NRCCTE How might I use what I learned or reaffirmed yesterday regarding millennial students to increase learning? CTE Teacher Preparation Project

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How might I use what I learned or reaffirmed yesterday regarding

millennial students to increase learning?

Reflection

CTE Teacher Preparation Project

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The Process of Reflection

Objectives Use a set of guiding questions

to determine the effectiveness of a unit or lesson.

Apply what is learned from reflections to improve teaching.

2CTE Teacher Preparation Project

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Improves your teaching◦ Understand what happened◦ Use that information to shape what you do in the future

Contributes to your professional growth Reflecting with others improves your school’s

performance

Why is Reflection on Teaching Important?


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Ideas for Reflecting on Learning


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Important things I’ve learned or had reaffirmed…

Today’s experiences have left me feeling…

Questions I want answered now… What I will do next to build on what I’ve learned….

Thoughts and Feelings


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Describe in detail the facts and event(s) of the lesson or activity.

What difference did the instruction make? How was that significant?

How will you think or act differently in the future as a result of what you’ve learned?


What?

So what?

Now what?

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How does reflection contribute to professional growth?

What should you consider when you reflect?

How can you make accurate judgments about the effectiveness of instruction?

How can you use those judgments to continue to improve your instruction?

The Contributions of Reflection


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Journal – Reflect on “Teach Back”


1) What warm feedback helped me to reaffirm I am on the right track?

2) What cool feedback helped me to improve my lesson?

3) How could I have provided feedback that would have better helped my colleagues?

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The New Mission of CTE

Objectives Explain the new mission of CTE

and its implications for the role of CTE in secondary schools.

Apply the new mission of CTE to the CTE courses you teach.


NRCCTE Designing Effective Instructional Plans

Are They Really Ready for Work?

How might the deficiencies be addressed?

What are some barriers you might encounter?


The Purpose of CTE, Part I

Words or phrases that describe the purpose of career and technical education

Your colleagues’ perceptions

Binder – page 2


The Purpose of CTE--Jigsaw

Divide the article into equal sections for each person in group

Record “Big Ideas” and “Implications” on page 3

Share with your group

Create a flip chart with main ideas to share with class

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A brief description of the fundamental purpose of an organization or program

Answers the question, “Why should we exist?”

What words or phrases might we include in a mission statement for CTE?

What is a Mission Statement


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With high expectations and strong partnerships, Kentucky Tech will actively engage all students in the mastery of academic and technical skills needed to be ready for college and a career.

To develop a versatile individual by providing technical education and skills training in a safe environment.

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TCTW Mission

Help all students be successful in both careers

AND further studies.

Twenty-Word Mission Statement

Your Own With a Colleague

Compare and contrast your statements.

Discuss how reading the essays affected your views.

Write a new mission statement that combines the content of both your individual statements.

Designing Effective Instructional Plans

Use exactly 20 words. Incorporate ideas from

the activity, The Purpose of CTE, Parts I and II.

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Mission of Your CTE Course Components of Good Course Descriptions Example: Information Technology Fundamentals Course description for Your CTE Course

Applying the Mission of CTE to Your Course


Activity – Course Description

What is it? What is included?

Explains the purpose of the course

Used in course booklets for scheduling or in a course syllabus

Clearly stated purpose or mission statement

Big ideas or topics Rationale for the

course Fit in the sequence of

career courses Length of the course

CTE Teacher Preparation Project20

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Tweak your course descriptions according to the criteria given on pages 7 and 8.

Have a peer check for readability, grammar and spelling.

Would it make sense to a teenager?

Activity: Applying the Mission of CTE to Your Course


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The Big Picture of Instructional Planning

Objectives Explain the use of different

planning tools.

Identify and define words typically associated with instructional planning.


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Does instructional planning compare to any planning you have done in your previous work experience? If so, how is it similar? Different?

What have you received from your school, district or state agency that will be helpful in instructional planning? What other kinds of information or materials do you need?

What are your biggest concerns about instructional planning?

How Do I Go About Planning Instruction?


