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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 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 as the static route for all packets on ip route (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 ( 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. ... - tailieumienphi.vn
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