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CTE Model Curriculum Standards 2.0
Module 1: Overview
“CTE Leading the Way Towards Career AND College Readiness”
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The new model curriculum standards are
available online at:http://
www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
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Upon completing this session, you will understand:
1. Why CTE standards were upgraded2. Major new features in CTE standards3. Integration with Common Core State
Standards4. National shift in teaching, learning, and
assessment: CTE’s role
Target Outcomes
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Anchor CCSSPathway
Industry
What’s Different?
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New Model CTE Standards
▶Fewer, clearer, deeper▶Research and evidence based▶Reasonable in scope▶Essential, rigorous, clear, specific and coherent
▶Aligned with postsecondary and work expectations
▶Measurable
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New Pathway Standards
▶ Unique within an industry sector▶ Organized by careers within the industry
sector of similar functions, services, and work environments
▶ Rewritten using action verbs in place of “know and understand”
▶ Build from simple to complex knowledge and performance
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Pathway Criteria▶Has an occupational focus▶Consistent in size and scope▶Comprised of similar functions▶Inclusive of all aspects of the industry▶Includes 8-12 pathway specific standards▶Demonstrates sequence potential▶Lead to high skill, high wage, or high
demand jobs▶Sustainable and viable over next 10 years
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CA CTE StandardsMCS 2005
• Industry Sector Foundation Standards
• Pathway Standards
MCS 2013
• Standards for Career Ready Practice
• Industry Sector Anchor Standards
• Pathway Standards• CCSS Matrix
Research Bloom’s Taxonomy (Revised) Rigor and Relevance Framework – Bill
Daggett Knowledge Dimension - Anderson, Lorin and
David Krathwohl Depth of Knowledge - Norman L. Webb
Foundation for Standards Development
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Rigor/Relevance Framework
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Knowledge
Metacognitiveto form a coherent whole
Proceduralhow parts relate, findCoherence
Conceptual clarify, give examples
Factualrecognize, recall,locate
Performance Use Apply Solve Create one-step process multi-step process non-routine solutions to real world to solve a routine to solve routine problems using non- routine , complex
problem problems multiple steps problems using multiple steps
Beyond Knowledge Construct
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Factual Conceptual Procedural Metacognitive Access Adhere Analyze Advocate Define Apply Assess Build Describe Classify Comply Compile Find Communicate Compare Compose Identify Compare Contrast Construct Label Demonstrate Deconstruct Create List Develop Deduce Design Locate Discriminate Defend Devise Match Employ Detect Formulate Name Explain Diagram Invent Recall Implement Differentiate Plan Recite Infer Discern Predict Recognize Interpret Distinguish Produce Remember Maintain Enhance Reconstruct Retrieve Organize Evaluate Reorganize Select Participate Experiment Synthesize State Practice Explore
Promote Illustrate Summarize Integrate Transfer Research Understand Solve Use Test
Verbs
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Knowledge
Beyond Knowledge ConstructMetacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
List 15 building products and find a “green” alternative to each one
Knowledge
Beyond Knowledge ConstructMetacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
List 15 building products and find a “green” alternative to each one
Construct a 1/8th scale model of a garage using only recycled materials
Knowledge
Beyond Knowledge ConstructMetacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
List 15 building products and a “green” alternative to each
Construct a 1/8th scale model of a garage using only recycled materials
Explain the advantages and disadvantages of using recycled building materials
Knowledge
Beyond Knowledge ConstructMetacognitiveform a coherent whole
(DOK Level 4) Proceduralhow parts relate, findCoherence(DOK Level 3)
Conceptual clarify, give examples(DOK Level 2)Factualrecognize, recall, locate(DOK Level 1)
Performance
Useone-step process to solve routine problems
Applymultiple step process to solve routine problems
Solvenon-routine problems using a sequence of steps
Createsolutions to non-routine real world complex problems using multiple steps and sources
List 15 building products and a “green” alternative to each
Construct a 1/8th scale model of a garage using only recycled materials
Explain the advantages and disadvantages of using building recycled materials
Develop a wind-resistant solar carport for student parking lots and convince the school board to fund it.
CTE Standards Continuum
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1. Apply appropriate technical skills and academic knowledge
2. Communicate clearly, effectively, and with reason
3. Develop an education and career plan aligned to personal goals
4. Apply technology to enhance productivity5. Utilize critical thinking to make sense of
problems and persevere in solving them6. Practice personal health and understand
financial literacy
Standards for Career Ready Practice
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7. Act as a responsible citizen in the workplace and the community
8. Model integrity, ethical leadership, and effective management
9. Work productively in teams while using cultural/global competence
10. Demonstrate creativity and innovation11. Employ valid and reliable research strategies12. Understand the environmental, social, and
economic impacts of decisions
Standards for Career Ready Practice (continued)
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CTE Anchor Standards 1.0 – 11.0
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Industry Sector Anchor StandardsAcademic (1.0)
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Focus from high school graduation to college and career readiness
Teaching literacy across all content areas
Profound changes in the way◦students learn and are assessed◦teachers teach◦instructional leaders lead
Shift to Career and College Readiness
Knowledge
Metacognitiveto form a coherent whole
Proceduralhow parts relate, findCoherence
Conceptual clarify, give examples
Factualrecognize, recall,locate
Performance Use Apply Solve Create one-step process multi-step process non-routine solutions to real world to solve a routine to solve routine problems using non- routine , complex
problem problems multiple steps problems using multiple steps
Shift in Assessment
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Create solutions to real world non-routine, complex problems using multiple steps
Adapted for California and based on the “Career Ready
Practices” adopted by the Common Career Technical Core
(CCTC).
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CTE Standards Continuum
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Knowledge and Performance Anchor Standards 1.0 – 11.0
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CTE Anchor Standards
1.0 Academics 7.0 Responsibility & Flexibility
2.0 Communications 8.0 Ethics & Legal Responsibilities
3.0 Career Planning & Management
9.0 Leadership & Teamwork
4.0 Technology 10.0 Technical Knowledge & Skills
5.0 Problem Solving & Critical Thinking
11.0 Demonstration & Application
6.0 Health & Safety
Knowledge and Performance Anchor Standards
Previously known as
Foundation Standards
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Knowledge and Performance Standards
Anchor Standard2.0, 3.0, 4.0 . . .
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Industry Sector Performance Indicators
Performance Indicator2.1, 2.2, 2.3 . . .
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CTE Standards Continuum
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MCS Pathway Standards
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Pathway Standard
Highlight or underline
what you are already doing
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Academic Alignment MatrixAcademic (1.0)
CCSS Pathway Standards
CTE Standards Continuum
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Beyond the scope of the standards document
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Conduct short, focused projects and longer term in-depth research
Produce clear and coherent writing, whatever the selected format
Communicate research
Instructional Shifts: ALL Students Must Now….
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Lead high-level, text-based discussions
Focus on process, not just content Create assignments for audiences outside of
the classroom and with real purpose
Teach argument, not persuasion
Increase text complexity
Instructional Shifts: ALL Teachers Must Now….
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The New MCS 2.0
A Blueprint for Curriculum and Lesson Design
Coming to your classrooms now!