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21 st Century Content and Context

21 st Century Content and Context

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21 st Century Content and Context

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  1. 21st Century Content and Context How will I ever use this in the real world?

  2. 21st Century Content and Context How will I ever use this in the real world?

  3. WELCOME BACK • Welcome Back!

  4. Essential Question • How should we change CTE instruction to incorporate 21st century content and context? • How do we “engage with” digital natives?

  5. 21st Century Skills Framework 21st Century Content • Global Awareness • Financial, Economic, Business and Entrepreneurship Literacy • Civic Literacy • Health & Wellness Awareness

  6. Technical Literacy • Read, 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.

  7. 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

  8. Perkins IV Requirements • Describe 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 industry • Provide professional development (sustained, classroom focused, not one-day)

  9. C High Standards Low Context Evaluation 6 D High Standards High Context Synthesis 5 Analysis 4 Application 3 A Low Standards Low Context B Low Standards High Context Under-standing 2 Awareness 1 1 2 3 4 5 Knowledge Apply in discipline Apply across disciplines Apply to predictable real-world situations Apply to unpredictable real-world situations RIGOR / RELEVANCE FRAMEWORK BLOOM’S Adapted from W. Daggett APPLICATION MODEL

  10. Where is your teaching in relation to these quadrants?

  11. Culinary Arts Create and market a signature sauce based on French cuisine for a new seafood restaurant Research the origin of French sauces RHigh I G O R Low Measure ingredients accurately for a bechamel sauce List the types of sauces used in French cuisine Low RelevanceHigh

  12. Building Construction Analyze the cost and efficiency of using “green” wall products for use in the interior renovation of a 1970’s ranch style home. Present your recommendations to the home owner Research types of wall finishes and categorize according to construction cost RHigh I G O R Low List the steps in installing dry wall Apply “mud” to dry wall seams Low RelevanceHigh

  13. Where is your teaching in relation to these quadrants?

  14. Basic Assignment • 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.

  15. Proficient Assignment • Assume 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.

  16. Advanced Assignment • Assume 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.

  17. What type of assignments do your students complete?

  18. Are you teaching contextually?Always=5; Most of the time=4; some of the time-3; Occasionally=2; Hardly ever=1 • Do 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? (Adapted from CORD)

  19. Are you teaching contextually?Always=5; Most of the time=4; some of the time-3; Occasionally=2; Hardly ever=1 • 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 content, technology tools and skills? (Adapted from CORD)

  20. Traditional Assignment:Research Paper on a Disease • Go to the library and do research • Write ten pages • Use proper essay form • Include a bibliography

  21. Project-Based Assignment Develop family medical histories Write a proposal to study health issue of personal or community concern Keep a research log Produce a newsletter Develop lesson plan and materials for underserved population Present to real audience

  22. The Revised Assignment – Infection Control Memo to Family Practice Physician staff about excess staff absenteeism due to illness Team research Immunization Sanitation Handwashing Disinfection Sterilization Protective Wear

  23. The Revised Assignment – Medical Dilemmas As a member of hospital ethics committee you must contribute to an oral presentation regarding continuing life support. Professional issues Ethical issues Legal issues Moral issues Psychological issues Personal issues

  24. Researchers found that students’ scores on standardized tests and alternative assessments were higher if their classes involved work that resembled real situations. Newmann, U. of Wisconsin

  25. Six A’s of Quality Projects • Authenticity • Academic Rigor • Applied Learning • Active Exploration • Adult Relationships • Assessment Adapted from: Real Learning, Real Work: School-to-Work as High School Reform, Adria Steinberg.

  26. Characteristics of Well-Designed Projects • Students are at the center of the learning process • Project work aligns with standards and is central to the curriculum • Projects are driven by curriculum-framing questions • Projects involve ongoing and multiple types of assessment • Project has real world connections • Students demonstrate knowledge through a product or performance • Technology supports and enhances student learning • Thinking skills are integral to project work • Instructional strategies are varied and support multiple learning styles

  27. Teacher’s role • “Guide on the side,” no longer “sage on the stage” • More coaching and modeling, less telling • More finding out with students, less being the expert • More cross disciplinary thinking, less specialization • More performance-based assessment; less paper-and-pencil, fact-recall assessment • More developing self-directed learners

  28. 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-manage • Communicate effectively

  29. 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).

  30. RAFT Writing Activity Role – What is the writer’s role? reporter, observer, eyewitness Audience – Who will be reading this writing? teacher, editor, tv public, web viewer Format – What is the best way to present this writing? Letter, article, report , poem Topic – What is subject? Famous mathematician, a worker, a reaction to a specific event?

  31. RAFT

  32. 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.

  33. Assessment for Learning • Rubrics • Scoring Guides • Team vs. Individual • Peer assessments • Student-led conferences – self-evaluation

  34. GRASPS • G – goals from the real world • R – roles that are authentic and based in reality • A – audiences to whom the students will present • S – 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

  35. Conclusion • 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

  36. Guiding Questions for Content Area Breakouts • How can student-centered projects and problems incorporate these attributes? • How should existing projects and problems be revised to provide opportunities for higher order/deeper thinking?

  37. To access a copy of this PowerPoint • http://wvde.state.wv.us/hstw/

  38. THANK YOU