Basic Skills and Career and Technical Education

1. Basic Skills and Career and Technical Education Lin Marelick & Valerie Carrigan August 11 & 13, 2008 BSI August Institute

2. Agenda • August 11, 10 a.m.-12:00 p.m. • Introductions • Outcomes for the 3- 2 hour session • Handbook Chapter 13: CTL & CTE • ESL/CTE curriculum integration • Contextualized lessons 1:00 pm - 3:00 p.m. • Team work: develop a lesson • Teaching demonstration and assessment

3. Agenda Continued • August 13, 9 a.m. - 11 a.m. • Develop teaching demonstration • Presenting the lesson • Assessment of presentation

4. Outcomes • Understand how to collaborate with basic skills faculty to develop contextualized teaching and learning (CTL) for CTE program • Learn strategies for engaging students with basic skills needs in the classroom • Learn how to get faculty buy-in to develop contextualized lessons • Increase communication with CTE and basic skills faculty from other colleges • Develop strategies for ongoing CTL discussions at your home campus • Complete a contextualized lesson in basic skills/CTE disciplines

5. Introductions • Description of the exercise: • Meet and greet- introduce yourself to five people • Introduce one of the five people you met to the rest of the class

6. Handbook: CTL & CTE • Misconceptions Quiz- write True or False answers to statements below • Students don’t need reading or math to be successful in CTE programs because they need very discrete skills for specific occupational roles. • The majority of students who get their GED continue on to higher levels of education and/or occupational training. • The only way CTE students with basic skills needs can improve those skills is to enroll in a basic skills course.

7. Misconceptions • Discussion: What misconceptions will you encounter from faculty who did not attend this institute? • Groups report out

8. More Questions…Learning Communities • Which statement is true about learning communities? • Learning communities reach across a limited number of disciplines • Learning communities are classes that are linked or clustered during and academic term and enroll a common cohort of students. • The faculty member is the center of activity in a learning • Learning communities are not as effective for developmental learners community.

9. Directed Learning Activities • Which statement is untrue about Directed Learning Activities? • Directed Learning Activities incorporate tutorial centers to address basic skills needs. • Apportionment funding in the form of hours by arrangement can be legitimately collected for directed learning activities. • The goal of the directed learning activity is the completion of exercises. • The language of the activity clearly connects to the course assignments, objectives and/or outcomes.

10. Contextualized Learning • Which statements below are true about contextualized learning? • In contextualized instruction, skills are taught in the context of what is required and relevant for industry. • In contextualized instruction, skills are taught in the context of what is relevant for general life and survival skills. • In contextualized instruction, skills are taught in the context of what is meaningful and relevant to previous knowledge or experience. • The best way to learn something is in context. • All of the above answers are correct.

11. ESL/CTE Curriculum Integration • Discussion on discoveries, pitfalls, successes, concerns when trying to work across disciplines • Q & A

12. Reviewing a contextualized lesson • Arithmetic pre-test • Contextualized lesson • Quiz

13. More about contextualizing curriculum • Why should we incorporate contextualized basic skills into CTE courses? • What is the process used to develop contextualized curriculum?

14. BREAK

15. Now you try it… • Break into teams of 4 • Discuss strategies for teaming with local basic skills/cte faculty to develop contextualized learning • Report out: discuss your process and results • List: srategies/models, concerns, successes, fears, breakthroughs.

16. Teaching & Learning • Discuss strategies for keeping students with basic skills needs engaged in the classroom • Report out strategies discussed • Teaching that engages… • Assessment v. Evaluation (what’s the difference?) • Assessment: improve performance using feedback • Evaluation: judges performance but doesn’t necessary identify ways to improve • Assessment of presentation

17. Lesson development across discipline • Discussion: describe a lesson you commonly teach and basic skills teachers respond with ways to make the lesson friendly to students with basic skills needs

18. YOU DID IT! • What’s next… • Take your experience back to your campus • Talk to your colleagues • Engage your students • Make a difference Best wishes and thank you for being here.