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

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

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

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).
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

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)


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.


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

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.)


thoughts, overtime, allow the learner to analyze and chart his/her 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

• 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

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:

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 should be assigned for the following:
• Making patch cables
• Configuring IP addresses
• Punching down jacks and patch panels

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

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.

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 qualified for alternative assessments, the portfolio
standards could easily be amended as appropriate.

Cushman reported on a study that is especially applicable to instructors

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

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.


• 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