How will I ever use this in the real world?

Question of the day….What is the difference between CONtent

and CONtext?

Essential QuestionHow should we change CTE instruction to incorporate 21st century content and context?

21st Century Content

• Global Awareness• Financial, Economic, Business

and Entrepreneurship Literacy• Civic Literacy• Health & Wellness Awareness

21st Century Skills Framework

Technical LiteracyRead, understand, and communicate in the

language of a career field.Use mathematical reasoning and understanding

to solve problems found in a career field.Understand scientific and technical concepts,

principles, and processes for application in a career field.

Use technology to complete projects and authentic tasks in a broad career field.

21st Century Context

• Make content relevant to students’ lives

• Bring the world into the classroom• Take students out into the world• Create opportunities for students to

interact with each other, with teachers and other knowledgeable adults in authentic learning experiences

Perkins IV RequirementsDescribe how local recipients will encourage students to

take “rigorous and challenging” core academic courses (HSTW key practice)

Align programs to rigorous technical standards (HSTW key practice)

Strengthen academic and technical skills of students through integration (HSTW key practice)

Provide experiences in all aspects of an industryProvide professional development (sustained, classroom

focused, not one-day)

Teaching to Proficiency

From . . . TeachingDesigning assignments and

assessments to content or to textbooks

Teaching, assessing, and “moving on”

Assignments and assessments generally related to the content—basic understanding is okay

To . . . LearningStarting with the standards

and asking what evidence we need to show students have met them

Teaching, assessing, re-teaching as needed, assessing again, moving on

Assignments and assessments reflecting proficiency on the standards

Evaluation 6

CHigh Standards

Low Context

DHigh

StandardsHigh Context

Synthesis 5

Analysis 4

Application 3 ALow StandardsLow Context

BLow

StandardsHigh Context

Under-standing

2

Awareness

1

  1 2 3 4 5

Knowledge Apply indiscipline

Apply across

disciplines

Apply to predictablereal-worldsituations

Apply to unpredictable

real-worldsituations

BLOOM’SBLOOM’S

Adapted from W. Daggett

Where is your teaching in relation to these quadrants?

Culinary Arts

R High

IGOR Low

Low Relevance High

List the types of sauces used in French cuisine

Research the origin of French sauces

Measure ingredients accurately for a bechamel sauce

Create a signature sauce based on French cuisine for a new seafood restaurant

Where is your teaching in relation to these quadrants?

Basic AssignmentAssume you are a marketing

representative for a major tennis shoe manufacturer. Survey 20 teens and find the average cost and purchasing rationale for purchasing tennis shoes.

Proficient AssignmentAssume you are a marketing team for a major tennis

shoe manufacturer. Survey 20 teens and find the average cost paid for tennis shoes. Analyze historical and current teen market trends and develop a report based on your findings.

Advanced AssignmentAssume you are a marketing team for a major tennis

shoe manufacturer. Survey 20 teens and find the average cost paid for tennis shoes. Prepare a report, including a hypothesis and conclusion(s) that summarize your findings, that will explain the trends in the teen market to your manager. Close the presentation with a “teen dream shoe” design and sales pitch based on your hypothesis.

What type of assignments do your students complete?

Are you teaching contextually?Always=5; Most of the time=4; some of the time-3;

Occasionally=2; Hardly ever=1Do assignments & instruction include many real problem-solving situations?Do assignments & instruction result in students believing, “I need to learn

this.”Do lessons and activities help students project into possible careers &

workplaces?Are students in interactive groups that require decision making?Does instruction improve students’ reading and writing skills and

mathematical reasoning and achievement?Do assignments and assessments require students to use 21st century

technology tools and skills?(Adapted from CORD)

Traditional Assignment:Research Paper on a Disease

Go to the library and do researchWrite ten pagesUse proper essay formInclude a bibliography

Project-Based AssignmentDevelop family medical historiesWrite a proposal to study health issue of

personal or community concernKeep a research logProduce a newsletterDevelop lesson plan and materials for

underserved populationPresent to real audience

The Revised Assignment – Infection Control

Memo to Family Practice Physician staff about excess staff absenteeism due to illness

Team research ImmunizationSanitationHandwashingDisinfectionSterilizationProtective Wear

The Revised Assignment – Medical Dilemmas

As a member of hospital ethics committee you must contribute to an oral presentation regarding continuing life support.

