Zerpoli wbl final-nov_2013


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  • Zerpoli wbl final-nov_2013

    1. 1. Relevance for Academic Standards through WorkBased Learning Opportunities This is the catalog description Work-based Learning (WBL) opportunities are loaded with applied learning experiences that engage students in relevant activities that are rich in rigor and support achievement. This session will provide an overview of work-based learning opportunities that incorporate the integration of academic standards. Learn about an array of opportunities ranging from career awareness, to on-the-job training, internships and apprenticeship programs.
    2. 2. http://www.youtube.com/watch?v=jukv9Q1eR2g You can be the greatest, standing in the Hall of Fame, and the world’s gonna know your name, ‘cause you burn with the brightest flame, and the world’s gonna know your name.
    3. 3. Relevance for Academic Standards through Work-Based Learning Opportunities Presented by ACSA Career Technical Education Council ■ Tracie Zerpoli (tzerpoli@tricitiesrop.org) Executive Director Tri-Cities ROP (Career Technical Education) ■ Daniel Todd Coordinator Riverside County Office of Education (English) ■ Cindy Gleason (gleacg@fusd.net) Principal on Assignment Fontana Adult School (Mathematics) November 2013
    4. 4. http://www.youtube.com/watch?v=0AvZ5ulVyLc  21st Century SkillsWhat do we do?
    5. 5. College and Career Readiness ACSA CTE Council Definition of Career and College Readiness  The ACSA CTE Council has developed the following definition of  Career and College Readiness:  Graduate from high school proficient in nationally and internationally benchmarked content and performance standards, which includes the arts, core academics, career technical, and 21st century workplace skills  Demonstrate transferable skills necessary for career success, including communication skills, industry certification, work ethic & integrity, leadership & teamwork  Satisfy eligibility criteria for admission into postsecondary education and training  Have a fully developed comprehensive education/career plan that includes high school options, job opportunities, and costs & requirements associated with trade or technical school, community college, four year university or other postsecondary programs of study
    6. 6. Two “Big Ideas” Goal: Begin to implement and/or refine the following practices: 1. 2. Work-Based Learning Essential Instructional Routines  With examples and workshop activities
    7. 7. Partnering Choose one other person with whom you’ll hold brief discussions throughout the rest of this workshop. THIS IS NOT “GIMMICKY” or “CUTE”
    8. 8. Partnering Routine Avoid trios, but if you must, designate A, B, and 2B. Partner A  B  (A speaks, B listens) Partner B  A Open discussion A B Group discussion
    9. 9. Partnering Routine 1. L = Look into your partner’s eyes. 2. L = Lean toward your partner. 3. L = Lower your voice. (Do not whisper.) 4. L = Listen attentively.
    10. 10. Your turn… Make eye contact with the person you would like to partner with. Shake hands. Introduce yourself. The person on the right is “Partner A.” The person on the left is “Partner B.”
    11. 11. Your turn… 1. Hi, my name is ______. What is your name? It is nice to meet you _____. 2. I chose to attend this workshop because ______. 3. I hope to learn how/what _______.
    12. 12. Work-based learning extends school into the work place by engaging students in thoughtful and deep applications of content to real world problems or simulations of them, through awareness, exploration, and preparation.
    13. 13. Outcomes Work Based Learning  Strengths identified and developed  Intersection of interests, abilities, and passions found  Career pathways mapped  Career portfolio presentation ready  Appropriate relationships with adults outside the classroom built  College-ready (not just eligible) or AND Career-ready students!
    14. 14. Essential Instructional Routine Essential = vital, important, necessary Routine = protocol, typical practice, daily practice, everyday activity, repetitive “Close Reading” requires the very careful analysis of a particular text which could be anything from a book, manual, video, lecture, etc. There is no one way to perform a close reading but there are several basic steps.
    15. 15. Make the students do the work!  After we give direct instruction, demonstrate, show a video, read a text, etc., we make the students do the work of understanding and explaining what they read, heard, watched, etc.  Imagine that!
    16. 16. Close Reading at its Simplest:     Read (or watch or listen) Think Talk Repeat as necessary:    Read (watch, listen, etc.) Think Talk Then Do something (complete the task whether it be to create, write, etc.)
