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 tha t 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
Bests Practices

Groupwork
Description:
Groupwork refers to using a variety of trainee/student groups to enhance
learning. Learners can be grouped for reviewing, questioning, learning content,
doing performance labs, designing projects, assessing their learning and other
suitable tasks. Within cooperative teams, individuals seek outcomes that are
beneficial to themselves and other members of the group. Working together,
students and trainees are able to maximize their own and each other's learning.

Groups can be pairs or partners, small groups of 3-5 or larger, teams or

competitive teams, large groups of 9 to 15, and whole class groups.

Research:
Numerous research studies have been conducted on ways to improve learner
motivation, attendance, and academic growth through grouping for learning
activities. Cooperative and integrated learning groups have been found to
enhance inter-group relations and team building. For the Networking program,
the ability to work together is beneficial to future employment.

Prior to the 90’s, it was generally believed that the most effective classes were
those that had a low number of students. Current educational philosophers look
instead to styles of grouping within the classroom where dimensions such as
group problem solving has been measured more effective than other modes of
instruction for higher order thinking tasks. Various modes of small groups are
shown to make a significant difference in learning patterns. Studies in Great
Britain, Canada, Australia, and the United States have revealed the same results
related to the benefits of grouping for learning.

Implementation:
Trainees and student learners can be assigned to groups or they can choose
their own group. As a class, the rubric (criteria) for effective groupwork should be
discussed prior to the activity. The difference between individual and group effort
should be emphasized. It is useful to discuss group roles such a leader,
recorder, timer, etc.

Have the groups clarify the task or assignment to be accomplished. During the
group work, the instructor can move around the classroom to answer questions,
assist in maintaining focus, and ensure that all group members are actively
engaged.
After the group presents projects, plans or ideas, use the rubrics to assess how
well the group process worked. Group work for organizing, planning,
researching, and focusing is beneficial. Individual responsibilities for learning,
presenting, producing, can be established with specific criteria for the
presentation or product that provides evidence of the individual learning.

Rubrics:
Group Effort
• Utilizes individual strengths to enhance the process
• Reaches consensus through negotiation and compromise
• Collaborates effectively and efficiently
• Utilizes resources and materials to maximum advantage
• Keeps within timelines and meets all set deadlines
• Reflects on progress, process and product

Individual Effort
• Performs multiple roles and responsibilities within the group
• Respects other members feelings, abilities, opinions, contributions
• Contributes equitably within the group
• Enhances the strength of the group
• 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 progress of learning and work and to develop a reference of
solutions that have worked in the past.

Engineering journals come in part from patent law. Most corporations have their
technical employees keep a journal (dated, signed, bound and kept in ink) to
resolve patent issues. It is a legal document and may be used in audits.

In the field of networking, engineers keep journals in which they record their
thoughts regarding the many activities in which they are engaged. Journals in
general are a record of an individual’s thoughts regarding a specific topic. These
thoughts, overtime, allow the learner to analyze and chart his/he r progress in
understanding the topic. The journal will include events that failed as well as
those that succeeded.

The types of journal entries most applicable for Networking Academies’ students
include:
• daily reflections
• troubleshooting details
• lab procedures and observations
• equipment logs
• hardware and software notes
• router configurations
• contacts & resources
• questions
• designs
While the journal becomes much more important as the students do more
network design and installation work, good habits can be developed by starting
with a journal the first day of the first semester.

Research:
Journals were "reinvented" within the last few decades not for the value of the
content, but for the value to the author as a response to the prevailing attitudes of
learners that were reported by researchers. Learners felt that the success or
failure of their learning program was outside of their control. Assessments were
done "on them"--their role was passive rather than as an active learner.

Students were found to lack a sense of ownership, were not self-directed, lacked
the ability to self-reflect and exhibited low expectations of themselves. Where
these attitudes were most prevalent, it was noted that students were excluded
from the conferencing, the portfolio selection, and the criteria setting processes.

Some of the strategies implemented to address the problem were using

alternative assessments, increasing student ownership and responsibility and
creating opportunities for student self-assessment. This came about largely
through the use of journals where they were recognized as a powerful tool both
for content and process.

