1. 1 Integrating Vocational & Academic Curriculum Presented by Dr. Jeff M. Allen

2. 2 Academic Integration  Define:  Vocational Education  Career & Technology Education  Career & Technical Education  Academic Education  Non-Career & Technology Education

3. 3Introductions

4. 4 Social Environment Society or Industry Educational System Industry or Society or Post- secondary Ed. Feedback Systems Theory

5. 5 Educational System Elementary School Middle SchoolHigh School Systems Theory Feedback

6. 6 Can Be Done?  Why is it important?  Who are the players?  When do we plan?  How do we start?  How much work is it?  What are the barriers?

7. 7 Curriculum Development Based on Work by: Bernice McCarthy & David Kolb McCarthy, Bernice. 4-MAT in Action: Creative Lesson Plans for Teaching to Learning Styles. Brook IL: Excel., 1983. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

8. 8 “People Learn in Different Ways”

9. 9 The first is how we perceive, the second is how we process

10. 10 And so Kolb found… That it is the combination of how we perceive and how we process that forms the uniqueness of our learning style, our most comfortable way to learn.

11. 11 Public education is geared more for the thinkers and not geared for the feeler/sensor

12. 12 In processing experience and information some of us are watchers, while some of us are doers.

13. 13 Schools ask children to watch and listen and reflect. How lovely for a watcher, how difficult for a doer.

14. Active Experimentation The doing dimension became Active Experimentation and was placed at the end of this line. Concrete Experience Kolb called the sensing/feeling dimension Concrete Experience and placed it at the top of this line. Reflective Observation The watching dimension became Reflective Observation and was places at the end of this line Abstract Conceptualization Kolb called the thinking dimension Abstract Conceptualization and placed it at the bottom of this line.

15. 15 Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization DIVERGER Concrete Experience & Reflective Observations Imaginative Ability Gestalt (looking at the whole rather than the parts) A people person Emotional Humanities and liberal arts Influenced by peers

16. 16 Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization Assimilator ASSIMILATOR Abstract Conceptualization and Reflective Observation Theoretical model Abstracts (Not really interested in practical use of theories) A goal setting person Systematic planner

17. 17 Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization CONVERGER Abstract Conceptualization & Active Experimentation Deductive Practical application of ideas Single correct answer Things rather than people Narrow interests Physical science A goal setting person A systematic planner

18. 18 Active Experimentation Concrete Experience Reflective Observation Abstract Conceptualization ACCOMMODATOR ACCOMODATOR Concrete Experience and Active Experimentation Adaptive Intuitive, trial and error Relies on other people of information At ease with people Sometime seen as impatient and pushy Technical and practical fields influenced by peers

19. 19 Quadrant One  WHY?  (Why do I need to learn this?)  Method = Simulation & Discussion  Teacher’s Role: Motivator/Witness  Skills Addressed: brainstorming, listening, speaking & interacting 1 “Create an Experience “Create an Experience ”

20. 20 Quadrant Two  WHAT!  (They need to know the facts)  Method = Teach it to them, informational  Teacher’s Role: “Teacher”  Skills Addressed: observing, analyzing, classifying, drawing conclusions 2 “Complete outline of all content to be taught “Complete outline of all content to be taught ”

21. 21 Quadrant Three  HOW?  (They need to try it?)  Method = Facilitation  Teacher’s Role: Provide and encourage  Skills Addressed: student makes choices, experiments, explores, and manipulates 3 Student Activity Quadrant Practice! Practice! Practice!

22. 22 Quadrant Four  DOING!  (Let students teach it to themselves.)  Method = Self Discovery  Teacher’s Role: Evaluator/Remediator  Skills Addressed: Applying, testing with reality and carrying through 4 “Students teach other students”

23. 23 Learning Activities  In the First Quadrant the teacher:  gave them a reason  In the Second Quadrant the teacher:  taught it to them  In the Third Quadrant the teacher:  let them try it themselves  In the Fourth Quadrant the teacher:  let them teach it to themselves/others.

24. Try out theories, doing, teaching, others (Doing & teaching) Thinking about the experience; developing theories (Thinking & trying) Expose students to concrete learning experiences (Sensing and feeling) Developing observation skills (Watching & reflecting) Train -the- Trainer Practice! WHY? WHAT

26. Active Experimentation (Doing) Concrete Experience (Sensing/Feeling) Reflective Observation (Watching) Abstract Conceptualization (Thinking) Dynamic Learners 41 32 Innovative Learners Analytic Learners Common Sense Learners When someone is teaching us in our most comfortable style,we learn.

27. 27 Integration Teams  Three Rules for Team Development: 1. Too Big to Manage 2. You Need Additional Skills 3. Not Enough Time for One Person

28. 28 Integration Teams

29. 29 Action Plans  What are you currently doing?  What are your goals?  What are your barriers?  What is your approach?  Timetable?  Evaluation?  Outcome?

30. 30 Jeff M. Allen University of North Texas Department of Technology and Cognition P.O. Box 311337 Denton, Texas 76203-1337 Email: Jallen@unt.edu Phone: (940)565-4918 www.coe.unt.edu/Allen/download.htm Download Presentation at :