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CTE Standards Revisions (Phase II) Workshop

CTE Standards Revisions (Phase II) Workshop. Bethany King Wilkes, Ph.D. Career Cluster Consultant STEM, Manufacturing, Information Technology. CTE Standards Revisions (Phase II) Workshop. Bethany King Wilkes, Ph.D. Career Cluster Consultant Bethany.Wilkes@tn.gov (615 ) 532-2844

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CTE Standards Revisions (Phase II) Workshop

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  1. CTE Standards Revisions (Phase II) Workshop Bethany King Wilkes, Ph.D. Career Cluster Consultant STEM, Manufacturing, Information Technology

  2. CTE Standards Revisions (Phase II) Workshop Bethany King Wilkes, Ph.D. Career Cluster Consultant Bethany.Wilkes@tn.gov (615) 532-2844 www.tn.gov/education/cte CTE.Questions@tn.gov Realizing Postsecondary and Career Readiness through CTE

  3. Objectives By the end of training today, each of you will be able to: • Understand the instructional expectations of the new standards, including: • Alignment to Common Core State Standards for Literacy in Technical Subjects • The knowledge and skills expected in each standard • Connections to general education course standards • Develop initial resources for use in your classroom to implement the new standards, including: • High quality objectives • Curriculum map • Know where to find resources, tools, and support for implementing the new standards. Realizing Postsecondary and Career Readiness through CTE

  4. Agenda * Participant work time, take breaks as needed Realizing Postsecondary and Career Readiness through CTE

  5. Setting the Context Overview of CTE Standards Revisions Process (Phase II) Realizing Postsecondary and Career Readiness through CTE

  6. Setting the Context: Standards Revision Process Building Pathways for Students Realizing Postsecondary and Career Readiness through CTE

  7. Setting the Context: Standards Revision Results Courses Approved on Final Reading: • Introduction to Geographic Information Systems • Programming and Logic I • Cabling and Internetworking • Introduction to Electromechanical • Mechatronics I • Mechatronics II • Collision Repair: Estimating and Customer Service Courses Approved on First Reading: • Principles of Machining II • Programming and Logic II • STEM Explorers • STEM Innovators • STEM Designers • Principles of Engineering and Technology • Engineering Design I • Engineering Design II • Engineering Practicum • STEM I: Foundation • STEM II: Applications • STEM III: In Context • STEM IV: Practicum • Robotics and Automated Systems • Foundations of Transportation, Distribution, and Logistics • Distribution and Logistics I • Distribution and Logistics II • Introduction to Aerospace • Aviation I: Principles of Flight • Aviation II: Advanced Flight STEM Transportation Manufacturing IT Realizing Postsecondary and Career Readiness through CTE

  8. New Course Description Documents Features of new and revised standards that will help you in your classroom. Realizing Postsecondary and Career Readiness through CTE

  9. New Course Description Documents: Overview Realizing Postsecondary and Career Readiness through CTE

  10. New Course Description Documents: Look and Feel Existing: Principles of Engineering Revised: Principles of Engineering and Technology 11.0 Students will explore careers available in the engineering and manufacturing areas. 11.1 Investigate possible career paths for engineers and engineering technicians. 11.2 Examine potential roles and responsibilities of an engineer or engineering technician. 5As a team, develop a written explanation of how society benefits from the contributions of engineers in at least three different engineering disciplines. Provide detailed descriptions of each discipline and describe the specific benefits derived from each. For example, describe how civil engineers improve the efficiency and safety of transportation networks through construction of bridges, highways, and other public infrastructures. Documents should contain links to relevant websites to illustrate the ideas presented. (CCSS Reading 1, 2; CCSS Writing 2, 6, 7, 8) Realizing Postsecondary and Career Readiness through CTE