Implementation:
Each student is responsible for maintaining his/her journal. Often, instructors
may provide a specific time in class for the students to make notes in their
journals. Students may also record their ideas as they read, listen, or complete
activities. For example, during a mini-lecture, the students may record analogies
that help them understand a concept. During a lab activity they may record their
procedures with results. After an exam, they may write the concepts that they do
not understand. Questions that they want to explore may be written at any time.
Students may use their journals to assist in reviewing for an exam. Periodically,
they may review their journals to analyze their progress in learning the content
and record reflections.

Students who are able to develop the habit of using a journal may be more
successful in networking or whatever technical career is in their future.

Rubric:
A quality journal will meet the following criteria:

• Demonstrate organizational skills

• Use real life examples and analogies
• Show independent thinking by providing own solutions; synthesizing major
concepts; and demonstrating connections between major concepts and
content
• Use sketches, diagrams, analogies and notes to clarify meaning
• Include important 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 skits are
examples of kinesthetic activities. Showing a process by having individuals
perform the steps of the process with materials such as slips of paper, boxes,
rope, etc is another example. Immediate feedback by the group and instructor is
necessary to make certain that the processes and concepts are presented clearly
and correctly.

Kinesthetic activities are designed to meet the needs of some students to

express and view their learning in other methods than the predominantly
cognitive form of the school setting. It is one of the multiple intelligences
identified for inclusion to meet the needs of all students.

In the CNAP, the kinesthetic activities also apply to many of the “hands-on”
learning activities whose “real life” situations and labs are used to provide
learning experiences. Many of the protocols and devices involved in networking
are resolvable into distinct algorithms that can be very difficult to read about or
visualize. “Acting out” algorithms is particularly helpful during the introduction to
these complex processes and devices. A classic pedagogical technique in
computer science is to have students act out a “bubble sort algorithm”. These
fun, interactive activities are a needed variation from online learning.

Research:
Activities that promote kinesthetic learning are often grouped with active or
performance learning although they are a specialized form of this total group.
Researchers report activities in this category often need revision as programs
seek greater inclusion of individuals with special health, cultural or learning
needs.

For students to assimilate information and realize their maximum potential, they
must do more than listen.

Implementation:
To help students begin learning how to use this type of activity, have them
demonstrate a simple activity. Discuss how the activity makes the concept more
visible and therefore more understandable. For example, choose topology.
Demonstrate by putting a message in a box and passing between students with
each person designated as parts of the system. Select two or more types of
topology to demonstrate and compare. Have the students suggest other ways
this could be shown.

For other concepts, have the students design their own kinesthetic activity.
Kinesthetic activities can be especially helpful when introducing some of the
basic networking concepts. For example, during semester 1, have the students
act out any or all of the following:
• The encapsulation process
• The handling of data by repeaters, hubs, bridges and routers
• The functioning processes of ARP and RARP

During Semester 2, kinesthetic activities can be particularly helpful when trying to

explain the following concepts:
• TCP/IP protocols (e.g., handshakes, windowing, flow control)
• Routing loops
• Distance-vector routing
• Link-state routing

Any concept that students may have difficulty understanding is a logical topic for
a kinesthetic activity. If it can be made “visible” to the class, more will
understand.

Note: Some trainees may be reluctant to use kinesthetic activities to demonstrate

concepts or processes. It is important that they experience and practice the
process during their training so they can use it more effectively with trainees and
students.

Rubric:
A quality kinesthetic activity meets the following criteria:
• Represent the key elements of the concept, process or idea
• Require the participants to use their bodies in the demonstration
• Is logical in its 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
• authentic assessments
• mastery learning.
They are assessments of the student’s knowledge in a particular subject using a
hands-on, demonstration method. The student is able to apply his/her
knowledge of content to a task that is or simulates a real life activity. Vocational
subjects have long included “labs” to ensure that students know how to use their
knowledge. Networking is a perfect example of a subject that benefits from an
emphasis on labs and lab exams.
_______________________________________________________________

Research:
Relevant performance labs and activities are emphasized to promote student
understanding of science and applied science content. Research has shown that
reading and hearing about the content provides only a portion of the learning
required for these contents. Lab activities and exams allow the student to
practice and demonstrate the application of principles learned. Multiple studies
have demonstrated the added comprehension of these activities.
______________________________________________________________

Implementation:
Start with simple labs to acquaint the students with the process of solving them.
Some labs may be step-by-step activities that require the students to follow
directions to reach a planned solution. Students may work in pairs or small
groups until the students gain confidence in the process.

