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1. Welcome Back! CTE Teacher Preparation Project

2. Tools for Instructional Planning • Curriculum Map • Course Syllabus • Unit Plan • Lesson Plan

3. Course Syllabi CTE Teacher Preparation Project

4. Curriculum Maps CTE Teacher Preparation Project

5. Unit Plans CTE Teacher Preparation Project

6. Lesson Plans CTE Teacher Preparation Project

7. Curriculum Maps CTE Teacher Preparation Project

8. Understanding Actively Engaging Instruction Objectives Develop the understanding that high-quality CTE instruction actively engages students. Explain the importance of actively engaging students to the overall mission of CTE instruction. Identify active engagement strategies used in CTE. CTE Teacher Preparation Project

9. CTE Teacher Preparation Project

10. High Quality CTE Instruction • Career-focused • Embedded with academic knowledge and skills • Challenging • Engaging • Project- and problem-based • Considerate of learning differences • Supportive learning environment • On-going assessment CTE Teacher Preparation Project

11. Forms of Actively Engaging Instruction CTE Teacher Preparation Project

12. Forms of Actively Engaging Instruction CTE Teacher Preparation Project

13. Forms of Actively Engaging Instruction CTE Teacher Preparation Project

14. Make a Group PosterDescribe what you would observe if you walked into a CTE classroom or lab and saw engaging instruction. CTE Teacher Preparation Project

15. Active Engagement Strategies for CTE • Project-based learning • Cooperative learning • Reading-to-learn and writing-to-learn strategies • Strategies for effectively presenting information • Asking good questions • Work-based learning CTE Teacher Preparation Project

16. Active Engagement Strategies for CTE • Project-based learning • Cooperative learning • Reading-to-learn and writing-to-learn strategies CTE Teacher Preparation Project

17. Think About It… • What are the most important characteristics of actively engaging instruction? • What are the student outcomes of actively engaging instruction? • Why is an understanding of actively engaging instruction important to you as a CTE teacher? CTE Teacher Preparation Project

18. Supports construction of knowledge Uses substantive content Integrates academic and technical knowledge Provides for elaborated communication Includes presentation to an audience beyond school A Good Scenario . . . Writing a Scenario

19. Scenario Template You 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). Designing Effective Instructional Plans

20. International Business Plan • You are a member of a venture capital group who will propose a new international business. Prepare a written proposal (30 pages) for the venture, describing the type of business, proposed country for trade, rationale for selecting the country, identifications of existing trade barriers, and a thorough analysis of the international business situation (economic and political systems, culture, and trade area). Source: DECA Competitive Event Designing Effective Instructional Plans

21. International Business Plan • The proposal must describe the planned business operation (organization, product/services, and strategies) as well as planned financing, including income and expenses. • In addition to the written proposal, give a 15-minute presentation about the proposal, selling the idea to potential investors. Source: DECA Competitive Event Designing Effective Instructional Plans

22. Information Technology Web Design • You are a web site designer hired by a school textbook company to create an interactive website on the content of the textbook. • The company has developed support materials for students using the textbook, such as enrichment ideas, extra practice, checkpoint quizzes, and video clips of instructors explaining difficult concepts. • Create a Web page for students to access these resources and present your layout to the company for their approval. Designing Effective Instructional Plans

23. Manufacturing—Computerized Construction of a Staircase • You are a designer for a company that manufacturers staircases for the home building industry. Based on a customer’s description, develop specifications for the desired stairway, including the width, the span to be joined by steps from bottom to top and the style of stairs needed. Designing Effective Instructional Plans

24. Manufacturing—Computerized Construction of a Staircase • Use computer software to draw the plans and direct the appropriate machinery to cut the parts. Assemble the parts, measure the finished staircase for accuracy and prepare it for delivery to the customer. Designing Effective Instructional Plans

25. Designing Intellectually Challenging CTE Work Objectives Analyze the characteristics of intellectually challenging assignments. Use frameworks for assessing the level of challenge in assignments. Plan intellectually challenging CTE assignments. CTE Teacher Preparation Project

26. Ranking the Level of Challenge • Order the four tasks from most challenging (1) to least challenging (4). • Share and reach consensus. • Discuss as a large Group: • How did you decide what made something intellectually challenging? • What are the characteristics that a make CTE assignment intellectually challenging? • Why is it important for CTE assignments to be intellectually challenging? CTE Teacher Preparation Project

27. Depth of Knowledge Levels (DOK)

28. DOK is Not About Difficulty Difficulty only tells us how many students can answer a question correctly. *How many of you know the definition of the word exaggerate? DOK 1 Recall If most of you know the definition, it is an easy question. *How many of you know the definition of the words prescient? DOK 1 Recall If most of you do not know the definition, it is a difficult question.

29. It Is Still A Level 1 Marc Umile poses for a picture in front of a projection of the string of numbers knows as pi in Philadelphia, Friday, March, 2, 2006. Umile is among a group of people fascinated with pi, a number that has been computed to more than a trillion decimal places. He has recited pi to 12,887 digits, perhaps the U.S. record. (AP Photo/Matt Rourke)

30. Use Caution! • Be careful not to rely solely on the action verb; verbs are not as important as the words that follow them. • Consider what the task is asking the student to do. • Example: “Explain to me where you live” does not raise the DOK of a simple rote response. • Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.

