Must be aligned with the current:
NC Career &Technical Education Essential Standards
& Honors Course Implementation
Guide
More challengingProviding multiple opportunities for students to take greater responsibility for their learning
Distinguished by a difference in the quality of the work rather than quantity
To offer challenging, higher level courses for students who aspire to an advanced level of learning
To promote:Opportunities for advanced workRigorous study of CTE content areas
Practical application of knowledge & skills
Transfer of knowledge & skills to work-based situations
Follow the same course of studyContent outlineBlueprintCurriculum guide
Require a higher level of cognition & quality of work
Enable students to become actively involved in classroom experiences
Involve students in exploratory, experimental, & open-ended learning experiences
Problem-seeking & problem-solving skills
Participation in scholarly & creative processes
Use of imagination Critical analysis & application Personalized learning experiences Learning to express/defend ideas Learning to accept constructive criticism Becoming a reflective thinker
General course information
Course description from CTE Essential Standards
Competency goals, & objectives from course blueprint
Concepts from course outline
Generalizations Essential questions Issues particular to course
Expectations of performance
Assignments Timetables & deadlines Pacing Guide Assessments, including
rubrics A system for grading Instructional materials,
equipment & technologies
Generalizations are general statements or ideas concerning an area of study
Generalizing is a sophisticated skill as it relates to organizing ideas.
Can involve constructing & defending conclusions based on the understanding of two or more persons
Essential questions are interrogative statements
designed to focus on main ideas Used to prompt thinking & spark
discussion of key elements within a larger context
Reflect most historically important issues, problems, & debates
Designed to be thought-provoking to students
Because of the diverse nature of course content, many courses have issues or features that are unique to the honors
course.
Examples: Specific equipment/software Facilities Transportation Certification/credentialing tests
Performance requirements require a
higher level of rigor as based on
honors course“Preparation Portfolio”
Likely to be long-term project- or problem-based assignments
Should offer students elements of choice
Should reflect student’s career interests
Elements Involving multiple & varied means
Include both cognitive & performance-based tasks
Develop & provide relative rubrics
To access Honors Documents:http://ctehonors.wikispaces.com
Send a copy of the electronic honors portfolio to:
Starting the CTE Honors Portfolio Template
1 General Course Information Copy & paste the state course code, title, recommended max enrollment & recommended requirement hours of instruction. You can get this from the digital copy of the Essential Standards Handbook (flash drive or wiki)
2 Course Description Copy course description from the digital copy of the Essential Standards Handbook (flash drive or wiki) and paste into the gray area. This is where you will insert explanations of enhanced course expectations.
3 Course Goals & Objectives You will attach the enhanced course blueprint. Take the standard course blueprint. Review each goal & objective. Decide which one that you will enhance to honors level and write in an enhanced goal or objective. You may want to highlight in yellow or bold the objective or goal to distinguish honors objectives & goals from the standard goals & objectives.
4 Concepts Do the same procedure for the course outline
Continue through the template until you complete your Honors Teaching Portfolio
Send the portfolio via email to Helen