Discuss problem-solving techniques before assigning labs. After the labs are
completed, discuss the problems encountered and the final results. Identify the
problem solving techniques that helped in the solution. Lab activities should be
designed to practice the skills tested in the lab exams.

During semester 1, lab exams sho uld be assigned for the following:
• Making patch cables
• Configuring IP addresses
• Punching down jacks and patch panels
• Testing cable runs and using test equipment
• Simple hardware and software procedures
Assign a pass/fail grade and allow retakes of the exams.

During Semester 2, the focus of the labs should be on developing proficiency in

configuring routers and then groups of routers and networks.

Some students may be able to design their own labs and lab exams for the class.

Rubric:
A quality lab acti vity or exam should meet the following criteria:
• Shows understanding of an important concept or process
• Demonstrates the connections between and among the various components
of networking
• Shows knowledge of basic networking 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 individual learning activity. It is a modification of the commonly used lecture,
during which the instructor presents all the information to the trainees or
students. The mini-lecture has evolved from identifying the types of lectures and
strategies used that are most effective and incorporating them into a shorter
format. A mini-lecture is used to present information, clarify concepts, discuss
issues, setup a performance lab, summarize ideas and assess performances,
and connect to prior knowledge. It provides a context for the content to be
learned and is used in conjunction with activities that allow trainees/students to
apply and clarify ideas.
Relatively short, engaging, mini-lectures with demonstrations are excellent
adjuncts to the online curriculum and lab activities that are the backbone of the 4-
semester curriculum

Research:
Researchers have pointed out the advantages and disadvantages of lecturing.
Advantages are as follows:
• ideas can be presented and/or clarified quickly;
• the same information is heard by all;
• it helps to focus the group on goals and objectives;
• lectures can be recorded or taped for review.
Some of the disadvantages are as follows:
• if abstract information is presented, the listeners may have difficulty
comprehending;
• the training instructors receive in public speaking is limited and insufficient;
• lack of the lecturer's focus and organization is often common, resulting in just
"covering" the material;
• trainees/students reach a saturation point of listening during extended
lectures.

Using a mini-lecture with additional strategies such as those indicated in the

Implementation section helps eliminate the disadvantages and emphasizes the
advantages.

Implementation:
A mini-lecture is especially appropriate to accomplish the following:
• provide a motivational introduction to a topic;
• discuss a focus question to test for understanding;
• clarify understanding of a concept;
• explain how previous lessons/content/concepts, etc. connect to the new
information.

Strategies to make a mini-lecture more effective include demonstrations, graphic

organizers, differential questioning, and computer assisted instruction.

Demonstrations are excellent for providing models for learning and

understanding content. Using kinesthetic or modeling strategies, demonstrations
provide another way to teach concepts.

Graphic organizers provide a structure for instructor and trainees/students to

connect the ideas and information presented in a min-lecture. They can be
presented to the class prior to a mini-lecture so that the individuals can review to
activate prior knowledge. They can be used for note taking during the
presentation to keep focus on the context and major content points.

Asking questions at each of the higher level of thought processes referred to in

Bloom's Taxonomy increases the effectiveness of the mini-lecture. Preparing a
list of questions during planning has been found to increase the use of higher
level questions by instructors.

Computer-assisted instructional techniques such as PowerPoint presentations

have been found effective in mini-lectures. Projecting the main ideas and
relationships via computers combines visual and listening strategies to enhance
learning.

Rubric:
A quality mini-lecture will meet the following criteria:
• Focuses on one concept or topic
• Organizes the topic so that it is easily understood
• Engages the trainees/students in the topic
• Accomplishes the purpose for which it is intended
• Utilizes a variety of strategies to assist in the organization and retention of
ideas and concepts
• Maintains focus through the short presentation
• 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 Criteria are defined in the portfolio and the work demonstrates a
student’s progress in meeting the criteria through various learning or
performance tasks. The collections can be in paper or online form and can
represent the work of a limited period of time such as one semester or be
cumulative over a period of years.