31. DOK is About Complexity • Level 1 requires students to use simple skills or abilities. • Level 2 includes the engagement of some mental processing beyond recalling. • Level 3 requires some higher level mental processing like reasoning, planning, and using evidence. • Level 4 requires complex reasoning, planning, developing, and thinking over a longer period of time.

32. DOK ExampleHealth Science:Practice universal precautions against infection.

33. Raising the DOK Level in CTE Assignments • Read the CTE assignments • Determine the DOK Level • Describe how you would change the assignment to raise the DOK Level. CTE Teacher Preparation Project

34. DOK—Level 2 Understand How Data is Used to Develop and Market Products Assume 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.

35. DOK Level 3 Assume you are a marketing team for a major tennis shoe manufacturer. Survey 20 teens and find the average cost paid and purchasing rationale for tennis shoes. Analyze historical and current teen market trends and develop a report based on your findings.

36. DOK Level 4 Assume you are a marketing team for a major tennis shoe manufacturer. Survey 20 teens and find the average cost paid and purchasing rationale for tennis shoes. Based on your findings and conclusions, create a “teen dream shoe” design and suggested marketing strategy. Develop a presentation that “sells” your design to the manufacturer.

37. Think About It… • Make a reference/visual aid your classroom as a reminder of the DOK levels. • Have examples. CTE Teacher Preparation Project

38. Increasing the Level of Challenge in a Unit • Choose a unit of study. • Identify the DOK level reflected in the assignments and assessments for the unit. • Make sure you have some DOK level 2 & 3 assignments. CTE Teacher Preparation Project

39. Defining Cooperative Learning and Its Importance Objectives Explain the characteristics of the instructional strategy of cooperative learning. Develop a rationale for using cooperative learning in CTE classrooms. CTE Teacher Preparation Project

40. Cooperative Learning • The instructional use of small groups that work together to maximize their own and each other’s learning • Why is it important for students to learn how to work with others? • What particular situations in your field require the ability to work with others? • What are the challenges of working as a team in your career field? • What 21st century skills can students develop through cooperative learning experiences? Definition Discussion Questions CTE Teacher Preparation Project

41. Deepening Your Understanding of Cooperative Learning • Find and read an article on cooperative learning. • What is cooperative learning? • Why is cooperative learning such a powerful path to meaningful learning? • What are the implementation challenges of cooperative learning? Assignment Questions for Discussion CTE Teacher Preparation Project

42. Research Findings on Cooperative Learning • Increased student achievement—longer retention, better time-on-task behavior • More high-level reasoning and critical thinking • Greater transfer of what is learned within one situation to another • More positive relationships among students, including building acceptance of differences • Improved social competence, self-esteem and the ability to cope with adversity Source: Brigid Barron and Linda Darling-Hammond. Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning, 2008. www.edutopia.com.

43. Different Types of Learning No interdependence “Whether I achieve my goals is determined by a performance standard and is unrelated to what other students are doing.” Positive interdependence “I reach my goals when other students also reach their goals.” Negative interdependence “ I obtain my goals when others fail to obtain theirs.”

44. Cooperative, Competitive, or Individualistic: Which Is It? Binder page 18 CTE Teacher Preparation Project

45. Five Basic Elements of Cooperative Learning • Positive Interdependence • Face-to-Face Interaction • Individual Accountability • Interpersonal and Teamwork Skills • Team Reflection

46. Positive Interdependence • Assigning a clear, measurable task • Structuring positive goal interdependence-attainment is only possible if everyone reaches the goal • All members reach a particular score when tested individually • All members improve their score over the previous performance • Overall group score reaches a criterion with individual scores added together • Supplement positive goal interdependence with other kinds of interdependence • Celebrations and rewards • Roles • Resources

47. Choosing Effective Cooperative Learning Strategies Objectives Develop lessons that use incorporate cooperative learning strategies. Practice a cooperative learning lesson in a simulated situation. Provide and receive feedback about the effectiveness of simulated cooperative learning lessons. CTE Teacher Preparation Project

48. Cooperative Learning Strategies • Jig-Saw • Think-Pair-Share • Numbered Heads Together • Three-Step Interviews • Team-Pair-Solo • Partners • Round Robin Brainstorming

49. Authentic Task: Using Cooperative Learning in a Lesson • Select a Lesson Plan from a Unit of Study • Write Cooperative Learning Strategies throughout the Lesson • Receive Feedback and Revise Your Lesson • Teach and Reflect on the Lesson • Feedback on the Cooperative Learning Teach-Back Authentic Task Simulated Teaching Experience

50. Think About It… • What did you learn about the cooperative learning strategy from this simulated experience? • How will you put what you learned to use in your own classroom? • What are the most important things to remember when implementing cooperative learning? CTE Teacher Preparation Project