Practically Speaking: Examining what Works to Engage Mores Students in Learning

1. Planning Power! Practically Speaking: Examining what Works to Engage Mores Students in Learning It’s all about leveraging the Positives of CTE! Kathleen welcomes you! KS fun fact: The state has the largest population of what type of chicken in North America?

2. Personality Profile • Examine the provided pictures on the next slide… • Choose the shape you find most appealing… • Consider both form and color

4. Carefree, playful, cheerful

5. Independent, unconventional, unfettered

6. Introspective, sensitive, reflective

7. Down to earth, well-balanced, harmonious

8. Peaceful, discreet, non-aggressive

9. Analytical, trustworthy, self-assured

10. Professional, pragmatic, self-assured

11. Romantic, dreamy, emotional

12. Dynamic, active extroverted

13. Table Teams… Role ‘Em • Facilitator ~ keeps it all moving and smooth • Recorder ~ captures all discussions and decisions in writing for group members • Reporter ~ oral sharing of work to the larger group when requested • Time Keeper ~ keeps group on track and within assigned times • Materials Master! ~ fetches (and returns) all needed materials/supplies

14. Objectives for Breakout • Examine what works with millennial students through generational impacts on learning • Delve deeper into a “motivational” list that reflects millennial mindsets to impact instructional design and classroom choices • Practice reworking CTE assignments using our developing checklist!

15. Three Ground Rules • CTE as a quality experience • Students as Customers…know those millennial manners! • All students deserve a rigorous experience…

17. USA –Inventions that have Changed our Lives since 1982 (Source USA Today – 5/21/07) • Cell phones • Laptop computers • Blackberries • Debit cards • Caller ID • DVDs • Lithium batteries • IPods 9. Pay at the pump 10. Lettuce in a bag 11. Digital cameras 12. Doppler radar 13. Flat-panel TVs 14. Electronic tolls 15. PowerPoint 16. Microwavable popcorn

18. The One Way to Win myth • Out of 24 students in a typical elementary school class in the U.S. • 7 drop out • 5 go to work • 6 do not graduate from college • 3 do not find college jobs • 3 win the One Way to Win game

19. What do we know about CTE? • CTE does not necessarily limit postsecondary education (NAVE, 2004; Stone & Aliaga, 2004; but see Deluca et al., forthcoming) • There is evidence that math and science course taking by CTE students is increasing: amount and complexity (NAVE, 2004; Stone & Aliaga, 2004) • CTE as a function of the HS experience reduces the probability of dropping out of school (Plank, 2001) • CTE is an economic value to the individual and the community (ROI) (Bishop & Mane, 2004; NAVE, 2004:Hollenbeck, 2001) • It is possible to “major” in CTE and Academics (NAVE, 2004)

20. Build instruction around what students do well, are interested in, ways of learning and aspire to become. Tap into Talents/Ways of Learning Motivation to Achieve Follow Path toward Goals Build on Interests

21. Brainstorm practices to support your category • High Expectations • Motivation Preferences/Active Learning • “New” 21st Century Skills • Social Networking • Adventure, Imagination, Innovation • Learner Control/Centered • Feedback • Information Age Q: Put yourself into their mindset….what matters to them?

22. Table Talk: Idea Generation Ex. High Expectations • Motivation Preferences/Active Learning • “New” 21st Century Skills 3. Social Networking 4. Adventure, Imagination, Innovation 5. Learner Control/ Centered • Feedback • Information Age • Each table tackle a category…generate a list to share ( 4 min.) • Tables will share 4 ideas with the larger group ( 15 min.) FAB FOUR! Time = 19 minutes

23. High Expectations… • Set and communicate what students will do • Include a range of questions ~ higher order of Blooms Taxonomy • Strive for quality results—mastery, redoing work with feedback • Create situations where students need to think critically • Other… Each table tackle a category…generate a list to share timeframe = 4 minutes

24. Enhancement: High Expectations • Set and communicate what students will do (same criteria for all students) • Include a range of questions ~ higher order of Blooms Taxonomy • Strive for quality results—mastery, redoing work with feedback • Create situations where students need to think critically • Students benefit from knowing where they are on the pathway toward their goal • Other… Wow!

25. RIGOR REMINDER . . . is the goal of helping ALL students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.

26. Big Ideas: What is Rigor? Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace. Alignment of instruction and assessment with standards/objectives that are at those levels of cognitive complexity is a critical part of increasing rigor in schools. Typically, the gap between the levels of cognitive complexity in the standards and the levels in assignments increases as students progress through grade levels.