Cumulative portfolios can be part of the graduation or certification assessment

and be an excellent product to display to potential employers who are often
seeking proof of capability. Many secondary school districts are encouraging
portfolio based assessment, for which the Academies’ Curriculum is well suited.

Research:
The last ten years of educational literature includes more thinking about and
research on assessment than any other topic. Understandably so, since as
education has changed there has been more criticism about teaching style and
curriculum than in the past. Teachers and administrators have found it essential
to measure what has been learned, however, as learning and teaching styles
have changed so have patterns of assessment.

One of the most successful of the newer assessment methods has been the
portfolio.

Studies looking at the viability of portfolio assessment found a strong positive

factor in that all students could see progress and with some assistance could set
goals for themselves. Many students expanded what was required and included
out of schoolwork in their portfolios. Student populations that had previously been
oppressed by traditional test-taking evaluation methods, such as special
education and at-risk students, felt that they could shine through portfolio
assessments. If they qua lified for alternative assessments, the portfolio
standards could easily be amended as appropriate.

Cushman reported on a study that is especially applicable to instructors

maintaining a portfolio. She reports on a study from the National School Reform
Faculty called the Critical Friends Group. Results indicated that using portfolios
for self and peer assessment resulted in increased knowledge regarding content
and pedagogy.
Further research needs to be conducted to determine if there are “best” age
levels or subject content for portfolio use.

Implementation:
Trainees and students begin the portfolio process by designing a web site based
on the requirements for Semester 1. The Semester 1 requirements for trainees
are as follows:
• A syllabus for traini ng classes, if you are a CATC or Regional Instructor, and
a syllabus for student classes, if you are a Local Academy instructor.
• The lesson plan developed by your group
• Some practice wiring diagrams
• Examples of your use of the decision matrix
• A plan for a wiring project
• A flowchart of a Semester 1 topic

Local instructors may set requirements for their students. Requirements might
include diagrams and explanations of specific concepts, practice wiring
diagrams, a plan for a wiring project, reflection on lab exercises, designs,
examples of graphic organizers, and other materials that the instructors may
assign.

Discuss the requirements and the scope of CNAP to assist the trainees and
students in including all the items they might need, e.g., elements of the
Threaded Case Study. Note: A list of the elements will be included in the final
version of this document.

Trainees or students may wish to work in pairs as they design each of their web
site portfolios. The results can be presented to the class. Students in high
school settings can present their portfolios as part of the parent/student/instructor
conference.

Rubric:
A quality portfolio meets the following criteria:
• Contains examples of all the requirements for the Semester
• Contains materials that demonstrate understanding of specific skills/concepts
learned
• Uses explanations for those items that are 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 form of
equipment that allows a pre-written set of documents, charts, graphs, outlines,
etc. to be projected on a wall or screen. It is usually used to present information
for a small or large group so that all can see. The PowerPoint presentation may
be an outline of talk points or a series of words, phrases, diagrams, charts, etc.
that helps to facilitate a lecture or mini-lecture. It can be used to generate
questions, facilitate discussion, show answers to questions, or present
information. It provides a conte xt for the content that is to be learned and is used
in conjunction with either an oral presentation or discussion. Animation may be
used (if projecting from a computer) to specify points of discussion or to make the
presentation more engaging.

Research:
Researchers have pointed out the advantages and disadvantages of using
PowerPoint presentations.
Advantages are as follows:
• ideas and information can be viewed by a large number of participants
• note taking is facilitated by using talk points or an outline form, particularly
when using the PowerPoint handouts (either 3 or 6 slides to a page.)
• presentations may be developed in advance, can be modified easily, and can
duplicated for handouts or use by other persons
• provides a framework or structure to assist students in connecting ideas and
concepts
Some of the disadvantages are as follows:
• such presentations cannot contain all of the information to be
learned/presented – when used in this way they are very ineffective
• too much lecture for each “talk point” can distract from the content
• is best used for brief periods of time for introduction, review, or a brief
presentation of important information
• may not be as effective if used in a passive presentation, i.e., students listen
and instructor talks

