1. “ HECT Leading the Way Towards Career AND College Readiness” Magnifying the Common Core in the HECT Program

2.  Review HECT Program Management Guide  Analyze and use CTE/HECT Curriculum Standards  Demonstrate ACE Strategy support  Apply use of Unit Plan Organizers (UPO)  Revealing the BIG IDEA through essential questions

3. Getkahoot.com

4. Ingenious Questioning Strategies Essential Questions Constructed responses ACE Strategy

5.  Determine the “big ideas”  CA CTE Industry Sector Standards  California Common Core State Standards  Unpack the CTE Standards  Circle key nouns, adjectives, & verbs  Draft implied or stated big ideas based on those key words.  Critically analyze the course text  Work “backward” to determine what big ideas and/or EQ the text addresses

6.  Recurs throughout all our lives  Refers to core ideas & inquiries within a discipline  Helps students effectively inquire and make sense of important but complex ideas, knowledge, know-how  Engages a specific & diverse set of learners

7.  Have no simple “right” answer  Provoke & sustain inquiry  Address conceptual or philosophical foundations  Raise other important questions  Naturally & appropriately recur  Stimulate vital, ongoing rethinking  One that lies at the heart of a subject or a curriculum & promotes inquiry & uncoverage of a subject.

8.  Overarching: Frame courses and programs of study around truly big ideas  Topical: Are unit specific but still promote inquiry GOOD TEACHING USES BOTH!

9. EXAMPLE: Child Development Pathway Standards What are then essential aspects of early childhood education, child care, and development industry? What is the Industries role instate and local economies?

10.  Unit specific - used to guide individual units  Promote inquiry  Resist simple answers  Require explanation & justification

11. EXAMPLE: Child Development Pathway Standards What are the components of professionalism? How do we practice professionalism?

12. o Emphasis on application of learning. o Students must provide evidence for how they get their answers and effective writing is required. What is a constructed response? The TREND in national standards- based testing is to remove the ability for students to guess their answers

13. 13 ACE Strategy A…Answer the question! C…Cite evidence from the text! E…Explain your citations!

17. Explain the benefits of utilizing constructed response questions rather than multiple choice. A… Answer the question! C… Cite evidence from the text! E… Explain your citations!

19. Fewer, clearer, deeper Research and evidence based Reasonable in scope Essential, rigorous, clear, specific and coherent Aligned with postsecondary and work expectations Measurable

20.  Education, Child Development, & Family Services  Fashion and Interior Design  Hospitality, Tourism, & Recreation

21.  First course in the sequence of articulated instruction  Includes exploratory, introductory, and concentration courses  Supported by district or Perkins funds  Taught by teachers with a CA credential or equivalent in Home Economics Careers & Technology Education

22.  Career focused  Capstone Courses (11-12 grade)  Supported by district, Perkins or ROCP  Taught by teachers who have a credential and industry knowledge and experience

23. Creativity Communication Collaboration Critical thinking

24. Exploratory (Middle School/Junior High School)  Introductory (High School)  Concentration (High School)  Capstone (High School & ROCP)

25.  Depth of Knowledge (DOK)  Tiered Vocabulary  Unit Plan Organizer(UPO)

26. Rigor is…Rigor is NOT…  Scaffolding thinking  Planning for thinking  Assessing thinking about content  Recognizing the level of thinking students demonstrate  Managing the teaching/ learning level for the desired thinking level  More or harder worksheets  AP or honors courses  The higher level book in reading  More work  More homework

28. RIGORRIGOR RELEVANCE A B D C High Low Low Rigor Low Application Low Rigor Low Application High Rigor Low application High Rigor Low application High Rigor & Application High Rigor & Application High Application Low Rigor High Application Low Rigor

29. RIGORRIGOR RELEVANCE A B D C High Low Teacher Works Teacher Works Student Thinks Student Thinks Student Thinks & Works Student Thinks & Works Student Works Student Works

30. p. 5 Using R/R Handbook

31. A definition worksheet list quiz test workbook true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classification D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention

32. D How would you design a…to …? How would you compose a song about…? How would you rewrite the ending to the story? What would be different today, if that event occurred as…? Can you see a possible solution to…? How could you teach that to others? If you had access to all the resources, how would you deal with…? What new and unusual uses would you create for…? _______________________________________ B Would you do that? Where will you use that knowledge? How does that relate to your experience? What observations relate to…? Where would you locate that information? Calculate that for…? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works? C How are these similar/different? How is this like…? What’s another way we could say/explain/express that? What do you think are some reasons/causes? Why did…..changes occur? What is a better solution to…? How would you defend your position about that? ________________________________________ A What is/are…? How many…? How do/does…? What did you observe…? What else can you tell me about…? What does it mean…? What can you recall…? Where did you find that…? Who is/are…? How would you define that in your own terms?

34.  Concepts  Themes  Issues/Debates  Problems/Challenges  Processes  Theories  Paradoxes  Assumptions/Perspectives

35. Big Idea UnderstandingEssential Question Topic or Content Standard

36.  Complete an assignment that covers an extended period of time, involves ongoing instruction and research, and uses problem-solving/design process to address assigned project or problem.  Uses technology/software/equipment applicable to field.

37.  Complete ongoing formative assessments with feedback and a summative written and performance evaluation that assesses both technical and academic skills of the assignment.

38. What students need to know & why Experiences that will facilitate student’s learning Teacher Works* Student Works Student Thinks/ Works Student thinks, analyzes, problem solves, creates solutions Student Thinks Students use competence and knowledge to create and implement solutions

40.  One that meets Quad D criteria!  It’s that easy!

41. SMALL LEARNING COMMUNITIES – MULTIPLE PATHWAYS Academic Context A-GCTE

42.  How can the Program Management Guide be used to improve my program?  How can the Model Curriculum Guide Standards serve as a blueprint for what is taught in my HECT courses?  How does the ACE strategy support learning and checking for understanding in a unit or specific lesson?  How do HECT lessons reflect the HECT Unit Plans by use of Depth of Knowledge and Essential Questioning?  How do I use Essential Questions to create HECT lesson plans and units of study that reflect CTE and California Common Core State Standards?

43.  Magnifying the Common Core in the HECT Program http://www.hect.org/workshopstandards.php

44. Thank you for your participation!