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Advanced Career. Why Assignments Matter in Career-Technical Classrooms. Gene Bottoms Senior Vice President Southern Regional Education Board gene.bottoms@sreb.org Work: 404-875-9211 Cell: 404-202-5143. Southern Regional Education Board.

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why assignments matter in career technical classrooms

Advanced Career

Why Assignments Matter in Career-Technical Classrooms

Gene Bottoms

Senior Vice President

Southern Regional Education Board

gene.bottoms@sreb.org

Work: 404-875-9211

Cell: 404-202-5143

Southern Regional

Education Board

Wednesday 830 am ACTE 2013

slide3
The best case for relooking at assignments in career-technical classrooms is to look at what happens to young men.

Wednesday 830 am ACTE 2013

failure to launch
Failure to Launch

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, ArtemGulish, Georgetown Public Policy Institute, Georgetown University, 2013

Wednesday 830 am ACTE 2013

slide5

1980

2010

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, ArtemGulish, Georgetown Public Policy Institute, Georgetown University, 2013

Wednesday 830 am ACTE 2013

slide6

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, ArtemGulish, Georgetown Public Policy Institute, Georgetown University, 2013

slide8

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, ArtemGulish, Georgetown Public Policy Institute, Georgetown University, 2013

Wednesday 830 am ACTE 2013

slide9

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, ArtemGulish, Georgetown Public Policy Institute, Georgetown University, 2013

Wednesday 830 am ACTE 2013

surveys employers have too few and too many qualified workers

Advanced Career

Surveys: Employers have too few and too many qualified workers

Source: U. S. News and World Report.com/news/articles, 03/28/13

Southern Regional

Education Board

A recent survey from the Society for Human Resources Management shows that 66 percent of firms that are hiring have trouble finding workers for specific positions — up from 52 percent in 2011 to 60 percent in 2013

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recovery uneven

Advanced Career

Recovery Uneven

Source: The Wall Street Journal November 12, 2013

Southern Regional

Education Board

The U. S. job recovery is proceeding on two separate tracks — with the young, less educated and unemployed seeing hardly any rebound.

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changes since october 2010 in the number of jobs in select industries in thousands
Changes Since October 2010 in the Number of Jobs in Select Industries, in Thousands

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Source: The Wall Street Journal, November 12, 2013

getting serious about preparing students for middle skill jobs

Advanced Career

Getting Serious About Preparing Students for Middle-Skill Jobs

Southern Regional

Education Board

47% of all new job openings from 2010 to 2020 will fall into the middle-skill range

Source: Harvard Business Review, 2012/12, Who Can Fix the“Middle Skills” Gap?

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breaking out of the low skill trap percentage of jobs requiring some pse

Advanced Career

Breaking Out of the Low-Skill TrapPercentage of Jobs Requiring Some PSE

Southern Regional

Education Board

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why is there declining access for young men in the 21st century
Why is there declining access for young men in the 21st century?

Southern Regional

Education Board

Wednesday 830 am ACTE 2013

america education s missing middle
America Education’s Missing Middle

Middle jobs

Optional robust pathways

Counseling for careers

Work-based learning

Challenging assignments

Quality CT

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, ArtemGulish, Georgetown Public Policy Institute, Georgetown University, 2013

Wednesday 830 am ACTE 2013

employer response to current offerings at ct centers

Advanced Career

Employer Response to Current Offerings at CT Centers

Southern Regional

Education Board

What’s wrong with manufacturing programs at CT Centers — machine tool, industrial maintenance, computerized manufacturing, metal fabrication?

Do not employ graduates because:

  • Technology is old.
  • They lack skills to manage automated technology.
  • They lack foundational learning skills.
  • They lack trouble-shooting/problem-solving skills.
  • They lack digital skills.
  • They lack team skills.

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what should we do about it
What should we do about it?

Southern Regional

Education Board

Wednesday 830 am ACTE 2013

slide22

Opportunities

Optional Pathways

Challenging Assignments

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what will be the impact of challenging assignments
What will be the impact of challenging assignments?

Source: HSTW Assessment

Of students reporting having challenging assignments in CT courses in 2010 and 2012, 15 to 20 percent more students met reading, math and science college-readinessgoals when compared with a matched sample of studentswho did not have such a CT experience.

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what do challenging ct assignments look like indicators used to define robust assignments
What do challenging CT assignments look like? Indicators Used to Define Robust Assignments

Wednesday 830 am ACTE 2013

what do challenging ct assignments look like indicators used to define robust assignments1
What do challenging CT assignments look like? Indicators Used to Define Robust Assignments

Wednesday 830 am ACTE 2013

slide26

Source: 2012 TCTW Assessment

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slide27

Source: 2012 TCTW Assessment

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slide28

Source: 2012 TCTW Assessment

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interview of students at columbia montour ct center in pennsylvania validates student survey
Interview of Students at Columbia Montour CT Center in Pennsylvania Validates Student Survey

Wednesday 830 am ACTE 2013

interview of students at columbia montour ct center in pennsylvania validates student survey1
Interview of Students at Columbia Montour CT Center in Pennsylvania Validates Student Survey

Wednesday 830 am ACTE 2013

examples from middle bucks institute of technology pa
Examples fromMiddle Bucks Institute of Technology, PA

Digital Media - Wrote and published an ebook titled A Student’s Perspective on Public Education, which required learning new software, researching primary sources, interviewing sources, writing to publication standards, developing and testing hypothesis, and collaborating with others.

Drafting and Design - Created a complete set of plans and CAD drawings of a summer home renovation project for a real client, which required learning new software, interviewing client, creating renderings, researching building codes, and presenting final work for client approval.

Wednesday 830 am ACTE 2013

examples from erie county ctc pa
Examples from Erie County CTC, PA

Health Assistant – Senior project - Choose a disease and create a 3-D model comparing healthy and damaged nerve cells. This project required researching, analysis of information, writing a paper, interviewing adults, presenting to an audience, creating visual aids, and using technology.

Culinary Arts – Menu design senior project – Plan an entire menu for a restaurant of choice. All dishes had to fit a theme, be original, and taste tested (gathered data). Preparation cost was calculated. Menu had to have a balance of items including gluten-free food and dishes for people with common food allergies. Gluten food allergies had to be researched before the dishes were developed. The menu had to be artfully designed to match the restaurant theme.

Wednesday 830 am ACTE 2013

examples from monroe county ctc pa
Examples from Monroe County CTC, PA

Landscape design – Design a plan for landscaping a property assigned by the teacher. The design had to reflect plants for the area’s climate, root systems (how big they would grow), maintenance and appearance. The plan had to be drawn to scale and provide a detailed cost estimate.

Electronics – Designed a digital clock circuit from scratch, which required programming chips, testing, troubleshooting, and redesign.

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middle bucks
Middle Bucks

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unnamed center
Unnamed Center

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slide37

How could we formulate assignments that are authentic, and require students to apply a mix of thinking, academic, technical, technology, software, and 21st-century skills to complete?

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what do these indicators look like in a class
What do these indicators look like in a class?

Let’s create a set of “look fors” with questions when looking at a CT class.

Using a modified Carousel Brainstorming

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sample
Sample

Develop a logical argument for your solution to a problem or project.

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learning the indicators
Learning the Indicators
  • Divide up into groups (count off by eights)
  • Each group goes to one of the eight
  • Two minutes
  • “Look fors” when walking into a classroom
    • Questions you might ask students
  • Rotate/Repeat
  • When back to you original review and report out

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goals expected outcomes
Goals/Expected Outcomes
  • What do we walk out of here with…. Redo an assignment or create a new one…
  • Project enhancement that includes: reading, mathematics, science
  • Purposeful inclusion of ‘habits of success’/employability skills
  • Tap ideas from industry and postsecondary stakeholders

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group norms and housekeeping
Group Norms:

Participate

Listen with an open mind

Ask questions

Limit side bars

Housekeeping:

Phone calls

Blackberries

Restrooms

Breaks

Lunch

Punctuality

Parking lot

Other Norms?

