CTE Literacy Training Program By David Pollitt

1. CTE Literacy Training ProgramBy David Pollitt ByStoryboards How can Directors and TeachersSupport New CTE Course Standards with Fidelity?

2. CTE Directors Promote the Following Best Practices with Teacher Cooperation Phase 1 of 5 Support of Use of Acceptable Instructional Design Models Like McTighe’s Backward Planning Techniques to Include GRASPS and WHERETO

3. Using Proven Instructional Design Input from McTighe Consider Jay Mctighe’s instructional design model from his book Integrating Instruction: Understanding by Design, whichmatches the need of relevancy that is so important in meeting successful CTE standards: • “Where are we going? (What are the objectives of the instruction); • How will we get there? (What are the instructional strategies and the instructional medium?) • How will we know when we have arrived? (What should our assessments look like? How will we evaluate and revise the instructional materials to match student learning needs?)” (2008, p.473).

4. Using GRASPs Method for Better Learning McTighe also stated, “As a means of creating more ‘authentic performances of understandings’ we recommend that teachers frame assessment tasks with the features suggested by the acronym GRASPS. In other words, include: • (1) a real-world goal, • (2) a meaningful role for the student, • (3) authentic (or simulated) real-world audience, • (4) a contextualized situation that involves real-world application, • (5) student-generated culminating products and performances, and • (6) consensus-driven performance standards (criteria) for judging success” (2006, p. 70). Authentic assessment is all about practical application of learning.

5. You Are Building Authentic Learning in Learning Teams: Tools of Learning Nothing is so much in line with the CTE literacy standards than providing students with an authentic learning experience. McTighe called his learning “authentic” learning, which meant to him that it was “real” learning. This is very much in line with CTE work-based learning concept where students are introduced to community partners and opportunities that include learning linked to career preparedness.

6. WHERETO with McTighe Mctighe provided some of the best instructional tools through what he refers to as his unit frameworks that combine the WHERETO strategy. • “W—Help the student know where the unit is going and what is expected. (To help the teacher know where the students are coming from [prior knowledge, interest]). • H—Hook all students and hold their interests. • E—Equip students, help them experience the key ideas, and explore the issues. • R—Provide opportunities to rethink and review their understandings and work. • E—Allow students to evaluate their work and its implications? • T—Be tailored (personalized) to the different needs, interest, and abilities of learners. • O—Be organized to maximize initial and sustained engagement as well as effective learning” (p.121-127).

7. Relevancy-Oriented Learning When learning is tied to work-based applications, then the student is given that connection that directly relates to their own world and what they will be doing in the future. Stephen Lieb stated in his book Principles of Adult Learners, “Adults are relevancy-oriented.” When students learn that they are learning how to learn, especially when the material is applicable to their own lives, they relate well to it.

8. CTE Directors Promote the Following Best Practices with Teacher Cooperation Phase 2 of 5 Training Teachers in Collaborative Team Learning Methods

9. Improving Literacy ScoresIs through Better Comprehension According to Reading Rockets.org, “Cooperative learning instruction has been used successfully to teach comprehension strategies. Students work together: • To understand texts, • Helping each other learn, • Apply comprehension strategies, • Teachers help students learn to work in groups • Teachers also provide modeling of the comprehension strategies” (2014, p. 3).

10. Collaborative Team Learning Cooperative (collaborative) learning is basically a learning method that allows students to jointly achieve a given learning objective through the division of labor (Watson, 1991). In this type of learning process, group members have different responsibilities, and share each other’s learning accomplishments. Through social interaction, they can convey their understanding of certain concepts, assist each other, and jointly acquire new knowledge” (2014, p. 128).

11. Using Projects in Team Learning A common explanation of project-based learning is stated by Pansasan and Nuangchalerm in their journal article Learning Outcomes of Project-Based and Inquiry Based Learning Activities, “Project-based learning is a model that organizes learning around projects. It is definitely based on challenging questions or problems that involve students in design, problem-solving, decision making, or investigative activities; and give students the opportunity to learn relatively (Jones et al., 1997; Marx et al., 1994).” (2010, p. 253).

12. CTE Directors Promote the Following Best Practices with Teacher Cooperation Phase 3 of 5 Training Teachers in Jigsaw Teaching Methods

13. Jigsaw Benefits and Cooperative Learning Using the jigsaw method of analyzing readings from a variety of applicable sources is an important part of this literacy learning experience. • According to Laeser in his article Cooperative Learning, he stated, “Cooperative learning is an instructional strategy that emphasizes the importance of positive social interactions among students working in small groups on a given task or assignment related to a unit of study. • The methodology can be employed in a wide range of classrooms, both K-12 and higher education, as well as in a wide range of subject specific disciplines. • Research indicates that cooperative learning has a direct impact on academic achievement, self-esteem, confidence, interethnic relationships, and overall attitudes toward the learning process. The cooperative learning theory draws extensively on research by Piaget, Vygotsky and Carroll” (2011, p. 1).

