and Typewriting II. Various aspects of implementing and articulating secondary and postsecondary typewriting courses are covered, including course content, typewriting standards, student-teacher agreements, suggested instructional time, tasks addressed in the courses, outcome-referenced measures, equipment needed, and references. The two modules contain 20 and 21 task sheets respectively. Among those topics addressed in the first module are mastering machine parts; operating the typewriter; correcting errors; centering and tabulating; composing and typing business letters, envelopes, and memorandums; and proofreading. Dealt with in the second module are typing minutes of meetings, spirit masters, and stencils; preparing rough drafts, legal documents, agendas, itineraries, manuscripts, and business forms; and dividing words. The task sheets contain some or all of the following: performance objectives, performance actions, suggested instruction times, performance standards, and related technical information. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC