1. HSTW MMGW/TCTW Southern Regional Education Board Sandy Culotta Manager, Project-Based Learning in Career Pathway Courses sandy.culotta@sreb.org Project-Based Learning in Career Pathway Courses

2. HSTW MMGW/TCTW Southern Regional Education Board Relevant and Challenging Career Pathway Courses Providing Students with PBL Projects Business and Industry Needs Technical Content Academic Content College and Career Success Skills E-CTE One Hour Webinar 920142

3. HSTW MMGW/TCTW Southern Regional Education Board Why look at Assignments in CTE Classes? 3E-PBL-in-CTE Preconference 072015 What difference can good assignments make in a CTE class?

4. HSTW MMGW/TCTW Southern Regional Education Board Rigorous CTE Assignments Less than half of surveyed CTE students (28 percent, N = 2,483) experienced an intensive level of exposure to SREB’s 10 indicators of rigorous CTE assignments. Level of Exposure# of Indicators% Intensive7- 10 28 Moderate4 – 6 24 Low0 – 3 48 Ten Indicators of Rigorous CTE Assignments% Predict outcomes based on observations or information.46 Develop a logical argument for your solution to a problem/project.44 Do background research for a problem or project, such as reading technical article(s), before developing a plan or solution. 55 Make inferences from information provided to develop a solution for a problem or project. 42 Use math to solve complex problems related to your CTE area.45 Apply academic knowledge and skills to your CTE area.51 Apply technical knowledge and skills to new situations.53 Develop and test hypotheses.43 Complete an extended project that requires planning, developing a solution or product, and presenting the results orally/in writing. 48 Used computer software or other technology related to your CTE area to complete assignments weekly. 51 4Staff Webinar 04-24-15

5. HSTW MMGW/TCTW Southern Regional Education Board Assignments Matter Similarly, less than half (44 percent, N = 2,483) of student survey respondents reported being exposed to a school climate in which assignments matter. Eleven Indicators That Assignments Matter% I have been given challenging assignments that take several days to complete.69 I complete work that is relevant in the world today.51 Daily activities are linked together to help me accomplish a larger assignment.56 I see a connection between what I do in class and potential further studies/careers.52 I am required to read textbooks/documents and to write to show comprehension.63 I have created written products that have helped me learn content.74 I am required to read materials that are complex.56 Teachers encourage students to help each other and learn from each other often.62 I use knowledge/skills from different courses to complete assignments weekly.68 I often develop and analyze tables, charts and graphs in their school work.50 I analyze works of literature in English class at least monthly.67 Level of Exposure# of Indicators% Intensive8 - 11 44 Moderate5 - 7 29 Low0 - 427 5Staff Webinar 04-24-15

6. HSTW MMGW/TCTW Southern Regional Education Board Buck Institute for Education bie.org

7. HSTW MMGW/TCTW Southern Regional Education Board PBL-in-CTE Principles Standards Based focusing on essential standards needed to master the project Enabling activities, just-in-time instruction and assessments are designed around a problem- solving/design process Project should involve Business/ Industry Partners when possible and based on authentic problem solving in the workplace CTE and Academic teachers collaborate on the project planning, feedback, delivery and reflection

8. HSTW MMGW/TCTW Southern Regional Education Board PBL – Versus “Doing Projects” Activity Lecture Quiz Review Lecture Activity Lecture QuizExam Project

9. HSTW MMGW/TCTW Southern Regional Education Board Enhanced Project Based Learning Unit Project Launch & Step One Ask/Inquire Develop “Need to Know” List Project Plan Step Two Imagine Activities Workshops Labs Research Homework Just-in Time Instruction Step Three Plan Activities Workshops Labs Research Homework Just-in Time Instruction Step Four Create Activities Workshops Labs Research Homework Just-in Time Instruction Step Five Experiment/ Evaluate Activities Workshops Labs Research Homework Just-in Time Instruction Step Six Improve Activities Workshops Labs Research Homework Just-in Time Instruction Step Seven Communicate Activities Feedback Conferences Presentations Performances Web Pages Podcasts Webinars Exhibitions Competitions

10. HSTW MMGW/TCTW Southern Regional Education Board Product Examples Service ProjectVideos Community Event Product Designs AdvertisementsPerformancesInventionExhibitions PresentationsComic StripsAPPsDesign Briefs PodcastsBusiness PlansModels Operational Manual

11. HSTW MMGW/TCTW Southern Regional Education Board Project Scenario Template Title: Driving 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). August 2015

12. HSTW MMGW/TCTW Southern Regional Education Board Connecting Courses in Career Academies Through PBL Planning projects based on Career Academy Themes Connecting Projects to the Community Aligning projects with standards Planning time for Teacher Collaboration PBLinCPC 11052015/Culotta12

13. HSTW MMGW/TCTW Southern Regional Education Board Thank You! E-CTE One Hour Webinar 9201413

14. HSTW MMGW/TCTW Southern Regional Education Board Is the answer really blowing in the wind? Essential Question: How can a ceiling fan be redesigned as a wind turbine to generate energy for a structure that may be off the electrical grid or to reduce electrical usage? Dan Shorthouse Electrical Technologies Instructor Forbes Road Career and Technology Center Monroeville, Pennsylvania 14PBLinCPC 11052015/Culotta

15. HSTW MMGW/TCTW Southern Regional Education Board You are a wind turbine technician and you are faced with working with a design team of wind turbine technicians to research, design, build and test a working wind turbine from a ceiling fan rotor (CWFT: ceiling fan wind turbine) that will charge a battery array and help to reduce the operating cost of a greenhouse. Your team will need to research the various designs for wind turbines and build the most effective, as well as, least expensive wind turbine possible from a ceiling fan. 15PBLinCPC 11052015/Culotta

16. HSTW MMGW/TCTW Southern Regional Education Board Each member of the team must maintain a professional log of daily activity and each team will be responsible for a presentation of the procedures they followed in designing and building and subsequently testing their wind turbine. The team must describe the algebraic formulas and show calculations used to measure the success of their wind turbine in power production during testing. An inventory of parts used and accurate costs must be submitted in the form of a bid proposal that serves as a final analysis cost estimate of production for their wind turbine. 16PBLinCPC 11052015/Culotta

17. HSTW MMGW/TCTW Southern Regional Education Board Results Before we did Enhanced CTE we had “Math Monday” and “Literacy Wednesday,” most of my students would be absent. Now they are in class everyday and not realizing they are doing math and literacy in the project. 2013 with Project-Based Learning NOCTI written pretest – 5% scored competent or advanced End of year NOCTI Assessment – 91% advanced and 9% competent 17PBLinCPC 11052015/Culotta

18. HSTW MMGW/TCTW Southern Regional Education Board Pennsylvania Electrical Teacher – NOCTI Written and Performance Exam Results: AdvancedCompetentTotal 201138%25%63% 201217%25%42% 201364%27%91% 18PBLinCPC 11052015/Culotta PA Construction Teacher - NOCTI Written and Performance Exam Results: 201320142015 43%75%100%

19. HSTW MMGW/TCTW Southern Regional Education Board Three Graphic Arts Teachers Three School in Three Counties One Project Plan PBLinCPC 11052015/Culotta19

20. HSTW MMGW/TCTW Southern Regional Education Board 20 You are a graphic designer working for an advertising agency. You are faced with the complete branding of a cereal company. You have been asked to create images for the corporate logo, the name and logo of the kid’s cereal itself, a mascot/character to promote the cereal, the box/container the cereal will be sold in, and the product magazine advertisement. You must research existing past and present kid’s cereals and develop a corporate logo, product logo, mascot/character figure design, product box/container for the cereal, and the product magazine advertisement to publicize the product. West Virginia Graphic Arts Teachers - Rick Bay, Doug Martin, and Jeff Wamsley Cereal Box Product Branding PBLinCPC 11052015/Culotta

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22. HSTW MMGW/TCTW Southern Regional Education Board Problem Solving/Design Process – Life Cycle Design Process 1. Define Requirements- Brief/Brainstorming/Researching Information 2. Design- Thumbnails and Roughs 3. Build/Refine- Comprehensive/Cereal Box Mock-Up 4. Test- Research/Survey Creation 5. Implement- Branding Presentation and Survey Evaluation 6. Evolution- Critique/Writing (past, present, and future) reflection 22PBLinCPC 11052015/Culotta

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24. HSTW MMGW/TCTW Southern Regional Education Board Critiquing Student Work by other school’s students: When we told our students that students at Mercer and Mason County Career Center would be critiquing their designs the students responded, “we need to do a better job on our pitch and the box design before we show it to them.” 24PBLinCPC 11052015/Culotta

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31. HSTW MMGW/TCTW Southern Regional Education Board Four days Initial Training – Project One Developed Coaching with teachers at schools Two Days Training – Reflect on and Revise Project One – Develop Project Two – in-depth Literacy training Coaching with teachers at schools Two Days Training – Reflect on and Revise Project Two – In- depth Math training – Develop Project Three Coaching with teachers at schools One Day Training – Reflect on and Revise Project Three – Review Student Work and Develop Ideas for next course projects. Recommended Training Schedule 31PBLinCPC 11052015/Culotta