Presentation on theme: "CTE and the Common Core Tom Thompson Karin Moscon Jennell Ives."— Presentation transcript:
CTE and the Common Core Tom Thompson Karin Moscon Jennell Ives
Why Revisit This? 40/40/20 Teacher effectiveness New assessments CTE as a solution Interest from business and industry Common elements of standards College and Career Readiness
Where is CTE in the Math Common Core?
Where is CTE in the ELA Common Core?
Where is CTE in the NGSS?
What’s New in Math? Applied Math Project
How would you go about using math to build this staircase?
Project Purpose Create a collaborative model for developing a technical math course that meets graduation requirements and improves student performance
Joint Effort Oregon Department of Education (ODE) National Research Center for Career and Technical Education (NRCCTE) Lane County Education Service District (ESD)
Three Year R&D Phase 1: Year 1 Development teams design instructional units for trial implementation in Year 2. Phase 2: Year 2 Development teams implement the course and refine the units for a Year 3 test. Phase 3: Year 3 Technical math course is implemented and tested at pilot schools.
Key Features of the Model Be replicable Meet HS math levels, standards, or both Offer a systematic, intentional approach (not episodic) Involve partnerships with career and technical education (CTE)
Foci of Units Manufacturing Bridge Staircase Trusses Electrical Energy Transfer Architecture Animal House Marketing A combination of Algebra and Geometry was situated in CTE-oriented units:
Student Measures Pre- and post-testing of mathematics ability in tech math and comparison classrooms (Accuplacer) Math Attitude Inventory (ATMI) Demographic student surveys Artifacts of student activities and accomplishments
Year 3 Findings Significantly improved math attitudes over peers in comparison classrooms Comparable math achievement to peers in comparison classrooms Students with high pre-test scores improved over their peers in geometry classes
Student Feedback “I learned a lot now I will be able to help my dad build a house this summer” “ Math is starting to make sense to me” “Working in teams is a lot of fun someone always knows what to do.”
Emergent Principles Fostering partnerships between math and CTE teachers. Emerging communities of practice. Math as a central feature of situated problems and questions Adapting instruction within the units “We are teaching mathematics in context: we are not CTE teachers.”
Implementing Instructional Shifts to Support Student Transitions into CCSS
Place a zero at one end of the number line, and 1 billion at the other end…. _________________________________________________ 01 billion On your number line, place where 1 million would go…. Please draw a number line on a piece of paper
How Much is a Million?
The amount of information is exploding! In 1870 the information a person would encounter in a lifetime is the same amount of information now found in one issue of the New York Times. The digital Universe has grown 1000% in the last 2 years There are now 450,000 words in the English Language. That’s 7 times more than William Shakespeare had to choose from. Business as Usual?
The majority of jobs our students will have do not currently exist. The technology they will use hasn’t been invented yet They will be solving problems that haven’t even emerged yet. What Do Students Need to Know?
Tools for Teachers: Implementing Key Shifts in the CCSS
1.Increase Reading of Informational Text 2.Text Complexity 3.Academic Vocabulary 4.Text-based Answers 5.Increase Writing from Sources 6.Literacy Instruction in all Content Areas 24 Oregon Common Core Shifts Oregon CCSS Toolkit http://www.ode.state.or.us/go/CommonCore Common Core State Standards – ELA & Literacy Resources http://www.ode.state.or.us/search/page/?id=3359
At least 50% of reading in elementary grades shifts to informational (current estimate: 7%) By middle school, the percentage increases to 55% (current estimate: 15%) By the end of high school, 70% (current est. 20%) This reflects the premise that to be college and career- ready, students need to read an increasingly higher percentage of informational text throughout the school day. This can be difficult for students to accomplish without strategies and practice. Shift 1: Increase Reading of Informational Text
This site is sponsored by the High Desert ESD, Office of Career and Technical Education http://www.cteliteracylessons.com/lesson_results.cfm On it you can find lesson plans with strategies to use for supporting students. These strategies are from the Literacy in CTE workshops. Literacy in CTE
Shift 1: Balance Informational and Literary Text What the Student Does Build Content Knowledge Gain exposure to the world through reading Apply comprehension strategies What the Teacher Does Balance informational and literary text Scaffold for informational texts Teach “through” and “with” informational text. This can include various formats. (books, essays, primary documents, articles, the internet, charts, graphs…)