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Tools for Instructional Planning

Curriculum Map Course Syllabus Unit Plan Lesson Plan

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Description Purpose Role in Effective Planning

• Communicate the expectations of a course

• For students, parents, other teachers and the community

• Include:• Description• Instructional

philosophy• Course goals• Major projects and

assignments• Assessment plan

• References for students and parents about what is expected

• May be needed for awarding post-secondary credit

• Develops clear expectations for an entire course

• Provides a “big picture” of all the work that students will be expected to do

Course Syllabi


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• Charts a course for the year

• Organized by week, month or marking period

• Provides an overview of:• Knowledge and

skills• Major learning

activities• Methods of

assessment

• Develops a calendar of what will be taught

• Requires consideration of a logical sequence of your content

• Creates a “big picture” of topics and learning activities

• Ensures time for all important knowledge and skills

Curriculum Maps


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• Designed to help students achieve a “chunk” of course content

• Include similar concepts and skills

• Last a week or more

• Include a sequence of activities that result in student learning

• Develops a logical sequence of learning activities for a “chunk” of content

• Results in better learning and assessment

Unit Plans


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A Framework for What to Teach in CTE

Objectives Analyze the different types of

content that are taught in CTE.

Explain the Common Career Technical Core as a curriculum framework for CTE.


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What kinds of knowledge and skills are taught in CTE?

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Technical Knowledg

e and Skills

Academic Knowledg

e and Skills

21st Century

Skills

The Content of CTE Courses


Technical Knowledge and Skills

Description Examples

State or local career/technical standards or competencies verified by business and industry

National industry standards

Business Management: Identify potential business threats and opportunities for protecting a business’s financial well-being.

Health Sciences: Explain infection control practices and procedures.

Academic Knowledge and Skills


State academic standards◦ Reading◦ Mathematics◦ Science

National standards—Common Core State Standards

Read, comprehend, and synthesize information from a wide range of sources within the technical field.

Demonstrate mathematical reasoning and procedures, and an understanding of major mathematics concepts that underlie a career field.

21st Century Skills


Common foundation fundamental to success in all workplaces

Needed for further learning

Productivity and Accountability Set and meet goals,

even in the face of obstacles and competing pressures

Prioritize, plan, and manage work to achieve intended results


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Write an example of each type of content.

Discuss the questions and be prepared to share your ideas with the rest of the group.

Examples of CTE Content in Your Course


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How have you used each of these kinds of knowledge and skill in your own work experience?

In what ways have you learned these different types of content—formal training, on the job, personal experiences, etc.?

How does each type of content contribute to the mission of CTE?

How do the different types of content overlap? Interact?

The Content of CTE Courses—Discussion Questions


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Career Ready Practices (12)

Career Cluster Standards (16)

Career Pathway Standards (79)

• Provide a framework for developmental experiences necessary to become career ready

• Experiences that can be practiced using many different approaches

• All students refine these practices throughout their learning

• Knowledge and skills fundamental to similar occupations

• Critical expectations for students at the cluster level

• Driven by specific industry standards

• Internationally benchmarked

Common Career Technical Core (CCTC) Standards


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Relationship of Standards in the CCTC


• Apply to all students in all clusters and pathwaysCareer Ready

Practices

• Apply to all careers within a particular clusterCareer Cluster

Standards

• Apply to a particular career pathway within a cluster

Career Pathway Standards

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Identify the career pathway that best matches your CTE program.

List sample practices or standards part of the framework related to your pathway.

Answer the questions about your findings.

My Career Pathway in the CCTC Standards


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Industry-Specific Knowledge and Skills

Objectives Explain the development of industry-

specific knowledge and skills and their role in CTE course content.

Analyze state-level CTE standards. Determine the process for becoming an

industry-certified CTE program. Outline the process of earning an

industry credential in a specific CTE field.


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The Process

Employers and educators working

together

Skills needed to perform jobs in

particular career fields

Analysis of actual work responsibilities with an emphasis on innovation as well as

foundational skills

Analysis of what academic skills are

needed in the workplace

The Results

Better prepared workforce

Industry assessments for credentialing and

certification

Program certification guidelines that drive

up the quality of programs

Stronger partnership between business

and industry

The Development of Industry-Specific Knowledge and Skills


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Industry-Specific Knowledge and Skills for Your CTE Course

Identify the knowledge and skills for your program.

Research the questions about their content and development.

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What are the purposes of credentials and certifications?

What is the value of students’ obtaining these credentials and certifications? What is the value of promoting these certifications and credentials in CTE programs?

Why should CTE instructors be aware of these certifications and credentials as they plan their instruction?

Certifications and Credentials


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What purposes do industry examinations serve? What constitutes a “rigorous” industry

examination? What is the process for developing these

examinations? Why are industry examinations significant to

CTE? Should industry examinations be used as

requirements for graduation? Why or why not?

