© 2013 UNIVERSITY OF PITTSBURGH Module 2: Engaging in Rigorous CTE Lessons Tennessee Department of Education CTE High School Supporting Rigorous CTE Teaching and Learning

© 2013 UNIVERSITY OF PITTSBURGH Course of Study 1.Analysis of a Research Simulation Task in CTE 2.Engaging in Rigorous CTE Lessons 3.Text Complexity 4.Academically Productive Talk 5.Arguments and Explanatory Writing 2

© 2013 UNIVERSITY OF PITTSBURGH Goals Deepen understanding of Common Core State Standards (CCSS)-driven instruction by –engaging in a lesson aligned with the CCSS; –analyzing the lesson; and –understanding the relationship among text, task, talk, and learning. Reflect on learning. 3

© 2013 UNIVERSITY OF PITTSBURGH Norms for Working Together Keep students at the center. Be present and engaged. Monitor air time and share your voice. Challenge with respect. Stay solutions oriented. Risk productive struggle. Balance urgency and patience. 4

© 2013 UNIVERSITY OF PITTSBURGH Review of Module 1 1.What are the three Common Core State Standards (CCSS) key shifts for English Language Arts & Literacy? 1.How did the Research Simulation Task (RST) reflect the key shifts? 1.How will the shifts influence teaching and learning in CTE? 5

© 2013 UNIVERSITY OF PITTSBURGH Engaging in a Lesson Aligned with the Common Core State Standards (CCSS)

© 2013 UNIVERSITY OF PITTSBURGH Working in Two Ways… As a learner –Please engage in the tasks as an adult learner. As a teacher –A few times during the lessons and then again after we finish, we will consider alignment to the Common Core Content Standards (CCSS); learning opportunities for all our students; and what it takes to facilitate and teach rigorous instruction in the classroom. 7

© 2013 UNIVERSITY OF PITTSBURGH Corn Processing in the U.S. CTE Lesson

© 2013 UNIVERSITY OF PITTSBURGH The Task What do you know about corn and products produced from corn? Working with a partner, generate a list of corn products. 9

© 2013 UNIVERSITY OF PITTSBURGH Getting More information Read the text Products Made from Corn. Revise your initial list. Does the author think corn products are important for the United States? –What is your evidence? –In what way(s) does the author think corn products are important or not important? Record your answer onto notepaper. 10

© 2013 UNIVERSITY OF PITTSBURGH Further Consideration Individually read the text U.S. Corn Trade. Record your (individual) summation of the article. What is the main idea presented? 11

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© 2013 UNIVERSITY OF PITTSBURGH Consider Another Perspective Read the text Too Much Corn: How Corn is Undermining Your Health. Record a summary of the article and note the central idea presented. Cite evidence from the article that supports the central idea you identified. 14

© 2013 UNIVERSITY OF PITTSBURGH Develop a Written Argument Based on the three readings, write an argument to support a claim that corn products are beneficial or harmful to the United States. Be sure to include evidence from the readings. 15

© 2013 UNIVERSITY OF PITTSBURGH Gallery Walk Review the arguments posted by the other groups. Record your observations: –What do you notice about the arguments? –What patterns do you see? –What alternate arguments have been proposed? Reflect on your analysis in light of the other arguments. –How does your review of the other arguments inform your thoughts about your argument? –What questions do you have? 16

© 2013 UNIVERSITY OF PITTSBURGH Revisions and Final Argument Share with your group ideas you have based on your expert group discussion. [Allow about 15 minutes.] Discuss changes you would like to make to your argument to revise or strengthen your argument. Make sure that you clearly identify your claim, evidence, reasoning, and counterclaims. Use the rubric (page 29) to guide your revisions. Make sure that everyone in your group is prepared to defend your argument. Post your argument on chart paper. 17

© 2013 UNIVERSITY OF PITTSBURGH Analyzing the Lesson

© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Analyzing the Lesson Part I—Charting Changing Emphasis in the Lesson With a partner, take about 20 minutes to do the following: 1.Share your reflections of the lesson. 2.Explain how the tasks are related to the three Common Core State Standards (CCSS) key shifts (Packet 3, lavender, page 1). 3.Create and post (use provided chart paper) a chart of –two to three specific moments (teacher move or task) that addressed the CCSS; –which grade-level standards (Packet 3, yellow, page 62 and pages 64-66) were addressed; and –how it affected your learning. Work to be as specific as possible. 19

© 2013 UNIVERSITY OF PITTSBURGH Part II—Personal Reflection 1.Take a few minutes to individually reflect on the four questions identified on the task sheet (page 31). 1.Be prepared to engage in a whole group discussion. Task Sheet Analyzing the Lesson 20

© 2013 UNIVERSITY OF PITTSBURGH Part III—Whole Group Discussion 1.What insights did you gain from engaging in a Common Core State Standards (CCSS)-driven lesson? 1.How did the lesson exemplify the three CCSS key shifts? 1.How is the lesson similar to and different from current CTE lessons? 1.What do you see as implications for teaching and learning in CTE? Task Sheet Analyzing the Lesson 21

© 2013 UNIVERSITY OF PITTSBURGH Reflection Take a few minutes to reflect personally and/or share with a partner what you learned from this session. 22

© 2013 UNIVERSITY OF PITTSBURGH Takeaways An understanding of the implications of the Common Core State Standards (CCSS) shifts on CTE instruction, in particular the role of reading, writing, and talk; and the interplay among reading, writing, talking, and learning CTE content, recognizing the importance of text, task, and talk. 23

© 2013 UNIVERSITY OF PITTSBURGH Gots and Needs Think about the module takeaways and your current level of understanding for each takeaway. What messages are clear (you got it)? Use a “sticky” note to share your “Gots.” Write one “Got” per sticky note. What questions do you still have? Use a “sticky” note to share your “Needs.” Write one “Need” per sticky note. Post your “Gots” and “Needs” on the appropriate chart. 24

© 2013 UNIVERSITY OF PITTSBURGH Participant Reflection Form Take a few moments to respond to the Participant Reflection Form on page