AVTSE Knowledge / Skills List 

Lesson Planning | Assessment | Communication | Learning Theory | Engagement and Management | Curriculum 

The language used here to describe knowledge and skills is taken from academic educational spaces literature. 

Lesson Planning

1. Develop presentations and/or activities that are educational and engaging
2. Use available teaching materials to achieve lesson objectives
3. Adjust lessons, when appropriate, using reflection on practice and integrating technology into instruction
4. Create lesson plans that allow for appropriate time to complete the lesson
5. Use needs assessment and gap analysis information to develop a solution
6. Identify, propose, and/or select appropriate solutions to close an identified performance gap, including non-instructional interventions.
7. Conduct learner or user analysis.

Assessments

1. Demonstrate the ability to differentiate between summative and formative assessments
2. Incorporate multiple question types; multiple choice, short answer, multiple true and false, etc, to properly assess learning vs. memorization
3. Design assessment particular to the course/lesson being presented
4. Ensure each key point/SLO is referenced in an assessment
5. Implement norm-referenced vs criterion assessments and utilize the appropriate form for the learning situation/environment
6. Incorporate high-learning verbs from Bloom’s taxonomy to ensure assimilation and adaptation are occurring
7. Create a self/assessment review to ensure learning outcomes are being measured
8. Synthesize data from various sources and draw logical conclusions from available information or sources.
9. Conduct a formative evaluation of learning activity/experience to monitor progress of intervention or bring suggestions for improvement to attention of instructional designer. (Conduct formative evaluation of products)
10. Conduct summative evaluation of learning activity/experience to describe effectiveness of intervention or determine value and worth of instructional program (Conduct summative evaluation of products.)
11. Design and implement appropriate assessments of human performance and organizational results.
12. Design and implement appropriate assessments of human learning
13. Disseminate findings from evaluation.
14. Select appropriate technology and media for specific evaluation procedures or objectives
15. Prepare a learning/performance context analysis for specific learning or performance outcomes.
16. Identify and prioritize gaps between actual and desired performance through the use of needs assessments.
17. Identify and use appropriate data-gathering techniques to gain insight into causes of gaps in performance. Develop presentations and/or activities that are educational and engaging.

Communication

1. Communicate effectively with students
2. Present clear expectations for students or participants to ensure a successful outcome of the course.
3. Implement techniques that will enhance the interaction of the students or participants.
4. Recognize personal style of communication
• Myers Brigg, Colors, DiSC, Others
5. Develop a personal and professional communication plan for each of the following:
• one-on-one with students, group setting with multiple students
• with co-workers of equal level
• with supervisors
6. Interact with local, state, and national veterinary technician, medical practice management, industry, service, regulatory, and education organizations
7. Use a personal preference in communication test to identify your style in communication
8. Create and utilize plans for outreach within the general public, veterinary, and education community
• General Public
• Veterinary Community
• Veterinary Educational Community 

Learning Theory

1. Describe differences of teaching in a classroom setting versus laboratory setting
2. Identify characteristics or components of common learning style theories
3. Explain how different testing techniques can impact various learning styles
4. Contrast the learner characteristics of different generations
5. Accommodate for individual differences among students in a laboratory setting.
6. Evaluate learners to determine their level of interest and adjust plans accordingly.
7. Describe affordances, strengths, and weaknesses of current and emerging instructional techniques based on evaluation.
8. Describe how learners acquire relevant knowledge, skills, and attitudes.

Student Engagement and Classroom Management

1. Demonstrate the ability to deliver course content using a variety of teaching methodologies.
2. Effectively encourage student participation in the laboratory and use appropriate questioning techniques to encourage a higher order of critical thinking.
3. Provide experiences outside of the traditional classroom (ie. field trips, service learning projects, etc)
4. Utilize techniques to engage and motivate students who are not prepared for learning.
5. Utilize methods to limit dominating students to allow time for all students to learn during the class period.

Curriculum Development

1. Select and apply appropriate design and development models.
2. Prepare clear and measurable objective statements.
3. Align objectives, instruction, and assessment.
4. Apply appropriate rules and principles to the design of instructional materials and performance environments.
5. Apply instructional design strategies that account for individual differences among learners.
6. Specify appropriate instructional strategies for various categories of learning outcomes.
7. Design courses, programs, curricula, and performance environments.
8. Design and develop needs assessment plans or proposals.
9. Determine the knowledge, skills, and attitudes required to adequately perform a specific job, task or role.