Transcript Orientation to HSTW Goals and Key Practices

Advanced Career
Why Assignments Matter in CareerTechnical Classrooms
Gene Bottoms
Senior Vice President
Southern Regional Education Board
[email protected]
Work: 404-875-9211
Cell: 404-202-5143
Southern Regional
Education Board
Wednesday 830 am ACTE 2013
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The best case for relooking at
assignments in career-technical
classrooms is to look at what
happens to young men.
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Failure to Launch
Delayed
career launch
Declining
employment
Stagnant
earnings
Educational
Deficits
Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson,
Artem Gulish, Georgetown Public Policy Institute, Georgetown
University, 2013
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Wages Relative to Median Wage
Median wage
1980
2010
18
20
22
Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson,
Artem Gulish, Georgetown Public Policy Institute, Georgetown
University, 2013
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Age
26
28
30
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85%
Labor Force Participation, Men (18-24)
80%
75%
Late 20th century
Lost Decade
70%
65%
60%
1980
1990
2000
2010
Source: Failure to Launch; Anthony P.
Carnevale, Andrew R. Hanson, Artem Gulish,
Georgetown Public Policy Institute,
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Georgetown University, 2013
Wages of Young Men (18-29) Relative to
Average Wage
90%
80%
70%
60%
50%
1980
1990
2000
2010
7
Employment Status, Men (26-30)
6%
14%
15%
20%
Not working
Part-time
80%
65%
2000
2012
Full-time, fullyear
Source: Failure to Launch; Anthony P.
Carnevale, Andrew R. Hanson, Artem Gulish,
Georgetown Public Policy Institute,
Georgetown University, 2013
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Occupations of Young Men (18-29)
6%
8%
10%
6%
8%
18%
STEM
16%
23%
Managerial/professional
office
Food/personal service
Sales/office support
54%
36%
1980
2010
Blue-collar
Source: Failure to Launch; Anthony P.
Carnevale, Andrew R. Hanson, Artem Gulish,
Georgetown Public Policy Institute,
Georgetown University, 2013
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Share of 18- to 24-Year-Olds Enrolled in
Postsecondary (%)
50
45
40
35
Men
Women
30
25
20
15
1973
1983
1993
2003
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BA+ attainment, 25-29 year olds
1980
2010
36%
28%
24%
21%
Men
Women
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Youth Unemployment Rate
(under 25 years old)
16.2%
7.7%
Germany
U.S.
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Advanced Career
Surveys: Employers have too few
and too many qualified workers
 A recent survey from the Society for
Human Resources Management shows that
66 percent of firms that are hiring have
trouble finding workers for specific
positions — up from 52 percent in 2011 to
60 percent in 2013
Source: U. S. News and World Report.com/news/articles, 03/28/13
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Education Board
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Advanced Career
Recovery Uneven
 The U. S. job recovery is proceeding on two
separate tracks — with the young, less
educated and unemployed seeing hardly
any rebound.
Source: The Wall Street Journal November 12, 2013
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Education Board
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Changes Since October 2010 in the Number of Jobs in
Select Industries, in Thousands
Source: The Wall Street Journal, November 12, 2013
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Advanced Career
Getting Serious About Preparing
Students for Middle-Skill Jobs
 47% of all new job openings from 2010 to
2020 will fall into the middle-skill range
Source: Harvard Business Review, 2012/12, Who Can Fix the
“Middle Skills” Gap?
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Education Board
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Advanced Career
Breaking Out of the Low-Skill Trap
Percentage of Jobs Requiring Some PSE
Today
U. S.
59%
2020
66%
+7%
Anthony P. Carnevale, Nicole Smith, July 2012
Southern Regional
Education Board
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Why is there declining
access for young men in the
21st century?
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Education Board
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America Education’s Missing Middle
Middle jobs
Optional robust
pathways
Counseling for careers
Work-based learning
Challenging assignments
Quality CT
Source: Failure to Launch; Anthony P. Carnevale, Andrew R.
Hanson, Artem Gulish, Georgetown Public Policy Institute,
Georgetown University, 2013
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Advanced Career
Employer Response to Current
Offerings at CT Centers
What’s wrong with manufacturing programs at CT
Centers — machine tool, industrial maintenance,
computerized manufacturing, metal fabrication?
Do not employ graduates because:
 Technology is old.
 They lack skills to manage automated technology.
 They lack foundational learning skills.
 They lack trouble-shooting/problem-solving skills.
 They lack digital skills.
 They lack team skills.
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Education Board
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What should we do about it?
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Education Board
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Opportunities
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What will be the impact of challenging
assignments?
 Of students reporting having
challenging assignments in CT courses
in 2010 and 2012, 15 to 20 percent more
students met reading, math and science
college-readiness goals when compared
with a matched sample of students who
did not have such a CT experience.
Source: HSTW Assessment
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What do challenging CT assignments look like?
