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AC HSTW/TCTW Why Assignments Matter in Career- Technical Classrooms Gene Bottoms Senior Vice President Southern Regional Education Board

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Presentation on theme: "AC HSTW/TCTW Why Assignments Matter in Career- Technical Classrooms Gene Bottoms Senior Vice President Southern Regional Education Board"— Presentation transcript:

1 AC HSTW/TCTW Why Assignments Matter in Career- Technical Classrooms Gene Bottoms Senior Vice President Southern Regional Education Board Work: Cell: Advanced Career Southern Regional Education Board 1Wednesday 830 am ACTE 2013

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3 AC HSTW/TCTW The best case for relooking at assignments in career-technical classrooms is to look at what happens to young men. Wednesday 830 am ACTE 20133

4 Failure to Launch Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, Wednesday 830 am ACTE 2013

5 Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, Wednesday 830 am ACTE 2013

6 Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University,

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8 8 Wednesday 830 am ACTE 2013

9 Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, Wednesday 830 am ACTE 2013

10 10 Wednesday 830 am ACTE 2013

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13 AC HSTW/TCTW Surveys: Employers have too few and too many qualified workers 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 Source: U. S. News and World Report.com/news/articles, 03/28/13 13Wednesday 830 am ACTE 2013 Advanced Career Southern Regional Education Board

14 AC HSTW/TCTW Recovery Uneven The U. S. job recovery is proceeding on two separate tracks with the young, less educated and unemployed seeing hardly any rebound. Source: The Wall Street Journal November 12, Wednesday 830 am ACTE 2013 Advanced Career Southern Regional Education Board

15 Changes Since October 2010 in the Number of Jobs in Select Industries, in Thousands 15 Wednesday 830 am ACTE 2013 Source: The Wall Street Journal, November 12, 2013

16 AC HSTW/TCTW Getting Serious About Preparing Students for Middle-Skill Jobs 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? Advanced Career Southern Regional Education Board 16Wednesday 830 am ACTE 2013

17 AC HSTW/TCTW Breaking Out of the Low-Skill Trap Percentage of Jobs Requiring Some PSE Today2020 U. S. 59% 66% +7% Anthony P. Carnevale, Nicole Smith, July Wednesday 830 am ACTE 2013 Advanced Career Southern Regional Education Board

18 AC HSTW/TCTW Why is there declining access for young men in the 21st century? Wednesday 830 am ACTE Southern Regional Education Board

19 America Educations 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, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, Wednesday 830 am ACTE 2013

20 AC HSTW/TCTW Employer Response to Current Offerings at CT Centers Whats 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. Advanced Career Wednesday 830 am ACTE Southern Regional Education Board

21 AC HSTW/TCTW What should we do about it? Wednesday 830 am ACTE Southern Regional Education Board

22 AC HSTW/TCTW 22 Opportunities Optional Pathways Challenging Assignments Wednesday 830 am ACTE 2013

23 AC HSTW/TCTW What will be the impact of challenging assignments? 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-readiness goals when compared with a matched sample of students who did not have such a CT experience. Source: HSTW Assessment 23Wednesday 830 am ACTE 2013

24 AC HSTW/TCTW What do challenging CT assignments look like? Indicators Used to Define Robust Assignments Had Rigorous CT No Rigorous CT (Matched Sample) n = Develop a logical argument for your solution to a problem or project. 70% 13% 2. Make inferences from information provided to develop a solution for a problem or project Use math to solve complex problems related to my CT area Apply academic knowledge and skills to my CT area Source: 2012 HSTW Assessment Note: No Rigorous CT is demographically matched to Had Rigorous CT. 24Wednesday 830 am ACTE 2013

25 AC HSTW/TCTW What do challenging CT assignments look like? Indicators Used to Define Robust Assignments Had Rigorous CT No Rigorous CT (Matched Sample) n = Apply technical knowledge and skills to new situation. 90%33% 6. Develop and test hypothesis Complete an extended project that requires planning, developing a solution or product and presenting the results orally or in writing Use computer skills to complete an assignment or project in their CT classes at least weekly Source: 2012 HSTW Assessment Note: No Rigorous CT is demographically matched to Had Rigorous CT. 25Wednesday 830 am ACTE 2013

26 AC HSTW/TCTW Source: 2012 TCTW Assessment 26Wednesday 830 am ACTE 2013

27 AC HSTW/TCTW Source: 2012 TCTW Assessment 27Wednesday 830 am ACTE 2013

28 AC HSTW/TCTW Source: 2012 TCTW Assessment 28Wednesday 830 am ACTE 2013

29 AC HSTW/TCTW Interview of Students at Columbia Montour CT Center in Pennsylvania Validates Student Survey # of Indicators Involved in Assignment 1.Designed a commercial kitchen7 of 8 2.Completed a forensics analysis8 of 8 3.Did clinical work at a nursing home5 of 8 4.Designed a car for drag racing8 of 8 5.Designed a computer game4 of 8 6.Designed a graduation announcement 4 of 8 7.Did a cosmetology internship4 of 8 29Wednesday 830 am ACTE 2013

