Best Practices* Ideas to help you when implementing Best Practices in the Cisco Network Academy Program Best Practices Introduction Best Practices have always been an important component in the CNAP. Short explanations were included in the old Teachers’ Guide 1.50 and are now included in the preface for each semester. The following quote comes from the preface of Semester 1 version 2.1: A list of Academy Best Teaching Practices has been compiled. It is imperative that you use a wide variety of these Best Practices to present the Cisco Networking Academy Curriculum; these practices have been demonstrated to be successful with a wide variety of learners. The Best Practices include Challenges, Design Activities, Graphical Organizers, Group Work, Journals, Kinesthetic Activities, Lab Exams, Mini-Lectures, Online Study, Oral Exams, Portfolios, Presentations, Rubrics, Study Guides, Troubleshooting, and Web Research…Note that lecture (and PowerPoint or other such leader-led presentations) comprises just a tiny fraction of how Cisco intends the curriculum to be presented. The subject matter, our goals for our graduates, and good pedagogy all dictate that a mixture of these Best Practices be used. Especially important are the hands-on labs and lab exams, project-based learning (challenges), and troubleshooting. For example, all Academies are required to have their students build simple LANs, use multimeters and cable test meters, terminate Cat 5 Cabling, and perform a Structured Cabling Project as part of their first semester skill-building. Feedback from instructor trainees indicates that the greater use of Best Practices means better comprehension of the concepts. The Best Practices provide a variety of opportunities to learn as explained through the following: • “See” the processes through kinesthetic activities; • Apply the processes through labs, challenges, troubleshooting, presentations, etc.; • Obtain the knowledge through online study, mini-lectures, and discussion; • Think about the processes and concepts through study guides, reflection, portfolios, and journals; • Organize the components and ideas through graphical organizers, presentations, and study guides; and • Discuss ideas and concepts with others through group work. This handout contains additional information to assist you in understanding and applying the Best Practices. The handout has three components. The first component has a short explanation of Bloom’s Taxonomy as it is applied to CNAP. The second component is a chart that demonstrates the main and secondary purposes of each Best Practice as well as the class structure generally used during implementation. The third component is an expanded explanation of most of the Best Practices. Each explanation has a description, a brief statement of research, some implementation ideas and a rubric for assessing the quality of the trainee/student work. • The following Best Practices are included: • Challenges • Graphic Organizers • Group Work • Journals • Kinesthetic Activities • Lab Exams/Activities • Mini-Lecture • Portfolios • PowerPoint Presentations • Presentations • Reflection • Rubrics • Troubleshooting/problem solving It is important that the CATC and Regional Academy instructors use and understand the Best Practices, as they are the link to the Local Academy instructors who work directly with students. The students will have a more effective educational opportunity if Best Practices are used to assist their learning. The handout is a draft and a beginning of the support that will be offered regarding Best Practices. Any suggestions or comments are welcome. Bloom’s Taxonomy Bloom’s Taxonomy is simply a hierarchical framework designed by Benjamin Bloom that instructors and trainers can use to analyze and develop questions and activities that encourage different types of thinking. They may be used as guidelines for developing assessments that measure multiple levels of thinking. The goal is to include questions of differing levels in each lesson and to help students improve their critical thinking skills at the top levels of the hierarchy. The six levels beginning with the lowest level of thinking are as follows: • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation Definitions are included for each level with examples from the networking curriculum. Level 1 Knowledge Knowledge allows students to define, describe, list, identify, label, outline, select and state facts regarding content. The objective is to have students know common terms, specific facts, methods and procedures, basic concepts and principles. Examples: • List the full names for the acronyms-ARP, RARP, IOS, RIP, IGRP, ACL, ISDN, etc. • Identify how many bits comprise an IP address. (Sem 1) Level 2 Comprehension Comprehension allows students to paraphrase, defend, estimate, explain, distinguish, give examples, infer, predict, or summarize. It requires the ability to grasp the meaning of material, understand facts and principles, interpret verbal material, and justify methods and procedures. Examples: • Distinguish between standard and extended Access Control Lists (Sem 3) • Give examples of IOS commands useful for examining different router components (Sem 2) • Paraphrase the function of each of the 7 layers (Sem 1) • Classify 191.52.7.1 as either a class A, B, and C IP address (“A”s begin with 0 to 127; “B”s begin with 128 to 191; “C”s with 192 to 223. (Sem 1) Level 3 Application Application allows students to demonstrate, relate, show, modify, prepare, solve, give examples, manipulate, or generalize. It requires them to use ideas and material they have learned in new situations, apply theories to practical situations, and demonstrate correct methods or procedures. Examples: • Demonstrate the construction of a patch cable (Sem 1) • Modify the following IOS statement so that it assigns 193.1.7.5 as the static route for all packets on 199.4.5.0: ip route 193.1.7.5 255.255.255.0 199.4.5.0 (Sem2) Level 4 Analysis Analysis allows students to brainstorm, point out, differentiate, separate, and discriminate. It’s the purpose of breaking material into its components so that the organizational structure is understood; recognizing unstated assumptions and logical fallacies; distinguishing between fact and inference; and evaluating relevancy of data. Examples: • Brainstorm the problems that can cause a PING to fail (Sem 2) • You are troubleshooting the 5-router network. Distinguish between observable