Group Norms and Housekeeping
slide44

Parking Lot

Questions

Suggestions

Opportunity for

Change

Follow-up

introductions
Introductions

Table Team Resume

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assignment criteria
Assignment Criteria

Authentic and Complex

Problem-Solving/Design Process

Current Technology and Software

21st–century skills

Reading, research and written documentation to support solution

High School math skills to complete a complex problem

Scientific concepts involved when appropriate

Assessments both formative and summative

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examining quality ct assignments
Examining Quality CT Assignments

Use the provided checklist to assess your assignment

Do a gaps analysis

Be prepared to report your findings

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where do we start
Where do we start?

Assess project descriptions provided to you and answer:

  • Do students use one of the problem-solving/design processes?
  • Are literacy, math and science required to complete the project?
  • Are several technical skills needed to be applied in completing the project?
  • Will students need to use current business/industry technology and software?
  • Are 21st-century skills implied or explicit in the project?

Wednesday 830 am ACTE 2013

reflection
Reflection

On the index card provided, respond to the following questions around good assignments:

What squares with my thinking?

What is rolling around in my mind?

Wednesday 830 am ACTE 2013

buck institute for education the six a s of pbl
Buck Institute for EducationThe Six A’s of PBL
  • Authenticity
  • Academic rigor
  • Assessment
  • Applied learning
  • Active exploration
  • Adult relationships

Wednesday 830 am ACTE 2013

step one brainstorming ideas and develop initial draft of project idea
Step One–Brainstorming Ideas and Develop Initial Draft of Project Idea

What authentic project will take 15 to 30 days to complete and require students to master technical, academic and 21st Century skills to complete successfully?

Wednesday 830 am ACTE 2013

project ideas scenarios
Project Ideas/Scenarios

Brainstorm possible project ideas/scenarios – a Title and brief description. –

Next task will be to develop a project description.

Wednesday 830 am ACTE 2013

developing the project idea
Developing the Project Idea:
  • Develop three project ideas from your list and develop draft project description. Record on Chart Paper
    • Project Title
    • Critical Focus Question(s)
    • Brief, three-sentence description of what students will need to perform or produce and the authentic role they will play.

Wednesday 830 am ACTE 2013

the critical focus question
The Critical Focus Question
  • Should cause students begin to inquiry and become engaged in the project
  • Should be able to be answered through a variety of solutions
  • Should not be answered by a simple “yes” or “no”
  • Should cause students to make connections to prior learning and personal experiences
  • Should be important over an extended period of time and transferable to other situations.

Wednesday 830 am ACTE 2013

step 2 project description template
Step 2Project Description Template

Project Title:

Critical Focus Question:

You are a (insert a real-workplace 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).

Wednesday 830 am ACTE 2013

project prompts
Project Prompts

Technical Prompt: Design, build and test OR Investigate, conduct, analyze and using appropriate technology and software and 21st-century skills students will exhibit.

Reading and Writing Prompt: Research on history, theory, contemporary use, what is known about how to address the problem AND writing an authentic document

Science Prompt: Design and conduct inquiry of a testable hypothesis under a variety of conditions OR Using the engineering design process to solve a technological problem

Math Prompt: Collect, analyze and chart on performance and conditions; reasoning with math, applying math

Wednesday 830 am ACTE 2013

step 2 fully developed project descriptions
Step 2 – Fully Developed Project Descriptions
  • Choose One Project Idea and Develop into Project Description you will hand to students.
      • Project Title
      • Critical Focus Question
      • Project Description
        • Complete project description template with technical, math, science and literacy prompts

Wednesday 830 am ACTE 2013

feedback on project descriptions
Feedback on Project Descriptions

Warm Feedback

I like how you phrased…

I think your students will …

You did a nice job…

Cool Feedback

Have you thought to include….?

I wonder if you considered…?

I am not sure what you mean by this statement?

reflection1
Reflection

Use the index card to respond to:

How has this process worked in looking at more rigorous projects?

What additional questions do you have?

Wednesday 830 am ACTE 2013

questions and comments
Questions and Comments

Wednesday 830 am ACTE 2013

slide61
Thank YouGene BottomsSenior Vice PresidentSREBgene.bottoms@sreb.orgSandy CulottaManager, Enhanced CTE Programssandy.culotta@sreb.org

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