    17. 17. Sample Teacher Outline  Step 1: Read (or listen, watch, etc.)  Step 2: Answer and ask questions related to the task: What is the main idea?  What stood out to you?  What is the purpose of this ___ (video, demonstration, etc.)?  Step 3: Re-read (or re-watch) etc.  Step 4: Use the information to perform a task 
    18. 18. Activity: Close Reading of a Video 1. Look at the cartoon and comments 2. Watch the video 3. Answer the following questions with your partner:  What is the illustrator/author’s primary purpose for making this cartoon/speech/video?  What is the main idea or thesis of the cartoon/video?  How do you know? Give at least one example.  Do you agree or disagree?
    19. 19. Advantages (WBL) Students remember Academically rigorous Students are engaged Futures are changed 21st Century skills learned Business further understands education
    20. 20. Madeline Levine: Let’s be realistic about our kids. http://www.youtube.com/watch?v=3WNKghBwS-w  Do we care about all the students or just the ones who will do well on state testing?  Our students are different, so just maybe we should teach them differently!  Nothing matters more than to engage EVERY learner.  EVERY learner’s goals and futures are important, even if they don’t look like ours or what we think they should be!
    21. 21. Your opinion… After viewing the cartoon and the video, I believe the illustrator’s/speaker’s primary purpose for making this cartoon/video is _________________________.
    22. 22. Your opinion… After viewing the cartoon and the video, the main idea or thesis of the cartoon/video is _________. I know this because _________. (Give at least one example.)
    23. 23. Your opinion… (Choose one.) After viewing the cartoon and the video, I agree wholeheartedly with the illustrator and speaker that _________. I am not quite convinced that _______. I disagree entirely with the illustrator and speaker that _________.
    24. 24. Examples of…. Career Awareness Career day Guest speakers Presentations Traveling show Newsletters, posters Dress up CTE Month Interview family members and friends
    25. 25. Examples of…. Career Exploration  Job Shadowing (Teacher and Student)  Field Trips  Mentorships  Personal Learning Plan
    26. 26. Examples of…. Career  Internships/On-the-job training  Work experience  ROP  Service learning  Apprenticeship programs  CTE courses  Off-site projects  School based enterprises  Civics and business simulations  Student competitions  Field studies  Others? Preparation
    27. 27. Think to yourself… …about how little children learn so much (how to talk, walk, etc.) when they are not attending lectures on those subjects and activities.
    28. 28. Our Teaching and Learning Paradigm Needs to Change  Knowledge is applied  Engagement in Leaning  Collaboration among core and career-technical teachers for enhanced student learning http://www.youtube.com/watch?v=SFUZ-xiXqHA
    29. 29. Your Response?  Hard work  Not enough resources  Too much time  Our job is to make sure they get to the next grade, pass the test and/or graduate from High School. (They are on their own after that.)  It’s not important
    30. 30. Resources Awareness Preparation Ambassador Contract (Student and parent volunteers for District Awareness Fair Board Resolution for CTE Month CTE Open House Flyer Industry Sectors at each High School Industry Sector Posters Middle school PowerPoint Newsletters (2) AB Miller HS CTE Informational Brochure Advisory committee at a Glance Community Classroom Documents (5) Jurupa Hills HS CTE Informational Brochure Senior Portfolio Presentation Students are Career Ready Service Learning Agreement (paid work experience) Teacher Externship PPT, Automotive Teacher Externship PPT, Building Trades Workplace Folder Exploration Relevance for Academic Standards Classroom for 21st Century Article Citrus High School, California Steele Field Trip Four-year plan Fontana HS Pathway Brochure In-N-Out Field Trip feedback Job Shadow Day Industry Partner guidelines Job Shadow Service Minimum requirements for Pathways Kaiser HS Pathway Brochure Personal Learning Plan The Future Can Look Very Scary Cradle to Career Roadmap Depth of Knowledge Other Power Point, Relevance for Academic Standards through Work-Based Learning Opportunities
    31. 31. Relevance for Academic Standards through Work-Based Learning Opportunities Presented by the ACSA Career Tech Ed Council ■ Tracie Zerpoli (tzerpoli@tricitiesrop.org) Executive Director Tri-Cities ROP (Career Technical Education) ■ Daniel Todd Coordinator Riverside County Office of Education (English) ■ Cindy Gleason (gleacg@fusd.net) Principal Fontana Adult School (Mathematics) November 2013