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SREB
What New and Exist ing CTE Teachers Must Know How to Do
and Do Well
ACTE Vision 2012 Atlanta, Georgia
November 30, 2012
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Planning Standards-Based Instruction: Areas of CTE Content
Technical Standards Academic Standards 21st Century Skills Technical knowledge and skills—the core knowledge and skills that students need for competence in jobs within the career field
What students should know and be able to do in grades K-‐12 in the areas of reading and writing (English Language Arts), mathematics, science and social studies
Foundational skills, knowledge and expertise necessary to succeed in all workplace environments and further learning
Ø Industry standards Ø State or local
career/technical competencies verified by business and industry
Ø Common Career Technical Core (www.careertech.org) o Career Cluster
Standards o Pathway Standards
Ø Common Core State Standards (www.corestandards.org)
Ø State or national academic standards
Ø ACT College Readiness Standards o Reading o Mathematics
Ø Career Ready Practices of the Common Career Technical Core
Ø Skills for the 21st Century (www.p21.org)
Ø Workplace readiness standards common to many career areas
Ø Employability skills verified by business and industry
Examples Business Management & Administration Career Cluster Standard: Identify, demonstrate and implement solutions in managing effective business customer relationships. General Management Career Pathway Standard: Employ and manage techniques, strategies and systems to enhance business relationships.
College and Career Readiness Anchor Standards for Reading: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. College and Career Readiness Anchor Standards for Writing: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Career Ready Practice from the Common Career Technical Core: Communicate clearly, effectively and with reason. Career Ready Practice from the Common Career Technical Core: Demonstrate creativity and innovation.
Discussion Question What evidence do you have that each type of content is addressed in your CTE program (instructional plans, assessments, assessment data, etc.)? Are there any types of content on which you need to place a greater emphasis? Why?
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Tools for Instructional Planning
Course Syllabi DESCRIPTION USE—PRESENT AND FUTURE
Course syllabi communicate the expectations of a course to students, parents, other teachers and the community. They outline a description of the course, the teacher’s instructional philosophy, course standards and goals, major projects and assignments, and an assessment plan.
Curriculum Maps Curriculum maps are planning tools that typically chart a course for the year and are organized by week, month or marking period. They identify the:
v Knowledge and skills (standards) that students will master, (career/technical, academic and 21st century skills) organized into “chunks of content,” or units of study
v Major learning activities students will complete in each unit to help them learn the content
v Methods of assessments (major projects or performances) that provide evidence students have met the standards
Unit Plans Unit plans organize learning activities to help students achieve a “chunk” of course content with similar concepts and skills. Units usually last a week or more, include a number of daily lessons and a sequence of assessment activities to help students move toward achievement of the standards identified for that unit.
Lesson Plans Lesson plans are blueprints for one episode of instruction—usually a class period. They identify the learning objectives for the lesson and describe the learning activities planned to help the students reach those objectives. Usually lesson activities include an introductory or opening activity to get students focused on the topic, a series of activities for the class period, and a closing activity to help students reflect on what they learned.
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Rubric for Assessing Unit Plans Criteria 1-‐-‐Not Yet 2-‐-‐Basic 3-‐-‐Proficient 4-‐-‐Advanced
Standards-‐Focus v Does not include a sufficient number of career/technical standards to be learned
v Includes random and disconnected learning
v Does not include essential questions
v Identifies career/technical standards to be learned
v States appropriate standards but an unmanageable number
v Identifies essential questions
v Clearly identifies career/technical and academic standards to be learned
v Targets a manageable number of appropriate standards
v Includes significant content and 21st century skills
v Identifies a list of essential questions related to the standards
v Clearly identifies a comprehensive set of career/technical and academic standards that are related through a theme or unit scenario
v Targets a manageable number of appropriate standards
v Identifies 21st century skills v Outlines a list of essential
questions that tie the standards together
Scenario or Problem
v Does not include a scenario or problem
v Does not require a final performance or product
v Does not require the use of technology
v Does not require investigation
v Addresses a problem that is not placed in a career context
v Does not require a final performance or product
v No technology is required v Requires students to conduct
little or no investigation into the topic; steps may be specified for the students
v Includes a scenario v Requires a final report that is not
necessarily of value outside the classroom
v Requires the use of technology v Expects students to conduct
investigations
v Addresses an authentic, work-‐related scenario
v Requires students to produce a final product or performance that has value outside the classroom
v Requires students to use technology
v Includes student-‐driven extensive investigations
Instructional Activities
v Unlikely to lead to mastery of the knowledge and skills
v Uses limited variety of instructional strategies
v Provides for minimal student-‐centered learning
v Only recall-‐level tasks
v May lead to mastery of the knowledge and skills
v Uses some instructional strategies
v Provides for some student-‐centered learning
v Mostly recall-‐level tasks
v Likely will lead to mastery of the knowledge and skills
v Uses a variety of instructional strategies, some of which are challenging and hands-‐on
v Provides for some active student-‐centered learning
v Encourages some interactions with other students and community members
v Requires no higher tasks than analysis
v Likely will lead to in-‐depth mastery of the knowledge and skills
v Uses a variety of challenging, hands-‐on instructional strategies based on student needs
v Provides for active student-‐centered learning
v Encourages students to interact with other students, instructors, and community members
v Requires higher order thinking skills
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Assessment v Measures some, but not all, of the knowledge and skills in the unit
v Includes summative assessment v Assessment items or tasks are
not intellectually demanding (require extended or strategic thinking)
v Does not include formative assessments
v Does not establish criteria for assessment
v Does not include performance assessments
v Includes assessments that are not relevant
v Does not include self-‐assessment
v Measures some, but not all, of the knowledge and skills in the unit
v Includes summative assessment with clearly defined criteria
v Few assessment items or tasks are intellectually demanding (require extended and strategic thinking)
v Includes some formative assessments that provide some feedback
v Includes some self-‐assessment
v Measures student progress on all the knowledge and skills in the unit
v Uses a variety of summative assessments with clearly defined criteria announced at the beginning of the unit
v Some assessment items or tasks are intellectually demanding (require extended and strategic thinking)
v Includes frequent feedback through a variety of formative assessments
v Engages students in peer and self-‐assessment
v Measures student progress on all the knowledge and skills in the unit
v Uses a variety of summative assessments with clearly defined criteria announced at the beginning of the unit
v Assessment items or tasks are consistently intellectually demanding (require extended and strategic thinking)
v Includes ongoing feedback through a variety of formative assessments that support students in learning and doing quality work on the final assessment
v Engages students in peer and self-‐assessment and on-‐going reflection on learning
v Involves assessment by an authentic audience
Cohesiveness v Does not connect components
v Includes assessments that do not reflect instruction
v Connects few assessments to the learning focus
v Connects some components v Has incidental matches between
assessment and instruction v Connects some assessments to
the learning focus
v Connects most components v Links instruction and assessment v Connects all assessments to the
learning focus
v Connects all components v Unifies instruction and
assessment v Connects all assessments
appropriately to the learning focus
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Unit Planning Template TITLE: TEACHER: COURSE: DURATION: CONTENT—What will students learn?