Indicators Used to Define Robust Assignments
Had
Rigorous CT
No Rigorous
CT (Matched
Sample)
n = 7980
n = 7980
1. Develop a logical argument for your
solution to a problem or project.
70%
13%
2. Make inferences from information
provided to develop a solution for a
problem or project.
77
15
3. Use math to solve complex
problems related to my CT area.
70
19
4. Apply academic knowledge and
skills to my CT area.
90
33
Source: 2012 HSTW Assessment
Note: No Rigorous CT is demographically matched to Had Rigorous CT.
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What do challenging CT assignments look like?
Indicators Used to Define Robust Assignments
Had
Rigorous CT
No Rigorous
CT (Matched
Sample)
n = 7980
n = 7980
5. Apply technical knowledge and skills
to new situation.
90%
33%
6. Develop and test hypothesis.
73
6
7. Complete an extended project that
requires planning, developing a solution
or product and presenting the results
orally or in writing.
73
17
8. Use computer skills to complete an
assignment or project in their CT
classes at least weekly.
59
28
Source: 2012 HSTW Assessment
Note: No Rigorous CT is demographically matched to Had Rigorous CT.
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Reading Scores by
Percent Having Rigorous CTE
280
Reading Score
260
240
220
200
180
160
0%
10%
20%
30%
40%
Percent Having Rigorous CTE Studies
50%
60%
70%
Source: 2012 TCTW Assessment
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Mathematics Scores by
Percent Having Rigorous CTE
280
Mathematics Score
260
240
220
200
180
160
0%
10%
20%
30%
40%
50%
Percent Having Rigorous CTE Studies
60%
70%
Source: 2012 TCTW Assessment
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Science Scores by
Percent Having Rigorous CTE
280
Science Score
260
240
220
200
180
160
0%
10%
20%
30%
40%
Percent Having Rigorous CTE Studies
50%
60%
70%
Source: 2012 TCTW Assessment
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Interview of Students at Columbia Montour CT
Center in Pennsylvania Validates Student Survey
# of Indicators
Involved in
Assignment
1.
2.
3.
Designed a commercial kitchen
Completed a forensics analysis
Did clinical work at a nursing home
7 of 8
8 of 8
5 of 8
4.
5.
6.
Designed a car for drag racing
Designed a computer game
Designed a graduation
announcement
8 of 8
4 of 8
4 of 8
7.
Did a cosmetology internship
4 of 8
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Interview of Students at Columbia Montour CT
Center in Pennsylvania Validates Student Survey
# of
Indicators
Involved in
Assignment
8.
9.
10.
11.
12.
13.
Study of cerebral palsy
Internship in a hotel
6 of 8
6 of 8
Study of spray tanning
Landscaping project for a local
restaurant
Designing and building a radio
4 of 8
8 of 8
Planning a wedding event with a
set budget
8 of 8
6 of 8
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Interviews with Students at Other
CT Centers
Students with
Robust
Assignments
Middle Bucks Institute of Technology
Erie County Technical School
63%
60
Monroe Career & Technical Institute
Unnamed
Unnamed
57
23
13
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Examples from
Middle Bucks Institute of Technology, PA
 Digital Media - Wrote and published an ebook titled A
Student’s Perspective on Public Education, which
required learning new software, researching primary
sources, interviewing sources, writing to publication
standards, developing and testing hypothesis, and
collaborating with others.
 Drafting and Design - Created a complete set of plans and
CAD drawings of a summer home renovation project for a
real client, which required learning new software,
interviewing client, creating renderings, researching
building codes, and presenting final work for client
approval.
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Examples from Erie County
CTC, PA
 Health Assistant – Senior project - Choose a disease and
create a 3-D model comparing healthy and damaged nerve
cells. This project required researching, analysis of
information, writing a paper, interviewing adults, presenting
to an audience, creating visual aids, and using technology.
 Culinary Arts – Menu design senior project – Plan an entire
menu for a restaurant of choice. All dishes had to fit a theme,
be original, and taste tested (gathered data). Preparation cost
was calculated. Menu had to have a balance of items
including gluten-free food and dishes for people with
common food allergies. Gluten food allergies had to be
researched before the dishes were developed. The menu had
to be artfully designed to match the restaurant theme.
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Examples from Monroe County
CTC, PA
 Landscape design – Design a plan for
landscaping a property assigned by the teacher.
The design had to reflect plants for the area’s
climate, root systems (how big they would grow),
maintenance and appearance. The plan had to be
drawn to scale and provide a detailed cost
estimate.
 Electronics – Designed a digital clock circuit from
scratch, which required programming chips,
testing, troubleshooting, and redesign.
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Middle Bucks
70
60
50
40
Never
Once a year
Once a semester
Monthly
Weekly
30
20
10
0
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Unnamed Center
90
80
70
60
Never
50
Once a year
40
Once a semester
30
Monthly
20
Weekly
10
0
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How could we formulate
assignments that are authentic, and
require students to apply a mix of
thinking, academic, technical,
technology, software, and 21stcentury skills to complete?
