Articulated Instruction Objectives Guide for Shorthand (Module 3.0--Shorthand I) (Module 4.0--Shorthand II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.

Autor/inn/en	Reid, Gwen; Talbert, Willisteen
Institution	Greenville County School District, Greenville, SC.; Greenville Technical Coll., SC.
Titel	Articulated Instruction Objectives Guide for Shorthand (Module 3.0--Shorthand I) (Module 4.0--Shorthand II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.
Quelle	(1982), (90 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Articulation (Education); Business Skills; Clerical Occupations; Competency Based Education; Guidelines; Office Occupations Education; Postsecondary Education; Program Development; Program Implementation; Shorthand; Vocational Education; Writing (Composition) + 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; Richtlinien; Büro- und Verwaltungsschule; Post-secondary education; Tertiäre Bildung; Programmplanung; Ausbildung; Berufsbildung; Schreibübung
Abstract	Developed during 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 Shorthand I and Shorthand II. Various aspects of implementing and articulating secondary and postsecondary shorthand courses are covered, including course content, performance standards, student-teacher agreements, suggested instructional times, tasks addressed in the courses, outcome-referenced measures, equipment needed, and references. Addressed in the seven task sheets of the first module are reading and writing shorthand symbols, brief forms, and phrases; inserting punctuation; taking and transcribing familiar material; and dictation/transcription of new material. Among those topics examined in the l0 task sheets of the second module are shorthand principles, transcription techniques, dictation/transcription of new and familiar materials, office style dictation/transcription, recorded media transcription, preparing minutes of a meeting, and written communication composition. 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