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Career-Technical Education

Career-Technical Education. Let’s Talk About. VoCATS & Cognitive Levels. What is VoCATS, Anyway?. The NC Instructional Management System for Career-Technical Education. Blueprint & Outline Curriculum Product Classroom Assessment Accountability Assessment.

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Career-Technical Education

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  1. Career-Technical Education Let’s Talk About VoCATS & Cognitive Levels

  2. What is VoCATS, Anyway?

  3. The NC Instructional Management System for Career-Technical Education • Blueprint & Outline • Curriculum Product • Classroom Assessment • Accountability Assessment ALL COURSES NEED ALL PARTS ALL PARTS MUST BE ALIGNED

  4. Keys for Student Improvement High expectations for all Alignment among: • Curriculum • Instruction • Assessment

  5. What does alignment of curriculum mean?

  6. BLUEPRINT • Basic structure of course • Cognitive level of objectives • Percentage of course per objective (converts to time) • Aligned to course outline and • assessments

  7. Let’s Look at the Details of a Blueprint

  8. Competencies = major ideas within units Percentages = class time & number of questions on post-assessment

  9. How are percentages converted to class hours? # of class hours = class hours per 1% 100%

  10. Example 180 class hours = 1.8 hours = 1% of course 100% If an objective = 3% then 3%x 1.8 hours =5.4 classhours

  11. Objectives = more details about competency Cognitive levels = how and what to teach

  12. Blueprint Review What is the most important information on the blueprint? Subject Topics Cognitive Levels Percentages

  13. Bloom’s Taxonomy Simplified Version Three Cognitive Domains

  14. Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge Psychomotor Domain Cognitive Domain

  15. C1 KNOWLEDGE Evaluation Synthesis Analysis Application Comprehension Knowledge Recognition of: • terminology • specific facts • principles • generalizations Remembering/recalling information

  16. C1 Key Words Evaluation Synthesis Analysis Application Comprehension Knowledge • Match • Who • Select • What • Name • When • List

  17. C1 Objectives The student/learner will be able to: Listtools used to lay brick. Identifyparts of a keyboard. 

  18. C1 Potential Activities & Products Evaluation Synthesis Analysis Application Comprehension Knowledge List the primary parts. . Put the dates in a timeline. . Make a facts chart about. Recite the formula for. Label the parts of. .

  19. C1 Sample Question Stems Evaluation Synthesis Analysis Application Comprehension Knowledge What are the three. . .? Who was responsible for. . .? When was the first. . . ? What is. . . ?

  20. Which is a C1 question? Evaluation Synthesis Analysis Application Comprehension Knowledge Engineers in the textile industry must be able to: A Analyze market trends. B Illustrate fashions. C Convince customers to buy goods. D Solve problems efficiently. Polymer is the scientific name for: A Fiberglass. B Glass. C Metal. D Plastic.

  21. C1 Review Evaluation Synthesis Analysis Application Comprehension Knowledge Which would you teach in a C1 objective? Design the floor plan for a house. Name the kinds of equine. Explain the purposes of a business plan.

  22. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 COMPREHENSION Grasping or understanding the meaning

  23. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 Key Words • Outline • Explain why • Restate • Summarize • Discuss • Reword

  24. C2 Objectives The student/learner will be able to: Explainthe purpose of each tool used to lay brick. • Outlinethe steps for setting up headers • and footers on a manuscript. 

  25. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 Potential Activities & Products Explain what happens when . . Write a summary of the most . Outline the reasons for . . . Discuss why . . .

  26. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 Sample Question Stems How does the principle of. .? What is the difference between . .? What is the main idea . .? What happens after . .?

  27. Evaluation Synthesis Analysis Application Comprehension Knowledge Which is a C2 question ? Compared with growth during infancy, growth during toddlerhood: A Stays the same. B Slows down. C Speeds up. D Stops. What is normal body temperature? A 37.4°C B 98.6°F C 98.6°C D 101°C

  28. Evaluation Synthesis Analysis Application Comprehension Knowledge C2 Review Are students involved in performance activities at the C2 level? Can I teach vocabulary at the C2 level?

  29. C3 APPLICATION Evaluation Synthesis Analysis Application Comprehension Knowledge The use of previously learned information in a new situation H O T S H O T S

  30. Evaluation Synthesis Analysis Application Comprehension Knowledge C3 Key Words • Compute • Solve • Illustrate • Construct • Predict • Develop • Use • Produce

  31. C3 Objectives The student/learner will be able to: Developa blueprint for a brick walkway. • Useline, color, and texture in a • technical document.. 

  32. Evaluation Synthesis Analysis Application Comprehension Knowledge C3 Potential Activities & Products Construct a model of . . . Design a market study of . . . Make a flow chart to show . . . Develop a recipe for . . . Select the colors for .

  33. Evaluation Synthesis Analysis Application Comprehension Knowledge C3 Sample Question Stems What would happen if. . ? Why do the changes occur when. .? How is this similar to . .? What should be used if. . ? When is the best time..?

  34. Evaluation Synthesis Analysis Application Comprehension Knowledge Which is a C3 Question? Belinda has an old rose plant with an unusually pretty flower. If she wants another identical plant, she should: A Buy a seed and plant it. B Plant a seed from the plant. C Root a stem cutting. D Root a leaf cutting. A car tire should be checked weekly for: A Color. B Pressure. C Tread wear. D Size.

  35. Evaluation Synthesis Analysis Application Comprehension Knowledge C3 Review What cognitive levels must a student learn before applying the information to new settings? What does thePmean inC3P?

  36. Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

  37. Show me how curriculum is correlated.

  38. Blueprint

  39. Outline 2.00 Legal and ethical issues 2.01 Legal responsibilities, limitations, and implications of actions A. Torts 1. Malpractice 2 Negligence 3. Assault and battery 4. Invasion of privacy

  40. Cooresponding Worksheet

  41. 7222 Medical Sciences II Correlated VoCATS Classroom Assessment Questions Classroom assessment questions and accountability assessment questions should directly test the blueprint and outline. They should also be correlated to student learning through instruction and other activities.

  42. Which situation is malpractice if the patient is injured as a result of a health care workers actions? • A A health care taker fails to wipe up some water that • he/she spilled on the floor. • B A health care worker forgets to put up the patient’s • bedside rail. • C A health care worker performs a special procedure • on a patient that he/she is not instructed to perform. • D A heating pad with a defective cord is used on a • patient even though the health care worker knows it • is defective.

  43. A health assistant wishes to watch an operation on a patient, even though the assistant is not directly involved in the patient’s care. Whose permission is necessary in order for the assistant to be present during the operation? • A Both the doctor and the patient • B Doctor • C No one • D Patient

  44. Who Decides How CTE Post-Assessment Scores Are Used In Student Grades? USE OF SCORES IS A LOCAL DECISION Use of student scores is an issue for CLASSROOM TEACHERS SCHOOL ADMINISTRATORS LOCAL SCHOOL BOARDS

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