Using a PowerPoint presentation is an effective way to communicate ideas and

information when focused on specific content. It facilitates discussion and
understanding when used effectively.
 Implementation:
A PowerPoint presentation is especially appropriate when used to accomplish
the following:
• provide an outline of content as an introduction or summary
• pose focus questions that will be addressed and/or discussed
• clarify understanding through graphs, diagrams, or descriptions
• provide an outline of main topics or points for note taking
• show connections between one element and others

Strategies to make the PowerPoint presentation more effective include the

following:
• using animation to focus major points
• using analogies and real-life stories to engage students
• providing handouts of each slide with space for note taking
• keeping the presentation to as few slides as possible
• timing and reviewing the presentation and notes prior to audience use
• using a reflection question at the end of the presentation.
The design and content of the PowerPoint presentation should encourage
discussion and interaction by participants.

Animation, as long as it does not detract the viewer, can be very effective for
focusing the participant on the important point being made. It can engage the
participants by creating interest and can focus attention to both the screen and
the speaker.

Handouts (with three or six slides per page) can assist the participant.
Connections to prior knowledge and new content can be made with notes that
participants take. Handouts help the participant to keep focused on important
concepts and facilitate summary discussions and questions.

Using the concept of “less is more” with the number of slides helps the presenter
focus only on the important issues and helps the participant clarify the learning.
Brief presentations used at the beginning or as a summary of content
presentation can help connect important concepts and can generate and hold
participant interest. PowerPoint presentations are not to be a replication of
information provided in another media (IE. Textbook, on-line material, etc.)

Practicing and reviewing the PowerPoint presentation with an audience of one or

more persons prior to the actual presentation can help the presenter clarify the
learning objectives and make certain that all major points are made. Getting an
idea of the length of the presentation will assist in the total lesson or session
plan.

Using a reflection question throughout the presentation but particularly at the end
of the presentation assists the participants in their understanding of what was
learned. A question focusing on the content, process, a product, or their
progress in learning can lead to small group discussions, a brief summary to be
submitted, a self-reflection to be recorded in their journal, or as a brief reflective
thought by each individual. Reflection questions can generate other questions
from the participants and can provide the instructor/presenter with learning
feedback.

Rubric:
A quality PowerPoint presentation will meet the following criteria:
• Focuses on one concept or specific content
• Organizes information for ease of understanding
• Shows relationships among content elements using animation, diagrams,
charts, etc.
• Provides an overview or framework of understanding
• Outlines talk points and major learning points
• 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. Presenting allows the learner to explain the methods that were
used, to report the results of the inquiry, to present his/her analysis of the
findings and to state importance of the findings to the audience. It requires the
learners to synthesize and organize data in a way that increases understanding.

In this context, a presentation refers to the presenting of individual or small group

knowledge regarding specific content of the curriculum. That knowledge can be
a suggested lesson plan including all strategies for the content as implemented
by trainees or a presentation illustrating challenging concepts as demonstrated
by students.

A key element of the presentation is the opportunity it allows the speaker to

respond to questions from the audience. This process helps the speaker and
audience clarify concepts and become aware of connections to other content.

For networking students, a presentation provides experience in explaining a

design, a project, or a solution. As a networking associate, this practice will
enhance presentations to potential customers and will ensure more
professionalism

Research:
Research suggests that clearly expected outcomes of a presentation prior to the
preparation period are essential for presenters and listeners. Most studies
encourage the development of a rubric to deal with both content of the
presentation and the process of the presentation. These rubrics provide a clear
expectation for preparing the presentation and for assessing the quality of the
presentation. Rubrics become the standard by which instructors and
trainees/student learners diagnose growth in applying the content knowledge and
skills.

Implementation:
Prior to a presentation, the instructor and class members should establish and
review rubrics regarding the content of the presentation and the process of
presenting. The use of rubrics not only gives guidance to the presenter, but also
increases the engagement of the listeners. The role of the audience or listeners
during presentations should be identified prior to the development of the
presentations.
Listeners can use a rubric form to record their opinions regarding the degree to
which the presentation met the rubrics. The form should include an area for
"evidence" so that they can be specific regarding the various aspects of the
presentation. These completed forms can be used as references during the post-
presentation discussion or during small group discussions to help analyze
successful elements of a presentation and determine the degree to which the
presentation met the rubric criteria.

