Presentation on theme: "It’s About Implementation, Not Attendance"— Presentation transcript:
1It’s About Implementation, Not Attendance It’s About Implementation, Not Attendance! How can leaders support teachers to implement authentic project-based learning? Scott Warren SREB
2What I Believe: It’s not college or careers, it’s both! Rigor is a term thrown about with little agreement on what it truly looks like.Professional development may be the greatest waste of money in education today.Give a man a fish and he eats today, teach a man to fish and …
4Today Why we need Authentic Project Based Learning The role of the leader in implementation
5Rising Workplace Requirements and Opportunities “The new economy requires not just white-collar workers but also workers with outstanding technical skills and highly developed problem-solving abilities. These workers will be the backbone of tomorrow’s prosperity.”Source: A Sharper Focus on Technical Workers How to Educate and Train for the Global Economy. NGA Center for Best Practices, 2010We are told that over the next decade about one out two new jobs will require less than a baccalaureate degree but more than a high school diploma. Forty percent or more of workers in these jobs will have an average salary higher than those who hold a bachelor’s degree.In recent telephone interviews with SREB state political and educational leaders, we found that private sector employers cannot find qualified employees with the mix of skills needed to fill jobs requiring more than a high school education but less than a bachelor’s degree.US states rank second internationally in the number of persons who hold a bachelor’s degree. However, we rank 13th in the number who hold a credential that required some education and training beyond high school, but less than a bachelor’s degree.
6Middle Skill Jobs in Virginia 49% of the jobs in VA in 2012 were considered middle skill jobsIt is estimated that 46% of the job openings through 2020 will be middle school jobs
7Business Today Requires Knowledge Workers Who:Use their brains every minute to get the job done;Understand complicated processes and systems; andAnticipate, predict, prevent, troubleshoot and solve problems in a high-pressure environment.Reason for adopting Advanced Career pathway programs of study or retooling traditional CT fields that now require training beyond high school is to produce the knowledge workers needed.These knowledge workers use their brains every minute to get the job done. They understand complicated processes and systems, and they anticipate, predict, prevent, troubleshoot and solve problems in a high-pressure environment.The unfortunate plane crash in San Francisco illustrates this point very well when the pilots only had eight seconds to react.Today, high school students cannot prepare for the technical jobs of today through their grandfather’s CT programs. A different type of CT curriculum is needed.
8Business Today Requires Strong Technical and 21st-Century Skills From hospitals to factories — fast-paced environments in which employees must know:how to function as individuals and as a team amid rapid technological changes;how to assess information; andhow to diagnose problems quickly using problem-solving and critical-thinking skills to make split-second judgments.Procedural-based CT courses are no longer adequate. Courses designed to teach students to follow a set of procedures will not prepare them for today’s workplace.Today’s modern workplace is far more complicated, and we need technical workers who can analyze the situation, bring knowledge to bear, work through optional solutions and arrive at the best course of action.Students need the kind of project/problem-centered instruction that is open ended, where students have to do research; look at alternative solutions for completing the task; select an approach, assess results, and revise as needed as opposed to being handed a procedure sheet to follow.
9AndWe have to many GADLIMBs!We have too many graduates who look like this!https://www.youtube.com/watch?v=dY2mRM4i6tY
10Implications for Career-Technical Education Reflect the requirements of the knowledge economy — e.g., critical thinking and problem solving — that are important in today’s manufacturing and other work settings.Collaborate with industry leaders to create authentic, intellectually demanding assignments, and align career programs with workforce need.Source: A Sharper Focus on Technical Workers How to Educate and Train for the Global Economy. NGA Center for Best Practices, 2010.The new requirements of the workplace requires high school and career and technical center leaders to support teachers to devise assignments that 1) are intellectually demanding involving real-world projects; 2) and require students to do critical thinking and problem solving.Creating such assignments will require collaboration with local and state industry partners.It is not just engineers who will be the new STEM workers. It will be a whole host of other workers who must have the technical, literacy, math, science, and the problem-solving skills.
11What do New CTE Assignments Need to Look Like? Students:Develop a logical argument for your solution to a problem or projectMake inferences from information provided to develop a solution for a problem or projectUse math to solve complex problems related to my CT areaApply academic knowledge and skills
12What do New CTE Assignments Need to Look Like? Apply technical knowledge and skills to new situationsDevelop and test hypothesesComplete extended projects that require planning, developing a solution or product and presenting the results orally or in writingUse appropriate technology to complete assignments or projects
13Students experienced more than 4 of the 8 indicators Rigorous CTEStudents experienced more than 4 of the 8 indicatorsDemographicsCT StudentsHad Rigorous CTENo Rigorous CTEn = 7989n = 14590%Male49%52%Female5148White7361Minority2739Education after High School (high)16556No Education after High School (low)135441Education after high school is used as a proxy for socio-economic status.Source: 2012 HSTW Assessment
14Percentage of Students Meeting College- and Career-Readiness Goals CT Students Meeting College and Career Readiness GoalsPercent Meeting HSTW Readiness GoalsStudent ExperiencesHad Rigorous CTENo Rigorous CTEn = 7989n = 14590Reading69%46%Mathematics6648Science6745Source: 2012 HSTW AssessmentNote: CTE Students only
15Meet 2012 HSTW College-Readiness Goals: Academic Core and Rigorous CT Rigorous CT Impacts AchievementCT StudentsHSTW CurriculumHSTW Curriculum +Rigorous CT CoursesDifference Rigorous CT Courses Maken = 3438n = 2760Meet Reading Goal63%80%17%Meet Mathematics Goal657813%Meet Science Goal61Source: 2012 HSTW AssessmentNote: CTE Students only
16Authentic PBL: How Do We Get There? Shift the thinking that PBL is the dessert!Engage business and industry in a new way!Eliminate Spray and Pray!Create purpose driven students!
17More than dessert!The Old Model: Teach them and then give the project.Project Title: Soldering connects your worldEssential Question: How do you choose the correct soldering alloy?Project Description: Take 6 different base materials and solder alloys; join materials using the soldering process. Evaluate the process for strength and connectivity as well as electrical conductivity.Show non-example at this time and explain that, while this is work that would be done on the job, it does not provide context or “packaging” that lets us see the context of why someone would be doing this on the job. I explain that this is just a description of the technical skill. I point out the essential question and ask them to compare to the revised project description on the following slide.
18Making it the whole meal! Authentic Projects with authentic rolesUse the appropriate problem-solving processUse the project-development process.
19Problem-Solving Design Processes SREB DesignProcessEngineeringDesign ProcessTroubleshootingLife Cycle DesignBusinessScientific MethodAsk/InquireIdentifying the problemDiagnose the ProblemDefine RequirementsDefineQuestionImagineMeasureResearchPlanRelevantInformationFind Possible SolutionsDesignAnalyzeHypothesisCreateConceptualizationTake ActionBuildDevelopTestExperiment/EvaluateEvaluation andAnalysisEvaluate and AnalyzeImproveImplementationReviseCommunicateDeliver Final ProductEvolutionDeliver
20Step One – A new way to engage Business Assess Businessand Industry NeedsIdentify what students must know and be able to do to obtain and keep a job in the business that will support a family of four.Step One: Business and Industry needsThis step can be done either through surveying or having business and industry partners at the table.
21Step Two Brainstorm Ideas What authentic project will require students to master appropriate technical, academic and 21st-century skills to complete successfully?Before moving to activity ask , “Why would you want to do this?”Connect students to their future career.Show them why I need to know thisDeepen academic learningStudents who need motivation are more engaged when they can make connections.
22Step Three Develop a Project Choose one project idea from your list and develop a draft project description:Project TitleBrief description of what students will perform or produceThe items in red are the parts they will complete first.They will choose an authentic work-place project.Write an essential question that will guide teaching and learning and student engagement.Develop the description of what students will produce or performBut first let’s look at essential questions:
23Project Template 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).I tell the teams that they might consider using this template to ensure the project is an authentic work-place project. They are not required to use this precisely, but the four italicized components are important.
24Project Description: Authenticity: Workplace role or job titleAuthentic problem to be solvedIdentify what students will doTell students how to document solutions (e.g., presentations, reports, etc.)Authenticity:Authentic to the field?Prepare students for the future?Doable in high school?Academics: Does the project require practice of science, mathematics, and language arts skills?Once your team has developed project descriptions, you will want to review them to make certain they are really getting to a rigorous CT curriculum.
25Authentic Projects Include: Technical Prompt: Design, build and test OR investigate, conduct, analyzeWriting Prompt: Research/Report; history; theory; contemporary use; design and how to construct electrical motorsScience Prompt: Design and conduct inquiry of a testable hypothesis on motor performance under a variety of conditionsMath Prompt: Test motor under various conditions; collect, analyze and chart on performance and conditions
26Make it the meal! Project Title: Soldering connects your world Essential Question: How do you choose the correct soldering alloy?Project Description: Take 6 different base materials and solder alloys; join materials using the soldering process. Evaluate the process for strength and connectivity as well as electrical conductivity.
27Key Phrase: Design, Build, Evaluate Do you see the project template in this improved project description?Key Phrase: Design, Build, Evaluate
28Science Prompt PFT Phase One Do you see the project template in this improved project description?PFT Phase One
29Do you see the project template in this improved project description? Math Prompt
30Literacy Prompt PFT Phase One Do you see the project template in this improved project description?Literacy PromptPFT Phase One
31PA Example: Blowing in the Wind Essential Question: Is the answer really blowing in the wind? 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.
32Each 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.
33ResultsBefore we did Authentic Projects, 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.NOCTI pretest – 5% at proficiencyAfter Project Unit NOCTI Assessment – 100% proficientDan Shorthouse, Electrical Instructor, Forbes Road Career and Technology Center, Monroe, PA
34Three Graphic Arts Teachers Three School in Three Counties One Project Plan
35Cereal Box Product Branding 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
37With Teachers ….Have them get in groups by like content, look at additional examples and begin to generate potential authentic projects using the Project Design TemplateTurn to a neighbor and see if you can come up with a project idea? Remember, an authentic role and problem.For a group of leaders, we are going in a different direction.
