Houston County Career Academy Ford PAS Follow up session May 26, 2011

Workshop Goals Explore techniques to build students’ skills in critical thinking, problem solving, communication and teamwork. Begin the process of building a Ford PAS Learning Community. Reflect on teaching practices and share classroom experiences. Develop strategies for implementation and collaboration.

Workshop Goals Explore ways to integrate Academic and CTAE standards More hands on activities to use in the classroom and in the learning community Explore modules and assessments Have Fun!!

Ford PAS Professional Development Focus on curriculum, with emphasis on teaching strategies Learning Pillars: 21st Century Skills Application of academic knowledge and skills Critical thinking Problem-solving Teamwork Communication Creativity and Innovation Global Awareness Teaching Pillars: 21st Century Pedagogy Academically rigorous Integration of academic and career-related knowledge and skills Inquiry-based Project-based Real-world (authentic) Performance-based Technology-rich Career-relevant 11

Protocol Resources Why use protocols? 1.To promote participation 2.To ensure equity 3.To build trust

Triad Microlabs Process – Form triads with people you don’t know – Number off – Three rounds of questions (you will have 30 seconds to jot down thoughts before each round begins) – Each person will have 1 minute to answer the question – Other group members listen (if you are done before 1 minute, people should sit in silence and reflect) – When time is called by the chime, the next person speak s

Microlab Rounds 1.What did you learn from the video “Pay Attention” that was meaningful to you? Why was it meaningful? 2.How did the video cause you to reflect on your assumptions about how best to engage your students? 3.What do you hope to gain from this Ford PAS workshop?

Report Out How did the process feel? Key learnings?

Debrief Protocol 1.What did you learn? 2.So what is it good for? 3.Now what are you going to do?

Opening Moves: Compass Points The room is set up with four signs on each wall-North, South, East and West Read the characteristics of each direction decide which direction most closely matches your predominant style. Go stand by the sign

North Acting- Lets do it Likes to act, try things, plunge in South Caring, likes to know that everyone’s feelings have been taken into consideration East Speculating-likes to look at the big picture and the possibilities before acting. West Paying attention to detail Likes to know the who, what, when, where, and why before acting.

Answer the following questions: 1.What are the strengths of your style? (four adjectives) 2.What are the limitations of your style? (four adjectives) 3.What style do you find most difficult to work with and why? 4.What do people from the other directions or styles need to know about you so that you can work together effectively? 5.What do you value about the other three styles? 6.How can you use this exercise with your students?

Pillar Talk Learning Pillars: 21st Century Skills Application of academic knowledge and skills Critical thinking Problem-solving Teamwork Communication Creativity and Innovation Global Awareness Teaching Pillars: 21st Century Pedagogy Academically rigorous Integration of academic and career-related knowledge and skills Inquiry-based Project-based Real-world (authentic) Performance-based Technology-rich Career-relevant 11

Community Agreements How do we agree to interact with one another today? 3

A Word or Two About Community Agreements Become aware of things/conditions you need to do your best work. Note times/things that are said/done that affect your needs—that challenge your ability to learn in the context of our group. Try to figure out the implicit norms of the group.

Community Agreements Show up – choose to be present Pay attention – to heart and meaning Tell the truth – without blame or judgment Be open to outcome – not attached to outcome Get what you need What agreements would you like to add?

Another professional development workshop? 5

What is effective professional development? 6

Guidelines for Effective PD 10

Ford PAS Professional Development Focus on curriculum, with emphasis on teaching strategies Learning Pillars: 21st Century Skills Application of academic knowledge and skills Critical thinking Problem-solving Teamwork Communication Creativity and Innovation Global Awareness Teaching Pillars: 21st Century Pedagogy Academically rigorous Integration of academic and career-related knowledge and skills Inquiry-based Project-based Real-world (authentic) Performance-based Technology-rich Career-relevant 11

Ford PAS Professional Development Collaborative with multiple opportunities for sharing and ongoing dialogue 12

Ford PAS Professional Development Reflective practice Active learning and teacher inquiry 13

Ford PAS Professional Development Meaningful uses of artifacts and cases Classroom Video Student Work 14

I, Pencil Developing Critical Questions

Develop critical question for your subject area based on the essay to assign to your class. Discuss with table group.

Debrief Protocol 1.What did you learn? 2.So what is it good for? 3.Now what are you going to do?

Create a lesson plan using the object on the table as your reference. Include a critical question Include at least one academic and one CTAE standard

Tuning Protocol

Debrief Protocol 1.What did you learn? 2.So what is it good for? 3.Now what are you going to do?

Break Time

Brag and Drag

Debrief Protocol 1.What did you learn? 2.So what is it good for? 3.Now what are you going to do?

Lunch Time

Wealth of Nations Module 13 Activity 3

Learning Goals Analyze standard of living indicators in order to predict the presence of a skilled workforce. Explain how skill development relates to standard of living and productivity. Use demographic data to explain the effect of population trends on the workforce.

Debrief What specific skills did the students use? Which academic courses? How could the activity be made more current?

This will drive you nuts………… if you let it Standards and alignment Assessments

Session Goals Explore Module 1 Activities Learn which standards align with the activities Learn to use the assessments provided in the module Develop formative assessments using the prerequisites in the module introduction

Closing Moves…… Are we there yet? It all depends on where there is.

The Right Family

Have a great summer!!

Activity 4, “Failure to Communicate,” from the module Reverse Engineering

A Failure to Communicate Create instructions and illustrations to precisely communicate the process for assembling a product Critique and improve process instructions to increase their ease of use

Have you ever bought something that needed to be assembled before you could use it? If so, were you able to follow the instructions to assemble it? Why or why not? If not, think of a time when you were involved in a situation where communication failed or there was a misunderstanding.

If You Build It... As a team, use your LEGOS to create an original structure Create a detailed (technical, if possible) drawing of your structure on a separate paper (Another group, who will use instructions you write to re-create your structure, will use this drawing to check if they built the structure correctly.)

If You Build It... Record, in detail, how your structure was assembled Create a set of instructions that will enable another team to build your structure Once you are finished with your instructions, you will be directed to trade instructions and LEGOS with another team

Trade and Build Assemble the other team’s LEGO kit using their instructions.

Think about the following questions while you assemble the kit: Are the specific parts easy to find? If not, how could the kit be improved? Are the instructions/drawings clear? If not, what would help make them clearer? Is the sequence of steps understandable? How does the kit manufacturer indicate the sequence? How could it be improved?

Think about the following questions while you assemble the kit: Are any of the instructions particularly helpful in assembling the model? If so, what are they? How easy or difficult was the model to assemble? What features of the model do you think made it easy or difficult to assemble?

When your team is finished, compare your structure with the other team’s detailed drawing. Were you able to assemble it correctly? What features of the instructions made them particularly easy to use? What features were not particularly helpful? How could the kit’s instructions have been improved?

Questions for Reflection What skills and ways of thinking did you use as students in the engineering activity? As students, what made this activity engaging? What skills/teaching strategies did you observe? What was the role of the teacher? How wold you characterize the teaching that took place in this activity?