Presenters may wish to do a self-assessment reflection prior to the class

discussion or goal-setting reflection following the discussion.

Rubric:
An effective presentation should meet the following criteria:
• Shows evidence of organization, focus, and a clear understanding of the topic
• Uses proper body language, voice volume, vocabulary, eye contact, "energy"
and audience awareness
• Utilizes demonstrations, kinesthetic activities, and visual or technological
tools, when appropriate
• Demonstrates higher level thinking (analyzing, synthesizing, evaluating),
answers questions effectively
• Presents sound and logical content/ideas that engage and are understood by
the audience

(See the rubric below for content to be used by trainees.)

Rubric for the content of 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 to determine learning
• Provides reflection questions regarding at least one of the following: content,
process, progress, or product
• Selects appropriate homework or follow-up activity (optional)
 Lesson Plan Presentations (Teachbacks)

Rubric Criteria Rate Brief explanation/observation

1- 4

Presentation:
Shows evidence of organization, focus, and
clear understanding of the topic

Uses proper body language, voice volume,

vocabulary, eye contact, "energy", and
audience awareness
Utilizes demonstrations, kinesthetic activities,
and visual or technological tools, when
appropriate
Demonstrates higher level thinking
(analyzing, synthesizing, evaluating),
answers questions effectively
Presents sound and logical 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
determine learning

Provides reflection questions regarding at

least one of the following: content, process,
progress, or product
Selects appropriate homework or follow-up
activity (optional)

This form can be used by the instructor and other trainees during the
presentation to guide the discussion of the teachback.
Best Practices
Reflection
Description:
Reflection is an important element of instruction that takes only a brief amount of
time but helps the students analyze their own learning and become responsible
for their learning. During reflection the student thinks back upon some aspect of
the lesson and expresses or writes a reaction to that aspect. This inte rnalization
of the learning assists the student in making sense of the learning process and
linking prior learning to the present as well as future learning in the way of goal
setting. Reflections assist the student in moving the learning from short term to
long term memory. Reflection can be done using any of the following categories:
content, product, process, and progress. Goal setting for future learning is often
the result of reflection.

A question or statement is used to focus the students on their learning.

Examples are as follows:
• (Content)The most important concept/s I learned in this lesson was…
• (Process) Strategies that worked well in doing this performance task/product
were…
• (Product) This product demonstrates my skills in the following wa ys…
• (Progress) I can apply what I have learned in…

Research:
In studies dealing with primary aged children through adult learners, there are
references to student reflection. Reflection can be promoted through surveys,
journals, portfolios, self-evalua tion, inventories, self-portraits and conferences.
Students are encouraged to think about their learning experience. Researchers
have linked these self-reflective ideas to a greater depth of understanding of the
learning experience and of the students’ taking greater responsibility for their
school or trainee program.

Students developed their metacognitive skills and developed a way to assess

and chart their own progress. Despite the limited time involved in these activities
evidence shows that students went beyond the basics to a deeper understanding
of content.

Implementation:
Reflections can be entered into a journal or just jotted down during the lesson.
Longer reflections can be used regarding major projects and labs. Short
exercises in reflection can be effective when focused on important concepts in
the course. For example, when the students are trying to gain the knowledge
base required in Semester 1, it would be useful to stress the content through
daily reflections. Reflections could include any of the following:
• From this assignment I learned…
• What I needed to know better before I started was…
• What I need to learn more about is…
• This content helps me understand the connection from__ to___…

Allow about 2-3 minutes for students to complete the statements. Occasionally,
have them share responses with a partner.

Periodically, have the student complete statement focused on the process used
or their progress learning the content. The statements below are suggested for
each category.
Process:
• Strategies that did not work well for me in doing this were…
• Working in a small group was ____ because…
• The instructor helped/hindered my learning by…
• If I had done _________, I would understand…
• I learn best by…
Product:
• This product demonstrates my skills in the following ways…
• This product would have been better if…
• A better way to demonstrate my skills might have been…
Progress:
• Some goals for further learning include…
• I still need to work on…
• I am more able to…
• By doing this lesson I now know that I…

At the end of a chapter or several chapters, have the students review their
reflections and think about their progress.

