WELCOME

1. CONNECTING CAREER / TECHNICALINSTRUCTION AND REAL-WORLD EXPECTATIONS WELCOME Strand 6 Dr. Susan J. Brien

2. Objectives • Use strategies that will develop students’ understanding and skills of how to work in teams for a variety of projects and activities. • Create real-world opportunities for students in presenting oral presentations as related to their learning and career path that prepares them to be college and career ready. • Understand the work habits students need to adopt if they are to see a strong connection between their studies and their future. • Explore ways to connect all students to the school, to an adult, to another group of students or to a special even that will help them recognize that school is important to their future. • Develop a complete standards-based unit plan that engages students in a specific unit of study that connects students to the real world.

3. Getting to Know You! • Use the Bio Poem handout to write the words that MOST represent you. (You will be asked torateandprioritizeyour top choices.) • Use the paper and markers provided to design and create your own Bio Poem. Feel free to add visuals as desired. • When instructed to do so, share your Bio Poem with a partner. • Introduce your partner to the group and share two of your partner’s responses that have been identified by both of you as the best to share. • If anyone needs a partner, let me know. 

4. A Brief Discussion About “Process Skills” We will use the QFL Process Skills to categorize the learning experiences you choose for your students. These easily correlate the activities to your content area standards and can be used across disciplines. Please look at the QFL chart while I share the important features of using it as our way to have students process skills.

6. These thinking skills are the same as the process skills found in many common core, national, and state standards. • Level one comprises skills that students use to perceive the world and gather, organize, and pattern information. • Level two comprises skills that students need to synthesize, refine information and express critical preferences and opinions. • Level three comprises skills students need to form ideas, consider consequences, and take action. • The cue words tell the student “what type” of thinking you need / want them to do.

7. The Bio Poem used the APPRAISAL QFL Process Skill. (Remember, I mentioned that you would “rate” and “prioritize” your top choices.) • Standard: • CCSS.SL.3-12: Comprehension and Collaboration • Engage effectively in a range of collaborative discussion (one-on-one, in groups, or teacher led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly. • NCTE/IRA 4: Students adjust their spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. • Skills: Communicating, Creativity, Productivity • Adaptations / Connections?

8. ENGAGING STUDENTS There are 3 “domains” of engaging students • Academically – Demonstrate a desire to learn and to challenge themselves.They want to be approached as serious learners. • Emotionally – Feel a sense of belonging. They are respected and emotionally connected to staff, other students, and the school. • Behaviorally – Demonstrate on task behaviors. They persist and persevere when learning. Focused, put forth effort and process information cognitively.

9. ZOOM in on this! Sue’s husband

10. What QFL(s) were used in the activity? • What standards are addressed? • How can you use ZOOM in your own classroom? • What Adaptations and Connections will you make? FYI: We will use the ZOOM activity when we discuss the model we will use to design engaging, standards-based learning activities.

11. Collaborative Inquiry for Students: Preparing Minds for the Future Spectrum of Collaborative Inquiry • Individual Inquiry-Based Learning • PROBLEM-BASED LEARNING • Hypothesis-Based Learning • Project-Based Learning • Appreciative Inquiry • Performance-Based Learning • Live-Event Learning

12. TEAM Model for CI • Team Member Strengths • E stablish Team Structure • A ctively Communicate • M ake Collaborative Decisions

13. The Eyes Have It • Reading Tips • If students read phonetically (letter by letter), they will have many eye “fixations” per line of text • This leads to less fluency and comprehension • Students read one word at a time • If they read fluently and quickly, they have only two or three eye movements per line because they are taking in more words and are, therefore, a more developed reader

14. Three quick strategies • Scooping • Scanning • Need to know exactly what facts, dates, or other details to look for • Share the questions first, then find the answers • Scanning has a definitive purpose and the information is structure with, i.e., bolded headings • Scanning answers “Right there” questions • Skimming • Is fast reading – a little too fast for comfort • Readers must push past their comfort zones • Readers grab bigger sections of text • Too slow a rate is more damaging to comprehension than too fast a rate!

15. Collaborative Inquiry Design Components • COLLABORATION – small groups • INQUIRY – Gain knowledge through in-depth inquiry into the discipline • PROCESS – Activities and learning are student-centered • SKILLS – Learning and innovation skills are embedded in the process • PRODUCTS – Outcomes are aligned to curriculum standards and objectives • ASSESSMENTS – Students perform, present, or demonstrate knowledge learned

16. NEXT FRAMES WILL BE ABOUT • SIX HABITS OF SUCCESS • 21st Century Skills – PM pg. 60, 61, 62 • The “Problem” • TEAM – PM pg. 95, 107, 121, • USE A BLANK COPY OF PM pg. 49-50 • NEXT??????