  11. Knowledge and Skills How to Unpack a Standard Bethany King Wilkes, Ph.D. Career Cluster Consultant

  12. What’s Happening Today Part One of Three-Part Series • “Knowledge and Skills: Unpacking Course Standards” is part one of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year. • You will walk away this afternoon with tools to use in your classroom. • Pull out your Knowledge and Skills worksheet. Objective for this Session • Understand the instructional expectations of the new standards, including: • Alignment to Common Core State Standards for Literacy in Technical Subjects • The knowledge and skills expected in each standard • Connections to general education course standards Realizing Postsecondary and Career Readiness through CTE

  13. Why Unpack a Standard? • Unpacking a standard into knowledge and skills allows for a sequenced approach to instruction that is grounded in real world application. • Once teachers have broken down the knowledge and skills inherent in their standards, they can start to group standards with like content to conceptually deepen student understanding. Realizing Postsecondary and Career Readiness through CTE

  14. Process for Unpacking a Standard The first step in translating CTE course standards into relevant, engaging and student outcome-focused lessons involves a careful reading of the standards to ensure clarity and an understanding of how the parts fit together. Process we’ll be using today: • Identify and highlight nouns and verbs in the standard • Determine the “knowledge” and “skills” students need to be proficient • Reference aligned Common Core State Standards for additional detail • Enhance K&S with embedded CCSS expectations for students Realizing Postsecondary and Career Readiness through CTE

  15. Process for Unpacking a Standard Process can be started by simply underlining or highlighting the nouns and verbs within the standard. The nouns are the “what” and the verbs are the “how.” Realizing Postsecondary and Career Readiness through CTE

  16. Process for Unpacking a Standard: Knowledge Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components. Realizing Postsecondary and Career Readiness through CTE

  17. Process for Unpacking a Standard: Knowledge Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering designusing theengineering design process. Produce a report on the chosen design, and assume the role of the engineering design teamthat produced the design. Document constraintsthat may have been faced by the design team, criteriafor measuring effectiveness of the design, and progressthrough each step of the engineering design process. Create and deliver a presentationappropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components. Realizing Postsecondary and Career Readiness through CTE

  18. Process for Unpacking a Standard: Skills Example: Principles of Engineering and Technology Standard 7)In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Step 1 Continued: Highlight/Underline the VERBS to identify the “skills” components. Realizing Postsecondary and Career Readiness through CTE

  19. Process for Unpacking a Standard: Skills Example: Principles of Engineering and Technology Standard 7)In teams, evaluatean existing large-scale engineering design usingthe engineering design process. Producea report on the chosen design, and assumethe role of the engineering design team that produced the design. Documentconstraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Createand delivera presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Step 1 Continued: Highlight/Underline the VERBS to identify the “skills” components. Realizing Postsecondary and Career Readiness through CTE

  20. Process for Unpacking a Standard: Descriptive Phrases Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteriafor measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentationappropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Step 1 Continued: Be careful! Sometimes, you need to search for descriptive adjectives to really know what the standard is looking for. Realizing Postsecondary and Career Readiness through CTE

  21. Process for Unpacking a Standard: Add to Chart Step 1 Continued: Once the knowledge and skills are identified in the standard, the teacher can place these into a knowledge and skills chart. Realizing Postsecondary and Career Readiness through CTE

  22. Process for Unpacking a Standard: Add to Chart Step 1 Continued: It is important to not stop here! Many times, you will need to expand concepts into what students would need to know to fully grasp concepts. This needed detail will be necessary to plan thorough lessons. Realizing Postsecondary and Career Readiness through CTE

  23. Process for Unpacking a Standard: CCSS Step 2: Once you have identified the knowledge and skills within the standard, reference the aligned Common Core State Standards in Technical Subjects and relevant general education standards (if applicable) listed at the end of the standard. Example: Principles of Engineering and Technology Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9) Realizing Postsecondary and Career Readiness through CTE

  24. Process for Unpacking a Standard: CCSS Step 2: These referenced standards will assist you in creating strong objectives, understanding how to present information to students and what additional types of information should be used to support conceptual understanding of the knowledge and skills identified in the CTE standard. Use your CCSS poster. Example: Principles of Engineering and Technology (Standard 7) • TN CCSS Reading 3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • TN CCSS Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Realizing Postsecondary and Career Readiness through CTE