Employer/Certification Examinations’ Role in High School Assessment


All Aspects of an Industry


The context in which technical knowledge and skills are used

“Big picture” of the industry

Explain labor issues within the industry

Understand health and safety challenges of the industry as a whole


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What does All Aspects of an Industry mean and why is it an important focus for CTE?

What are the eight central concepts of All Aspects of an Industry?

Give examples of how these concepts are applied to your CTE area.

Defining All Aspects of an Industry


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Academic Knowledge and Skills

Objectives Develop a rationale for

integrating academics into CTE courses.

Analyze the academic knowledge and skills students need to transition from high school to further learning and the workplace.


Far too many recently-hired graduates are inadequately prepared to be successful in the workplace.

Perceptions of Employers on Essential Skills of New Employees


High School Graduates Two-Year College Graduates

Four-Year College Graduates

43.5% of employers find graduates deficiently prepared in• Reading comprehension• Writing• Mathematics• Professionalism/work

ethic• Critical thinking and

problem solving

15.6% of employers consider preparation of graduates to be “excellent”

21.7% report that graduates are deficiently prepared


17.4% report that graduates are deficiently prepared


Source: Silvert, Henry and Jill Casner-Lotto. New Graduates’ Workforce Readiness: The Mid-Market Perspective. The Conference Board, 2008.

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Read and INSERT: A checkmark when you agree with

something or already knew it An exclamation point next to things

you think your classroom instructional strategies can address

A question mark next things you don’t understand, aren’t sure whether they pertain to your career field, or if you aren’t sure how you can address through classroom instructional strategies

Are They Really Ready for Work?


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Integrating Academics and CTE—Research Findings


Finding Source

Students using the National Research Center for CTE’s Math-in-CTE model, which uses highly integrated CTE and academic teaching methods and courses, scored significantly higher on two national math assessments than students using traditional teaching methods.

National Research Center for CTE, 2006

Students who complete a rigorous academic core coupled with a career concentration have test scores that equal or exceed “college prep” students. These dual-concentrators are more likely to pursue postsecondary education, have a higher grade point average in college and are less likely to drop out in the first year.

SREB, 2009



Finding Source

CTE students were significantly more likely than their non-CTE counterparts to report that they had developed problem-solving, project completion, research, math, college application, work-related, communication, time management and critical thinking skills during high school.


Students in programs that blend basic skills and occupational training to generate more contextualized learning are far more likely to improve basic skills and earn college-level credits.

Community College Research Center at Columbia University’s Teachers College, 2009

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Finding Source

A ratio of one CTE class for every two academic classes minimizes the risk of students dropping out of high school.


In a 2009 report for the Gates Foundation, 81% of respondents said that more learning opportunities which make the classroom relevant to the real world would have helped them to finish high school.

Bill and Melinda Gates Foundation, 2006

Source: Association for Career and Technical Education, Facts about Career Technical Education. Available at www.acteonline.org.

http://www.acteonline.org/

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Develop your rationale in the following categories: Improved Student Achievement and Successful

Completion of High School Readiness for Further Learning Readiness for the 21st Century Workplace

The Rationale for Integrating Academics into CTE Courses


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Mission Statement About the Standards Myths vs. Facts English Language Arts Standards Mathematics Standards Standards for Literacy in History/Social Studies,

Science and Technical Subjects

Introduction to the Common Core State Standards: www.corestandards.org


http://www.corestandards.org/

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Locate the state standards for academic areas through on-line sources.

Determine whether state-level CTE curriculum standards are aligned with state academic standards.

State-Level Academic Standards


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Read, comprehend and synthesize information from a wide ranges of sources within the technical field.

Write and speak clearly using the language of the field to communicate effectively to various audiences.

Gather, evaluate and synthesize information from multiple sources.

Demonstrate mathematical reasoning and numeracy skills, mathematics procedures and an understanding of major mathematics concepts that underlie a career field.

Academic Power Standards for a CTE Course


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Integrating academics into my CTE program is important because…

When I integrate academics into my CTE program I will emphasize several skills, such as…

The biggest challenges I see in integrating academics into my program are…

Reflection on Integrating Academics in CTE


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Anticipation Guide Look at the Anticipation Guide. Put a + in the blank under “Before

Reading” if you think the statement is accurate. Put a 0 if you think the statement is untrue.

At your table, share your predictions and come to consensus.

Use critical thinking skills to argue your position.

Share with the whole group.

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Anticipation Guide INSERT/Jigsaw

Silently read the passage assigned to you and check the items you think are true in the “After Reading” column.

When you find the information that validates or refutes your position, INSERT the number of the statement by that information.

