Relevance for Academic Standards through Work-Based Learning Opportunities

This is the catalog description Work-based Learning (WBL) opportunities are loaded with applied learning experiences that engage students in relevant activities that are rich in rigor and support achievement. This session will provide an overview of work-based learning opportunities that incorporate the integration of academic standards. Learn about an array of opportunities ranging from career awareness, to on-the-job training, internships and apprenticeship programs.  

You can be the greatest, standing in the

Hall of Fame,

and the world’s gonna know your name, ‘cause you burn with the brightest flame, and the world’s

gonna know your name.

http://www.youtube.com/watch?v=jukv9Q1eR2g

Awareness – Exploration - Preparation

Relevance for Academic Standards through Work-Based

Learning Opportunities

Presented by ACSA Career Technical Education Council

■ Tracie Zerpoli (tzerpoli@tricitiesrop.org) Executive Director Tri-Cities ROP (Career Technical Education)

■ Daniel Todd

Coordinator Riverside County Office of Education (English)

■ Cindy Gleason (gleacg@fusd.net) Principal on Assignment Fontana Adult School (Mathematics)

November 2013

http://www.youtube.com/watch?v=0AvZ5ulVyLc

21st Century Skills- What do we do?

College and Career ReadinessACSA CTE Council Definition of Career and College Readiness

The ACSA CTE Council has developed the following definition of Career and College Readiness:

Graduate from high school proficient in nationally and internationally benchmarked content and performance standards, which includes the arts, core academics, career technical, and 21st century workplace skills

Demonstrate transferable skills necessary for career success, including communication skills, industry certification, work ethic & integrity, leadership & teamwork

Satisfy eligibility criteria for admission into postsecondary education and training

Have a fully developed comprehensive education/career plan that includes high school options, job opportunities, and costs & requirements associated with trade or technical school, community college, four year university or other postsecondary programs of study

Two “Big Ideas”Goal: Begin to implement and/or refine the following practices:

1. Work-Based Learning2. Essential Instructional Routines

With examples and workshop activities

PartneringChoose one other person with whom you’ll hold brief discussions throughout the rest of this workshop.

THIS IS NOT “GIMMICKY” or “CUTE”

Partnering RoutineAvoid trios, but if you must,

designate A, B, and 2B.Partner A B

(A speaks, B listens)

Partner B AOpen discussion A BGroup discussion

Partnering Routine 1. L = Look into your partner’s

eyes.

2. L = Lean toward your partner.

3. L = Lower your voice.

(Do not whisper.)

4. L = Listen attentively.

Your turn…

Make eye contact with the person you would like to partner with.

Shake hands. Introduce yourself.

The person on the right is “Partner A.”The person on the left is “Partner B.”

Your turn…

1. Hi, my name is ______. What is your name? It is nice to meet you _____.

2. I chose to attend this workshop because ______.

3. I hope to learn how/what _______.

Work-based learning extends school into the work place

by engaging students in thoughtful and deep applications

of content to real world problems or simulations of them,

through awareness, exploration, and preparation.

Strengths identified and developed Intersection of interests, abilities, and passions found Career pathways mapped Career portfolio presentation ready Appropriate relationships with adults outside the

classroom built College-ready (not just eligible) or AND Career-ready

students!

OutcomesWork Based Learning

Essential Instructional Routine

“Close Reading” requires the very careful analysis of a particular text which could be anything from

a book, manual, video, lecture, etc.

There is no one way to perform a close reading but there are several basic steps.

Essential = vital, important, necessaryRoutine = protocol, typical practice, daily practice, everyday activity, repetitive

Close Reading

Make the students do the work!

After we give direct instruction, demonstrate, show a video, read a text, etc., we make the students do the work of understanding and explaining what they read, heard, watched, etc.

Imagine that!

Close Reading at its Simplest:

Read (or watch or listen) Think Talk Repeat as necessary:

Read (watch, listen, etc.) Think Talk

ThenDo something (complete the task whether it

be to create, write, etc.)