CAREER/TECHNICAL KNOWLEDGE AND SKILLS ACADEMIC KNOWLEDGE AND SKILLS 21ST CENTURY SKILLS
SCENARIO OR PROBLEM/ESSENTIAL QUESTIONS
ASSESSMENT (Check all that apply) FORMATIVE SUMMATIVE Quizzes/Tests Multiple Choice/Short Answer Test Notes/Graphic Representations Essay Test Rough Draft Written Product with Rubric Practice Presentation Oral Presentation with Rubric Preliminary Plans/Goals/Checklists of Progress Other Product or Performance with Rubric Journal/Learning Log Self-‐Evaluation or Reflection Other: Evaluation by Authentic Audience MATERIALS AND RESOURCES NEEDED TO SUPPORT THE UNIT SUPPORT, MODIFICATIONS AND EXTENSIONS—What is needed to provide support for students who have difficulty learning the content, modify for students with special learning needs, or provide enrichment for advanced students?
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CALENDAR OF MAJOR LEARNING ACTIVITIES BRIEFLY DESCRIBE THE LEARNING ACTIVITIES FOR EACH DAY
Week 1
Monday Tuesday Wednesday Thursday Friday
Week 2
Week 3
Week 4
Week 5
Add pages to allow for more weeks, as needed. Adapted from: Project Planning Form, Buck Institute for Education, 18 Commercial Boulevard, Novato, CA 94949, www.bie.org
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Designing a Comprehensive Assessment System Formative Assessment Summative Assessment Description
Examples
Using a Table of Specifications What is a table of specifications and what are its benefits? A table of specifications is a two-‐dimensional chart that describes the knowledge and skills to be assessed, the assessments, number of items and grading points associated with each knowledge and skill. The two benefits of a table of specifications are: 1) it ensures a good match between key knowledge and skills and what is assessed; and 2) students can refer to table during instruction to help them identify essential knowledge and skills for the unit of instruction. What is the purpose of a table of specifications? The purpose of a table of specifications is to ensure the knowledge and skills are assessed in a fair and balanced way. You cannot assess everything that you teach or assess all the essential knowledge and skills all the time. A table of specifications focuses you on the key areas and helps you assign the appropriate weight to those areas based on their importance. It provides you with a plan and evidence that you assessed what should be assessed. What are the different formats for a table of specifications? You can select several formats for a table of specifications, depending on the level of assessment. Tables of specifications can be designed for a whole course, for a unit of study or for a specific test. Each table of specification has the same two-‐column format, but the column headings may be different based on the
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assessment level. In each case, career/technical teachers need to consider all three types of knowledge and skills to be assessed: technical, academic and 21st-‐century skills.
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Formative and Summative Assessment Tools
FORMATIVE Tool What It Measures Notes on Use
Journals or learning logs § Progress journals § Log of what is being learned § Research log
Self-‐assessment of progress and what is being learned
Use a journal to review where students are in completing work Design prompts for learning logs for guided reflection
Written plans such as goals, timelines, checklists
Goal setting, time management, personal accountability
Use with projects when students have to manage time and resources
Checklists or observation of performance or work completed
Progress in learning knowledge and skills or in completing work
Use in the lab to record progress Use periodically throughout a large project to let students know where they are
Homework Knowledge and skills Use as practice of applying knowledge and skills or as preparation for class or reinforcement of content
Classroom questions and other checks for understanding such as Exit Slips, Hand Signs, One-‐Minute Papers describing what was learned and what questions still remain
Understanding of what was taught or of directions to be followed
Use for quick feedback on whether students need further instruction
Peer review and feedback Knowledge and skills Provide guidelines for giving feedback and time to integrate the feedback into the work before the final performance or completion of the product
SUMMATIVE Tool What It Measures Notes on Use
Paper-‐and-‐pencil test, with items such as
• Multiple choice • Open-‐response
Knowledge and understanding of technical skills, academic skills, and 21st century skills
In short form, such as a quiz, can also be used as a formative assessment Depending on the design of the items, involves critical thinking
Performance—can be assigned as a part of a project and focused around a real-‐world problem or scenario, such as
• Oral presentation • Interview • Performance of task or skill
The application of knowledge and skills—technical, academic, and 21st century
Use a rubric to assess quality Practice of the performance, such as an oral presentation can be used as a formative assessment
Product—can be assigned as a part of a project and focused around a real-‐world problem or scenario, such as § Real-‐world product § Paper § Brochure
The application of knowledge and skills—technical, academic, and 21st century
Use a rubric to assess quality A draft or partially completed version of the product can be used as a formative assessment
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Formative Assessment of 21st Century Skil ls Life and Career Skills:
• Set and meet goals, even in the face of obstacles and competing pressures • Prioritize, plan and manage work to achieve the intended result
Daily Team Assessment
Team:______________________________ Date:_______________________________
Completed by the team:
Completed by the instructor:
Poor Basic Proficient Accelerated
Daily Progress
Poor use of time. Little was accomplished.
