STIC - Engineering:
Licensing (Module 1)
Licensing  Application
Procedures
(Topic 1)
Content
In order to deliver this lesson on licensing procedures effectively,
the facilitator should be familiar with Professional Engineers Ontario
(PEO), the licensing and regulating body for engineering in Ontario. In
particular, facilitators should be familiar with:
- General application procedures for PEO
- PEO terminology and abbreviations
A list of commonly used PEO abbreviations and terms can be found in
the Terminology List at the end of this lesson. The most up-to-date information
about the PEO can be found on their Web site at: www.peo.on.ca.
The terminology in this lesson will be presented and practised within
a functional language context: asking for clarification. Participants
will use PEO and engineering-specific terminology and generic licensing
terminology while clarifying licensing procedures. Therefore, facilitators
are advised to review the language functions presented in the lesson.
Delivery
Make as many copies as necessary of the following handouts  :
- Introductory Handouts 1 and 2 (stapled together)
- Handout 1 PEO General Information Sheet
- Handout 1A Comprehension Check
- Handout 2 Dialogue - Asking for Clarification at the
PEO
- Handout 3 Functional Language Chart - Asking for Clarification
- Handout 3A Common Expressions Used to Clarify Understanding
- Handout 4A PEO Step 1: Academic Requirements (2 pages)
- Handout 4B PEO Steps 2 and 3: Professional
Practice
- Examination & Work Experience Requirements
- Handout 5 Matching Vocabulary Activity (cut in half)
- Terminology List (optional)
Materials needed: access to a chalkboard or whiteboard.
Methodology
Course Introduction
1. (15 minutes)
Because this is the first class of
the terminology workshop, participants may have some preconceived ideas
and expectations about learning new terminology. For example, they may
assume that a large portion of class time may be spent looking up words
in the dictionary. If participants need to use a dictionary, it is preferable
that they use an up-to-date specialized engineering dictionary rather
than a generic English dictionary. Certain terminology/abbreviations
are specific to PEO and are clarified in the PEO documentation as well
as in this document. It is important that participants get a clear idea
of the way the course will be delivered and of the role of terminology
within a task-based curriculum. For this purpose, a workshop outline
and introduction to the workshop (Introductory Handouts 1 and 2) are
provided. Before distributing the handouts, summarize the information
for the participants. Ask what they think it means to know a word and
give them our definition, with an example. Also, make sure participants
understand that their participation and involvement is critical to the
success of the workshop. After all, they are the experts. Distribute
the introductory handouts (stapled together) and go over the workshop
outline together, perhaps discussing the options in Module 3. Give the
participants time to read the introduction. Check for understanding and
answer any questions. Introduction
(10 minutes)
1. Introduce the module
by asking participants some general questions (e.g., What is the
licensing body for engineers in Ontario? What is the function
of the PEO? Why do some professions need to be regulated? Is it necessary
to get licensed to work as an engineer? What is EIT? What is a
provisional licence? What are the advantages of applying for a licence?
How long does it take to get a licence?).
2. Ask who has applied or gathered information on the PEO, and invite participants
to share their experiences with the class. Encourage participants to share
the information they gathered at the Overview and Orientation Workshop.
Pre-Tasks
1. (15 minutes)
Distribute Handout
1 (PEO General Information Sheet) and have participants
read it. Distribute Handout 1A (Comprehension Check). Have the
participants scan the text and answer the true/false questions.
Take up the exercise with the class and clarify any information. 2.
(25 minutes)
Explain that the application
package from the PEO contains a lot of information. As a result,
asking questions to clarify information about the licensing procedure
is a good way to make sure that participants understand the process
right from the beginning in order to avoid delays. Distribute Handout 2 (Dialogue) and read aloud to model
intonation/pronunciation. Ask two volunteers to do the same. Ask
the participants to work in pairs and read the dialogue together.
Tell the participants that the dialogue incorporates some expressions
that ask for clarification or indicate misunderstanding. Have the
participants underline the expressions that do this. Have these categories
written on the board:
- asking for clarification
- rephrasing
- correcting misunderstanding
- confirming
Have the participants specify the category for each
expression that they underlined. Review the answers orally.
3. (20 minutes)
Tell the participants
that using these kinds of expressions is an effective strategy
for obtaining information. Explain that they will get more of these
kinds of expressions. Distribute Handouts 3 and 3A, and have participants
fill in the functional language chart with the appropriate expressions.
Have participants compare their answers. The use of different expressions
in different contexts can be discussed with the class.
4. (25 minutes)
Tell the participants
that there are three main steps in the PEO application procedure.
Distribute two different handouts to two groups of participants.
One group gets Handout 4A and the other gets Handout 4B. Explain
that Handout 4A contains step 1 of the application procedure and
Handout 4B contains steps 2 and 3. Have the participants in each
group read their handout. When they are finished, distribute half
of Handout 5 to each group as appropriate and have the participants
match the definitions with the terms in the text. Participants
should check their work in pairs. Task
1. (30 minutes)
Pair up the participants;
one has read Step 1 (Handout 4A) and the other has read Steps 2 and
3 (Handout 4B). Participants exchange information about the steps
required in the application procedure. Encourage them to ask for
clarification using the expressions reviewed. Have participants write
a script to prepare for a role-play incorporating language of clarification
and details of the PEO application procedure that they have just
learned (use the dialogue in Handout 2 as a model).
2. (10 minutes)
Choose two or three
pairs to present their role-play to the class. The rest of the
class listens for language clarification expressions.  Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Licensing: Topic 1
[215 KB, 25 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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