30 AC HSTW/TCTW Interview of Students at Columbia Montour CT Center in Pennsylvania Validates Student Survey # of Indicators Involved in Assignment 8.Study of cerebral palsy6 of 8 9.Internship in a hotel6 of 8 10.Study of spray tanning4 of 8 11.Landscaping project for a local restaurant 8 of 8 12.Designing and building a radio8 of 8 13.Planning a wedding event with a set budget 6 of 8 30Wednesday 830 am ACTE 2013

31 AC HSTW/TCTW Interviews with Students at Other CT Centers Students with Robust Assignments Middle Bucks Institute of Technology 63% Erie County Technical School60 Monroe Career & Technical Institute57 Unnamed23 Unnamed13 31Wednesday 830 am ACTE 2013

32 AC HSTW/TCTW Examples from Middle Bucks Institute of Technology, PA Digital Media - Wrote and published an ebook titled A Students 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. 32Wednesday 830 am ACTE 2013

33 AC HSTW/TCTW 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. 33Wednesday 830 am ACTE 2013

34 AC HSTW/TCTW 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 areas 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. 34Wednesday 830 am ACTE 2013

35 AC HSTW/TCTW Middle Bucks 35Wednesday 830 am ACTE 2013

36 AC HSTW/TCTW Unnamed Center 36Wednesday 830 am ACTE 2013

37 AC HSTW/TCTW 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? 37Wednesday 830 am ACTE 2013

38 AC HSTW/TCTW What are the criteria for a quality CT assignment? Wednesday 830 am ACTE

39 AC HSTW/TCTW What do these indicators look like in a class? Lets create a set of look fors with questions when looking at a CT class. Using a modified Carousel Brainstorming Wednesday 830 am ACTE

40 AC HSTW/TCTW Sample Look Fors (What are Students Doing?) Questions to Ask Students Students work in teams (cooperative learning) Why did you choose this solution? Develop a logical argument for your solution to a problem or project. Wednesday 830 am ACTE

41 AC HSTW/TCTW 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 Wednesday 830 am ACTE

42 AC HSTW/TCTW 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 Wednesday 830 am ACTE

43 AC HSTW/TCTW 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?

44 AC HSTW/TCTW QuestionsSuggestions Follow-up Opportunity for Change

45 AC HSTW/TCTW Introductions Table Team Resume Wednesday 830 am ACTE

46 AC HSTW/TCTW Assignment Criteria Authentic and Complex Problem-Solving/Design Process Current Technology and Software 21 st –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 Wednesday 830 am ACTE

47 AC HSTW/TCTW Examining Quality CT Assignments Use the provided checklist to assess your assignment Do a gaps analysis Be prepared to report your findings Wednesday 830 am ACTE

48 AC HSTW/TCTW 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 21 st -century skills implied or explicit in the project? Wednesday 830 am ACTE

49 AC HSTW/TCTW 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

50 AC HSTW/TCTW Buck Institute for Education The Six As of PBL Authenticity Academic rigor Assessment Applied learning Active exploration Adult relationships Wednesday 830 am ACTE

51 AC HSTW/TCTW 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 21 st Century skills to complete successfully? Wednesday 830 am ACTE

52 AC HSTW/TCTW 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

53 AC HSTW/TCTW 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. Developing the Project Idea: Wednesday 830 am ACTE

54 AC HSTW/TCTW 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. The Critical Focus Question Wednesday 830 am ACTE

55 AC HSTW/TCTW Step 2 Project 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

56 AC HSTW/TCTW Project Prompts Technical Prompt: Design, build and test OR Investigate, conduct, analyze and using appropriate technology and software and 21 st - 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

57 AC HSTW/TCTW 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

58 AC HSTW/TCTW Feedback on Project Descriptions Cool Feedback Have you thought to include….? I wonder if you considered…? I am not sure what you mean by this statement? Warm Feedback I like how you phrased… I think your students will … You did a nice job…

59 AC HSTW/TCTW 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

60 AC HSTW/TCTW Questions and Comments Wednesday 830 am ACTE

61 AC HSTW/TCTW Thank You Gene Bottoms Senior Vice President SREB Sandy Culotta Manager, Enhanced CTE Programs Wednesday 830 am ACTE


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