network symptoms and what problems you might infer are causing those symptoms. Level 5 Synthesis Synthesis allows students to combine, devise, compose, organize, plan, reorganize, revise, rewrite, and generate. It involves the ability to put parts together to form a whole item; write a well-organized essay; write creatively; integrate learning from different areas in to a plan for solving a problem or form a new scheme for classifying ideas and events. Examples: • Generate a design for an elementary school LAN. (Sem 3) Generate a design for a School District WAN. (Sem 4) • Plan a school-wide structured cabling installation for Net Day. (Sem 1) • Compose a subnetted IP address scheme for a class C network (192.18.9.0) which leads to Level 6 Evaluation Evaluation requires students to appraise, compare, contrast, criticize, support, conclude, or interpret. It’s the ability to judge the value of material for a given purpose and to evaluate logical consistency of written material and the adequacy of conclusions. Judgements should be based on specific criteria given by the instructor of determined by the students. Examples: • Your company has decided to use Category 6 UTP (instead of CAT 5, 5e, or 7) – support their decision. • Interpret the following result of a “show ip interface command: Serial 0 is administratively down; line protocol is down”. • Contrast the metrics used by RIP with the metrics used by IGRP (Sem 2). • Use a rubric to compare the Threaded Case Studies LAN and WAN solutions designed by the class groups. (Sem 3 and Sem 4) • Compare the following two LAN technologies for use in a high school environment on a limited budget: 10BASE-T Ethernet and 100BASE-TX Fast Ethernet (Sem 1 and Sem 3). • Compare the following two WAN technologies for a high school on a limited budget: ISDN and Frame Relay. (Sem 4) Best Practices Challenges Description: Challenges are problem-based labs or projects, advocated by AAAS Project 2061 (a science education reform project). These exercises are the opposite of cookbook, or step-by-step, labs. Instead, they encourage students to work on their own to develop solutions to various problems or challenges. The challenges vary in content and duration (from fifty minutes to three weeks), and are comprised of two basic parts. First, the lab asks students to solve a given problem. Second, it asks the students to create a product. For example, a simple 50-minute challenge lab for the first semester might be titled “Make a Patch Cable that Works Successfully”. A three-week challenge that could teach more complex tasks might be called “Wire the School Computer Lab”. Research: While little research deals with challenges per se, many of the components that make up a “challenge” have been thoroughly studied and have consistently shown positive results. Research shows that the most effective learning patterns occur when students are closely involved with the curriculum such as what happens when an assignment translates theoretical learning to a “hands-on” setting. Tasks that require students to do the following: • apply previously mastered basic learning to a new situation • use both analysis and synthesis to create a workable product • evaluate both the process and product • are demanding and allow the assessment of higher order thinking skills. Challenges are a part of the category of active learning that has been explored for use with almost any subject matter and with any population. Numerous strategies have been devised to successfully promote active learning with any age level, but is most successful with older children and young adults. Implementation: The degree of independence in solving challenges should vary according to the level of knowledge and the complexity of the task. Begin using the less complex and shorter challenges with the students. Have them work in pairs until they are familiar with the process and gain confidence in their skills. Make certain that they record key ideas in their journals as a record of their progress. After each challenge, discuss the process and what they learned in completing it. Have them identify strategies that would be helpful when they complete the next challenge. As students gain in knowledge there should be less guidance and more individual solving of the problem. When they become proficient, the students could be placed in competitive teams to solve a challenge. This is especially appropriate during Semesters 2, 3 and 4. Students can record information regarding their successes and failures in solving challenges in their journals. Periodically, have the students review their journals for comments regarding challenges. Have them look for evidence of growth in solving them, improved strategies, and general increase in content knowledge. Some students may wish to include their challenges in their portfolios. Rubric: A quality challenge solution will meet the following criteria: • Use a problem solving format • Use a logical process • Solve the challenge correctly • Demonstrate the thinking process • Show evidence of critical thinking including analysis, comparison, synthesis and evaluation • Show thorough understanding of content • Use references effectively (web research or instructional manual) Best Practices Graphic Organizers Description: These terms refer to a large group of visual tools (diagrams and schematics) used to represent concepts and ideas. They are implemented to facilitate comprehension of expository text. They seek to replicate the patterns used by the brain to recall linked information or detail. Some types of graphic organizers include semantic maps, summary sheets, concept maps, semantic feature analysis grids, story maps, structured note taking, PERT charts, Venn diagrams, webbing, main ideas, cause and effect frameworks, fact/opinion frameworks, classification frameworks, flowcharts, story mapping, brainstorming webs, pictures maps and graphs. Those especially useful in electronics and engineering are cluster diagrams, problem-solving matrices, flowcharts, block diagrams, topological diagrams, voltage versus time graphs, voltage versus frequency graphs, layered communication diagrams, frame format diagrams, and standard internetworking symbols. These graphic organizers are discussed in detail in the Instructors' Guide. Research: Research indicates that the use of organizers benefits all learners in all content areas. In addition, specific testing was completed to study