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
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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
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Types of Integration
•contextual •alignment •academy •project•immersion
• Experiential
Applied Learning
• Teachers working together
• Career Pathway Focus
• Observable Student Work
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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.
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What makes a lesson rigorous and relevant for a
student?
ActivityActivity
Think-Pair-Share
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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
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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
Rigor/Relevance FrameworkRigor/Relevance Framework
RoutineMemorization
Four Quadrants of Learning
ComplexAnalytical
ChallengingReal World
PracticalHands On
High
HighLow
Low Acquisition
A
Application
B
AdaptationD
Assimilation
C
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Rigor/Relevance Framework
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
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Rigor/Relevance Framework
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
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Rigor/Relevance Framework
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
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Rigor/Relevance Framework
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
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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
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Rigor/Relevance Framework
18
RIGOR
RELEVANCE
A B
DCHigh
HighLow
Low
Raising Level of Rigor
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Rigor/Relevance Framework
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
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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
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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
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INT
ER
DIS
CIP
LIN
AR
Y
Content AreaLiteracy
D-MomentsD-Moments
Teach everyday for rigor and relevance.
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D-Moments
•Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.
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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.
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Everyday Teaching for
Rigor and Relevance - Quadrant D Moments
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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.
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