Read

Re

ad

Re

ad

Think

Think

Th

ink T

alk

Talk

Sample Teacher Outline

Step 1: Read (or listen, watch, etc.) Step 2: Answer and ask questions related to the task:

What is the main idea? What stood out to you? What is the purpose of this ___ (video,

demonstration, etc.)? Step 3: Re-read (or re-watch) etc. Step 4: Use the information to perform a task

Activity: Close Reading of a Video

1. Look at the cartoon and comments2. Watch the video3. Answer the following questions with your partner:

What is the illustrator/author’s primary purpose for making this cartoon/speech/video?

What is the main idea or thesis of the cartoon/video? How do you know? Give at least one example.

Do you agree or disagree?

Advantages (WBL)

Students remember Academically rigorous Students are engaged Futures are changed

21st Century skills learnedBusiness further understands education

Madeline Levine: Let’s be realistic about our kids. http://www.youtube.com/watch?v=3WNKghBwS-w

Do we care about all the students or just the ones who will do well on state testing?

Our students are different, so just maybe we should teach them differently!

Nothing matters more than to engage EVERY learner.

EVERY learner’s goals and futures are important, even if they don’t look like ours or what we think they should be!

Your opinion…After viewing the cartoon and the video, I believe the illustrator’s/speaker’s primary purpose for making this cartoon/video is _________________________.

Your opinion…After viewing the cartoon and the video, the main idea or thesis of the cartoon/video is _________.

I know this because _________. (Give at least one example.)

Your opinion… (Choose one.)

After viewing the cartoon and the video,

● I agree wholeheartedly with the illustrator and speaker that _________.

● I am not quite convinced that _______.

● I disagree entirely with the illustrator and speaker that _________.

Examples of…. Career AwarenessCareer dayGuest speakersPresentationsTraveling showNewsletters, postersDress upCTE MonthInterview family members and friends

Examples of…. Career Exploration Job Shadowing (Teacher and Student) Field Trips Mentorships Personal Learning Plan

Examples of…. Career Preparation

Internships/On-the-job training Work experience ROP Service learning Apprenticeship programs CTE courses Off-site projects School based enterprises Civics and business simulations Student competitions Field studies Others?

Think to yourself…

…about how little children learn so much (how to talk, walk, etc.) when they are not attending lectures on those subjects and activities.

Our Teaching and Learning Paradigm Needs to Change

Knowledge is applied Engagement in Leaning Collaboration among core and

career-technical teachers for enhanced student learning

http://www.youtube.com/watch?v=SFUZ-xiXqHA

Your Response?

Hard work Not enough resources Too much time Our job is to make sure they get to the

next grade, pass the test and/or graduate from High School. (They are on their own after that.)

It’s not important

ResourcesAwareness

Ambassador Contract (Student and parent volunteers for District Awareness FairBoard Resolution for CTE MonthCTE Open House FlyerIndustry Sectors at each High SchoolIndustry Sector PostersMiddle school PowerPoint Newsletters (2)

Exploration

Classroom for 21st Century ArticleCitrus High School, California Steele Field Trip Four-year planFontana HS Pathway BrochureIn-N-Out Field Trip feedbackJob Shadow Day Industry Partner guidelinesJob Shadow ServiceMinimum requirements for PathwaysKaiser HS Pathway BrochurePersonal Learning PlanThe Future Can Look Very Scary

Preparation

AB Miller HS CTE Informational BrochureAdvisory committee at a GlanceCommunity Classroom Documents (5)Jurupa Hills HS CTE Informational Brochure Senior Portfolio Presentation Students are Career ReadyService Learning Agreement (paid work experience) Teacher Externship PPT, AutomotiveTeacher Externship PPT, Building Trades Workplace Folder

Relevance for Academic Standards

Cradle to Career RoadmapDepth of Knowledge

OtherPower Point, Relevance for Academic Standards through Work-Based

Learning Opportunities

Relevance for Academic Standards through Work-Based

Learning Opportunities

Presented by the ACSA Career Tech Ed Council

■ Tracie Zerpoli (tzerpoli@tricitiesrop.org) Executive Director Tri-Cities ROP (Career Technical Education)

■ Daniel Todd

Coordinator Riverside County Office of Education (English)

■ Cindy Gleason (gleacg@fusd.net) Principal Fontana Adult School (Mathematics)

November 2013