Instructors Manual

Lesson 2

A. Write an overview of your plan of instruction and technology product by doing the
following:
1. Discuss the following elements of the plan and product: instructional goal, intended
audience, length, delivery approach, instructional sequence, materials needed
The instructional goal of my unit of instruction is to teach plumbers how to manage their
time. The specific goal is to help them submit a bid for typing to the office within 48 hours
of their trip to the customers location. The audience is a group of 12 plumbers, with an
average of close to 15 years plumbing experience. The length of the entire unit of
instruction is approximately eight hours of instruction and the delivery approach is a
combination of teacher-led and group work. The instructional sequence is:
1Whos in charge of your time?
2Timewhat is it and how do we manage it?
3Are you prepared?
4Time wasters
5Prioritizing
6Stress of NOT prioritizing
7Asking for help
8Bringing it all together
The materials needed are:
A Time Management Quiz, Assessing your time management skills worksheet, Important/not
important/urgent/not urgent grid (two per participant) and pencil for each participant
2. Discuss each lesson or module in the plan of instruction.
2Timewhat is it and how do we manage it?This lesson covers the basics of what is
time, why does it matter if we manage it, how does that apply to me in the field, etc.
3. Discuss how student performance is assessed.
The post-assessment for unit 2 is a discussion of one of the activities in unit 2 about
deciding whether a task is important or urgent, both or neither, why they placed different
activities in the different options. This is more of a self-assessment due to the
conversational nature of the assessment and the discussion amongst the peers as to the
justification of why they put tasks where they did.
Instructors Manual
Lesson 2

B. Describe how the instruction (e.g., planned pedagogies, strategies) is to be delivered so
that its delivery could be re-created from your description.
Overview: 2Timewhat is it and how do we manage it?This lesson covers the basics of
what is time, why does it matter if we manage it, how does that apply to me in the field,
etc.
Pre-instructional activity: Hand out A Time Management Quiz (located in resource
website) and a pencil to each participant. When they have completed it, collect them as this
is more for information for them to assess themselves at this point. Tell the fireman story,
which is a story to help them see the difference between urgent and important.
Lets pretend for a moment that you are all newly-hired firemen. This is the fire station
where you will be working. Now, obviously if you are firemen, you expect that you will be
fighting fires. But what about when there are no fires. There are many other things that
need to be done around the fire station to keep the station running smoothly. So Im going
to assign you different jobs to take care of. (Point to the first person) You are the cook.
(Next person) You are the grocery shopper. (Next person) You are the garbage collector.
(Next person) You clean the bathrooms. (Next personwere stopping at 5 people) You
polish the fire pole. Now, what is the job I just assigned you? (Start with the first person
and go down the line and have them all repeat their new job assignment, reminding them
as needed.) Again? (Start with the first person again. Do this 3-4 times until they all have
their jobs down-pat. Pick up the pace as you go through the jobs each time, getting them to
say their job faster and faster, keeping the focus on their currently assigned job.) Ding,
ding, ding, ding, ding! Theres a fire! Whats your job? (Inevitably they will still continue to
say cook, shopper, garbage, bathroom cleaner, pole polisher.) Really? Because I thought
you were all fire fighters!
The purpose of this exercise is to remind them that its easy to get focused on the important
and forget about keeping up with the urgent, and vice versa. They both have their time and
place, but its up to them to decide which is the higher priority at the moment.
Now hand out the Assessing Your Time Management Skills worksheet and give them a few
minutes to complete it. Again, this is another self-assessment to help them see where they
are at right now as far as how well they manage their time. Collect them.
Content Presentation: How many of you think that waiting on hold to talk to dispatch takes
FOREVER? How about stopping at a stop sign? Or what about that near-miss when someone
else isnt paying attention and flies through the stop light? We are going to see just what
30 seconds feels like. (Stop everything and just stand there quietly for 30 seconds,
watching the time on your watch.) That sure seemed like a long time. In reality, each of
those things takes about the same amount of time. Seconds can seem like an eternity or
like a blink of an eye. There is perception involved in the passage of time.
Instructors Manual
Lesson 2

Ask for definitions of time and write them on the white board. Define time on the white
board as it is defined in the dictionary, discuss real time and clock time. Ask for examples
of when time has flown/dragged from participants.
Learner Participation: Hand out the important/not important/urgent/not urgent grid to each
participant. As a group brainstorm and come up with 4-6 different activities that plumbers
must do each day or week (fill out daily paperwork, write invoices, write bids, fill their
trucks tank with gas, call customers when they are on their way to a job, clean out their
truck). Discuss one of the activities (Clean out their truck). Where might this go on our
grid? Why? Why might it be different for different people or under different circumstances?
(If its just a regular week of running calls, probably not urgent. If they just finished up a
big job and have a water heater in the back of their truck and cant get to any of their tools,
it just became an urgent matter.) Facilitate more discussions about the other activities.
What other activities can they come up with? Discuss their thoughts on those activities.
Facilitating the discussion here is vital so that they can be helping each other with their
conclusions in this area. It will also help them to see that they do have to make decisions
on these things on a regular basis. They might not just be able to decide once and have
that always be the best answer. Have them talk with their neighbor and place the rest of
the first 4-6 activities on their grid. Have them together come up with 4-6 more items and
place them on their grid.
Post-assessment: Discuss a few items and their reasoning or justification for where they
placed those items.
Follow-through activities: Give each plumber another copy of the important/not
important/urgent/not urgent grid. Instruct them to take one with them and throughout the
day jot down a minimum of 10 things they find themselves doing at work or at home, and
place them in the category of their choosing based on our discussion. They need to turn it
in in their box the next day.
C. Provide a list of all instructional materials (e.g., handouts, books, assessments,
manipulatives, videos) that are used in the lessons or modules.
http://silveradoplumbing.weebly.com click on Lessons tab, choose Lesson 2 Access the
following items on the Documents needed page: A Time Management Quiz, Assessing your
time management skills worksheet, Important/not important/urgent/not urgent grid (two per
participant).

D. Provide a list of all physical resources needed in the instructional event (e.g., hardware,
lab equipment, calculators).
Watch, a pencil for each participant, white board and dry-erase marker

Instructors Manual
Lesson 2

E. Provide all lesson plans, assessments, and handouts that could be reproduced by those
who use your plan of instruction.
See Weebly website (www.silveradoplumbing.weebly.com)

Note: This could also include media-related documents (e.g., press releases, advertising,
announcements).

F. Include design elements that contribute to the purpose of the plan of instruction.
Ease of use of the Weebly website, appropriate content that the plumbers can relate to,
consistent navigation throughout the website, choice of images for use on the website (use
of water and above ground plumbing since Im working with plumbers)