38Why Focus on The Leaders SREB has provided Literacy (LDC), Math (MDC) and/or Enhanced CT Training at over 400 sites in the past three yearsThe process and the PD are the most standardized we have ever usedAll workshops the sameJob-embedded follow-upYet, this support is changing the way teachers teach at some places and floundering at others?Why? Turn to a neighbor, introduce yourself and discuss
39The Big Surprise #1!We observed almost no instances where, in the same school, the LDC/MDC or Enhanced CT (Project-based Learning) was working well for one teacher but not for others. The trend was that the training was impacting all or none in any single school!Why? Turn to a neighbor!
40Big Surprise #2Although the quality of the teacher is key for our design of developing teacher leaders, the actions that leaders took (big and small) had a bigger impact on implementation than the quality of the teachers who participated.
41Practices of Leaders in Schools Where it is Working Professional Development truly is a process, not an event (THINK BDA)Before the PDDuringAfter the PDPlanned follow-upCollaborationPeer observationsFocused Walkthrough ObservationsEffective Feedback
42Before the PD Answer the question why Link to teacher observationsPeople pay attention when something is said that connects with something they desire.Provide CLEAR expectations (vision)Keep the main thing the main thing – Avoid the new toy approachCommunicate it is not spray and pray
43Before PD: Remember the Change Process Move teachers from victims to owners of change!Establish a need for change among those who must change.Give them a vision for the changeInvolve them in building the planStart small to ensure successCelebrate successes and provide feedbackContinue the change process with data collection/adaptations
44Establishing Why - College and Career Readiness Reviews Multiple partsDesktop review of business/industry regional outlookStudent/faculty surveysFacilitated self-study around Signature Features (see next slide)External Team ReviewFormal report to school/board/community
45Signature FeaturesStudents are able to access high-quality career pathway programs of study that offer technical courses aligned with a college- ready academic core.Career technical and high school leaders work to create an organization and scheduling structure that enable CT teachers to work frequently with other CT teachers, academic teachers and counselors to plan integrated technical assignments.CT course sequences are derived from industry, reflect future employment needs
46Signature FeaturesStudents are given authentic project-based assignments that require them to (1) apply their understanding of high school-level math, literacy and science; (2) demonstrate good habits of mind and behavior; and (3) exhibit problem-solving skills to complete.Students are assessed using several strategies — rubrics, exams, written deliverables, teacher observations and external assessments. Students receive feedback and opportunities to relearn and master concepts and skills through authentic assignments.Career pathway programs of study are supported with a counseling for careers approach to educational and career exploration that begins no later than the middle grades and continues through high school.
47Signature FeaturesCT courses are taught by highly qualified teachers who have demonstrated their mastery of the academic, technical and 21st-century standards and skills and teaching methods .CT teachers work with both industry and postsecondary partners to create authentic projects and problems, assess the quality of student work against workplace and postsecondary requirements, offer students work-based learning experiences and provide students with information and advising that eases their transition from high school to further education, training and employment.
48During PD Participate – Participate – Participate Remember the old saying, “you learned more about ____ the first year you taught it than all the years of college?” You learn it by doing it.Be a mentor at a table (requires pre-work)
49A New IdeaLeaders come to PD session with their teacher eval/classroom obs tools.Leaders create observation tools/walkthroughs that align with the PDThe PD session ends with the leader presenting the tool to the faculty.
50After PD What gets monitored, gets done – look for the new practices Walkthrough FormsLesson PlansOther methods of monitoringEstablish Demonstration Classrooms – the surgery modelRecognize what you want to see more of in classroomsInvite business/industry in to observe/judge/ evaluate
51Ongoing Support is Essential: B – D - A Why Do Americans Stink at Math?In 1970’s Japan taught math like in the USNCTM recommended changesJapan implemented with ongoing support – Lesson Study formatIn US, teachers get one –four days of PD and it may be on multiple topics
52Organize and Expect Teacher Collaboration PLCs, Cross-disciplinary, Departments, otherFinding time – the first leader challengeSetting expectations – the second leader challenge – collaboration by invitation does not workProviding support – the third leader challengeCommon planning needs to become part of your professional development plan.
53Professional Dialogue: Using Protocols Common ProtocolsTuning ProtocolFive WhyPraise – Question – PolishConsultancyFinal WordStandards in PracticeThe Power of Protocols: An Educator’s Guide to Better Practice - By Joseph McDonald, Nancy Mohr, Alan Dichter, Elizabeth C. McDonald
54Multiple SREB Supports College and Career Readiness Reviews – Do your programs align with needs? Are programs rigorous?New Advanced Career Programs of StudyTeach to Lead (T2L)NRCCTE ToolsMath in CTScience in CTLiteracy in CTEnhanced CT through Authentic Project-based Learning
55Final Thoughts Stealing from another Warren We need Purpose Driven StudentsConnect them to:A career goalA plan to achieve the goalAn adult to help them achieve the goalAuthentic instruction that reflects the career goal
56Thank youRemember, all schools and all teachers want to improve. However, few want to change. The fact remains that to improve, one MUST change.