Workforce Development Efforts - National Association for

download report

Transcript Workforce Development Efforts - National Association for

Higher Order Thinking
for the Future Workforce
April 2009
Dedicated to program improvement in Career and
Technical Education
NAWI promotes the exchange of ideas and
acquaints its members with significant
developments and trends in workforce education
program and improvement.
Higher Order Thinking
• “The Case for Comparative Institutional Assessment of Higher
Order Thinking Skills,” Roger Benjamin. Change (Nov/Dec
• “Experiential Education in the Classroom and Academic
Outcomes: For Those Who Want It All,” Robert Ives and
Kathryn Obenchain. Journal of Experiential Education, 2006,
vol. 29, Issue 1.
• “Knowledge for Whose Society? Knowledge Production,
Higher Education, and Federal Policy in Canada,” Amy
Metcalfe and Tara Fenwick. Higher Education, Feb. 2009, vol.
57, Issue 2.
• “Call for Key Workplace Skills to be Taught,” Alan Thompson.
Times Educational Supplement, 3/27/2006, Issue 4832.
Bloom’s New Taxonomy
Creating: Can the student create a new product or point of view?
Evaluating: Can the student justify a stand or decision?
Analysing: Can the student distinguish between the different
It Takes a Team
Elementary school
Secondary school (academic and CTE)
Postsecondary college or university
Family and friends
Business and industry
Virginia’s CTE Resource Center
• Grant project established in 1982 with Perkins
funding; staff of 12
• Assists VDOE with curriculum development
– Facilitation of technical panels and CD teams
– Editing
– Online production
• Maintains Web and library resources
• Assists VDOE with state and local CTE projects
(e.g., CanDo system, WPRS)
Workplace Readiness Instruction
in Virginia: An Evolution
• 1997
• 1999
Statewide B&I survey of employers
Development of mandatory WPR
CTE-developed WPR lessons and
student competency records (print)
CTE-developed lessons, activities, SCR,
and Web resources (online)
WPR skills incorporated into all CTE
course competency lists (online)
2009-10 Statewide revision of WPRS (U. Va.)
WPRS Revision Process 2009/10
• Partners: CTERC, VDOE, U. Va., VTECS
• Research (Foundation, Technology, Professional)
• Development of draft skills list
– Financial literacy, wellness, safety, cross-cultural
awareness, lifelong learning, research and synthesis
• B&I employer survey and list revision
• Teaching resources for CTE teachers
• Online for 2010/11 school year
Current WPR in Virginia CTE
• Reading
• Work ethic
• Mathematics
• Positive attitude
• Writing
• Independence/initiative
• Speaking and listening
• Self-presentation
• Computer literacy
• Satisfactory attendance
• Reasoning, problem
solving, decision-making
(Higher Order Thinking)
•“Big picture”
• Teamwork
Higher Order Thinking (HOT) in K-12
Elementary School
Middle School CTE
High School CTE
Teaching Strategies
Design briefs
HOT in Elementary School CTE
Children’s Engineering
Activity: Ancient Construction (grade 2)
Work with a group of two or three classmates to design and
build a model of a step pyramid, [Model; oral explanation of
construction process]
Activity: Shipping Across the Centuries (grade 3)
Design and build a model of a ship from either ancient
Greece or ancient Rome. [Model; oral report on challenge
faced and surmounted]
HOT in Middle School CTE
Make It Your Business
Scenario: What Would You Do If …?
Toni and Max are considering a new business service
called Helping Hands to assist senior citizens with chores
and errands, and to provide companionship. [Written
feasibility study]
Scenario: Thinking Fast on Your Feet
You are the weekend manager for a local fast-food
restaurant and must hire, train, and evaluate new
employees. [Help-wanted ad; job description; training
plan; written evaluation form]
HOT in Secondary CTE (Generic)
Activity: Observation Journal on Work Ethic
Observe the work ethic of employees at a variety of
local stores and offices. Keep a journal of your
impressions and thoughts on any aspect of employee
work ethic. [Class discussion; essay]
Activity: B&I Involvement in the Community
Assign students to work in teams to interview parents,
neighbors, and/or community leaders to determine why
and how the companies they work for are involved with
the community. [Team oral presentation]
HOT in Secondary CTE (Technology Ed.)
Advanced Manufacturing Technology
Scenario: Design for Recycling
Create a recycling plan for a given financial office. Your plan
should include ways that the financial office can recycle and
reuse standard office and computer products. The plan
should show how much money could be saved through
recycling efforts. Use office supply catalogs and the Internet
to research office supply prices. [Research documentation;
written recycling plan with rationale]
HOT in Secondary CTE (Technology Ed.)
Geospatial Technology I (Technology Education)
Scenario: We Must Get to Work
Hurricane Elvira has struck, causing major road and
tunnel damage in Virginia's Hampton Roads area. You
have been hired as a GIS consultant to find an alternate
route for a company’s commuter bus. [Map of all routes;
visual presentation of the differences among routes]
HOT in Secondary CTE (B&IT)
Business Law
Scenario: Better to Have Loved and Lost
Juan, 17, enters into a contract to buy Leeza an engagement
ring and makes a down payment, telling the jeweler he is
18. Leeza is initially thrilled but then decides she’s not ready
to commit but refuses to return the ring. Does Juan have to
continue making payments to the jeweler? [Legal research;
role plays; mock trial; advice column letters; essay]
HOT in Secondary CTE (B&IT)
Principles of Business and Marketing
Scenario: Making Teamwork Work
Students teams are given a problem-solving scenario (e.g.,
developing a slogan or logo for a business or product).
[Team oral report on their solution; individual written
analysis of the team dynamics]
Teaching WPR and HOT
in Virginia Schools
Revised curriculum scheduled for 2010
• Updated WPR competencies
• New activities and scenarios
• Online access via the CTE Resource Center:
Arizona State University
Public university
One of three in state
One Board
65,000 enrollment, 9500 FTF
Five campuses
Research university
Some applied degrees
Many students underprepared
Content Specific
• Curriculum maps provide assurances and
building blocks for higher level skills as well as
• Courses move from knowledge to application
and evaluation
Measures of Skills/Learning
Capstone courses
Licensing exams
External accountability
– HLC of NCA
– Various rankings
Exiting seniors
Alumni surveys
Collegiate Learning Assessment (CLA)
• Developed by Council for Aid to Education and
• Demonstrate value added by institution
• Measures/describes
– critical thinking
– analytic reasoning
– written communication
– problem solving
Two Formats
• Analytical Writing
– Evaluate students’ ability to articulate complex ideas, examine claims
and evidence, support ideas with relevant reasons and examples,
sustain a coherent discussion, and use standard written English.
– Make an argument, break an argument.
• Performance Task
– Students must complete a “real-life” activity (such as preparing a
memo or policy recommendation) by using a series of documents that
must be reviewed and evaluated. Completion of these instruments
does not require the recall of particular facts or formulas; instead, the
measures assess the demonstrated ability to interpret, analyze, and
synthesize information.
ASU Sample
• Currently, universe of freshmen, controlled
through course registration site, linked to First
Year Writing
• Seniors from capstone or otherwise identified
by faculty course
Increasing Faculty Awareness
Ongoing assessment efforts
Specialized accreditation tasks
Prep for HLC visit (2011)
General Studies Council
Faculty Development
– Online resources on developing, describing learning
outcomes at program and course levels
– Online and face-2-face coaching on specifics by providing
Defining Outcomes
Online Tutorials
Critical Thinking
Analytical Summary
Entering the 21st Century Marketplace
• (Click Verso for curriculum)
Mary Grattan: [email protected]
Judy Grace: [email protected]