14. CTE Promotes the Following Best Practices with Teacher Cooperation Phase 4 of 5 Training Teachers on How to Use Differentiated Instruction

15. Building Learning Teams • It becomes important that teachers also know how to put together learning groups that give the students the best chance of learning success. • This means that teachers need to understand learning modalities as they pertain to learning preferences of those students prior to putting those learning teams together. • It is not just about current knowledge; it is also about how to identify the three basic types of learning preferences such as: auditory learners, visual learners, and kinesthetic learners.

16. Differentiated Instruction (DI) Differentiated Instructional Strategies: One Size Doesn’t Fit All, by Gregory and Chapman “No one would ever say that all students are the same. Certainly, no teacher or parent would tell you that. Yet, in schools, we often treat students as if they were, even though all those faces look so different. We sometimes put them through the same hoops, even though we know it isn’t making a difference for all of them. Sometimes, we get caught up in one style of direct instruction that we train to the middle of the learning pack leaving both the slower learner and the faster out of the learning experience” (2002, p. xi)

17. Learning Style Inventories (LSI) The best way to incorporate DI is through the use of a Learning Style Inventory (LSI). A LSI is important as a tool for Brain-Based Learning (BBL). √ The development of the LSL inventory survey is an attempt to better understand how students learn. For instance, after using a LSI, what did we do with that information? √ McTighe and Tomlinson stated while discussing the attitude of a savvy teacher that a smart teacher would say, ‘“What does it mean for my students to understand this topic in ways that are relevant, are authentic, and give them power as learners? What can I do to make sure each of my learners is fully supported in growing as fast and as far as possible in understanding this topic?’” (2006, p. 11).

18. CTE Directors Promote the Following Best Practices with Teacher Cooperation Phase 5 of 5 Encourages the Development of Peer Coaching and Observation Teams to Assist and Monitor Additional Classroom Success

19. Slide # 1 Putting Teams Together Onscreen Content Design Objective: To prepare teachers of the Mid Cumberland CTE Region to teach using collaborative team methods that include project-based methods and the use of differentiated instruction (DI). Time: 30 minutes for first portion before going to learning teams Embedded screen shot of the face page of a of four different types of reading materials: books, magazines, newspapers, and encyclopedias Insert picture of the a actual school-room situation with the teacher standing observing students working in groups Detailed Script Welcome to the first session on training for improved literacy scores by using better learning comprehension techniques that involves understanding how best to use collaborative learning groups with team-based projects along with understanding how to use such tools as differentiated instruction and what is referred to many times as the jigsaw method of teaching. This training will show you first hand how to pay attention to pre-assessment knowledge of student literacy while also paying attention to the learning preferences referred to as the learning modalities: auditory learning, visual learning, and kinesthetic learning. This will give you hands on experience in how to set up a classroom to students ‘strengths because the same methods that we will be using here will be the methods you will be using in the classroom with your own students. You have already completed learning style inventory (LSI) prior to arriving, and we already have you designated to go into very balanced groups based on those your own learning preferences. Your colored ribbons indicate your learning preferences , and your teams are already scheduled. Interactivity / Navigation Move to the next slide that also shows the time schedules in the left hand corner

20. Slide #3 Learning Groups Onscreen Content Design: To have teachers and CTE leadership break into their own particular modality groups for their own learning teams. Take about 15 minutes while teachers move into learning groups and have a chance to look at some of the article materials that will be reviewed. Embedded picture of all the teachers holding up different colored ribbons. Remember, this is the pilot test period that gives instructors and facilitators the opportunity to take pictures Insert a picture of students holding up different colored ribbons Detailed Script I want you to move into your learning groups based on the list that has been posted on the white board, and there you will find a 25-page document for those of you who are truly visual learners that will explain much of the learning theory that supports what we are doing today. You will also find a stack of articles concerning the use of differentiated instruction as well as collaborative team learning. It might interest you to realize as you already do that the selection of the reading material you choice is most important in giving the reading students a connection directly to the real world they live in as well as the relating to their work-based future. You are leading them through what we deem as the hidden game. The learning game that students don’t realize you are exposing them, but it really is calculated and purposeful. So, let’s move to learning what jigsaw learning is all about. Interactivity / Navigation Move to a screen that list the articles that will be reviewed by the groups .

21. Slide #3 Jigsaw Articles Onscreen Content Design Objective: Make sure that teachers understand the questions that will have to be reviewed and what is expected of them after they have had time to discussed the content. This will take about hour minutes for a review, then there will be a two hour time while teachers do a presentation as in a teach-back method to the other groups. Embedded picture of leadership working with the teachers as participants and observers Insert a new picture of teachers looking over the jigsaw articles on differentiated instruction Detailed Script Let me just give you an idea of the different articles that are in front of each of you. Learning How to Use Article Review to Teach: Each of you will have that same one. It is for you each group to discuss, but this is not what you will teach back to the other groups. This is only for your own group discussion. Deciding to Teach Them All by Carol Ann Tomlinson: Group 1 The Content’s Best Modality by Daniel T. Willingham: Group 2 Differentiated Instruction: Success for every Student by Drag J: Group 3 A Rationale for Differentiated Instruction in the Regular Classroom by George P. : Group 4 Interactivity / Navigation What are the questions that jigsaw needs answered? Use a blank PowerPoint Screen Next not part of storyboard

22. Jigsaw Material Review Questions One of the most important reasons that jigsaw works so well is the use of inference with inductive and deductive reasoning. Here are the following questions associated with each material review: • “What did it say? • What did it mean to you? • What are the five most important facts that you read about? • Of those facts, which ones would you be able to apply to the world that you live in?” (Pollitt, 2009, p. 25).

