Abstract: The following is excerpted from the Teacher Edition Foreword of the Introduction to International
Trade: "These instructional materials provide secondary and postsecondary students with an opportunity to explore the career choices in the international trade occupational areas and introduce them to the basic workplace skills necessary to compete and survive in today's global economy.
"Therefore, Introduction to International Trade is designed to include the entry-level competencies students will need to enter any of the occupational areas identified for international trade. Utilizing these instructional materials, students will have an opportunity to develop a portfolio exploring the interrelationship of the occupational areas of international trade, analyzing current events within a major international trade region, issues relevant to international economics and finance, current events relevant to import/export procedures and documentation, and current events concerning international marketing efforts.
"These instructional materials are designed not only for student use but to assist teachers in organizing and improving instruction. Instructional materials in this publication are based on the competency-based concept of first stating the objectives (objective sheet), developing instructional strategies for teaching to those objectives (information and assignment sheets), and assessing those same objectives (written test-a criterion-referenced evaluation instrument)."
Grade Level: Secondary and Postsecondary
Content Standard - Elements of the content standard are derived from workforce and career development skills, and nationally validated by educators, business, and industry. The validation process itself is based on accurate and current technical information, as well as the nationally recognized academic standards (e.g., Math, Science, English/Communications, and Social Studies). The indicators of the Content Standard emphasize skills for the larger world of work through the integration of vocational and academic skills, and incorporation of employability and life skills within the context of career exploration and development.
Instructional Standard - For this standard, instructional practices need to include all students regardless of gender, disability, race or ethnicity and be easily modified or adaptable to various learning styles and student experiences. Emphases within the Instructional Standard focus on active student involvement in learning; frequent opportunities for students to generate, discuss, test and apply content ideas and verify their findings; interrelationships among ideas; building strong conceptual frameworks on which to base the development of skills; and the relationships of the content area and to other areas of school curriculum and vocational program.
Student Assessment Standard - Evaluation within this standard area concentrates on: how assessments are aligned to the curriculum; the use of multiple and alternative assessment methods; and the relationship of assessments to the curriculum outcomes. Analysis and selection of the included assessment methods and instruments should focus on the basis of the type of information sought, the use of the information, and the developmental level and maturity of the student.
Equity and Diversity Standard - This standard reflects equity and diversity as a behavior (rather than an issue) that is incorporated throughout the instructional material. In submitted material, the evaluation of equity and diversity is based on the materials' context, its suggested learning environments and activities, and its student-teacher interactions. Indicators focus on a balance of experiences, contributions, voices, and perspectives of all groups, and challenges traditional assumptions.
Does the Curriculum Guide... Include validated matrix of skills? Yes Identify performance levels? No Have current content? Yes Have accurate content? Yes Sequence content from basic to complex? Yes Assess both teams and individuals? Yes Include assessment tools that reflect content? Yes Use performance/portfolio assessments? Yes Detect change in student knowledge over time? No Use appropriate assessment methods? Yes Challenge traditional cultural assumptions? Unsure
Instructional: Much discussion and questioning activities. Small rural schools may find activities limiting. Academic experiences reinforced; technology applications are limited.
Student Assessment: Material recommends using a portfolio that follows state guidelines. Students are assessed primarily on written materials.
Equity and Diversity: Unit 2 includes student activities focusing on the impact of culture on International Trade. Material also includes how countries vary in business attire and protocol.
Pilot/Field Test Data: None.
Suggested Modifications by Reviewers: Examples of how to do math problems not included; would be helpful to have samples.
Teacher's Guide and Students' Guides are available; products contain Competency Profile, Instructional/Task Analysis, Academic and Workplace Skill Classifications. Produced in 1994.
Teacher Guide $19.00
Student Guide $ 9.50
Teacher Guide $35.00
Student Guide $13.00
This is an initial profile from our pilot-testing efforts. Some of the information provided here is less detailed as a result. Future profile descriptions obtained from the Phase II review process will contain greater detail. We thank the Mid-America Vocational Curriculum Consortium, Inc., for allowing us to print this review.
Curriculum and instructional products submitted to the NCPQVE Reviewers Bureau will be critiqued for content, instructional effectiveness, student assessment, and equity and diversity. When a curriculum is processed through the national review, its product profile will be made available nationally to professionals, making them aware of curriculum materials which reflect the NCPQVE standards. A sample product profile appears here.
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