Demands that college, careers, and citizenship place on readers have increased over the last 50 years The difficulty of college textbooks, as measured by Lexile scores, has increased over the past 50 years Many careers require reading complex technical text By college/career, students are expected to read complex texts with a high level of independence Based on ACT test data, only 51% of high school seniors are prepared for postsecondary reading Shift 2: Text Complexity
What the Student Does Re-read texts to delve deeper into meaning and understanding Have a “balanced reading diet”. Different texts for different purposes. (easier and harder to read) Tolerate frustration with text and persevere to comprehend. What the Teacher Does Use texts with more complexity at all grade levels Match readers with appropriate texts and tasks Provide scaffolded instructional supports that will lead to independence Engage as a learner with other adults
Differences in students’ vocabulary levels is a key factor in academic achievement disparity. Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure…to the words they are trying to learn. Three tiers of words: emphasis on Tier 2 words (academic vocabulary) Shift 3: Academic Vocabulary
Tier 1: basic vocabulary, more common words that most children will know: include high-frequency words, and usually don’t have multiple meanings Tier two: Less familiar vocabulary found in “text and tests”. They often are more precise or subtle forms of common words -analyze, consider, integrate, synthesis -saunter v. walk Tier three: Domain specific, critical to understanding the concepts of a content. Usually low frequency use. Ex. Isotope, peninsula Averil Coxhead Beck and McKeown Three Tiers
Shift 3: Academic Vocabulary What the Student Does Use “high octane” words across content areas while listening, speaking, reading and writing Build a database around “language as power”. Understand registers and when to use formal/informal language. Practice, practice, practice What the Teacher Does Develop students’ ability to use and access words Be strategic about which words to focus on (tier 2) Help students understand parts of words and patterns Help students with word choices in writing Student Organizations in CTE supporting use of language for jobs.
Rich and rigorous conversations which are dependent on students reading a central text or multiple texts Greater emphasis in the standards for students to make explicit references to textual evidence. Text based answers are grounded in text based questions. Text based questions/answers provide more equity in classrooms. Shift 4: Text-based Answers
More instructional time spent outside the text means less time inside the text. Departing from the text in classroom discussion privileges only those who already have experience with the topic. It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading/ writing. The CCSS are College and Career Readiness Standards. 34 An issue of equality: Time in class/text
Non-Examples and Examples 35 In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? Explain your reasoning using examples from the letter. “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described? Not Text-DependentText-Dependent
Text dependent or not? 1. According to this speech, why did the North fight the civil war? 2. Have you ever been to a funeral or gravesite? 3. Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?
Shift 4: Text Based Answers What the Student Does Find evidence to support their argument Form judgments in a scholarly fashion Analyze the arguments of others Engage with the author and understand why the specific structure of the text was used. What the Teacher Does Facilitate evidenced based conversations about text Keep students “in the text” Identify questions and tasks that are text dependent. Provide practice for students to reason, justify and present argument orally, in reading, and in writing.
Greater emphasis on the selection and use of sources when writing to inform or to make an argument Separate Claim dedicated to research/inquiry to investigate and write about topics. Move toward performance tasks in assessments that focus on research skills Research to Build and Present Knowledge one of the College and Career Readiness Anchor Standards for writing Shift 5: Increase Writing from Sources
Narratives : Primarily in elementary HS only 20% dedicated to narrative Inform and explain Rendering complex information clearly: precision and command of evidence is at the heart of their craft Argument Analytical writing: Makes good arguments based on evidence Short focused research projects: several throughout the year Extended research Content Areas: Understanding that writing remains coherent, attention to grammar and conventions, but format will be different. CCSS focus is on Mastery of three different types of writing:
Shift 5: Increase Writing from Sources What the Student Does Generate informational text Make arguments using evidence Organize for persuasion/argument Compare multiple sources What the Teacher Does Spend less time on personal narratives/ opinion papers. Present opportunities to write from multiple sources Provide opportunities to analyze and synthesize ideas Develop students’ voice so that they can argue a point with evidence Allow students to form and articulate conclusions about the text.
