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How will I ever use this in the real world? WELCOME BACK Welcome Back!

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Presentation on theme: "How will I ever use this in the real world? WELCOME BACK Welcome Back!"— Presentation transcript:


2 How will I ever use this in the real world?


4 WELCOME BACK Welcome Back!

5 Essential Question How should we change CTE instruction to incorporate 21 st century content and context? How do we engage with digital natives?

6 21 st Century Content Global Awareness Financial, Economic, Business and Entrepreneurship Literacy Civic Literacy Health & Wellness Awareness 21 st Century Skills Framework

7 Technical Literacy Read, understand, and communicate in the language of a career field. Use mathematical reasoning and understanding to solve problems found in a career field. Understand scientific and technical concepts, principles, and processes for application in a career field. Use technology to complete projects and authentic tasks in a broad career field.

8 21 st Century Context Make content relevant to students lives Bring the world into the classroom Take students out into the world Create opportunities for students to interact with each other, with teachers and other knowledgeable adults in authentic learning experiences

9 Perkins IV Requirements Describe how local recipients will encourage students to take rigorous and challenging core academic courses (HSTW key practice) Align programs to rigorous technical standards (HSTW key practice) Strengthen academic and technical skills of students through integration (HSTW key practice) Provide experiences in all aspects of an industry Provide professional development (sustained, classroom focused, not one-day)

10 Evaluation 6 C High Standards Low Context D High Standards High Context Synthesis 5 Analysis 4 Application3 A Low Standards Low Context B Low Standards High Context Under- standing 2 Awareness KnowledgeApply in discipline Apply across disciplines Apply to predictable real-world situations Apply to unpredictable real-world situations BLOOMS Adapted from W. Daggett

11 Where is your teaching in relation to these quadrants?

12 ElementYesEvidenceNoWhat else is needed? Core Subject *Technical Literacy *Technical Numeracy Content *Global aware. *Financial lit… *Civic literacy *Health/well. Context ICT Literacy *Tools *Skills Assessment *Of learning *For learning Learning Skills

13 Culinary Arts R R High I G O R Low R R High I G O R Low Low Relevance High List the types of sauces used in French cuisine Research the origin of French sauces Measure ingredients accurately for a bechamel sauce Create and market a signature sauce based on French cuisine for a new seafood restaurant

14 Building Construction R High I G O R Low R High I G O R Low Low Relevance High List the steps in installing dry wall Research types of wall finishes and categorize according to construction cost Apply mud to dry wall seams Analyze the cost and efficiency of using green wall products for use in the interior renovation of a 1970s ranch style home. Present your recommendations to the home owner

15 Where is your teaching in relation to these quadrants?

16 Basic Assignment Assume you are a marketing representative for a major tennis shoe manufacturer. Survey 20 teens and find the average cost and purchasing rationale for purchasing tennis shoes.

17 Proficient Assignment Assume you are a marketing team for a major tennis shoe manufacturer. Survey 20 teens and find the average cost paid for tennis shoes. Analyze historical and current teen market trends and develop a report based on your findings.

18 Advanced Assignment Assume you are a marketing team for a major tennis shoe manufacturer. Survey 20 teens and find the average cost paid for tennis shoes. Prepare a report, including a hypothesis and conclusion(s) that summarize your findings, that will explain the trends in the teen market to your manager. Close the presentation with a teen dream shoe design and sales pitch based on your hypothesis.

19 What type of assignments do your students complete?

20 Are you teaching contextually? Always=5; Most of the time=4; some of the time-3; Occasionally=2; Hardly ever=1 Do assignments & instruction include many real problem-solving situations? Do assignments & instruction result in students believing, I need to learn this. Do lessons and activities help students project into possible careers & workplaces? (Adapted from CORD)

21 Are you teaching contextually? Always=5; Most of the time=4; some of the time-3; Occasionally=2; Hardly ever=1 Are students in interactive groups that require decision making? Does instruction improve students reading and writing skills and mathematical reasoning and achievement? Do assignments and assessments require students to use 21 st century content, technology tools and skills? (Adapted from CORD)

22 Traditional Assignment: Research Paper on a Disease Go to the library and do research Write ten pages Use proper essay form Include a bibliography

23 Project-Based Assignment Develop family medical histories Write a proposal to study health issue of personal or community concern Keep a research log Produce a newsletter Develop lesson plan and materials for underserved population Present to real audience

24 The Revised Assignment – Infection Control Memo to Family Practice Physician staff about excess staff absenteeism due to illness Team research Immunization Sanitation Handwashing Disinfection Sterilization Protective Wear

25 The Revised Assignment – Medical Dilemmas As a member of hospital ethics committee you must contribute to an oral presentation regarding continuing life support. Professional issues Ethical issues Legal issues Moral issues Psychological issues Personal issues


27 Researchers found that students scores on standardized tests and alternative assessments were higher if their classes involved work that resembled real situations. Newmann, U. of Wisconsin

28 Six As of Quality Projects Authenticity Academic Rigor Applied Learning Active Exploration Adult Relationships Assessment Adapted from: Real Learning, Real Work: School-to-Work as High School Reform, Adria Steinberg.

29 Characteristics of Well-Designed Projects Students are at the center of the learning process Project work aligns with standards and is central to the curriculum Projects are driven by curriculum-framing questions Projects involve ongoing and multiple types of assessment Project has real world connections Students demonstrate knowledge through a product or performance Technology supports and enhances student learning Thinking skills are integral to project work Instructional strategies are varied and support multiple learning styles

30 Teachers role Guide on the side, no longer sage on the stage More coaching and modeling, less telling More finding out with students, less being the expert More cross disciplinary thinking, less specialization More performance-based assessment; less paper- and-pencil, fact-recall assessment More developing self-directed learners

31 When working on projects, students develop real-world skills Work well with others; more interdependence with other students in group work Make thoughtful decisions; more choices and decisions in learning activities Take initiative; more responsibilities to manage project tasks and timelines Solve complex problems; engaged in finding solutions to genuine problems – workplace, community, home Self-manage Communicate effectively

32 Scenario Template You are a (insert a real-world 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).

33 RAFT Writing Activity Role – What is the writers role? reporter, observer, eyewitness Audience – Who will be reading this writing? teacher, editor, tv public, web viewer Format – What is the best way to present this writing? Letter, article, report, poem Topic – What is subject? Famous mathematician, a worker, a reaction to a specific event?

34 RoleAudienceFormatTopic Bank assistant manager Bank customers Script for phone call Encourage customers to buy certificates of deposit ElectricianElectrician assistants MemoWiring safety RAFT

35 Just as project-based learning fundamentally alters the curriculum, it also requires a more comprehensive form of assessment to evaluate student performance. Student portfolios, oral presentations, journals, and multimedia reports provide a clearer picture of student achievement. Performance assessment is "real-life" assessment -- the way adults are judged in society and in the workplace.

36 Assessment for Learning Rubrics Scoring Guides Team vs. Individual Peer assessments Student-led conferences – self-evaluation

37 GRASPS G – goals from the real world R – roles that are authentic and based in reality A – audiences to whom the students will present S – situations involving real world conflict to be solved, decisions to be made, investigation to be completed, or invention to be created P – products and performances culminating from the study S – standards for evaluating project-based products and performances

38 Every student in West Virginia must be: A critical thinker A problem solver An innovator An effective communicator An effective collaborator A self-directed learner Information and media literate Globally aware Civically engaged Financially and economically literate Conclusion

39 Guiding Questions for Content Area Breakouts How can student-centered projects and problems incorporate these attributes? How should existing projects and problems be revised to provide opportunities for higher order/deeper thinking?

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