Were somewhat on- task. Were able to get some work accomplished, but could have done more.
For the most part, the team was productive and on-task. They moved toward completing the unit’s challenge.
The team was on-task at all times and had excellent interaction. They are progressing toward high-quality outcomes.
Today’s Score:
0 1 2 3+ Instructor’s comments: Source: Ohio Pathways Inquiry-Based Instructional Units. http://pathways.ohiorc.org.
What did the team plan to accomplish today?
What did the team accomplish today?
As of today, the team is … ___ On Schedule ___ Behind Schedule ___ Ahead of Schedule
What must the team accomplish before the next project work time?
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Cubing: Active Engagement Describe Active Engagement What is it similar to? Different What is it similar to? Different from? What do you see when you observe active engagement in the classroom?
Compare Active Engagement How is active engagement similar to and different from…?
• Being “on task” • Being “busy” • Being “focused” • Following directions
Associate Active Engagement What does active engagement make you think of? What kinds of outcomes are associated with active engagement? What are the outcomes for teachers? For students?
Analyze Active Engagement What are its component parts? What are the different things teachers need to take into consideration to achieve active engagement?
Apply Active Engagement Describe the first steps you would take to design an actively engaging lesson.
Argue For Active Engagement Use reasoning to take a stand for active engagement. What would be the major points you would make to advocate for active engagement with stakeholders—parents or community members.
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Understanding the Meaning of Actively Engaging Instruction Directions: In the chart below, describe what you would observe if you walked into a CTE classroom or lab and saw engaging instruction. Then answer the discussion question below. Be prepared to share your ideas with the class.
Intellectually Engaging Instruction
Socially Engaging Instruction
Emotionally Engaging Instruction
What would you observe? What would you observe? What would you observe?
Discussion v How does active engagement in each of these areas lead to increased student motivation,
better classroom behavior and, ultimately, to more effective learning?
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Activity or Project? Directions: Read each description of the CTE assignments below. Place a “P” in front of the statement if it describes a project and an “A” in front of the statement if it describes a learning activity. Be prepared to justify your responses. __________ 1. Build a bird house from a construction kit. Follow the instructions to assemble all
the pieces accurately and with precision. (Construction Technology) __________ 2. Find three articles on trends in the automotive industry. Summarize the major
trends in a PowerPoint presentation. (Transportation) __________ 3. Interview a client about the need to re-‐design the company’s website. Develop a
proposal to meet those needs, researching the website design services your organization will provide, the costs, and a timeline to complete the work. Present your proposal to the client for approval. (Information Technology)
__________ 4. Create an employee “how to” brochure that explains the specific step-‐by-‐step
process for writing an incident report. (Human Services) __________ 5. Research the question, “Should cigarette companies be required to put pictures of
extreme cases of lung disease on cigarette packages?” Plan a debate panel that accurately reflects both sides of the issue at a community forum. After the debate, choose a side and write a letter to legislators expressing your views. (Health)
__________ 6. Analyze an engine problem on a car in the lab and fix the problem. (Transportation) __________ 7. Make a safety poster that illustrates key Occupational Safety and Health
Administration (OSHA) guidelines for a workplace. (Construction Technology) __________ 8. Solve a manufacturing design problem. Investigate the problem through
observations, data collection and interviews at the manufacturing plant. Propose a solution and justify it to the supervisors at the plant. (Engineering)
__________ 9. Develop a small business plan for a salon. Select a viable location, develop an overall budget and identify staffing projections. Research and create appropriate salon policies. Present the plan to a banker to secure a small business loan. (Cosmetology)
__________ 10. Create and perform a role-‐play to illustrate a client interview that effectively resolves an issue the client has with the service he/she received. (Business Management)
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Designing High-Quality Projects: Rubric for the Six A’s
Category Unsatisfactory Basic Exemplary AUTHENTICITY v The project has little
or no connection with the outside world.
v The problem or question has little or no meaning to the students.
v There is no audience for the student work.
v The project simulates “real world” activities.
v The problem or question has meaning to the students.
v There is an appropriate audience for the student work.
v Adults in the “real world” are likely to tackle the problem or questions addressed by the project.
v The problem or question has meaning to the students.
v There is an external audience for the student work.
ACADEMIC RIGOR
v The driving question is not based on standards.
v The project demands little specific knowledge of central concepts.
v Students can complete the project without learning new content.
v Project does not include 21st century skills.
v The driving question is based on standards.
v The project demands specific knowledge of central concepts.
v Students learn minimal content.
v The project reinforces 21st century skills.
v There is a well-‐defined and clear driving question derived from specific national, state, district or school content standards.
v The project demands breadth and depth of specific central concepts.
v Students develop 21st century skills.
ASSESSMENT PRACTICES
v Students are not provided with an explanation of the assessment at early stages of the assignment.
v The only product is a culminating exhibition or presentation.
v Students are provided with a clear explanation of the assessment in the early stages of this assignment.
v Students receive infrequent feedback on their works-‐in-‐progress from teachers, mentors and peers.
v The project includes multiple products.
v The final product is a culminating exhibition or presentation that demonstrates students’ ability to apply the knowledge they gained.
v Students help in establishing assessment criteria.
v Students use a variety of structured self-‐assessments (journals, peer conference, teacher or mentor conferences, rubrics).
v Students receive frequent and timely feedback on their works-‐in-‐progress from teachers, mentors and peers.
v The final product is a culminating exhibition or presentation in front of an informed audience.
v The project employs multiple products, and all products are aligned with outcomes.
