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California Partnership Academy Educating for Careers Conference 2012

California Partnership Academy Educating for Careers Conference 2012. Developing Integrated Curriculum Units Through Backwards Planning. Dr. Kami Dexter February 14 th , 2011 Convention Center Room 313 1:15pm-2:30pm. WELCOME. 1:15: Integrated Curriculum Description

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California Partnership Academy Educating for Careers Conference 2012

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  1. California Partnership Academy Educating for Careers Conference 2012 Developing Integrated Curriculum Units Through Backwards Planning Dr. Kami Dexter February 14th, 2011 Convention Center Room 313 1:15pm-2:30pm

  2. WELCOME 1:15: Integrated Curriculum Description 1:30: Design: Ideal vs. Challenges 1:45: Backwards Planning/Industry Sectors 2:00: Q&A/Outlining Units 2:15: Sharing samples • NAME___________________________ • POSITION ________________________ • INDUSTRY SECTOR _________________ • EXPERIENCE WITH CURRICULUM INTEGRATION _____________________

  3. INTEGRATED CURRICULUM: An instructional method and materials for multidisciplinary teams of teachers to organizetheir instruction so that students are encouraged to make meaningful connections across subject areas. English, mathematics, science, social studies, and career technical teachers all collaborate to plan and present lessons that center around a central, career–themed issue or problem.

  4. http://youtu.be/9VzhStQwQSI

  5. Characteristics of Effective Multidisciplinary Integrated Curriculum • Academic and Technical Rigor—addresses key learning standards • Authenticity—embedded in real-world context • Applied Learning— fosters career competencies: teamwork, problem-solving, communication • Active Exploration—extends beyond the classroom: internships, field-based investigations • Adult Connections— includes mentors and coaches fromcommunity and industry/postsecondary partners.

  6. The Benefits of Integrated Curriculum: Student Experiences http://www.connectedcalifornia.org/video/?video=cart

  7. INTEGRATED CURRICULUM UNITS IDEAL VS. PRACTICAL • IDEAL • All students travel together across all course subjects • Extra instructional time and access is available • for project-based learning • Each subject teacher is a member of the academy/instructional team • LESS THAN IDEAL • Students are in different math and science classes • Instructional time is limited • Not all teachers are “on board”

  8. (Ideal) SAMPLES • Good Eats • Crime Scene Investigation • Green Design • One entire year • Lessons can be done throughout the year • All academy-based classes

  9. PRACTICAL (Modifications) Start with a manageable amount of time Determine length of time required for final project completion and build backwards to determine each necessary lesson prior to project Include less subjects in integration Certain pathways lend themselves to certain subjects (Science is very easily integrated with Health/Nutrition/ Biomedical careers; Social Studies and ELA are more easily connected to Arts, Media, and Entertainment Have alternate final projects for students not in CTE course Depending on your academy or instructional model, all students may or may not be able to complete final project together in one course

  10. Creating Integrated Curriculum Units through Backwards Planning • Start with a project… • Identify a learning outcome specific to your industry sector • Connect an essential driving question to the final project • (ex: Social Justice PSA: How has the media • been involved in shaping issues of social justice? • *Determine course (CTE?) for project completion and all • teachers involved will participate in assessment • Build backwards… • What foundation knowledge would inform the • creation of that project? • Create subunit outline for each subject • Identify connections to final project

  11. SAMPLE FINAL PROJECTS • Agriculture & Natural Resources: Present school garden proposal • Arts, Media & Entertainment: Create persuasivesocial justice PSA • Building Trades and Construction: Design and construct class storage areas • Education, Child Dev. &Family Services: Develop after school program • Energy & Utilities: Evaluate current practices at school site & present findings • Engineering & Design: Design LEED-certified add-on to school site • Fashion and Interior Design: Create line of clothing /home furnishings • Finance & Business: Develop and manage community or school-based company • Health Science & Medical Technology: Create “healthy eating” school campaign • Hospitality, Tourism & Recreation: Create and “sell” community “vacation” • Information Technology: Develop consulting group to assess school lab

  12. MATH INTEGRATION Occupational Area: Agriculture CTE Concept(s): Supply and Demand of Ag Products Math Concepts: Linear equations Occupational Area: Health Sciences CTE Concept(s): CPR Math Concepts: Right triangles Occupational Area: Nutrition and Food CTE Concept(s): Digestion and Nutrition in Meals Math Concepts: Use line and x-, y- graphs to analyze meals Occupational Area: Culinary Arts CTE Concepts: Weights and measures Math Concepts: Linear equations with one and two variables http://www.ctemathlessons.com/

  13. SAMPLES? • Share your sample unit and describe: • Industry Sector/CTE focus? • Final project? • All subjects in unit? QUESTIONS/COMMENTS DEXTERK@CENTINELA.K12.CA.US http://www.ucop.edu/ucci/ If you’re interested, see above- great opportunity!

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