Doug Mannell

February 28, 2016

EDU 742
Study Skills & Content Area Literacy Instruction for All
University of New England
Strategy Demonstration Reflection: New Instructor Information

The power point presentation, entitled What Does a New Instructor Need to Know has been
developed for men and women who have been given the opportunity to move from the
construction field to the classroom. The power point is a strong way in which to show these new
instructors one of the many resources that they have available for instruction. The main strategy
is to offer a perspective from my own experience discussing the tasks that may seem difficult.
The new instructor will learn that they have a multitude of information and resources available to
assist them in their new career. Success is attainable so long as they put the time and effort into
this new career path.
The new instructor responsibilities move from managing a construction project to teaching
apprentices their craft. The initial strategy behind this lesson is to have these students reflect
upon those individuals who made a difference with their careers and lives. These influences do
not necessarily have to be in the industry the new instructor has spent years developing. These
influences can be from family, friends and most importantly former teachers. The lessons intent
is for these new instructors to understand that; just as they had people influence them it is now
their turn to do the same (McLaughlin, 2012).
A secondary strategy of this lesson is to help new instructors develop their methods for teaching
based on their students educational backgrounds and needs. New instructors are thrust into the
classroom immediately from the construction field to the front of the classroom within a matter
of weeks and receive no formal training. This strategy will introduce new instructors to Howard
Gardners multiple intelligences where they will begin to understand that not everyone learns the
same way. Ellery and Rosenboom (2011, p. 4) refer to the instructors need to reach the whole

learner. The SPICE development domain for curriculum (Ellery & Rosenboom 2011, p. 5) can
add to Gardners multiple intelligences to better understand the students needs.
New instructors will learn how to develop and use lesson plans to assist them in staying on task,
as well as the different ways in which their students absorb information (McLaughlin, 2012).
With the use of a lesson plan, the instructor will be able to add information which will assist
them with differentiating their students needs. These needs may involve a student who is a
second or third generation craftsman and has been doing the work since they were young, or one
who had a relative push them into learning a craft because they have no other skills or career
possibilities. Another need will be that of an apprentice who speaks little or no English. Leading
a crew with these multiple intelligences in the field of construction is much different than leading
them in a classroom lesson and discussion. The beginning of a successful program is to know
our learners (Ellery & Rosenboom 2011, p. 7).
Resources essential to this lesson will begin with the new instructor becoming familiar with the
standards based-curriculum. This curriculum is in the form of textbooks which are developed for
the specific craft in which the instructor will be teaching. For the floor laying industry there are
six textbooks that will be taught throughout the students four year apprenticeship. To
complement the textbooks, as well as give the students an alternative to structured reading, there
are a number of magazines and manufacturer dedicated websites which stay current with the
industry trends. The flooring industry constantly changes to meet the demands of the customer
and it is critical that the new instructor understands this. Flooring magazines are kept in the

classroom for the students to read in order to stay informed with the latest changes to the
industry. Students are assessed by their employers when they are not in school and the more
knowledge and skill they possess the more the greater the opportunity they will have for work.
To effectively educate their students, instructors must have a working knowledge of the
manufacture and installation of these products. This task can be quite daunting to a new
instructor as well as their students.
Ellery and Rosenboom (2011, p.21) write about the challenge that teachers face in identifying
areas that affect the motivation and engagement of students in the classroom and beyond. The
Gradual Release of Responsibility (GRR) is a strategy that can be used in training since it is one
that is used in the construction field when training apprentices. This strategy helps to break
down the instructors lesson plan into four categories and uses the Curriculum, Assessment, and
Instruction (CAI) alignment strategy. The first section of the GRR is referred to as I do it, where
the instructor will read and detail what is expected of the students. Instructors can assist with
comprehension by discussing terms and phrases the students may be unfamiliar with (Gill,
2008). Ellery & Rosenboom (2011, p. 56) also write about the use of scaffolding and
rereading which has the ultimate goal of giving the student confidence in their comprehension.
The second category is we do it, which involves the class working together as a team to answer
any questions or concerns they may have. These first two categories mimic what happens on the
jobsite for the students. The foreman will explain and describe what needs to be done by the
installer. Secondly, the individuals will come together to work as a team to install the project.
The next two steps will involve detailed instruction and assessment as the students are given
their hands-on project. Students will be paired up as they work through the hands-on project
while the instructor monitors their work. The instructor will assist in demonstrating how the

students can achieve success. By pairing the students together this will help them work through
any difficulties they may face. The students are welcome to bring any notes they may have taken
while they read through the text. The final category will be the individual assessment of the
students as they demonstrate what they have learned.
The reading that has been assigned for this class has shown a consistency in the importance for
reaching students, no matter what their age. The chapter on Comprehension: Frontloading and
Downloading, for my situation with adult students contains invaluable information (Ellery &
Rosenboom 2011). The strategy of downloading comprehension is described as focusing on
multiple exposures to text, critical thinking, determining importance, summarizing, and
synthesizing are all vital to the success of both instructors and their students (Ellery &
Rosenboom 2011, p. 112). Floor layers must follow the downloading comprehension strategy
on a daily basis as they perform critical layouts and installations for their employers. Whether an
instructor or a student, this ability to comprehend text and procedures will lead to success which
leads to a long and productive career.

References:
Ellery, V., & Rosenboom, J. (2011). Sustaining strategic readers techniques for supporting
content literacy in grades 6-12. Newark, DE: International Reading Association.
Gardner, H. (2011). Multiple intelligences: The unschooled mind: How children think and
how schools should teach (3rd ed.). New York: Basic Books.
Gill, S. R. (2008). The comprehension matrix: A tool for designing comprehension instruction.
The Reading Teacher, 62(2), 106-113.
McLaughlin, M. (2012). Reading comprehension what every teacher needs to learn. The
Reading Teacher. 65(7) 432440.