Talk with your table group and compare answers. Come to consensus and be prepared to support your answers in class discussion.

Share with the large group.

Common Core State Standards for English Language Arts

Reading Writing

CCR Anchor Standards for Reading

Reading Standards for Literacy in Science and Technical Subjects 6-12

RST: Four categories and 10 anchor standards

Grade-level bands

CCR Anchor Standards for Writing

WHST: Grade-level bands

RST.9-10.1 WST.11-12.2.C


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Treasure HuntFollow the arrows to discover the treasures in the Standards for Literacy in History/Social Studies, Science and Technical Subjects.

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Watch the video and consider: Why are the mathematical practices important? What are some of the skills addressed in the

mathematical practices? Why are these skills significant to CTE?

Common Core State Standards for Mathematics—Mathematical Practices


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Use the Common Core State Standards for Mathematics.

Answer the questions in each box. Be prepared to discuss the key ideas of the

Common Core Standards for Mathematics and the Standards for Mathematical Practice.

Mathematics Common Core Treasure Hunt


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Technical Knowledg

e and Skills

Academic Knowledg

e and Skills

21st Century

Skills



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21st Century SkillsObjectives Explain 21st century skills that

are necessary for workplace readiness.

Identify ways to teach 21st century skills in your CTE course.


Partnership for 21st Century Skills

Career Ready Practices

Microsoft Education

Competencies

• A framework that outlines a vision for student success in the 21st century global economy

• Identifies skills and provides resources to teachers

• Provide a framework for developmental experiences necessary to become career ready

• Experiences that can be practiced using many different approaches

• All students refine these practices throughout their learning

• Represent attributes, behaviors, areas of knowledge, skills, and abilities required for successful job performance

• Includes definition, levels of proficiency, sample interview questions, activities and resources, and examples of overdoing the competency

Frameworks for 21st Century Skills


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Define the skill and its importance

Provide examples and non-examples

Define effective performance of the skill

Assess performance and provide regular feedback

Teaching 21st Century Skills


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Get Started/Engage Discover/Explain Practice Check for

Understanding Close Support, Modifications,

and Extensions

Lesson Plan for Teamwork


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Select a 21st Century Skill Write the Lesson Outline Using the Suggestions List the Materials for the Lesson Teach and Reflect on the Lesson

Authentic Task: Introducing a 21st Century Skill to Students


Integrating 21st Century Skills in CTE

Rationale Examples

What is the impact on student achievement when career/technical classrooms emphasize 21st century skills?

Record examples from your section of the article in one row of the chart.

Share and record your colleagues’ examples in the other rows


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Select a 21st Century Skill Integrate a 21st Century Skill Into a Unit of Study Teach a Portion of the Lesson to Your Colleagues

for Feedback Make Revisions to the Lesson

Authentic Task: Introducing a 21st Century Skill to Students, Part 2


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Technical Knowledg

e and Skills

Academic Knowledg

e and Skills

21st Century

Skills



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Unit PlansObjectives Describe the components of a

unit plan and the role each component plays in effective instruction.

Develop unit plans for a CTE course.


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What kind of information is included?

How does the unit plan help you…◦ Make the best use of instructional time?◦ Focus the lesson on what the students

are to learn? ◦ Actively engage the students in

learning? ◦ Organize the resources you have to

facilitate learning?◦ Assess the students’ progress toward

the learning goals?

Unit Plan Example


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Criteria Standards-Focus Scenario or

Problem Instructional

Activities Assessment Cohesiveness

Read the advanced column and insert:◦ “+” It affirms

something you already know.

◦ “!” It surprises you to see that!

◦ “?” If is something you have a question about.

Rubric for Assessing Unit Plans

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Assessing a Unit Plan

Rate the unit plan on your assigned criteria.

Be prepared to share your rating and your rationale for assigning the rating with the rest of the class.

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Content Scenario or Problem/Essential

Questions Assessment Materials and Resources Support, Modifications and

Extensions Calendar of Major Learning

Activities

Unit Planning Template


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Authentic Task: Writing a Unit Plan

Select a Topic and Outline the Content Students Will Learn

Write a Scenario Identify Formative and Summative

Assessments Identify Resources Outline Support, Modifications and

Extensions Map the Unit Enrich the Instructional Strategies

in the Unit Teach and Reflect on the Unit Plan

Documents

NRCCTE How might I use what I learned or reaffirmed yesterday regarding millennial students to increase learning? CTE Teacher Preparation Project