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Category Unsatisfactory Basic Exemplary ACTIVE EXPLORATION
v No research is required.
v Students gather information from textbooks or other secondary sources.
v Students use raw data provided by the teacher.
v Students conduct their own research.
v Students gather information from a limited number of primary sources.
v Students do field-‐based activities (e.g., interviewing experts, surveying groups of people, exploring worksites).
v Students gather information from a number of primary sources and use a variety of methods (interviewing and observing, collecting data, model-‐building, using on-‐line services).
APPLIED LEARNING
v Students do not apply new knowledge to a problem.
v Students are not required to develop collaborative or teamwork skills.
v Students apply new knowledge to a problem.
v Students are required to work in teams.
v Students use self-‐management skills to improve their performance.
v Students apply new knowledge to a realistic and complex problem.
v Students use multiple high-‐performance work organization skills (working in teams, using technology appropriately, communicating ideas, and collecting organizing, and analyzing information).
ADULT CONNECTIONS
v Students have no contacts with adults outside of school.
v Students have limited contacts with adults outside of school (guest speakers).
v The teacher uses role-‐playing or other staff members to simulate “expert” contact.
v Students have multiple contacts with adults outside of school who have expertise and experience and who can ask questions, provide feedback, and offer advice.
v Students observe and work alongside adults in a worksite relevant to the project.
v Adults outside of school provide students with a sense of the real-‐world standards for this type of work.
Source: Project Based Learning Handbook (2nd ed.), Buck Institute for Education, 2003. www.bie.org.
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Classroom Rules and Procedures that Support PBL Directions: Read the procedures below. In the second column, record ways that these procedures help a teacher manage PBL activities in the classroom.
Rule or Procedure Support for PBL Classroom rules or norms related to respectful behavior.
Procedures for getting the attention of the class when they are working independently or in small groups.
Classroom rules or norms for small group work, such as listening while other group members are speaking, working/sitting in close proximity to one another and using a reasonable voice level.
Procedures for students working independently while the teacher has small group or individual meetings with other students (also known as Mind Your Own Business Time (MYOB).
Classroom rules about academic integrity such as doing your own work, appropriately naming sources and paraphrasing rather than copying from sources.
Procedures in which students set weekly goals for learning and reflect on their progress toward learning targets.
Procedures for keeping class materials organized, such as the use of a class notebook or system of folders for turning in and getting back work.
Procedures for beginning and ending the class period, such as students getting settled in with bell-‐work and ending the class period with a daily reflection.
Procedures for asking questions of the teacher during independent or small group work, such as “3 Before Me,” in which students try and get an answer to their question from three sources before asking the teacher.
Procedures for peer review of work, such as feedback sessions in which peers provide ways the work could be improved before the final performance.
Procedures for holding regular check-‐ins with students about their individual or small group progress.
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Project Management Establish Student and Teacher Roles and Responsibilities 1. Be goal-‐oriented. Distribute a project assignment sheet. Share your goals and expectations for the project. 2. Ask students to develop a project plan in which they set their goals and outline a plan for completing the
work. 3. Develop daily lesson plans that include time for setting a focus for the daily work, checking progress and
ending with a reflection of what was accomplished. 4. Manage the flow of work with constant monitoring and documenting what is accomplished through progress
charts and learning logs. Meet with students individually and with work teams to discuss their progress and resolve issues.
5. Keep a checklist of major project milestones and ask students or work teams to record their progress. 6. Inform parents about the project work and communicate student progress and success to them. Manage Student Groups 1. Include some project activities for groups and some for individuals. All students need individual accountability,
so some parts of the project performance need to be completed by individual students. 2. Tailor your grouping strategies to the needs of the project. 3. Plan how to accommodate the needs of diverse students. 4. Try to make it possible for students to either work with their friends or work alone on a topic in which they are
particularly interested. 5. If individual group members do not carry their own weight, meet with the group and the individual students. If
necessary, “fire” a group member who is non-‐performing and provide an individual experience for that student. Talk with the parents about the behavior and what you are doing about it.
6. Keep public records of each group’s progress. 7. Make sure each group tracks its own progress. Plan for Diverse Learning Needs 1. Be prepared with modifications for students with special learning needs. Meet with each student individually
to discuss what he or she will complete for the project performance and how you will grade the work. Project performances can be modified for special needs, such as shortening the length of written work.
2. Provide project enrichment activities for students who excel. 3. Identify strategies for students who struggle with the project work or need more time. Plan extra help
sessions, hold one-‐to-‐one progress conferences with individual students, or provide resources on-‐line that students can use to work outside the classroom.
Gather and Manage Resources 1. Prepare lists of helpful resources. Guide a discussion with students to identify potential resources and narrow
the scope by targeting those resources that are most important to the project. 2. Monitor student use of resources, particularly during research. Identify characteristics of valid and reliable
resources and ask students to keep a research log of the sites they visit and the degree to which the sites met the characteristics.
3. The Internet can be a powerful tool. Monitor student use of electronic resources by asking them to keep a research log of sites they visit and those they find most helpful.
4. Remind students about academic integrity. Explain how you want references cited and expect students to follow those guidelines.
5. Consider ways you could use technology to make your project more effective.
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Understanding Cooperative Learning Student learning can be structured to promote cooperative, competitive or individualistic efforts. These three approaches provide different ways for students to interact with each other during the learning process. Directions: Take notes in the space below as your instructor describes these three types of learning. Then answer the Food for Thought questions.