  25. Process for Unpacking a Standard: CCSS Step 2: These referenced standards will assist you in creating strong objectives, understanding how to present information to students and what additional types of information should be used to support conceptual understanding of the knowledge and skills identified in the CTE standard. Use your CCSS poster. Example: Principles of Engineering and Technology (Standard 7) • TN CCSS Reading 3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • TN CCSS Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Realizing Postsecondary and Career Readiness through CTE

  26. Process for Unpacking a Standard: Add to Chart Step 2 Continued: Once the knowledge and skills are identified in Common Core standards, add these into the knowledge and skills chart. Realizing Postsecondary and Career Readiness through CTE

  27. Let’s do one together Standard 8 Complete a simple design activity and apply the engineering design process to produce a model that an engineer would test. Define criteria for determining an effective design, describe constraints, design, and document each step in an engineering notebook. At completion of the design process, present the model to the class and critique the design to other classmates. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 7) Realizing Postsecondary and Career Readiness through CTE

  28. Let’s do one together Realizing Postsecondary and Career Readiness through CTE

  29. Let’s do one together Standard 8 Complete a simple design activity and apply the engineering design process to produce a model that an engineer would test. Definecriteria for determining an effective design, describeconstraints, design, and document each step in an engineering notebook. At completion of the design process, present the model to the class and critique the design to other classmates. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 7) Realizing Postsecondary and Career Readiness through CTE

  30. You do! Now, continue this process for the rest of the standards in your selected course. Resources: • Common Core State Standards Poster • Course Description Document • Knowledge and Skills worksheet Realizing Postsecondary and Career Readiness through CTE

  31. Strong Objectives How to Write Aligned, Specific and Measurable Statements Bethany King Wilkes, Ph.D. Career Cluster Consultant

  32. What’s Happening Today Two of Three-Part Series • “Strong Objectives: How to Write Aligned, Specific and Measurable Statements” is part two of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year. • You will walk away this afternoon with tools to use in your classroom. • Pull out your Strong Objectives worksheet. Objective for this Session • Develop initial resources for use in your classroom to implement the new standards, including: • High quality objectives Realizing Postsecondary and Career Readiness through CTE

  33. Recap • New look of course description document • Course at a glance • Endorsement requirements • Content buckets • New format of course standards • CCSS aligned with and embedded in standards • Comprehensive standard with competencies embedded • Knowledge and Skills identified • Nouns • Verbs Now: Use knowledge and skills to breakdown of standards to write strong objectives. Realizing Postsecondary and Career Readiness through CTE

  34. Why Write Strong Objectives? • Objectives guide the activities and assessments we chose to improve and evaluate our students’ understanding of concepts. • Objectives should be the learning related to the standards, meaning, they describe the intended student learning outcome inherent in a standard. • Objectives refer to a description of observable student knowledge and/or performance. • The stronger the objective, the higher the level of understanding the students are able to reach. Realizing Postsecondary and Career Readiness through CTE

  35. Components of a Strong Objective A strong objective should be clearly aligned to standards, specific and measurable. The objective should tell us explicitly what a student should be able to do fluently by the end of the lesson or unit to demonstrate proficiency of a specific standard or set of standards. It should answer two questions: What should the student be able to do? • What new pieces of knowledge (such as the description of a concept or the definition of a key term) will students be able to understand and explain? • What new skill will students be able to perform? This is something each student is going to walk away with inside his or her head that wasn’t there before. How is the student going to reach that outcome? • What process or strategy will students use to achieve the learning goal? • What activities will we use to assess student understanding? Realizing Postsecondary and Career Readiness through CTE

  36. Components of a Strong Objective Realizing Postsecondary and Career Readiness through CTE

  37. Components of a Strong Objective Writing Process: • Determine the specific knowledge and skills you are trying to accomplish. • Arrange the knowledge and skills into a “students will be able to” statement, noting the distinct concept(s) you will be covering and also the approach you will be using with your students. Realizing Postsecondary and Career Readiness through CTE