Rubric: (This rubric is a guideline for learners since each student’s reflection is
a personal expression of their learning.)
• Contains key ideas from class presentations, discussions, lesson content,
and activities in terms of content, process, product or progress
• Is a personal analysis showing a connection with the content purpose
• Questions or statements which indicate a need for further clarification or
inquiry
• Attention to the process involved in accomplishing an important task or
product
• Specific applications of what is being learned to other content or subjects
demonstrating the connections between concepts or content
Thoughtfulness as reflected in goals for improvement and/or another action that
demonstrate the application of learning to self
Best Practices

Rubrics
Description:
Rubrics are specific criteria used to assess the quality of a performance. The
performance may be a lab activity, a presentation or any task that requires the
learner to tell, write or demonstrate their understanding of ideas or concepts. A
scale, based on 4-6 points (0 to 6) that specifies the performance objectives,
content, and skills to be demonstrated is provided for each task. A rubric contains
the criteria that define what key elements are needed to assess the learning.

Examples of rubrics are the criteria used to judge certain Olympic events. Some
events are measured in quantitative terms such as the height gained by high
jumpers, the distance reached by discus throwers, and the order of finish in races
Diving, gymnastics, and figure skating are judged on criteria that describe the
best performance for the event. These criteria are known to the judges and the
performers and have been formulated after the observation of many
performances.

Everyone uses rubrics in everyday life, especially teachers. They are constantly
making sophisticated, weighted assessments and making decisions based upon
that weighting. Rubrics simply attempt to make more explicit, and hence more
fair and transparent to the learner, what schema the assessor or instructor is
using.

The Best Practices are performances that can be assessed by rubrics.

Completing a lab, participating in group work, keeping a journal and reflecting on
learning can all use rubrics to assess the quality of the performance.

Learner and instructor development of the rubric together is encouraged so that

all learners know and have a part in developing the " grading scale" of their
performance lab or activity.

Development of the rubrics with the class helps learners prepare and organize
for the learning by knowing the assessment expectations.

Research:
Studies of classroom projects show tha t instructors are better at developing
interesting tasks than they are at developing the criteria that describe quality
performance, however both components must exist. Another issue to be faced is
when to assess performance activities. It is not necessary to assess each trial for
grading purposes, but learners will benefit from self-assessment and class
discussion regarding their progress in meeting the criteria. The final judgment of
when to assess for grading purposes rests with the instructor. Certain groups of
learners, often those who have not met with great success in their past learning
experiences, may need more frequent feedback. More independent learners may
benefit from more practice time.

Rubrics can be created that will assess cross-curricular projects. When such
rubrics were used there was greater disagreement as to which scores to award
the various components. As with all other types of learning it may be better to
begin with a simple rubric on a single dimensional activity until the group has had
practice in using the technique. It is worthwhile to provide the group with practice
since it is often the rubric itself that will help learners focus on the content to be
learned.

The most appropriate rubrics are the ones created by the instructor in
collaboration with the learners for specific criteria. There are, however,
commercially prepared books on rubrics that can be helpful to the teacher who
has had less experience in developing these scales. Several studies are looking
at rubrics being developed and used in primary grade classroom with success,
showing that rubrics can be comfortably used by even very young learners.
________________________________________________________________

Implementation:
The first step in using rubrics is to discuss them with the trainees or students.
The characteristics of the task should be discussed and the essential elements of
the task identified.

Each of the Best Practices has rubrics for use in the CNAP. When the task is
assigned, each criterion and how it would look in a quality performance should be
discussed. The class may choose to modify the rubric during this discussion.

During the preparation for the performance, the trainees or students should use
the rubric to guide their work. They may work with a partner to receive feedback
prior to the actual performance.

The performance may be assessed by the trainee or student, the class, small
groups of trainees or students, or by the instructor only. For example, the writer
or the instructor may assess journals and the class may assess presentations.
During the assessment, each criterion of the rubric should be considered in
deciding the quality of the performance.

The goal is to use the rubrics to improve the performance. In the case of a
troubleshooting activity, the trainee or student should be working toward more
effective and efficient ways of solving the problem. During group work, the goal
should be to learn how to be a positive member of a group activity.
These rubrics provide a standard for learners. It may take several learning
opportunities before the learners have reached the highest level of competence
on the rubric scale for a specific process or product.