Professional issuesEthical issuesLegal issuesMoral issuesPsychological issuesPersonal issues

Six A’s of Quality ProjectsAuthenticityAcademic

RigorApplied

Learning

Active Exploration

Adult Relationships

Assessment

Adapted from: Real Learning, Real Work: School-to-Work as High School Reform, Adria Steinberg.

Characteristics of Well-Designed ProjectsStudents are at the center of the learning processProject work aligns with standards and is central to the

curriculumProjects are driven by curriculum-framing questionsProjects involve ongoing and multiple types of assessmentProject has real world connectionsStudents demonstrate knowledge through a product or

performanceTechnology supports and enhances student learningThinking skills are integral to project workInstructional strategies are varied and support multiple

learning styles

Teacher’s role“Guide on the side,” no longer “sage on the stage”More coaching and modeling, less tellingMore finding out with students, less being the expertMore cross disciplinary thinking, less specializationMore performance-based assessment; less paper-

and-pencil, fact-recall assessmentMore developing self-directed learners

When working on projects, students develop real-world skills

Work well with others; more interdependence with other students in group work

Make thoughtful decisions; more choices and decisions in learning activities

Take initiative; more responsibilities to manage project tasks and timelines

Solve complex problems; engaged in finding solutions to genuine problems – workplace, community, home

Self-manageCommunicate effectively

Project PitfallsFailing to cover the basics firstLetting the project drive the instructional

content vs. letting the unit determine the project

Justifying a project solely because students are using their minds

Inadequate or inappropriate assessment

Scenario TemplateYou are a (insert a real-world 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).

RAFT Writing ActivityRole – What is the writer’s role? reporter,

observer, eyewitnessAudience – Who will be reading this writing?

teacher, editor, tv public, web viewerFormat – What is the best way to present this

writing? Letter, article, report , poemTopic – What is subject? Famous

mathematician, a worker, a reaction to a specific event?

Role Audience Format Topic

Bank assistant manager

Bank customers

Script for phone call

Encourage customers to buy certificates of deposit

Electrician Electrician assistants

Memo Wiring safety

RAFT

Just as project-based learning fundamentally alters the curriculum, it also requires a more comprehensive form of assessment to evaluate student performance.

Student portfolios, oral presentations, journals, and multimedia reports provide a clearer picture of student achievement. Performance assessment is "real-life" assessment -- the way adults are judged in society and in the workplace.

Assessment for LearningRubricsScoring GuidesTeam vs. IndividualPeer assessmentsStudent-led conferences – self-

evaluation

GRASPSG – goals from the real worldR – roles that are authentic and based in realityA – audiences to whom the students will presentS – situations involving real world conflict to be

solved, decisions to be made, investigation to be completed, or invention to be created

P – products and performances culminating from the study

S – standards for evaluating project-based products and performances

Every student in West Virginia must be:

• A critical thinker• A problem solver• An innovator• An effective communicator• An effective collaborator• A self-directed learner• Information and media literate• Globally aware• Civically engaged• Financially and economically literate

Conclusion

To Learn….Collaboration – work in teamsCritical thinking – take on complex problemsOral communication – presentWritten communication – writeTechnology – use technologyCitizenship – take on civic and global issuesContent – research and do all of the above

Guiding Questions for Content Area Breakouts

How can I design successful student-centered projects?

How can I revise existing projects to provide opportunities for higher-level thinking?

To access a copy of this PowerPoint

http://wvde.state.wv.us/hstw/