Clear message that literacy is not just an ELA issue Separate literacy standards: Literacy in History/Social Studies, Science, and Technical Subjects Correlates to the increased emphasis on reading informational text Content area (domain-specific) text during ELA instruction; attention to literacy through listening, speaking, reading, and writing throughout the curriculum in your class. Shift 6:Literacy Across All Content Areas
What the Student Does Build content knowledge and understanding through texts Comfortably use a variety of texts: primary source, internet, essays, articles, speakers, discussions, research Multiple short and focused research projects Long term research What the Teacher Does Use texts for students to compare and arrive at conclusions Give students experiences with multiple types of text in real world experiences Provide students with opportunities to speak, read, and write within the discipline.
Language will be taking a new role in all classrooms. Argument Justification Collaboration Inquiry Analyzing Presenting Language and the Art of Language
Subject area teachers integrate the literacy standards into technical subjects and Career-Related Learning Standards. http://www.ode.state.or.us/teachlearn/real/newspap er/Newspaper_Section.aspx?subjectcd=ELA Link for Common Core State Standards for Literacy in Science and Technical Subjects
College and Career Readiness Anchor Standards for Reading Grade Specific Standards College and Career Readiness Anchor Standards for Writing Grade Specific Standards http://www.ode.state.or.us/search/page/?id=3801 Link to CCSS Toolkit for Content Area Literacy Implementation Literacy Standards for Science and Technical Subjects handouts
Karin Moscon Oregon Department of Education Civil Rights and Literacy Specialist Phone: 503-947-5706 Email: firstname.lastname@example.org@state.or.us Questions?
Oregon has new Science Standards! CTE can play a role in helping students apply scientific practices
NGSS Vision Learning as a developmental progression Engaging students in scientific investigations and argumentation to achieve deeper understanding of core science ideas Integrating the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN LEARNING EXPERIENCES
NGSS Background Achieve NGSS Website Development Process and Timeline Standards in Multiple Formats for Download and Online Searching Support Documents www.nextgenscience.org/next-generation-science-standards ODE NGSS Website Feedback Survey www.surveymonkey.com/s/ngss_orwww.surveymonkey.com/s/ngss_or Announcements of Upcoming Work on Adoption, Transition, and Implementation Resources www.ode.state.or.us/search/page/?id=3508 *Oregon Science Teachers Association NGSS Position Statement
Science Panel Recommendations Adopt the Next Generation Science Standards. Recommendation to adopt integrated middle school grade level progression similar to the sequence adopted by California. Statewide implementation of NGSS in Oregon classrooms by 2016-17. Statewide operational implementation of NGSS assessment in Oregon by 2018-19.
NGSS Conceptual Shifts 1. Interconnected Nature of Science as it is Practiced and Experienced in the Real World 2. Student Performance Expectations – NOT Curriculum. 3. Science Concepts Build Coherently from K–12 4. Focus on Deeper Understanding of Content as well as Application of Content 5. Science and Engineering are Integrated in the NGSS 6. Prepare students for College, Career, and Citizenship 7. The NGSS and CCSS are Aligned
Scientific and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument 8. Obtaining, evaluating, and communicating information 53
NGSS Scientific & Engineering PracticesNature of science and engineering 1. Asking questions (for science) and defining problems (for engineering) Science focuses on questions about the natural world. Engineering focuses on practical problems. 2. Developing and using modelsScience is about models. Engineering exploit models. 3. Planning and carrying out investigationsScience is about research. Engineering as iterative improvement. 4. Analyzing and interpreting dataScience is analytical. Engineering is about data. 5. Using mathematics and computational thinking Mathematics is the language of science and engineering. Computational thinking allows scientists & engineers to exploit computers. 6. Constructing explanations (for science) and designing solutions (for engineering) Science is about explanations. Engineering is about solutions. 7. Engaging in argument from evidenceScience is arguments and argumentation. 8. Obtaining, evaluating, and communicating information Science as assessing available information and relating it to claims. Engineering as using information to evaluation methods and solutions.
Four Things Every Teacher Can Do! Give students a strong base of knowledge through content rich texts and discussion of learning experiences Have students read, write, speak, and think based on evidence Have students construct viable arguments and critique the thinking of others Engage students in argument from evidence