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What are the criteria for a quality CT
assignment?
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What do these indicators look
like in a class?
 Let’s create a set of “look fors” with
questions when looking at a CT class.
 Using a modified Carousel Brainstorming
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Sample
Develop a logical argument for
your solution to a problem or
project.
Look Fors
Questions to Ask
(What are Students
Students
Doing?)
 Students work in
 Why did you
teams (cooperative
choose this
learning)
solution?
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Learning the Indicators
 Divide up into groups (count off by
eights)
 Each group goes to one of the eight
 Two minutes
 “Look fors” when walking into a
classroom
 Questions you might ask students
 Rotate/Repeat
 When back to you original review and
report out
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Goals/Expected Outcomes
 What do we walk out of here
with…. Redo an assignment or
create a new one…
 Project enhancement that
includes: reading,
mathematics, science
 Purposeful inclusion of ‘habits
of success’/employability skills
 Tap ideas from industry and
postsecondary stakeholders
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Group Norms and
Housekeeping
Group Norms:
 Participate
 Listen with an
open mind
 Ask questions
 Limit side bars
Housekeeping:
 Phone calls
 Blackberries
 Restrooms
 Breaks
 Lunch
 Punctuality
 Parking lot
 Other Norms?
Questions
Suggestions
Follow-up
Opportunity for
Change
Introductions
 Table Team Resume
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Assignment Criteria
 Authentic and Complex
 Problem-Solving/Design Process
 Current Technology and Software
 21st–century skills
 Reading, research and written
documentation to support solution
 High School math skills to complete a
complex problem
 Scientific concepts involved when
appropriate
 Assessments both formative and
summative
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Examining Quality CT Assignments
 Use the provided
checklist to assess
your assignment
 Do a gaps analysis
 Be prepared to
report your
findings
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Where do we start?
Assess project descriptions provided to you
and answer:
Do students use one of the problemsolving/design processes?
Are literacy, math and science required to
complete the project?
Are several technical skills needed to be
applied in completing the project?
Will students need to use current
business/industry technology and software?
Are 21st-century skills implied or explicit in
the project?
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Reflection
On the index card provided, respond to the
following questions around good
assignments:
 What squares with my thinking?
 What is rolling around in my mind?
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Buck Institute for Education
The Six A’s of PBL
 Authenticity
 Academic rigor
 Assessment
 Applied learning
 Active exploration
 Adult relationships
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Step One–
Brainstorming Ideas and Develop Initial
Draft of Project Idea
What authentic project will take 15 to 30
days to complete and require students to
master technical, academic and 21st
Century skills to complete successfully?
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Project Ideas/Scenarios
 Brainstorm possible project
ideas/scenarios – a Title and brief
description. –
 Next task will be to develop a project
description.
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Developing the Project Idea:
Develop three project ideas from your list and develop
draft project description. Record on Chart Paper
• Project Title
• Critical Focus Question(s)
• Brief, three-sentence description of
what students will need to perform
or produce and the authentic role
they will play.
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The Critical Focus Question
• Should cause students begin to inquiry
and become engaged in the project
• Should be able to be answered through
a variety of solutions
• Should not be answered by a simple
“yes” or “no”
• Should cause students to make
connections to prior learning and
personal experiences
• Should be important over an extended
period of time and transferable to other
situations.
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Step 2
Project Description Template
Project Title:
Critical Focus Question:
You are a (insert a real-workplace role).
You are faced with (insert a problem).
You must (insert what must be done to
solve the problem).
Once you have decided on a course of
action, you will (insert an opportunity
for presentation to an authentic
audience).
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Project Prompts
 Technical Prompt: Design, build and test OR
Investigate, conduct, analyze and using
appropriate technology and software and 21stcentury skills students will exhibit.
 Reading and Writing Prompt: Research on
history, theory, contemporary use, what is known
about how to address the problem AND writing an
authentic document
 Science Prompt: Design and conduct inquiry
of a testable hypothesis under a variety of
conditions OR Using the engineering design
process to solve a technological problem
 Math Prompt: Collect, analyze and chart on
performance and conditions; reasoning with
math, applying math
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Step 2 – Fully Developed Project
Descriptions
Choose One Project Idea and Develop
into Project Description you will hand
to students.
• Project Title
• Critical Focus Question
• Project Description
• Complete project description
template with technical, math,
science and literacy prompts
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Feedback on Project Descriptions
Warm Feedback
I like how you phrased…
I think your students will …
You did a nice job…
Cool Feedback
Have you thought to
include….?
I wonder if you
considered…?
I am not sure what you
mean by this statement?
Reflection
Use the index card to respond to:
 How has this process worked in looking at
more rigorous projects?
 What additional questions do you have?
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Questions and Comments
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Thank You
Gene Bottoms
Senior Vice President
SREB
[email protected]
Sandy Culotta
Manager, Enhanced CTE Programs
[email protected]
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