Draft of Day 12 of the Construction Foundation Course.

1. LEARN – DAY 12
Construction Foundation Course

2. Week Three: Day 12 (Tuesday)
First and Second Hours (7:30 – 9:30) - 1
• Check-in: Shake hands. Remind students: binders, seating.
Start class.
• Review the day: Review the day’s activities from the list on the
board or chart paper.
• Binder check: This can be done at any time during the day.
FOLLOW THE SAME FORMAT AS DAY 11 WITH THE
EXCEPTION OF THE AFTER HOURS ASSIGNMENT

3. Week Three: Day 12 (Tuesday)
First and Second Hours (7:30 – 9:30) - 2
120 minutes:
• Curriculum: Centers should choose a curriculum with nationally-
recognized certification, such as the American Red Cross or
American Heart Association.
• Instructors: Instructors for this curriculum unit may need to be
certified by the national organization. They do not have to be
health professionals, although that would be an asset.
• Length: There are 9 hours allotted for the curriculum unit plus
one additional hour on Friday for the certification exam (and
additional study prior to the exam, if time allows.) This may be
slightly longer or shorter than your traditional curriculum, so you
may need to adjust your timing slightly. Note that the Foundation
Course asks you to include trade vocabulary and note-taking (see
below) which may require a small amount of additional time.
CPR – First Aid

4. Week Three: Day 12 (Tuesday)
First and Second Hours (7:30 – 9:30) - 3
• Materials/equipment/textbooks: Most centers will have the
required materials, books, and equipment, as CPR/First Aid is
regularly taught as a part of CNA and other career technical
courses in Health occupations.
• Instructional strategies: Note-taking guides formatted like
Advance Organizers (i.e., questions column on the left, notes on
the right, summary at the bottom) should be used throughout the
CPR/First Aid unit, even if they haven’t been before. This will
- give students the information to study for the certification
test in a structure they’re used to, while emphasizing the
need to take notes on all material;
- hold students responsible for recording the main ideas in
films, demonstrations, and mini-lectures during the unit; and
- allow students to ask intelligent, targeted questions about the
material both at the time of presentation and in review.

5. Week Three: Day 12 (Tuesday)
First and Second Hours (7:30 – 9:30) - 4
• Trade vocabulary: In addition to the notes discussed above and
the traditional materials used in the course, instructors will
need to incorporate the CPR/First Aid vocabulary terms as
flashcards. There is no set list, as the terms may vary by
provider (e.g., Red Cross, American Heart Association) and by
region; however, there is a basic list we’ve compiled that is part
of the Part II – Vocabulary Cards section. If you include
additional terms, provide 3 x 5 cards for these. Ask students to
write the term on one side of the card and the definition on the
other side. Like the note-taking, use of this basic strategy is
important to ensure continuity in learning/practicing important
concepts.
• Stretch breaks: Incorporate as appropriate.
Snack Break (9:30-9:40)

6. Week Three: Day 12 (Tuesday)
Third and Fourth Hours (9:40 – 11:30) - 1
100 minutes:
• Use your own wellness/nutrition curriculum content for this
section. However, because this is the Health Foundation
Course, there are three ways in which you should adjust the
traditional approach.
First, adapt the content and materials so that:
- The content emphasizes the applications to all people, rather than
primarily Job Corps students. For example, in a traditional
wellness/nutrition unit in CPP, an instructor might focus on the
nutritional requirements for teens/young adults only, while in this
course, the focus should be broader, such as the nutritional
requirements of infants, children, teens/young adults, adults, and
the elderly or the nutritional requirements for average adults as
compared to those for diabetics, etc.
Wellness – Nutrition

7. Week Three: Day 12 (Tuesday)
Third and Fourth Hours (9:40 – 11:30) - 2
- The intended outcomes emphasize knowledge and skills, as
well as behavior. For example, in a traditional wellness
course, the emphasis in the study of tobacco might be on
providing students information and motivation for a
behavioral objective such as supporting students to stop
smoking or resist starting to smoke. The Health Foundation
Course includes this focus but additionally calls on students
to understand the effects of smoking from the individual and
community health perspectives, so that issues of lost
productivity on the job may get more emphasis than
subsidiary issues such as social acceptance, cost, etc.
This does not mean that you should change the choice of topics
which you have probably honed over the years to reflect those most
important to Job Corps students, such as nutrition, sleep, sex, and
alcohol, tobacco, and other drugs. It only means that you will treat them in
a slightly different way, using the student issues as a focal point from
which to move to the broader application.

8. Week Three: Day 12 (Tuesday)
Third and Fourth Hours (9:40 – 11:30) - 3
Second, you will need to be sure to include, teach, and use the
words/terms students need to know, both in First Aid/CPR and in
wellness. These very basic terms should also be the basis for the
Week 3 quiz. Like taking notes, it is important for students to
continue to practice the study skills that must become second
nature to them by the time they enter Career Technical Training.
Third, you will probably have to adjust the pedagogical strategies
used. In the Construction Foundation Course, the unit on
wellness/nutrition includes introduction and mastery of basic
student instruction in the technique called “Similarities and
Differences” or “Comparison and Contrast.”

9. Week Four: Day 12 (Tuesday)
Third and Fourth Hours (9:40 – 11:30) - 4
Of all the learning strategies identified and evaluated by
researchers, Similarities and Differences (S/D) is the most effective in
terms of increasing student achievement. Indeed, when Robert Marzano
and partner researchers reviewed hundreds of studies on teaching and
learning, they found that teaching students how to identify similarities
and differences and then apply their conclusions generated a 45%
increase in student achievement. That’s about as close to a magic bullet
as educators can get!
Link to the Similarities and Differences in the “Try” section below for
specific implementation ideas or in the Foundation Course Strategies
section of the Connectiv Website.
Similarities and Differences

10. Week Four: 12 (Tuesday)
AFTER HOURS
For one of the areas of wellness/nutrition for which you are
having students determine S/D, make this after hours
assignment:
As a Work Team, determine the similarities and difference between
[fill in topic] and [fill in topic], given the guiding questions you
received in class. (Check your notes!) Then choose the S/D
organizer you like best and complete the organizer with your
findings as a PPT slide. Email your slide to me this evening. In
your email note, include the names of those members of your
group who did and did not participate in this work.

11. END
If you continue to click forward, you will see links to
presentations of similar content available through
slideshare.com
Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL