INTEGRATING CTE AND COMMON

CORE THROUGH PBL AND

UNIVERSAL THEMES

Diana LaMar dlamar@psusd.usErik Mickelson emickelson@psusd.us

Mandy Gonzales mgonzales@psusd.us

Educating for Careers Conference Sacramento, March 2-4 2014

EXAMPLES OF PBL YOU ALREADY KNOW Science Fair Debate Performing Arts Productions Service Learning Simulations Others?

HOW CCSS MAKES PBL NECESSARY FOR ALL TEACHERS Rigor and Relevance Applying Knowledge to Real World Creative Problem Solving Critical Thinking Cross-Curricular Connections College and Career Readiness 21st Century Skills Literacy Skills: Reading, Writing, Speaking and Listening

PROJECT BASED LEARNING YOU HAVE DONE Table Discussion: Share one example of either a successful

or unsuccessful project and explain why it was or was not effective.

Project Based Learning

Examples of Successful Projects

Why was it effective?

Examples of Unsuccessful

Projects

Why was it not

effective?

WHAT ARE SOME MAJOR TOPICS YOU TEACH THAT COULD BE ENHANCED BY DOING INQUIRY AND PROJECT BASED

LEARNING?

Topics that can be

enhanced by PBL

KEYS TO SUCCESS WITH PBL Engaging: Based on Student Interest

and Student Driven Focused: Structured and Organized yet

Open and Flexible Appropriate: Grounded in Academic

Standards Important: Learning from the experience

extends beyond the classroom

PBL COMPONENTSSIGNIFICANT CONTENT AND 21ST CENTURY COMPETENCIES Driving Question In-Depth Inquiry Involves a Public Audience There is a Need To Know Involves Voice and Choice Includes Revision and Reflection Buck Institute

THEMATIC TEACHING APPROACH 1: USING A CONCRETE THEME Pumpkins in October or Hearts in

February Does link content areas but not very

rigorous or engaging Can veer too far from Academic Content

Standards Doesn’t promote higher level thinking

THEMATIC TEACHING APPROACH 1:CHOOSING 1 CONTENT AREA AND LINKING THE OTHERS Better than method 1 as it focuses on

Academic Content Can be Engaging and Rigorous if structured

with the right questions Can cause 1 content area to overshadow the

others Can be too much of a stretch to make it all

relate

UNIVERSAL THEMES Change Order Patterns Relationships Power Systems Conflict Adaptation Influences Origins Cycles Structures Kaplan & Gould

THEMATIC TEACHING APPROACH 1:USING UNIVERSAL THEMES Rigorous Critical Thinking Flexible in terms of time and size of

connections Engaging and Academically focused Practical and easy implementation

HOW UNIVERSAL THEMES WORK Questioning Strategy Choose a Theme/Make

Generalizations Use Content to Support

Generalizations Create Products to Show Learning Support the 4 areas of Advanced

Differentiation: Acceleration, Depth, Complexity, and Novelty

GENERALIZATIONS For a theme to be effective, it is

essential to for students to examine generalizations that can be verified and/or disputed in the course of study.

Generalizations should be applicable to other units of study within that subject and across multiple subjects.

EXAMPLES OF GENERALIZATIONSHow Does what we have learned about (Healthcare, Alternative Energy, Public Safety, Business, Technical Theatre, Culinary, Data, Digital Media) illustrate that:

Relationships: are reciprocal and interdependent

Relationships: can be natural or imposed

Patterns: follow rules Systems: Can be effective or

ineffective

MATCH THEM UP Take a look at the Universal Theme

Cards and the Generalizations Cards. Can you match them up?

Do any generalizations work for multiple themes?

Do any of them relate to your content? If so, how?

MIDDLE SCHOOL: UNIVERSAL THEME SYSTEMSGeneralizations

ELA Math Science Social Studies

Products

Systems Are Comprised of Sub-Systems

Systems Interact

Systems Follow Rules

Informative or Explanatory Writing: Structured Sequencing

Shades of Meaning

Systematic Approach to Language

Decimals, Fractions, and Percents

Systems of Measurement

Graphing and Analyzing Data

Elements and Properties

Respiration and Digestion

Rain, Hail, Sleet, Snow

Solar System

Trade and Commerce

Causes of the American Revolution

Setting up Our Government

Research

Oral Report

Model

Writing

Experiment

Digital Project

Service Learning

Industry Project

GRADE 6: UNIVERSAL THEME CHANGEGeneralization

ELA Math Science Health Products

Change is necessary for growth

Change can be positive or negative

Changing a part changes the whole

Change can be evolutionary or revolutionary

CCSS.ELA-

Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS Math SP.1

Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

NGSS ScienceSC.6.N.2.2

Explain that scientific knowledge is durable because it is open to change as new evidence orinterpretations are en-countered.

HealthStandard 7

Practice health-enhancing behaviors and avoid or reduce health risks.

Research

Oral Report

Model

Writing

Experiment

Digital Project

Service Learning

Industry Project

GRADE 9: UNIVERSAL THEME RELATIONSHIPS

Generalizations

English Algebra Earth Science

Technical Theatre

Products

Relationships are purposeful

Relationships follow rules

Relationships may be natural or imposed

Relationships may change over time

Introduce and create an organization that establishes clearrelationships among claim(s) counterclaims reasons, and evidence.

Understand the relationship between zeros and factors of polynomials

Create a computational simulation to illustrate the relationships among management of natural resources,the sustainability of human populations,and biodiversity

Relationship between the different aspects of creating a production (Lighting, Sound, Make-Up, Set Design)

Research

Oral Report

Model

Writing

Experiment

Digital Project

Service Learning

Industry Project

GRADE 10: UNIVERSAL THEME PATTERNSGeneralizations

ELA Geometry Biology World History

Business

Patterns allow for prediction

Patterns have segments that are repeated

Patterns can be natural or manufactured

Identify and correctly use patterns of word changes that indicate differentmeanings or parts of speech

Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past

Patterns of war, rise and fall of civilizations or individual leaders.

Patterns of successful businesses or marketing campaigns

GRADE 11: UNIVERSAL THEME SYSTEMSGeneralizations

ELA Chemistry

US History

Public Safety

Products

Systems have parts that work together to perform a task or achieve a goal

Systems are comprised of sub-systems

Systems may be influenced by other systems

Follow rules for collegial discussions anddecision-making, track progress towardspecific goals and deadlines, and defineindividual roles as needed.

Under-standing of the periodic table as a system

Unites States has a System of government that incorporates checks and balances

Court system

Procedural systems involving public safety

Map

Drawing

Oral Report

Model

Writing

Experiment

Digital Project

GRADE 12: UNIVERSAL THEME POWERGeneralizations

ELA Statistics Physics Alternative Energy

Products

Power Can Influence or Change Things

Power Can Take Many Forms (chemical, electrical, political, physical)

Power May Be Used or Abused

Determine an author’s point of view or purpose in a text in which the rhetoric isparticularly effective, analyzing how style and content contribute to the power,persuasivenessor beauty of the text.

Using statistical data to support an argument in a more powerful way.

Use mathematical representations ofNewton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

Wind and solar power

Generating power with alternative fuels

Legislative power related to green initiatives

Map

Drawing

Oral Report

Model

Writing

Experiment

Digital Project

IT STARTS WITH A QUESTION…Any project should have a meaningful, broad, and over-arching question it is trying to answer. Ethical: Should people in the public eye

be expected to be role models? Problem Solving: How can technology be

used to increase awareness about…? Real World: How can we, as local city

council members, attract business to the area?

WHAT IS YOUR “CHANGE” QUESTION?

IN-DEPTH INQUIRY The importance of research Distinguishing what is relevant Articulating findings What are the benefits or challenges for

you pertaining to research?

PUBLIC AUDIENCE Business and Industry Parents and Community Academic Partners Who is your audience?

“NEED TO KNOW” The engagement and relevance factor. Why is this topic important? Why does this problem need to be

addressed? What is a “Need to Know” in your field?

VOICE AND CHOICE Student options for content, process,

and product. Teacher as facilitator but student driven

learning How do students have voice and choice

in your class?

REVISION AND REFLECTION “What If” questions “How did we do” questions What did we learn? What are opportunities your students

have for revision and reflection?

COLLABORATION Why is it important?

to studentsto teachers

How do we make it successful? How do you group students? Brainstorm Strategies for effective collaboration

CROSS-CURRICULAR CONNECTIONS How does your class relate to ELA, Math,

Science, and Social Studies? What are some content specific or

thematic connections? How does your class promote both college and career readiness?Chart on Posters