Cooperative Learning How to Work with Others
Competitive Learning Competing for Fun and Enjoyment
Individualistic Learning Working Autonomously on One’s Own
Food for Thought Questions • Cooperative learning is: • Why is cooperative learning important for your CTE students?
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Five Basic Elements of Cooperative Learning 1. Positive Interdependence: “We all sink or swim together.”
w Each team member’s efforts is required for team success. w Each team member has a specific and unique contribution because of his/her resources,
talents and task responsibilities. 2. Face-‐to-‐face interaction: “Students become translators.”
w In cooperative learning teams, students promote each other’s success by sharing resources and helping, supporting, encouraging and celebrating each other’s efforts.
w Teachers structure teamwork so that students help each other by explaining how to solve problems, teaching one’s knowledge to others, checking for understanding, discussing concepts, and connecting present and past learning.
3. Individual accountability / personal responsibility: “Each member’s contributions make a
difference.”
w Each team must be accountable for achieving its goals, and each member must be accountable for contributing his or her share of the work.
w Each student is individually assessed, and the results are given back to the team and individual to determine who needs more assistance and support for learning.
4. Interpersonal and teamwork skills: “Social skills do not magically appear.”
w Social skills must be taught just as academic skills are taught. w Leadership, decision-‐making, trust-‐building, communication and conflict management are
essential to team success. 5. Team reflection: “How are we doing as a team?”
w Teachers need to structure teamwork so that team members discuss how well they are achieving their goals and how effectively they are working together.
w Teams should describe what member actions are helpful and unhelpful and then make decisions about what behaviors to continue or change. This is an ongoing process of self-‐assessment and peer assessment.
Active Learning: Cooperation in the College Classroom by D.W. Johnson, R. T. Johnson, and K. A. Smith. Edina, MN: Interaction Book Company, 2006. The Cooperative Learning Center. www.co-‐operation.org.
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Cooperative Learning Strategies
Strategy Description Jigsaw Groups with three to five students are set up. Each group member is assigned
unique material to learn and then to teach to his group members. To help in the learning, students across the class working on the same sub-‐section get together to decide what is important and how to teach it. After practice in these "expert" group, the original groups reform and students teach each other. Tests or assessment follows to check for individual accountability of the content.
Think-‐Pair-‐Share This involves a three-‐step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams or the entire group.
Numbered Heads Together A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher randomly calls out a number and the student whose number is called gives the answer for the whole group.
Three-‐Step Interviews Each team member chooses another member to be a partner. During the first step, individuals interview their partners by asking clarifying questions. During the second step partner reverse the roles. For the final step, members share their partners’ responses with the team.
Team-‐Pair-‐Solo Students work on problems first as a team, then with a partner, and finally on their own. This strategy is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can accomplish more with help (mediation) than they can alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.
Partners The teacher divides the class into teams of four. Partners from each team move to one side of the room. Half of each team is given an assignment to master and teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.
Round Robin Brainstorming Class is divided into small groups (four to six) with one person appointed as the recorder. A question with many answers is asked and students are given time to think about answers. After the "think time," members of the team share responses with one another round-‐robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group gives an answer in order until time is called.
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Types of Cooperative Learning Groups in CTE Types of Cooperative
Learning Group Purpose Examples of Use in the CTE Classroom
INFORMAL GROUPS Groups that meet from a few minutes to one class period.
To focus students on the material they are to learn, ensure that students mentally "process" what they are learning, or to provide closure to the lesson.
v For a Think-‐Pair-‐Share activity at the beginning of a unit of study, ask students to describe their prior experience and knowledge of a CTE topic.
v Use Numbered Heads for pausing during an interactive lecture to ask questions and check for understanding.
v Assign partners to read and master a section of a reading and teach to other group members during a class period.
FORMAL GROUPS Groups that work together from one class period to several weeks.
To complete an assignment or project. Ensures that each student is involved in the work.
v Project-‐based groups for a unit of study. v Short-‐term committees or project
groups for CTSO events or activities.
BASE GROUPS Long-‐term groups with stable membership
To support, help, and encourage necessary progress academically. Groups are chosen carefully, once the teacher knows the students well.
v Lab teams that work together for a marking period or a semester.
v “Work teams” that operate as a real-‐world company or business organization related to the career field. Real-‐world roles are assigned and rotated among the group members.
v CTSO committees assigned for the school year or for a long-‐term project.
v Study buddy partners who keep a record of their partners’ assignments when they are absent and support each other in meeting the responsibilities of the class.
Source: Johnson, D.W., Johnson, R., & Smith, K. (2006). Active Learning: Cooperative in the College Classroom. Edina, MN: Interaction Book Company. (952)831-‐9500; FAX (952-‐831-‐9332).
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Planning a System of Cooperative Learning Groups Objective: Design a variety of cooperative grouping strategies for a CTE classroom. Directions: Complete the chart below to explain how you will use each type of group in your CTE classroom.
Informal Groups Formal Groups Base Groups Describe how you will use each type of group in your CTE classroom.
How will you assign students to each type of group?
What are examples of roles you will assign in your groups?
How will you provide feedback and assess the effectiveness of each group?
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Engaging Students in Literacy Assignments To achieve these literacy power standards for CTE v Read, comprehend and synthesize information from a wide range of sources within the technical
field. v Write and speak clearly using the language of the field to communicate effectively to a variety of
audiences. Design a system of assignments that promote technical literacy v Read a career-‐related article twice a month and demonstrate understanding of the reading.