In determining the level within a grading rubric that designates a satisfactory

performance there may be a difference of opinion between instructor and
learners in which case there may be room for negotiating a mutually agreeable
consensus. Studies point to the fact that when learners feel they are valued
participants in the assessment process they become motivated and strive toward
those criteria that designate high performance or mastery.
_______________________________________________________________

Rubrics:
The following criteria should be considered when assessing how well rubrics are
used with trainees or students:
• All participants know and understand the criteria for the performance
• The criteria are appropriate for the task
• The criteria identify the essential elements of the task
• Evidence regarding each criterion is identified
• Instruction and support is provided to assist the trainees or students in
producing quality performances
Best Practices

Troubleshooting/Problem Solving
Description:
Troubleshooting refers to the location and elimination of the source of trouble in
any flow of work. In networking, an example is messages not being sent or
received. Troubleshooting is interchangeable with problem solving so the same
skills are required. Troubleshooting/problem solving is actually a composite of
several higher level thought processes such as analysis, synthesis, and
evaluation.

Analogies that may be helpful in understanding the importance of troubleshooting

are as follows:
• Design is to engineering/technology as puzzle-solving/paradigm-shifting (in
the kuhnian sense) are to science;
• Troubleshooting is to engineering and technology as inquiry is to science.
The National Science Standards emphasize inquiry, but it’s not so much the
scientific method as its cousins, design and troubleshooting that are used in
networking. Inquiring into the state of a technological system, interrogating it in a
systematic way, recording results, forming and testing hypotheses are all part of
the process used in troubleshooting.

Troubleshooting skills are an absolute necessity for students who seek to design,
install and maintain internetworks. It is the most empowering skill that you can
pass on to your students. Teaching troubleshooting typically requires that you
spend time on lab preparation; however, the overall benefit to the students is well
worth the time. Troubleshooting should be introduced troubleshooting early in
Semester1, and continued as an emphasis it throughout Semesters 2, 3, and 4.

Research:
Researchers have found that solving real life problems has been effective in
involving students so that content was mastered more thoroughly. The technique
was found to be effective for all ability groups and should not limited be to use
with gifted students. Schools that combined troubleshooting/problem solving with
cooperative groups reported that their students had high problem solving skills.

While some researchers looked for problem solving as the end product and
others looked at higher level thinking skills as the end product, there appeared to
be consensus that skills in one led to the other and that both were valuable
abilities for students.

Click Troubleshooting/Problem solving to read more about the success of the

technique.
Implementation:
There are a variety of ways to teach troubleshooting methods. One instructional
method involves deliberately introducing a finite number of problems into the
following areas:
• host PC hardware setup
• host software settings
• host IP addresses
• networking devices
• cabling

After modeling the troubleshooting process, have the students identify the parts
of the process. Have the students work in pairs or small groups as they learn
troubleshooting skills. After the activities, discuss the process using the rubric for
troubleshooting. As the students gain in the skills, have them do some activities
individually.

With practice, students will be able to diagnose and fix the problems in a finite
amount of time. Of course, this method must be integrated with labs that do the
following:
• expose students to a working system
• demonstrate the typical failure modes of that system
• allow students to experience first hand the symptoms of those failure modes
• provide opportunities for student to practice diagnosis and repair.

Rubric:
A quality troubleshooting solution will meet the following criteria:
• Shows thorough understanding of the content
• Identifies factors that may be causing the problem
• Uses logic to determine the factor/s that are most likely to be causing the
problem
• Uses a problem solving 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 Structure
Build Conceptual
Best Practice Build Knowledge Apply Concepts Class Individual Small Group
Understanding

Mini-Lecture
x x x
Online Study
x x x
Student Learner
Presentations
x x x
Study Guide
x x x
Journal
x x x
Graphical Organizers x x x
Challenges x x x
Design Activities x x x
Group Work
x x x
Oral Exams
x x x
Lab Exams x x x
Reflection
x x x
Web Research
x x
Rubrics
x x x x x
PowerPoint
Presentations x x x
Labs x x x x
Kinesthetic Activities
x x x x
Simulations x x x x
Portfolio
x x x