AC HSTW/TCTW Why Assignments Matter in Career- Technical Classrooms Gene Bottoms Senior Vice President Southern Regional Education Board [email protected]

ACHSTW/TCTW

Why Assignments Matter in Career-Technical Classrooms

Gene BottomsSenior Vice President

Southern Regional Education [email protected]

Work: 404-875-9211Cell: 404-202-5143

Advanced Career

Southern RegionalEducation Board 1Wednesday 830 am ACTE 2013

Wednesday 830 am ACTE 20132

ACHSTW/TCTW

The best case for relooking at assignments in career-technical classrooms is to look at what happens to young men.

Wednesday 830 am ACTE 2013 3

Failure to Launch

Delayed career launch

Declining employmen

t

Stagnant earnings

Educational Deficits

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, 2013

4Wednesday 830 am ACTE 2013

18 19 20 21 22 23 24 25 26 27 28 29 30

Wages Relative to Median Wage

Age

Median wage

19802010



1980

1985

1990

1995

2000

2005

2010

60%

65%

70%

75%

80%

85%

Labor Force Participation, Men (18-24)

Late 20th centuryLost Decade

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, 2013 6

1980

1983

1986

1989

1992

1995

1998

2001

2004

2007

2010

50%

60%

70%

80%

90%

Wages of Young Men (18-29) Relative to Average Wage

7

2000 2012

80%65%

14%

20%

6%15%

Employment Status, Men (26-30)

Not workingPart-timeFull-time, full-year



1980 2010

54%36%

16%

23%

10%18%

8% 8%6% 6%

Occupations of Young Men (18-29)

STEMManagerial/pro-fessional officeFood/personal serviceSales/office supportBlue-collar



1973

1977

1981

1985

1989

1993

1997

2001

2005

2009

15

20

25

30

35

40

45

50

Share of 18- to 24-Year-Olds Enrolled in Postsecondary (%)

MenWomen


Men Women

24%21%

28%

36%

BA+ attainment, 25-29 year olds

1980 2010

11

Germany U.S.

7.7%

16.2%

Youth Unemployment Rate (under 25 years old)

12

ACHSTW/TCTWSurveys: Employers have too few and too many qualified workers

A recent survey from the Society for Human Resources Management shows that 66 percent of firms that are hiring have trouble finding workers for specific positions — up from 52 percent in 2011 to 60 percent in 2013

Source: U. S. News and World Report.com/news/articles, 03/28/13


Advanced Career

Southern RegionalEducation Board

ACHSTW/TCTWRecovery Uneven

The U. S. job recovery is proceeding on two separate tracks — with the young, less educated and unemployed seeing hardly any rebound.

Source: The Wall Street Journal November 12, 2013


Advanced Career


Changes Since October 2010 in the Number of Jobs in Select Industries, in Thousands

15Wednesday 830 am ACTE 2013Source: The Wall Street Journal, November 12, 2013

ACHSTW/TCTWGetting Serious About Preparing Students for Middle-Skill Jobs

47% of all new job openings from 2010 to 2020 will fall into the middle-skill range

Source: Harvard Business Review, 2012/12, Who Can Fix the“Middle Skills” Gap?

Advanced Career

Southern RegionalEducation Board 16Wednesday 830 am ACTE 2013

ACHSTW/TCTWBreaking Out of the Low-Skill TrapPercentage of Jobs Requiring Some PSE

Today 2020

U. S. 59% 66% +7%

Anthony P. Carnevale, Nicole Smith, July 2012


Advanced Career


ACHSTW/TCTW

Why is there declining access for young men in the

21st century?



America Education’s Missing Middle

Middle jobsOptional robust pathwaysCounseling for careersWork-based learningChallenging assignmentsQuality CT

Source: Failure to Launch; Anthony P. Carnevale, Andrew R. Hanson, Artem Gulish, Georgetown Public Policy Institute, Georgetown University, 2013 19Wednesday 830 am ACTE 2013

ACHSTW/TCTWEmployer Response to Current Offerings at CT Centers

What’s wrong with manufacturing programs at CT Centers — machine tool, industrial maintenance, computerized manufacturing, metal fabrication?Do not employ graduates because:

Technology is old.They lack skills to manage automated technology.They lack foundational learning skills.They lack trouble-shooting/problem-solving skills.They lack digital skills.They lack team skills.

Advanced Career



ACHSTW/TCTW

What should we do about it?



ACHSTW/TCTW

22

Opportunities

Optional Pathways

Challenging

Assignments


ACHSTW/TCTWWhat will be the impact of challenging assignments?

Of students reporting having challenging assignments in CT courses in 2010 and 2012, 15 to 20 percent more students met reading, math and science college-readiness goals when compared with a matched sample of students who did not have such a CT experience.

Source: HSTW Assessment


ACHSTW/TCTWWhat do challenging CT assignments look like? Indicators Used to Define Robust Assignments

Had Rigorous CT

No Rigorous CT (Matched

Sample)

n = 7980 n = 7980

1. Develop a logical argument for your solution to a problem or project.

70% 13%

2. Make inferences from information provided to develop a solution for a problem or project.

77 15

3. Use math to solve complex problems related to my CT area.

70 19

4. Apply academic knowledge and skills to my CT area.

90 33

Source: 2012 HSTW AssessmentNote: No Rigorous CT is demographically matched to Had Rigorous CT.


ACHSTW/TCTWWhat do challenging CT assignments look like? Indicators Used to Define Robust Assignments

Had Rigorous CT

No Rigorous CT (Matched

Sample)

n = 7980 n = 7980

5. Apply technical knowledge and skills to new situation.

90% 33%

6. Develop and test hypothesis. 73 6

7. Complete an extended project that requires planning, developing a solution or product and presenting the results orally or in writing.

73 17

8. Use computer skills to complete an assignment or project in their CT classes at least weekly.

59 28

Source: 2012 HSTW Assessment Note: No Rigorous CT is demographically matched to Had Rigorous CT.


ACHSTW/TCTW

0% 10% 20% 30% 40% 50% 60% 70%160

180

200

220

240

260

280

Reading Scores by Percent Having Rigorous CTE

Percent Having Rigorous CTE Studies

Rea

din

g S

core

Source: 2012 TCTW Assessment26Wednesday 830 am ACTE 2013

ACHSTW/TCTW

0% 10% 20% 30% 40% 50% 60% 70%160

180

200

220

240

260

280

Mathematics Scores by Percent Having Rigorous CTE


Mat

hem

atic

s S

core


ACHSTW/TCTW

0% 10% 20% 30% 40% 50% 60% 70%160

180

200

220

240

260

280

Science Scores by Percent Having Rigorous CTE


Sci

ence

Sco

re


ACHSTW/TCTWInterview of Students at Columbia Montour CT Center in Pennsylvania Validates Student Survey

# of Indicators Involved in Assignment

1. Designed a commercial kitchen 7 of 8

2. Completed a forensics analysis 8 of 8

3. Did clinical work at a nursing home 5 of 8

4. Designed a car for drag racing 8 of 8

5. Designed a computer game 4 of 8

6. Designed a graduation announcement

4 of 8

7. Did a cosmetology internship 4 of 8


ACHSTW/TCTWInterview of Students at Columbia Montour CT Center in Pennsylvania Validates Student Survey

# of Indicators Involved in Assignment

8. Study of cerebral palsy 6 of 8

9. Internship in a hotel 6 of 8

10. Study of spray tanning 4 of 8

11. Landscaping project for a local restaurant

8 of 8

12. Designing and building a radio 8 of 8

13. Planning a wedding event with a set budget

6 of 8


ACHSTW/TCTWInterviews with Students at Other

CT Centers

Students with Robust

Assignments

Middle Bucks Institute of Technology 63%

Erie County Technical School 60

Monroe Career & Technical Institute 57

Unnamed 23

Unnamed 13


ACHSTW/TCTWExamples from

Middle Bucks Institute of Technology, PA

Digital Media - Wrote and published an ebook titled A Student’s Perspective on Public Education, which required learning new software, researching primary sources, interviewing sources, writing to publication standards, developing and testing hypothesis, and collaborating with others.

Drafting and Design - Created a complete set of plans and CAD drawings of a summer home renovation project for a real client, which required learning new software, interviewing client, creating renderings, researching building codes, and presenting final work for client approval.


ACHSTW/TCTWExamples from Erie County

CTC, PA

Health Assistant – Senior project - Choose a disease and create a 3-D model comparing healthy and damaged nerve cells. This project required researching, analysis of information, writing a paper, interviewing adults, presenting to an audience, creating visual aids, and using technology.

Culinary Arts – Menu design senior project – Plan an entire menu for a restaurant of choice. All dishes had to fit a theme, be original, and taste tested (gathered data). Preparation cost was calculated. Menu had to have a balance of items including gluten-free food and dishes for people with common food allergies. Gluten food allergies had to be researched before the dishes were developed. The menu had to be artfully designed to match the restaurant theme.


ACHSTW/TCTWExamples from Monroe County

CTC, PA

Landscape design – Design a plan for landscaping a property assigned by the teacher. The design had to reflect plants for the area’s climate, root systems (how big they would grow), maintenance and appearance. The plan had to be drawn to scale and provide a detailed cost estimate.

Electronics – Designed a digital clock circuit from scratch, which required programming chips, testing, troubleshooting, and redesign.


ACHSTW/TCTWMiddle Bucks

0

10

20

30

40

50

60

70

Never

Once a year

Once a semester

Monthly

Weekly


ACHSTW/TCTWUnnamed Center

0

10

20

30

40

50

60

70

80

90

Never

Once a year

Once a semester

Monthly

Weekly


ACHSTW/TCTW

How could we formulate assignments that are authentic, and require students to apply a mix of thinking, academic, technical, technology, software, and 21st-century skills to complete?


ACHSTW/TCTWWhat are the criteria for a quality CT

assignment?


ACHSTW/TCTWWhat do these indicators look

like in a class?

Let’s create a set of “look fors” with questions when looking at a CT class.

Using a modified Carousel Brainstorming


39

ACHSTW/TCTWSample

Look Fors(What are Students

Doing?)

Questions to Ask Students

Students work in teams (cooperative learning)

Why did you choose this solution?

Develop a logical argument for your solution to a problem or project.


ACHSTW/TCTWLearning the Indicators Divide up into groups (count off by

eights) Each group goes to one of the eight Two minutes “Look fors” when walking into a

classroomQuestions you might ask students

Rotate/Repeat When back to you original review and

report out


ACHSTW/TCTWGoals/Expected Outcomes What do we walk out of here

with…. Redo an assignment or create a new one…

Project enhancement that includes: reading, mathematics, science

Purposeful inclusion of ‘habits of success’/employability skills

Tap ideas from industry and postsecondary stakeholders


ACHSTW/TCTWGroup Norms and Housekeeping

Group Norms: Participate Listen with an

open mind Ask questions Limit side bars

Housekeeping: Phone calls Blackberries Restrooms Breaks Lunch Punctuality Parking lot Other Norms?

ACHSTW/TCTW

Questions Suggestions

Follow-up Opportunity for

Change

ACHSTW/TCTWIntroductions

Table Team Resume


ACHSTW/TCTWAssignment Criteria

Authentic and Complex Problem-Solving/Design Process Current Technology and Software 21st–century skills Reading, research and written

documentation to support solution High School math skills to complete a

complex problem Scientific concepts involved when

appropriate Assessments both formative and

summativeWednesday 830 am ACTE 2013 46

ACHSTW/TCTWExamining Quality CT Assignments

Use the provided checklist to assess your assignment

Do a gaps analysis Be prepared to

report your findings


ACHSTW/TCTWWhere do we start?

Assess project descriptions provided to you and answer:

Do students use one of the problem-solving/design processes?

Are literacy, math and science required to complete the project?

Are several technical skills needed to be applied in completing the project?

Will students need to use current business/industry technology and software?

Are 21st-century skills implied or explicit in the project?


ACHSTW/TCTWReflection

On the index card provided, respond to the following questions around good assignments:

What squares with my thinking?

What is rolling around in my mind?


ACHSTW/TCTWBuck Institute for EducationThe Six A’s of PBL

Authenticity Academic rigor Assessment Applied learning Active exploration Adult relationships


ACHSTW/TCTWStep One–

Brainstorming Ideas and Develop Initial Draft of Project Idea

What authentic project will take 15 to 30 days to complete and require students to

master technical, academic and 21st Century skills to complete successfully?


ACHSTW/TCTWProject Ideas/Scenarios

Brainstorm possible project ideas/scenarios – a Title and brief description. –

Next task will be to develop a project description.


ACHSTW/TCTW

Develop three project ideas from your list and develop draft project description. Record on Chart Paper

• Project Title• Critical Focus Question(s)• Brief, three-sentence description of

what students will need to perform or produce and the authentic role they will play.

Developing the Project Idea:


ACHSTW/TCTW• Should cause students begin to inquiry

and become engaged in the project• Should be able to be answered through

a variety of solutions• Should not be answered by a simple

“yes” or “no” • Should cause students to make

connections to prior learning and personal experiences

• Should be important over an extended period of time and transferable to other situations.

The Critical Focus Question


ACHSTW/TCTWStep 2

Project Description Template

Project Title:

Critical Focus Question:

You are a (insert a real-workplace 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).


ACHSTW/TCTWProject Prompts

Technical Prompt: Design, build and test OR Investigate, conduct, analyze and using appropriate technology and software and 21st-century skills students will exhibit.

Reading and Writing Prompt: Research on history, theory, contemporary use, what is known about how to address the problem AND writing an authentic document

Science Prompt: Design and conduct inquiry of a testable hypothesis under a variety of conditions OR Using the engineering design process to solve a technological problem

Math Prompt: Collect, analyze and chart on performance and conditions; reasoning with math, applying math


ACHSTW/TCTWStep 2 – Fully Developed Project

Descriptions

Choose One Project Idea and Develop into Project Description you will hand to students.

• Project Title• Critical Focus Question• Project Description

• Complete project description template with technical, math, science and literacy prompts


ACHSTW/TCTWFeedback on Project Descriptions

Cool FeedbackHave you thought to include….?I wonder if you considered…?I am not sure what you mean by this statement?

Warm FeedbackI like how you phrased…

I think your students will …You did a nice job…

ACHSTW/TCTWReflection

Use the index card to respond to: How has this process worked in looking at

more rigorous projects?

What additional questions do you have?


ACHSTW/TCTW

Questions and Comments


ACHSTW/TCTW

Thank You

Gene BottomsSenior Vice President

[email protected]

Sandy CulottaManager, Enhanced CTE Programs

[email protected]


Documents

AC HSTW/TCTW Why Assignments Matter in Career- Technical Classrooms Gene Bottoms Senior Vice President Southern Regional Education Board [email protected]