Integrating CTE and Academic Education March 2, 2012 Dr. Richard D. Jones, Student of Learning Email [email protected] Twitter @[email protected]

Integrating CTE and Academic Education

March 2, 2012

Dr. Richard D. Jones, Student of Learning

Email [email protected] Twitter @rdjleader

"There aren’t two worlds -- education and work, there is

one world -- life."

Willard Wirtz

Integrating CTE and Academic Education

March 2, 2012

Dr. Richard D. Jones, Student of Learning

Email [email protected] Twitter @rdjleader

"Integration is not a goal, it is a means to more rigorous

and relevant learning."

What is the future of CTE?

What is your school’s plan to

prepare each student to meet more rigorous and

relevant standards?

6

Reflecting on High School Teaching

born-to-learn.org

Born-to-learn reunion video

7

What do we mean by

integration?

8

Definition

•Teaching the same skills in different context in courses

•Teaching related skills across disciplines

•Joint or connected instruction•New instruction including multiple

disciplines8

9

It may mean changing

But, I like

being a frog.

10

BENEFITS

• Teacher collaboration

• Student involvement

• Higher level thinking

• Content mastery

• Mirrors real world

• Less fragmented learning

10

11

Types of Integration

•contextual •alignment •academy •project•immersion

• Experiential

Applied Learning

• Teachers working together

• Career Pathway Focus

• Observable Student Work

12

Which of the following is the highest levels of learning?

1.Read a description of a science experiment and list the necessary materials to perform the experiment.

2.Locate and read a current article on biotechnology, summarize the innovation and benefits to humans.

3.Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war.

4.Write directions on how to connect new television to cable and DVD recorder.

12

13

What makes a lesson rigorous and relevant for a

student?

ActivityActivity

Think-Pair-Share

14

Rigor, Relevance, Relationships

Worthy goal, fuzzy

concept

15

Rigor, Relevance, Relationships

Make Rigor and

RelevanceQuantifiabl

e

16

MisconceptionsMisconceptions

Rigor/Relevance Framework

18

What does clockwise rotation look like?

ActivityActivity

1910811 22 33 44 55

Action/ApplicationAction/Application

Thinking /KnowledgeThinking /Knowledge

11

22

33

44

55

66

Rigor/Relevance FrameworkRigor/Relevance Framework

RelevanceRelevance

RigorRigor

20


• 1. Recall Knowledge

• 2. Comprehension

• 3. Application

• 4. Analysis

• 5. Synthesis

• 6. Evaluation

1. Application within discipline

2. Knowledge of one discipline

3. Application across disciplines

4. Application to real world predictable situations

5. Application to real world unpredictable situations

KnowledgeKnowledge ApplicationApplication

Low

High

2114

RIGOR

RELEVANCE

A B

DC


RoutineMemorization

Four Quadrants of Learning

ComplexAnalytical

ChallengingReal World

PracticalHands On

High

HighLow

Low Acquisition

A

Application

B

AdaptationD

Assimilation

C

22


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Read a description of a science

experiment and list the necessary materials to perform the experiment.

Read a description of a science

experiment and list the necessary materials to perform the experiment.

Read and analyze three original

newspaper articles from WW II and

identify reasons for public opposition to

US entry into the war.

Read and analyze three original

newspaper articles from WW II and

identify reasons for public opposition to

US entry into the war.

Write directions on how to connect new television to cable and DVD recorder.

Write directions on how to connect new television to cable and DVD recorder.

Locate and read a current article on

biotechnology, summarize the

innovation and benefits to humans.

Locate and read a current article on

biotechnology, summarize the

innovation and benefits to humans.

Opening Question

23


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Demonstrate web development

software functions.

Demonstrate web development

software functions.

Compare features of web

development software.

Compare features of web

development software.

Create a full web site for a local

business.

Create a full web site for a local

business.

Design web page.Design web page.

Business - Info. Tech

24


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowList safety

procedures.List safety

procedures.

Compare heat loss ratings and cost of building

materials.

Compare heat loss ratings and cost of building

materials.

Design and construct storage

shed.

Design and construct storage

shed.

Use power tools correctly.

Use power tools correctly.

Construction

25


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowList parent

responsibilities.List parent

responsibilities.

Analyze homes for child safety

hazards.

Analyze homes for child safety

hazards.

Conduct Safety audits of homesConduct Safety audits of homes

Demonstrate child care tasks with simulated

infant.

Demonstrate child care tasks with simulated

infant.

Family and Consumer Sci.

"Never let your expectations be limited by what you think

is possible."

Benjamin Bloom

27

Raising the Level to Quadrant D

ActivityActivity

3

Apply knowledge

across disciplines

4

Apply to real-world predictable

situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level ApplicationHigh-level Knowledge

D Quadrant• animate• adapt• compose• create• design• develop• devise• discover• explore• formulate• invent

•brochure •evaluation•lesson•estimation•solution•experiment•trial•editorial•machine•web site•presentation•advertisement

Verbs Products

•Modify•Plan•Podcast•Predict•Prioritize•Propose•Publish•Rate•Recommend•Revise•Teach

• taxonomy• play• exhibit• machine• adaptation• poem• debate• new game• invention• field guide

30


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Raising Level of Rigor

31


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowPrepare luncheon meal

for 20 people.Prepare luncheon meal

for 20 people.

Raising Level of Rigor

Revise a menu and prepare luncheon when four people are require

special meals

Revise a menu and prepare luncheon when four people are require

special meals

32

Benefits of Using the R/R Framework

Tool for collaboration and reflection

Inclusive

Shift focus to student learning

Increased student engagement

Prepare for Next-Generation Assessments

Framework for selecting strategies and assessments

Tool for collaboration and reflection

Inclusive

Shift focus to student learning

Increased student engagement

Prepare for Next-Generation Assessments

Framework for selecting strategies and assessments

33

Common Core State StandardsELA - Six Shifts in Learning

1. Increase in Nonfiction Texts

2. Content Area Literacy

3. Increase Text Complexity

4. Text-Based Answers

5. Focus on Writing Arguments

6. Academic Vocabulary

33

INT

ER

DIS

CIP

LIN

AR

Y

Content AreaLiteracy

D-MomentsD-Moments

Teach everyday for rigor and relevance.

55

D-Moments

•Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

56

Everyday Teaching for Rigor and Relevance: Quadrant D-Moments

• Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

• Dispels perception that High Rigor/High Relevance takes more time.

56

57

Everyday Teaching for

Rigor and Relevance - Quadrant D Moments

58

D Moments• Around You• At Your Service• Can You See it Now?• Current Events• Fix It• Future Think• Google It• How Did That

Happen?• In Your Own Words• Justify Your Position

• Learning with PeersLego LandMedia CircusOriginal AnswersQuick WritesQuiz ShowRemind MeTell Me A StoryWhat If?Why Questions

R/R Framework – One Teacher’s Perspective

Bret Murphy, Teacher, Gilbert Classical High

School, Gilbert, Arizona

Relevance and rigor, it just makes sense,learning gets bigger, the student’s less dense.They own the learning, it’s done their own way,it increases their yearning to come back the next day.At first we’re the guide, then they take the reins,then we’re off for a ride, no losses – all gains.The standardized test, perhaps left behind,while they do their best, let’s see what they find.Success you can measure, with challenge the trigger‘cause learning’s a pleasure with relevance and rigor.

Documents

Integrating CTE and Academic Education March 2, 2012 Dr. Richard D. Jones, Student of Learning Email [email protected] Twitter @[email protected]