Ask students to select a journal article, read it and explain what they read through an oral or written report. Create a weekly schedule so that part of the class submits a written report and the others give an oral report.
v Write weekly to complete CTE assignments. Develop writing skills with regular assignments,
such as: w Lab journals w Writing assignments w Writing and formatting a memo w Project activities that involve writing
v Prepare a written report and/or research study each semester.
Ask students to write a report as part of a project.
And design instructional activities that use content-area literacy strategies to improve reading comprehension v Engage students in understanding what they have read. Examples:
w Two column-‐notes w Insert w Frayer model w Word sort w Directed Reading and Thinking Activity (DRTA) w GIST
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Applying the Big Six Reading Skil ls Directions: In the last column, generate one application for your classes.
Skill Evidence Strategies (LAC)* Application Summarizing – capturing the main ideas in as few words as possible
To effectively summarize, students must analyze information at a fairly deep level (Marzano, 2001) Teaching adolescents to summarize text had a consistent, strong, positive effect on their ability to write good summaries. (Graham, 2007)
Jigsaw (61) Paired Questioning (61) GIST (62) KWL (105) Cornell Notes (121) Reciprocal Teaching (123)
Paraphrasing –putting another’s ideas into one’s own words
Verbatim note taking is the least effective way to take notes (Marzano, 2001)
Jigsaw (61) Paired Questioning (61) KWL (105) Cornell Notes (121)
Categorizing – classifying items based on similarities and differences
Identifying similarities and differences enhances students’ understanding of and ability to use knowledge. (Marzano, 2001) Nonlinguistic representations elaborate on knowledge (Marzano, 2001)
KWL (105) Graphic Organizers (114) Concept Definition Map (115) Frayer Model (119) Cornell Notes (121)
Inferring – reading between the lines to connect ideas, determine themes or analyze implied meaning
Students must be asked to decide what’s important in a text; synthesize information and draw inferences (Vacca, 2002) Creative notetaking requires extraction and reaction (explain, sort, classify, respond) (Jacobs, 2006)
RAFT (110) Questioning the Author (117)
Predicting – making inferences about future events based on current evidence.
Getting students to think about key concepts before they read about them provides a tangible purpose for reading. (Daniels, 2004)
KWL (105) Story Impressions (110) Anticipation Guides (113) Visual Prediction Guide (121) Reciprocal Teaching (123)
Recognizing academic/ technical vocabulary – using context clues or morphology to determine meanings
To be academically literate, students need a strong and constantly growing vocabulary base (Short, 2007). Students do not learning new vocabulary words effectively by memorizing lists and definitions, but rather by seeing words in use, in their customary contexts. (Daniels, 2004)
Vocabulary Clues (63) Concept Definition Map (114) Mathematics Reading Keys (118) Frayer Model (119)
*The references in this column are page numbers for Southern Regional Education Board. Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six through 12, 2003.
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Comparing a High-Performance Workplace to a High-Performance Classroom Directions: Describe the characteristics of a high-‐performance workplace in the left column and the characteristics of a high-‐performance classroom in the right column. Use the questions below to prompt your thinking. Answer the discussion questions on the next page to draw conclusions about your comparisons.
High-‐Performance Workplace High-‐Performance Classroom v How are goals achieved? v How do the employees and supervisors work
together? v What characterizes the relationships among the
employees? v What is the role of the supervisor? v What are the characteristics of the physical
environment? v What policies or procedures promote positive
interaction and allow the organization to reach its goals?
v How are goals achieved? v How do the students and the teacher work together? v What characterizes the relationships between the
teacher and students? The relationship among the students?
v What is the role of the teacher? v What are the characteristics of the physical
environment? v What policies or procedures promote positive interaction
and allow students to reach their learning goals?
1. What are the similarities of a high-‐performance workplace and a high-‐performance classroom?
What are the differences? 2. What have you learned about building a high-‐performance workplace that could transfer to your
responsibility to build a high-‐performance CTE classroom? 3. Why is it important for CTE teachers to establish a high-‐performance classroom that mirrors
what students will one day experience in a high-‐performance workplace? 4. What qualities would students develop in a high-‐performance classroom that would transfer to
a high-‐performance workplace?
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The Keys to Motivating Students in CTE Motivation is the will to do something. In learning, motivation is essential. To learn, we must “will” our brains to focus on a concept or idea, understand it and commit it to our memories so that it becomes part of what we know. To learn a behavior or skill, we must be motivated to practice or use that behavior or skill until we master it and can apply it in a variety of situations. Learning requires persistence, and that is why motivation and learning are so closely linked. The way CTE teachers manage their classrooms has a major impact on student motivation. To promote positive student motivation and enhance learning, CTE teachers can: Personalize the Learning Environment A sense of belonging or personalization is created through positive relationships with and among CTE students. We have long understood that teaching is fundamentally about relationships, but the ability to create a classroom environment in which the relationships among the teacher and the learners enhance everyone’s learning experience is essential. The quality of the student-‐teacher relationship affects both student motivation and learning. Students who feel a sense of belonging in the classroom and a connection to the teacher work hard, persist through learning challenges and do their best work. Not only does a collaborative classroom support more effective learning, it also teaches students vital teamwork skills required in 21st century workplaces. Whatever their career paths, students will be expected to share ideas, attain common goals and solve problems with others in the workplace. We owe our students opportunities to learn these essential skills in our CTE classrooms. To create positive classroom relationships, effective CTE teachers must know their students well—their hopes, dreams, and aspirations—by using purposeful strategies to get to know students and to make personal connections on a regular basis. Teachers must be prepared to ask students to complete personal inventories, spend time talking with them one-‐on-‐one and make connections with students’ family members. Building relationships also includes helping students get to know each other, teaching respectful strategies for working together and modeling how to handle conflicts. Building positive relationships includes responding to diverse learning needs in the CTE classroom. While CTE traditionally has served a wide variety of learners, student diversity has never been greater. Effective teachers address these needs by using a variety of teaching strategies to accommodate different learning styles and by modifying assignments to reflect various learning needs. They also provide extra help and support in the classroom through small group instruction when other students are productively engaged, meeting one-‐on-‐one with students to develop learning improvement contracts or monitor progress, and providing re-‐teaching and re-‐doing work opportunities to help students persist through learning challenges.
