Transcript Integrating CTE and Academic Education

Integrating CTE and Academic
Education
March 2, 2012
Dr. Richard D. Jones, Student of Learning
Email [email protected] Twitter @rdjleader
"There aren’t two worlds -education and work, there is one
world -- life."
Willard Wirtz
Integrating CTE and Academic
Education
March 2, 2012
Dr. Richard D. Jones, Student of Learning
Email [email protected] Twitter @rdjleader
"Integration is not a goal, it is a
means to more rigorous and
relevant learning."
What is the future of CTE?
What is your school’s plan to
prepare each student to meet
more rigorous and relevant
standards?
Reflecting on High School Teaching
Born-to-learn reunion video
born-to-learn.org
6
What do we
mean by
integration?
7
Definition
• Teaching the same skills in different
context in courses
• Teaching related skills across disciplines
• Joint or connected instruction
• New instruction including multiple
disciplines
8
It may mean changing
But, I like
being a
frog.
9
BENEFITS
• Teacher collaboration
• Student involvement
• Higher level thinking
• Content mastery
• Mirrors real world
• Less fragmented learning
10
Types of Integration
•contextual
•alignment
•academy
•project
•immersion
Applied Learning
• Teachers working
together
• Career Pathway Focus
• Observable Student
Work
• Experiential
11
Which of the following is the
highest levels of learning?
1. Read a description of a science experiment and list the
necessary materials to perform the experiment.
2. Locate and read a current article on biotechnology,
summarize the innovation and benefits to humans.
3. Read and analyze three original newspaper articles from
WW II and identify reasons for public opposition to US
entry into the war.
4. Write directions on how to connect new television to cable
and DVD recorder.
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Activity
What makes a lesson
rigorous and relevant for a
student?
Think-Pair-Share
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Rigor, Relevance, Relationships
Worthy
goal, fuzzy
concept
14
Rigor, Relevance, Relationships
Make Rigor
and
Relevance
Quantifiable
15
Misconceptions
16
Rigor/Releva
nce
Framework
Activity
What does clockwise rotation
look like?
18
Rigor/Relevance Framework
6
Thinking
Rigor /Knowledge
5
4
3
2
Action/Application
Relevance
1
1
2
3
4
5
108
19
Rigor/Relevance Framework
Knowledge
Low
• 1. Recall Knowledge
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation
Application
1. Application within discipline
2. Knowledge of one discipline
3. Application across disciplines
4. Application to real world
predictable situations
High
5. Application to real world
unpredictable situations
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Rigor/Relevance Framework
Four Quadrants of Learning
C
High
RI
G
O
R
Complex
Assimilation
Analytical
A
Low
C
A
Routine
Acquisition
Memorization
Low
D
D
Challenging
Adaptation
Real World
B B
Practical
Application
Hands On
RELEVANCE
High
14
21
Rigor/Relevance Framework
Opening Question
C
High
RI
G
O
R
Read and analyze three
original newspaper
articles from WW II and
identify reasons for
public opposition to US
entry into the war.
A
Low
Read a description of a
science experiment
and list the necessary
materials to perform
the experiment.
Low
D
Write directions on how
to connect new television
to cable and DVD
recorder.
B
Locate and read a current
article on biotechnology,
summarize the innovation and
benefits to humans.
RELEVANCE
High
18
22
Rigor/Relevance Framework
Business - Info. Tech
D
C
High
RI
G
O
R
Compare features
of web
development
software.
A
Low
Create a full web site
for a local business.
B
Demonstrate web
development
software functions.
Low
Design web page.
RELEVANCE
High
18
23
Rigor/Relevance Framework
Construction
D
C
High
RI
G
O
R
Compare heat loss
ratings and cost of
building materials.
A
Low
Design and construct
storage shed.
B
List safety
procedures.
Low
Use power tools
correctly.
RELEVANCE
High
18
24
Rigor/Relevance Framework
Family and Consumer Sci.
D
C
High
RI
G
O
R
A
Low
Conduct Safety
audits of homes
Analyze homes for
child safety
hazards.
B
List parent
responsibilities.
Low
Demonstrate child care
tasks with simulated
infant.
RELEVANCE
High
18
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"Never let your expectations be
limited by what you think is
possible."
Benjamin Bloom
Activity
Raising the Level to
Quadrant D
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Students think in complex ways and apply acquired knowledge and skills,
even when confronted with perplexing unknowns, to find creative solutions
and take action that further develops their skills and knowledge.
Evaluation
6
D
Synthesis
5
Analysis
4
Application
Adaptation
High-level Knowledge
High-level Application
3
3
4
5
Apply
Apply to real- Apply to realknowledge
world
world
across
predictable unpredictable
disciplines
situation
situation
Verbs
D Quadrant
Products
•brochure
• taxonomy
• animate •Modify
•evaluation • play
•Plan
• adapt
•lesson
• exhibit
• compose •Podcast
•estimation • machine
•Predict
• create
•solution
• adaptation
• design •Prioritize
•experiment • poem
• develop •Propose
•trial
• debate
•Publish
• devise
•editorial
• new game
• discover •Rate
•machine
• invention
• explore •Recommend•web site
• field guide
• formulate •Revise
•presentation
•Teach
•advertisement
• invent
Rigor/Relevance Framework
Raising Level of Rigor
C
D
A
B
High
RI
G
O
R
Low
Low
RELEVANCE
High
18
30
Rigor/Relevance Framework
Raising Level of Rigor
D
C
Revise a menu and
prepare luncheon when
four people are require
special meals
High
RI
G
O
R
A
B
Prepare luncheon meal
for 20 people.
Low
Low
RELEVANCE
High
18
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Benefits of Using the R/R
Framework
Tool for collaboration and reflection
Inclusive
Shift focus to student learning
Increased student engagement
Prepare for Next-Generation
Assessments
Framework for selecting strategies and
assessments
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Common Core State Standards
ELA - Six Shifts in Learning
1. Increase in Nonfiction Texts
2. Content Area Literacy
3. Increase Text Complexity
4. Text-Based Answers
5. Focus on Writing Arguments
6. Academic Vocabulary
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Content Area
Literacy
D-Moments
Teach everyday for
rigor and relevance.
D-Moments
•Short strategies within a daily
lesson to increase student
thinking and application into
Quadrant D of the R/R
Framework.
55
Everyday Teaching for Rigor and Relevance:
Quadrant D-Moments
• Short strategies within a daily lesson to increase
student thinking and application into Quadrant D
of the R/R Framework.
• Dispels perception that High Rigor/High
Relevance takes more time.
56
Everyday
Teaching for
Rigor and
Relevance Quadrant D
Moments
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D Moments
• Learning with PeersLego
• Around You
LandMedia
• At Your Service
CircusOriginal
• Can You See it Now?
AnswersQuick WritesQuiz
• Current Events
ShowRemind MeTell Me A
• Fix It
StoryWhat If?Why
• Future Think
Questions
• Google It
• How Did That Happen?
• In Your Own Words
• Justify Your Position
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R/R Framework – One Teacher’s Perspective
Relevance and rigor, it just makes sense,
learning gets bigger, the student’s less dense.
They own the learning, it’s done their own way,
it increases their yearning to come back the next day.
At first we’re the guide, then they take the reins,
then we’re off for a ride, no losses – all gains.
The standardized test, perhaps left behind,
while they do their best, let’s see what they find.
Success you can measure, with challenge the trigger
‘cause learning’s a pleasure with relevance and rigor.
Bret Murphy, Teacher,
Gilbert Classical High School,
Gilbert, Arizona