23. Slide #4 Teacher Discussion Groups Onscreen Content Design Objective: To makes sure that every teacher has had the opportunity to share their opinions with each other, then have started in working on visual presentations that can include artwork or any other visual presentation approach This should take no more than an hour Embedded Insert a picture of the teachers reviewing the articles while pointing at information and deeply involved in discussions Detailed Script Observations by Leadership Interactivity / Navigation Prepare to move to the last 2 hours where teachers make their presentations back to the other teachers

24. Slide #5 Team Jigsaw Presentations Onscreen Content Design Objective: Let the teachers explore using their own modalities multiple methods of presentation. Let them be creative There are two hours to make all these presentations with the learning teams of no more than five, Insert another picture of teachers making teach-back presentations to the other teachers. Detailed Script We have now presented our jigsaw material review with each other in our learning teams while understanding how to determine the modalities of our students using a learning styles inventory. We have used it ourselves. We will meet again, but want you to provide us feedback that you can access on our own Intranet to give us the feedback. As you will do now, you will go into your peer coaching groups and determine your own peer coaching Likert and how you want to observe each others classrooms. Interactivity / Navigation Prepare teachers to break their jigsaw team into smaller teams if necessary. There should be no less than 3 to a peer coaching team. In fact, that would be the best number all around

25. Slide #5 Peer Coaching Teams Onscreen Content Design Objective: To have the teachers break into their own peer coaching groups in order to determine times for classroom observations as well as building their own observation Likert This should only take about another 30 to 45 minutes. Insert another picture of teachers making shaking hands in agreement of observations Detailed Script Thank you for you attention, and we hope to followup and see positive literacy results as time goes forward. The next time we meet, we will be doing some additional training on teaching with responsive teaching through facilitation and constructivist methods Interactivity / Navigation

26. Conclusion It has been the purpose of this support material to demonstrate appropriate learning theories behind the recommended training as shown on the PowerPoint project for CTE Literacy Improvement. No matter what kind of recommendations are made if there cannot be appropriate learning theory to support it, then it is not a valid training program for improvement.

27. Next Steps • Agreement to discuss and review instructional design concepts like McTighe’s for a better understanding how to frame lesson plans and activities. • Agreement to train teachers on the use of collaborative team-based learning. • Agreement to train teachers on how to use the jigsaw learning method in their teams. • Agreement to train teachers on how to use DI. • Agreement to let teachers create their own peer coaching teams for classroom assessment and peer assistance in implementing team-teaching techniques

28. Action Plan Tasks • Prepare to have LSI sent out to all the teachers for submission on week before the training takes place. • Prepare to receive and process the teacher modalities identification so they may be placed into modality balanced groups • Prepare the colored ribbons based on modality for green: auditory; blue: visual; red: kinesthetic. • Prepare to have copies of the articles for the working groups. • Prepare to have presentation art supplies such as markers, demo boards, for group presentations. • Prepare to have white paper available to teachers to review. • Prepare to have a black and white version of the PowerPoint prepared for each attendee. • Prepare a sample Likert for the use of peer coaching classroom observations. • Prepare to have Tech agree to post the white paper in PDF form on the CTE Intranet site • Have CTE volunteers who will act as observers to assist groups in discussion difficulties if that comes.

29. References • Duman, B (2010). The effects of brain-based earning on the academy achievement students with different learning styles. Educational Sciences. Theory and Practice. 10. 2077. • Fogerty, R. (2009). Brain compatible classrooms. Thousand Oaks, CA: Corwin Press. • Gregory & Chapman. (2002). Differentiated learning styles. Alexandria: ASCD. • Lieb, S. Principle of adult learners. • Hansen, E. (2011). Idea-based learning. VA: Stylus Publishing. • Macheracher, D. (2004). Making sense of learning. Toronto: University of Toronto. • Mcheachie, W. J. (2002). Teaching tips. Boston, MA; Houghton Mifflin Company. • Panason, M. & Nuangehalerm, P. (2010). Learning outcomes of project-based and inquiry based learning activities. 6: 252-255. • Perkins, D. (2009). Making learning whole: How seven principle of teaching can transform education. San Francisco, CA. Jossesy-Bass. • Pollitt, D. (2009). Better organizational training and communication. Nashville: Professionals in Print. • Pollitt, D. (2011). Preparing excellence for the excellent. Nashville: Professionals in Print. • Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction: Understanding by design. Alexandria: ASCD.