Instructors Manual

Lesson 8
A. Write an overview of your plan of instruction and technology product by doing the
following:
1. Discuss the following elements of the plan and product: instructional goal, intended
audience, length, delivery approach, instructional sequence, materials needed
The instructional goal of my unit of instruction is to teach plumbers how to manage their
time. The specific goal is to help them submit a bid for typing to the office within 48 hours
of their trip to the customers location. The audience is a group of 12 plumbers, with an
average of close to 15 years plumbing experience. The length of the entire unit of
instruction is approximately eight hours of instruction and the delivery approach is a
combination of teacher-led and group work. The instructional sequence is:
1Whos in charge of your time?
2Timewhat is it and how do we manage it?
3Are you prepared?
4Time wasters
5Prioritizing
6Stress of NOT prioritizing
7Asking for help
8Bringing it all together
The materials needed are:
6 scenarios, 2 copies of a bid sheet for each plumber, pencils, calculators
2. Discuss each lesson or module in the plan of instruction.
8Bringing it all togetherThis lesson revisits lesson 2 but now instead of me telling them
why its important for them to manage their time, they are telling me and each other how to
and why they need to manage their time.
3. Discuss how student performance is assessed.
The post-assessment for unit 8 is a peer-review. They will have written two bids as part of
the unit of instruction. At the time of the post-assessment, they will exchange bids with
each other and critique each others bids. They will write comments out asking questions
about why they did something they did, and what they would have done differently if they
had written that bid (they will each be addressing one of six plumbing issues, so they will be
writing different types of bids). Then there will be discussion of the comments between the
two of them as to the thought processes, etc. There isnt a lot of right or wrong answers
here, again its more of the iron sharpening iron for this post-assessment as well.
Instructors Manual
Lesson 8
B. Describe how the instruction (e.g., planned pedagogies, strategies) is to be delivered so
that its delivery could be re-created from your description.
Overview: 8Bringing it all togetherThis lesson revisits lesson 2 but now instead of me
telling them why its important for them to manage their time, they are telling me and each
other how to and why they need to manage their time.
Pre-instructional activity: Review of why time management is needed. What happens if we
dont manage our time? (Life manages us instead.) (Lesson 1) What is the difference
between urgent and important? (Lesson 2) Being prepared to write down notes, take
measurements, etc. so you dont have to make a second trip (Lesson 3). How many times
do you want to go to the same house for the same job? (Lesson 4) How do you prioritize
tasks at a job? (Lesson 5) What are some of the stresses that we add to ourselves by not
taking care of ourselves and managing our stress? (Lesson 6) When would it be appropriate
to ask for help? Who can you ask for help? (Lesson 7)
Content Presentation: Review the reasons its important to write bids and have them turned
in on time. What is the value of a bid? How much money do you make an hour doing
service calls? How much money can you make an hour doing bid jobs? Is it worth your while
to write a bid?
Learner Participation: Give the plumbers two bids each to write (have several copies of the 6
scenarios (see resource website), pass two each randomly to each plumber). Remind them
to use their resources: the price book, each other, their notes (the scenario), and draw on
their skills as a plumber to write the bids.
Post-assessment: Have the plumbers exchange papers and write notes on the others as to
what they like about the bid that was written, what they would change, and why. (7
minutes) Then hand them back to the original plumber and discuss what changes they are
recommending and why. (8 minutes)
Follow-through activities: Review the expectation that the plumbers will continue to use this
newly-acquired information to help them be efficient in writing bids and in general
accomplishing their day-to-day work.

C. Provide a list of all instructional materials (e.g., handouts, books, assessments,
manipulatives, videos) that are used in the lessons or modules.
http://silveradoplumbing.weebly.com click on Lessons tab, choose Lesson 8 Access the
following items on the Documents needed page: Learner participation: scenarios, and
Learner participation: bid blank.

D. Provide a list of all physical resources needed in the instructional event (e.g., hardware,
lab equipment, calculators).
Pen or pencil for each plumber
Instructors Manual
Lesson 8

E. Provide all lesson plans, assessments, and handouts that could be reproduced by those
who use your plan of instruction.
See Weebly website (www.silveradoplumbing.weebly.com)

Note: This could also include media-related documents (e.g., press releases, advertising,
announcements).

F. Include design elements that contribute to the purpose of the plan of instruction.
Ease of use of the Weebly website, appropriate content that the plumbers can relate to,
consistent navigation throughout the website, choice of images for use on the website (use
of water and above ground plumbing since Im working with plumbers)