visually/spatially talented and visually/spatially challenged student learners to determine who benefited most as a result of using visual tools. It was found that both groups benefited. A secondary outcome was a more positive outlook toward the subject matter with greater gains by the challenged learners. Instructors have indicated in studies that their instruction was improved through the use of graphic organizers Implementation: Each type of organizer has its unique purposes and uses. These are described for ten of the organizers in an in-depth explanation in the instructors' guide. One main guide is that the graphical organizer chosen should be congruent with the instructors' purpose and enhance the concepts of the topic being discussed. Organizers can be copied and given to each learner or presented electronically for them to sketch. Some instructors complete the organizer on a chart, whiteboard or poster while explaining the information. This provides a visual model for learners to copy and should be used when first using organizers or when presenting exceptionally complex concepts. Learners can use the graphical organizers to review with a partner or group before a project or a test. These could be placed in their journal or portfolio. The most effective graphic organizers have been those made by the instructor for the specific material being presented. Instructors and learners can often design a graphic organizer together. Certainly, critiquing a completed organizer for its effectiveness for learning the content encourages learners to design their own tools for understanding new content. Rubric: An effective graphic organizer should meet the following criteria: • Provides an appropriate and logical visual for the content and concepts presented • Shows relationships among concepts • Utilizes a design that is easily understood by all learners • Focuses the learners in the content through questions and/or clearly stated objectives • Results in a organized plan, processes, and/or a product that demonstrates learning • Provides for analysis and redirection of learning [...]... format • Shows evidence of critical thinking including analysis, comparison synthesis and evaluation • Solves the problem in a reasonable amount of time • Results in a solution Guide for Using Best Practices Purpose Best Practice Mini-Lecture Online Study Build Knowledge x x Student Learner Presentations Study Guide Build Conceptual Understanding Apply Concepts Class x x x x x Structure x x x Challenges... Utilizes resources and materials effectively and efficiently • Meets set deadlines • Reflects on progress, process and product (Rubrics are also available for group planning and group problem solving.) Best Practices Journals Description: Typically, a journal is a paper, bound, composition book in which pages are not added or subtracted, but dated The purposes of a journal are to document the process and... content Can be used to solve problems and as a resource for further learning Include reflections and evidence of self-analysis Cross-references with other problems, solutions, and ideas in the journal Best Practices Kinesthetic Activities Description: Kinesthetic activities literally refer to those activities that use the body to act out, or to communicate some process, concept or idea Role-playing and... presentation • Show a correct sequence if it is a process • Use correct vocabulary, terms and explanations • Is engaging and interesting • Contribute to the understanding of a concept, process or idea Best Practices Lab Exams/Activities Description: Examples of lab exams include all of the following: • practical exams • performance exams • demonstration labs • skill-based and performance assessments •... vocabulary • Demonstrates the ability to construct simple materials, repair, connect, design and/or use materials or equipment • Provides evidence of learning • Results in a product or completed process Best Practices Mini-lecture Description: A mini-lecture is a 5-15 minute presentation intended to supplement the online, written, or demonstrated information It is used as a precursor to a small group or... • Uses questioning to focus and enhance learning • Provides for multiple learning modalities through the use of demonstrations, graphic organizers, visuals, audio, PowerPoint presentation or graphs Best Practices Portfolios Description: Portfolios are systematic, purposeful, meaningful collections of student work that reveal the result of learning They exhibit the students’ efforts, progress, and achievement... self-selected • Explains progress toward goals for the Semester • Shows evidence of organizational skills • Provides evidence of growth and progress • Demonstrates excellent work, format and design Best Practices PowerPoint Presentation Description: A PowerPoint presentation is a 5 to 45 minute presentation utilizing an overhead projector, an “In-focus” projector, a “Proxima” projector, or another... Includes questions or poses problems that engage participants • Uses reflection questions to enhance learning • Is used as a supplement to clarify and enhance content and not to present all of the content Best Practices Presentations Description: A presentation allows the trainee/student learner to demonstrate content knowledge by presenting the findings of an inquiry regarding a specific topic to an audience... Lesson Plan: An effective lesson plan design meets the following criteria: • Provides clear objectives for the lesson • Connects to prior learning through focus questions or review • Selects appropriate Best Practices and strategies to deliver instruction • Selects effective performance labs, demonstrations, kinesthetic activities, and/or multimedia, as appropriate • Uses appropriate assessment strategies... content/ideas that engage and are understood by the audience Content (Lesson Plan): Provides clear objectives for the lesson Connects to prior learning through focus questions or review Selects appropriate Best Practices and strategies to deliver instruction Selects effective performance labs, demonstrations, kinesthetic activities, and/or multimedia, as appropriate Uses appropriate assessment strategies to . Best Practices* Ideas to help you when implementing Best Practices in the Cisco Network Academy Program Best Practices. 2.1: A list of Academy Best Teaching Practices has been compiled. It is imperative that you use a wide variety of these Best Practices to present the