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Set High Expectations High expectations challenge students intellectually and excite them about learning emotionally. Students’ motivation is influenced by feeling that the teacher believes in them and their capacity to do quality work. Effective CTE teachers create assignments and assessments that are intellectually challenging for all students, using application, analysis, synthesis and evaluation skills to address real-‐world problems and tasks. To set high expectations, CTE teachers establish clear learning goals for each lesson so that all students know the leaning target and why it is important. Students are asked to think critically and to strive for quality, re-‐doing work as needed to achieve mastery. Teachers provide frequent feedback so students know how to refine their work, correct misconceptions during the learning process and achieve the learning target. The feedback serves as motivation to persist through challenging learning situations, ultimately improving student achievement. This feedback, along with personalized extra help, reinforces that the teacher believes students are capable of quality work and will not give up on them until they are successful. At the end of the learning episode, the teacher encourages students to reflect on what they learned, assess their strengths and areas for improvement, and evaluate the effectiveness of effort and persistence in their learning. Actively Engage Students in Learning An actively engaging classroom has emotional energy. Students are “minds-‐on” as well as “hands on.” Students see the “big picture” of what they are learning, making a connection to their career goals and aspirations. Motivated students can answer the questions, “Why do I need to learn this?” or “What’s in it for me?”. CTE teachers engage students with authentic, rigorous problems, requiring them to research and manage resources to solve the problem, involving them in the development of assessment criteria, and creating authentic opportunities to present and demonstrate what they learned. Students invent, create, predict and use a number of ways to find new information. When possible, CTE teacher provides choices in learning activities so that students can use their unique interests and abilities. Highly motivating classrooms include a variety of learning activities to engage students with different learning styles. Building a sense of belonging, setting high expectations, and actively engaging students in learning are the keys to motivating students in CTE classrooms. Beginning teachers can select specific actions that create a positive classroom environment where students put forth their best efforts and all students succeed.
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Plan for Setting Up a CTE Class
MATERIALS AND RESOURCES—What materials and resources will be needed?
Professional journal articles; CTSO resources from website; computer access on day of web search for career field resources SUPPORT, MODIFICATIONS, AND EXTENSIONS—What is needed to provide support for students who have difficulty learning the content, modify for students with special learning needs, or to provide enrichment for advanced students? Choose shorter professional journal articles for reading activities; provide study guide for safety chapter
COURSE: CTE DURATION: The first two weeks of the course
PURPOSE: The purpose of this plan is to create a positive classroom environment for the CTE class. Students will get a gradual introduction to the content of the course, learn classroom rules and procedures, get to know each other and the teacher, and learn to work together.
CONTENT—What will students learn? Career/Technical Knowledge and Skills Academic Knowledge and Skills 21st Century Skills
• The mission of CTE and the purpose of the course • An introduction to the career field • An overview of the course content and
expectations • Importance of safety • Safety procedures • Safe use of tools and equipment
• Introduction to reading materials for the course—textbook, professional journals, and professional websites
• Strategies for reading comprehension in CTE—note-‐taking, summarizing, and graphic organizers
• Introduction to teamwork and collaboration
• Rules and procedures that promote personal accountability and productivity
• Introduction to leadership through a career/technical student organization
ASSESSMENT—What evidence will show that students have learned?
Formative (Progress Checks and Feedback) Summative (End of the Two Weeks)
• Quick quizzes on safety • Teamwork feedback with rubric • Reading comprehension check • Lab safety checklist
• Safety test • Teamwork assessment with rubric • Professional journal article summary
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CALENDAR OF MAJOR LEARNING ACTIVITIES—Briefly describe the learning activities for each day.
Week 1
Monday Tuesday Wednesday Thursday Friday
First Day Lesson Plan*
• Make Introductions and
Complete Personal Profile • Play Get to Know You Bingo • Ask, “What Do You Think This
Course Is About?” • Present the Course Syllabus and
Engage Students in the
Information • Introduce Transition
Procedures**
• Conduct Lab Activity: Name That Tool
• Practice Transition Procedures
• Introduce Teamwork*** and Rubric
• Introduce Group Interaction
Procedures and Teach Think-‐Pair-‐Share Procedure
• Introduce the Career Field and
Course Content • Share a Mission Statement for CTE
and Write a Course Mission
Statement • Use Graphic Organizer to Show a
Career Ladder for the Field
• Practice Transition Procedures • Use a Team Ice Breaker
• Complete the Respect Carousel**** • Develop and Post “Workplace” or
Classroom Rules
• Introduce Learning Support Procedures
• Discuss the Importance of Reading in
the Career Field • Introduce Reading Materials • Complete a Textbook Treasure Hunt
in Teams • Assign a Professional Journal Article
and Demonstrate How to Do a 20-‐
Word Summary
• Practice Transition Procedures • Complete Quick Write on
Leadership • Define Leadership and Relate to
Concept of Teamwork and
Collaboration • Introduce Career/Technical
Student Organization and Two-‐
Column Note-‐Taking • Practice Think-‐Pair-‐Share: What
will membership in a CTSO do for
you? • Explain Chapter Officers,
Committees, and Competitive
Events
• Practice Transition Procedures • Use an Ice Breaker
• Conduct CTSO Officer Elections • Hold the First CTSO Meeting • Review Major Assignments for
the Course and Grading • Review Learning Support
Procedures and Check Notebooks
• Reflect on the Week by Starting a CTE Journal
Week 2
• Conduct a Safety Search of Safety Hazards Stages in the Lab
• Discuss the Importance of Safety • Read Safety Information and
Practice Two-‐Column Note-‐Taking • Safety Quick Quiz to Check for Understanding
• Use an Ice Breaker • Teach a Jigsaw Activity Using Articles on Safety
• Conduct a Web Search on Sites Related to the Career Field
• Assign the Professional Journal Article Assignment—and Review How to Summarize
• Solve Safety Scenarios—What Would You Do?