  38. Components of a Strong Objective Realizing Postsecondary and Career Readiness through CTE

  39. Writing a Strong Objective: Example Overview Start with knowledge and skills from previous worksheet. Remember to also consider the referenced standards in CCSS for technical subjects, general education, and others. Example: Principles of Engineering and Technology Realizing Postsecondary and Career Readiness through CTE

  40. Checking our work • Let’s take a look at our sample objectives and see if they meet the criteria we established earlier for strong objectives. We said that strong objectives should be specific and measurable. • Did we accomplish this? Realizing Postsecondary and Career Readiness through CTE

  41. You do! Now, continue this process for the rest of the standards in your selected course. Resources: • Common Core State Standards Poster • Course Description Document • Knowledge and Skills worksheet • Objectives worksheet Realizing Postsecondary and Career Readiness through CTE

  42. Using a Curriculum Map How to Plan Instruction Bethany King Wilkes, Ph.D. Career Cluster Consultant

  43. What’s Happening Today Part Three of Three-Part Series • “Using a Curriculum Map: How to Plan Instruction” is part three of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year. • You will walk away this afternoon with tools to use in your classroom. • Pull out your Using a Curriculum Map worksheet. Objective for this Session • Develop initial resources for use in your classroom to implement the new standards, including: • Curriculum map Realizing Postsecondary and Career Readiness through CTE

  44. Recap • New look of course description document • New format of course standards • Knowledge and Skills identified • Used the knowledge and skills to develop strong objectives (SWBAT) • Specific • Measurable • Aligned to standards Now: Use knowledge, skills, and strong objectives to plan curriculum and create assessments. Realizing Postsecondary and Career Readiness through CTE

  45. What is a Curriculum Map? A curriculum map is a plan for how a teacher will teach a specific course. Curriculum maps: • address the major ideas and projects that drive a class, in order to help a teacher plan out a basic schedule for units, activities and assessments • are meant to be used to answer basic questions about sequencing, pacing, and unit planning • can be used to plan lessons effectively and efficiently throughout the course Curriculum maps are not: • meant to be an exhaustive list of every class topic Realizing Postsecondary and Career Readiness through CTE

  46. Why use a Curriculum Map? The purpose of creating and using curriculum maps is to help teachers pace the year to ensure all the standards within a course will be covered. Curriculum maps offer a sequence for delivering content and provide a clear scope for what must be taught to all students, based on course standards. Mapping curriculum: • Enables teachers to assure that they allocate sufficient time to cover each standard and objective. • Provides clarity for teaching strategies with full-course picture. • Allows you to see full-course balance between teacher-directed concepts and student-generated investigations. • Allows you to plan proactively for activities that might take advance notice (like scheduling a guest speaker or ordering laboratory materials) and allow preparation time for longer research projects. • Facilitates assessment planning. Realizing Postsecondary and Career Readiness through CTE

  47. Curriculum Map Development Process Process Overview: • Set-up the Curriculum Mapping Tool with basic information • Transfer course content from Knowledge and Skills worksheet • Transfer strong objectives from Writing Objectives worksheet and estimate timing for each • Plan instructional activities and assessments Realizing Postsecondary and Career Readiness through CTE

  48. Curriculum Map Tool Realizing Postsecondary and Career Readiness through CTE

  49. Using the Curriculum Map Tool Step 1:Start by inserting the “Course Name” and appropriate “Grade” information for the course in the header of the curriculum map tool. Realizing Postsecondary and Career Readiness through CTE

  50. Using the Curriculum Map Tool Step 1 Continued: Continue by looking at the course description document and scroll down the standards to find the thematic concepts that serve as headings for groups of standards. These group headers can serve as an initial organization of units. Place these bolded titles into the “Unit Title” column to get started. Units can be tweaked later if necessary to better organize activities. Realizing Postsecondary and Career Readiness through CTE

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