27. Nationally, on average: 60% lower cognitive questions 20% higher cognitive questions 20% procedural

28. The Pledge of Allegiance How does the rigor of activities impact access to learning opportunities?

29. ??? • Question sharing: • As I read each task, use hand signals to indicate level of each question: • 1 finger=knowledge or comprehension • 2 fingers= application or analysis • 3 fingers=synthesis or evaluation

30. The Pledge of Allegiance “I pledge allegiance to the Flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all.”

31. #1: Recall,Knowledge,Remembering “Say the Pledge.” 31

32. “Discuss the meaning of ‘and to the Republic for which it stands’ in terms of its importance to the pledge.” #2: Complex or Strategic Thinking,Analysis, Analyzing

33. “Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements.” #3: Extended Thinking or Reasoning, Synthesis, Evaluating, Creating

34. “Explain what indivisible, liberty, and justice mean.” #1: Reproduction,Comprehension,Understanding 34

35. “Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in.” #3: Extended Thinking or Reasoning, Synthesis, Evaluating, Creating

36. Explain the distinctions between allegiance to “the Flag” vs. allegiance to “the republic for which it stands.” #2: Reasoning, Using Skills and Concepts, Application, Applying

37. Enhancement: Motivation Preferences ~ Action Learning • Tapping learning styles ( for example…) • People and relationships ~ help someone • Things and functions ~ design in, fix it… • Creativity and expression ~ draw, paint, perform, express… • Discovery and process ~ observe, explore, validate … • Role Plays! • Reflection activities • Alternative methods of measuring productivity and completing tasks • Spends as much time stimulated by digital media as they do in school …so nothing in the classroom should be static! • Give students opportunities to move out of their “comfort zones” and explore

38. Motivation Preferences Things and Functions People and Relationships Creativity and Expression Map out an assignment! CT assignment Discovery and Process Source: Kathleen Harris Consulting Inc. in Drake and Burns (2004), Meeting Standards Through Integrated Curriculum; ASCD

39. Enhancement: 21st Century Skills “modern employability skills” • Networking globally ~ maintain intimacy • Managing abundance of information • Information literacy • Search skills • Finding truth • Authenticity of information • Creating community ~ creating caring relations • Learning to listen • Achieving social justice ~ building a good society • Purpose beyond themselves…

40. Enhancement: Social Networking • Creating “bonding” opportunities • Team work (collaborative assignments) • Connections to greater world/community • Identify, practice and reflect on personal skills • Use of technology ~ social appropriateness • Sharing helps create own personal identities • Inclusive of differences: race, religions, etc. • Remember: “friends” who haven’t met face-to-face Relate and Respond!

41. Things that make you go hmmm…

42. Organizational Theory • By analyzing how people are connected to each other in certain social contexts mathematicians have been able to study things as diverse as the spread of diseases • A graph consists of a set of vertices and edges (not necessarily straight lines) connecting vertices. Social networks represent people as vertices, relationships between people as edges.

43. Enhancement: Adventure, Imagination, Innovation • Use of technology • Problem –based approaches • True brainstorming (“jump start your brain”) • Use of pop culture • Invent ideas ~ construct positions, fabricate solutions

44. “Jump Start your Brain” Help your students see the value of creativity by providing practice opportunities! Grab your blank paper!

45. Enhancement: Learner Control / Centered • Choice of approach: design the options • Learn to manage time and tasks • Peer-to-peer methods • Autonomy through project decisions • Using visual barometers ~agree/disagree • Debate ~ devil’s advocate • Jigsaws, free writing, literature circles • Photo albums, newspapers, portfolios • Like non-traditional schedules

46. Enhancement: Feedback • Prompt • Frequent • Constructive • Help reflect and know the strengths and weaknesses of themselves • Use of mentors • Provide sense of relevancy…revisit the purpose of the assignment…better yet, have the customer provide the rationale! • PIE method ~ Praise, Improvement, Encourage

47. Enhancement: Information Age • TQM ~ data to inform decisions • “Truth” in information • JIT ~ Just-in-time! (versus just-in-case) • Researcher ~ Hypothesis testing • Forecasting • Model building • Systems thinking • Developed their own language ( LOL!) • Don’t always think linearly ~ process simultaneously • Internet is a digital wasteland for stuff not created correctly… have students practice “media fluency” “Info-tectives”

48. Google Search Tips • Calculate with Google. Type in any normal mathematical expressions to get the answer immediately. For example, “2*4″ will get you the answer “8.” • Time. Enter “what time is it” and any location to find out the local time. • Find a term in a URL. This handy trick is especially useful when searching blogs, where dates are frequently used in the URL. If you want to know about a topic for that year only and not any other year, type “inurl:2009″ and your keyword to find results with your keyword in URLs with 2009 in them. • Use Show Options to refine your search. Click “Show Options” on your search result page to have access to tools that will help you filter and refine your results.

49. Google Search Tips • Search within a specific website. If you know you want to look up Babe Ruth in Wikipedia, type in “site:wikipedia.org Babe Ruth” to go directly to the Wikipedia page about Babe Ruth. It works for any site, not just Wikipedia. • Search within a specific kind of site. If you know you only want results from an educational site, try “site:edu” or for a government site, try “site:gov” and your search term to get results only from sites with those web addresses. • Search for a specific file type. If you know you want a PDF (or maybe an MP3), just type in “filetype:pdf” and your search term to find results that are only in that file type.

50. More search tricks… • Convert units. Whether you want to convert currency, American and metric units, or any other unit, try typing in the known unit and the unknown unit to find your answer (like “how many teaspoons in a tablespoon” or “10 US dollars in Euros”). • Do a timeline search. Use “view:timeline” followed by whatever you are researching to get a timeline for that topic. • Get around blocked sites. If you are having problems getting around a blocked site, just type “cache:website address” with website address being the address of the blocked site to use Google’s cached copy to get where you are going. • Use a tilde. Using a tilde (~) with a search term will bring you results with related search terms.