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Integrating Academic And CTE CourseworkSandra H. Harwell, Ph.D.Harwell EnterprisesProgram of Study Components#3PROFESSIONAL DEVELOPMENTSustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance.

Effective professional development should:Support the alignment of curriculum from grade to grade (9-12) and from secondary to postsecondary education (vertical curriculum alignment).Support the development of integrated academic and career and technical curriculum and instruction (horizontal curriculum alignment).Ensure that teachers and faculty have the content knowledge to align and integrate curriculum and instruction.Foster innovative teaching and learning strategies 2TEACHING AND LEARNING STRATEGIESInnovative and creative instructional approaches enable teachers to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework.

Effective teaching and learning strategies should:Be jointly led by interdisciplinary teaching teams of academic and career and technical teachers or faculty.Employ contextualized work-based, project-based, and problem-based learning approaches.Incorporate team-building, critical thinking, problem-solving, communication skills, such as through the use of career and technical student organization (CTSO) activities.

3Program of Study Components#9Five Models4Linked CoursesClustered CoursesInfused Occupational CoursesInfused Academic CoursesHybrid CoursesPerrin, D. Curriculum and Pedagogy to Integrate Occupational and Academic Instruction in the Community College: Implications for Faculty DevelopmentLinked CoursesTwo courses are able to link their standards and outcomes and reinforce each other, 5ChallengesScope and sequence of the two courses difficult to matchDifficult to schedule courses with specific cohort of studentsStudents at many different levels of academic proficiency

6ExampleA marketing course and a speech course are linked. Instruction and assignments are combined. Students get credit for the assignment in each course.7Clustered CoursesCourses are taught in academies or small learning communities with a common theme. All courses in the communities are taught with the same theme and all instruction and assignments are related.8ChallengesLimited time for teacher planningMany teachers need help seeing the connections between coursesTeacher beliefs about academics versus CTE9Example

10McKeel Academy, Lakeland, FLPrincipal: Dr. Linda Acocellilindaacocelli@mckeelschools.comhttp://mckeelacademy.com/Infused Occupational Courses CTE courses are taught infusing rigorous academic content where appropriate and where overlap in the two courses exists.11ChallengesDifferences in vocabulary/language between CTE and academic facultyDifficulty or refusal to teach academics in CTEVarying levels of readiness of studentsPreparation of CTE faculty12Example of StrategyUsing Writing Prompts across the curriculumReading in the content areasResearch papers in CTE areaWriting letters to persuade businesses to come to an event13Infused Academic Courses Academic courses are taught in the context of occupational relevance.14ChallengesPreparation of academic facultyHigh stakes testing requirementsVocabulary/language differencesPerception of importance among academic faculty

15ExamplesUsing occupational examples in a mathematics classcalculating slope or pitch of a roofDetermining appropriate fertilizer for a hayfield based on soil analysisDesigning an advertising campaign for a business16Hybrid Courses New courses are developed specifically to teach both academic and occupational content in tandem and fully integrated.17ChallengesState Course Code requirementsGraduation requirementsPreparation of facultyTeacher certification requirements

18ExamplesCATER program in Floridahttp://www.justreadflorida.com/cater.asp19

DevelopmentalStageStage appropriateTasksZone ofProximalDevelopmentPeer Support/CoachingScaffoldingDysfunctionalCycleFrustrationWithdrawalLocked intoPoor performanceVygotskys ModelScaffolding can be: Using familiar experiences Using familiar objects Demonstrating relevance Solving authentic problems Gradually increasing the level of difficultyResearch-based PracticesIdentifying Similarities and DifferencesSummarizing and Note-takingReinforcing Effort and Providing RecognitionHomework and PracticeNonlinquistic RepresentationsCooperative LearningSetting Objectives and Providing FeedbackGenerating and Testing HypothesesQuestions, Cues, and Advance Organizers

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