• Conduct Lab to Practice Safety Techniques with Tools and Equipment/Lab Procedures
• Safety Quick Quiz to Check for Understanding
• Ice Breaker • Read Safety Information and
Practice Two-‐Column Notes • Work on Professional Journal
Article Assignment and Review
Drafts and Rehearse Oral Presentations
• Provide Feedback on Procedures Learned—Where Are We As A
Class? • Administer Safety Test • Introduce CTSO—Competitive
Events and Calendar for the Year • Reflect on the Week—CTE Journal
*See First Day Lesson Plan included in Classroom Management Lesson 2.1, Beginning the School Year. **See Sample Procedures Handout in Classroom Management Lesson 2.5, Implementing Classroom Procedures. ***See Lesson Plan for Teamwork included in the Instructional Planning Lesson 3.4, 21st Century Skills. ****See Respect Carousel in Classroom Management Lesson 2.4, Establishing Classroom Rules.
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Sample Procedures Handout Overview: Procedures are part of a productive workplace. They set an orderly, respectful tone; increase productivity; promote personal responsibility; and set the stage for teamwork. Learning to use procedures in our CTE class prepares you to be successful with workplace procedures. Here are the procedures for our class: Transitions v Beginning Class
Just as employees are expected to begin work on time, take your assigned seat immediately when the bell rings. I expect you to have your materials ready, including a pen or pencil, notebook, and textbook. There will always be a “bell-‐ringer” assignment for you to do on the board. Start it right away. You will have about 5 minutes to complete it. After five minutes, I expect you to have your “bell-‐ringer” complete and be ready when I call for everyone’s attention.
v Getting Attention If I need your attention, you will hear me say, “Stand by,” and count down from 5 to 1. When I reach the number one, I expect everyone to be quiet and looking at me.
v Ending Class Each class ends with a time of reflection about what you learned. I will dismiss you from the room by saying, “See you next class.” At that time, you can get up and leave the room.
v Moving Between the Classroom Space and the Lab Space When moving to the lab space, lock your belongings in your assigned locker. Put on lab gear and safety glasses. Sign out tools and equipment. At the end of lab work, I will announce clean-‐up time. Follow clean-‐up guidelines, collect belongings from the lockers and return to the classroom space for final reflections before the class ends.
v Staying Focused In the workplace, you will be expected to maintain a constant level of work productivity that does not distract others. If you finish an assignment early, work on unfinished assignments, study, or choose a professional journal from the reading area.
v Special Permission to Enter or Leave Class Tardy: If you are not in your seat within 30 seconds after the bell, you are tardy. If you have an excuse/hall pass place it on my desk and sit down quietly to begin working. Otherwise, your tardy is unexcused. Sign the tardy detention log on clipboard next to door and sit quietly to begin working. Expect to meet with me at the end of class to discuss consequences. Bathroom Privileges: No restroom breaks are allowed the first or last 15 minutes of class. After receiving permission to leave, students must sign out on the log sheet and take the hall pass. Students must sign back in with the time upon return. Students will NOT be allowed to leave during lecture time. Permission will only be granted during independent or cooperative work.
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Group Interaction v Types of Groups
We will often work in groups to prepare you for teamwork in the workplace. Sometimes you will work with a partner and sometimes with a group of three or four. There are table teams in the classroom space and lab teams in the lab space. You will also work in project groups. Most of the time, like the real-‐world workplace, I will assign you to groups, but I will also give you opportunities to choose your group members.
v Group Roles I will assign roles to each group member to improve productivity and collaboration. Some examples of group roles are: team leader or facilitator, materials manager, note-‐taker, and collaborator. Each role has specific responsibilities that I will teach you when they are assigned.
v Mind Your Own Business Time This is a time when you will be expected to work quietly, consistently, and without disturbing others. Since I will be meeting with individual students during this time, write down your questions to ask me at a later time.
v Three Before Me This procedure helps you develop your ability to work independently in this class and on the job. When you realize you have a question about something, use three sources to try and find an answer before coming to me. Those sources could include: classmates, the textbook, a professional resource manual or reliable website.
v Think-‐Pair-‐Share This is a partner activity that begins with you thinking by yourself; then turning to your partner to share your ideas. Finally, I ask partners to share their ideas with other groups or the class as a whole.
v Jigsaw This activity “breaks down the work.” Each member of the group takes one part of the content, learns it well, and then explains it to the rest of the group. Jigsaw builds group interdependence and trust.
Learning Support v Class Notebook
Keeping your class-‐related materials organized is important to your success as a student and prepares you to keep similar materials when you are working in the real world. You need a notebook with separate sections for notes, handouts, class work and assessment. I will provide guidelines for keeping that notebook organized.
v Note-‐Taking An important skill for a life-‐long learner is taking notes in ways that help you learn and retain information. We will use a two-‐column note-‐taking strategy that keeps your notes organized under main ideas and provides a way for you to study the information until you learn it.
v Journal Reflecting on what you learn each day helps you retain information and become more efficient in your learning. Each day I will provide a question or activity that asks you to reflect on your learning.
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Level 3
Level 2
Level 1
Levels of Interventions Directions: Take notes on the graphic representation below to illustrate information about each level of intervention.
