The document discusses updates to California's Career Technical Education (CTE) standards, including:
1. The new CTE standards are more focused, rigorous, and aligned with postsecondary expectations and industry standards.
2. The standards are organized by industry sectors and career pathways within each sector.
3. The updated standards emphasize skills like problem-solving, collaboration, and real-world application in addition to technical skills.
This document provides an overview of instructional systems design (ISD) and its evolution from an artistic approach to a more systematic and research-based approach. It discusses how ISD follows a rigorous process involving analysis, design, development, implementation and evaluation. Key aspects of the ISD process include separating instructional content from strategy, using a team-based approach with specialized roles, and continually improving the process based on evaluation results.
The World of Instructional Design - CCDEJordan Epp
The document provides an overview of instructional design, including what it means, the role of an instructional designer, and the ADDIE model for curriculum development. It explains that instructional design is the systematic process of translating principles of learning and instruction into instructional materials, activities, and assessments. An instructional designer's role is to consult, train, and serve as a resource in designing, developing, evaluating, and revising distance learning courses. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases. The document also describes CCDE's instructional design processes and team roles.
Manufacturing And Product Design July 07 Briefing SessionFNian
The document outlines the requirements and process for partnerships to submit bids for delivering Diplomas through the second round of Diploma Gateway support. Key points include:
- Partnerships must demonstrate plans for rigorous Diploma delivery in collaboration with clear roles defined for participating institutions.
- Bids require self-assessments of readiness for each Diploma line and plans to address gaps by September 2009.
- Successful bids will show understanding of Diploma requirements and progression routes for students.
1) The document provides guidelines for post graduate diploma students on completing their required project report. It outlines the importance of high quality project reports and emphasizes applying concepts learned throughout the program.
2) Students must choose a project topic relevant to their area of specialization. The document provides steps for conducting research, including defining objectives, designing a plan, collecting and analyzing data, and reporting findings.
3) Technical specifications are given for formatting, binding, and submitting the project report. The report should be a minimum of 65-75 pages and include preliminary pages, chapters, and references. Students must obtain required approvals and declarations to verify the original work.
This document provides module descriptions for courses in the CTI Bachelor of Science in Information Technology degree program. It describes 15 modules that are part of the 3-year degree program, including introductory modules in the first year covering topics like business communication, computer skills, and programming. More advanced second year modules focus on areas such as data analysis and design, data structures and algorithms, and database design concepts. The module descriptions provide learning objectives and overview of topics covered in each module to give students information on the program curriculum.
This document provides an overview of instructional systems design (ISD) and its evolution from an artistic approach to a more systematic and research-based approach. It discusses how ISD follows a rigorous process involving analysis, design, development, implementation and evaluation. Key aspects of the ISD process include separating instructional content from strategy, using a team-based approach with specialized roles, and continually improving the process based on evaluation results.
The World of Instructional Design - CCDEJordan Epp
The document provides an overview of instructional design, including what it means, the role of an instructional designer, and the ADDIE model for curriculum development. It explains that instructional design is the systematic process of translating principles of learning and instruction into instructional materials, activities, and assessments. An instructional designer's role is to consult, train, and serve as a resource in designing, developing, evaluating, and revising distance learning courses. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases. The document also describes CCDE's instructional design processes and team roles.
Manufacturing And Product Design July 07 Briefing SessionFNian
The document outlines the requirements and process for partnerships to submit bids for delivering Diplomas through the second round of Diploma Gateway support. Key points include:
- Partnerships must demonstrate plans for rigorous Diploma delivery in collaboration with clear roles defined for participating institutions.
- Bids require self-assessments of readiness for each Diploma line and plans to address gaps by September 2009.
- Successful bids will show understanding of Diploma requirements and progression routes for students.
1) The document provides guidelines for post graduate diploma students on completing their required project report. It outlines the importance of high quality project reports and emphasizes applying concepts learned throughout the program.
2) Students must choose a project topic relevant to their area of specialization. The document provides steps for conducting research, including defining objectives, designing a plan, collecting and analyzing data, and reporting findings.
3) Technical specifications are given for formatting, binding, and submitting the project report. The report should be a minimum of 65-75 pages and include preliminary pages, chapters, and references. Students must obtain required approvals and declarations to verify the original work.
This document provides module descriptions for courses in the CTI Bachelor of Science in Information Technology degree program. It describes 15 modules that are part of the 3-year degree program, including introductory modules in the first year covering topics like business communication, computer skills, and programming. More advanced second year modules focus on areas such as data analysis and design, data structures and algorithms, and database design concepts. The module descriptions provide learning objectives and overview of topics covered in each module to give students information on the program curriculum.
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Isabel M. Brás Pereira, Paulo Silva, Teresa Sena Esteves, Margarida Ribeiro, Anabela Guedes, Celina P. Leão and Filomena Soares
https://www.youtube.com/watch?v=a5zQIcTd1b8&index=6&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Diogo Ribeiro, Tiago Abreu, Rui Camposinhos, Carlos Félix, Rui Gomes dos Santos, Maria de Fátima Portela and Sílvia Azevedo
https://www.youtube.com/watch?v=sDlbMYGk3Qs&index=7&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu
12 9243 it analysis of virtual positions managemen (edit ty)IAESIJEECS
This paper clarifies the Virtual Alliances for Learning Society (VALS) Project technological method to deal with bolster a virtual positions management development. Likewise, this paper demonstrates the first results of the viable piece of the venture, the Semester of Code, clarifying the recognized issues, the issues, the difficulties and a few activities to enhance the advancement of this sort of virtual positions programs. With a specific end goal to enable the readers to better understand the approach and its outcomes, the composition likewise portrays three of the principle virtual positions programs far and wide, in regards to both their association and innovative approach.
The REAP project piloted the use of technology-supported assessment in various courses across three universities to improve learner success and teaching efficiencies. The pilots aimed to develop learner self-regulation through frequent formative assessment opportunities using tools like online tests, simulations, and electronic voting systems. This allowed just-in-time feedback and reduced staff workload. Evaluation found significant learning gains like improved exam results and course passes in pilots across subjects like psychology, languages, and pharmacy.
The document describes a peer assessment process modelled using an assessment process specification tool. The tool allows users to define assessment process models by specifying roles, activities, stages and artifact flows. It provides guidance to help users make design decisions and customize default assessment process templates. The example shows a peer assessment process with five stages and roles assigned to activities in each stage.
This document provides information about the G325 Critical Perspectives in Media exam for A2 level. It is divided into two parts worth 50% each. Part 1 assesses knowledge of media concepts and debates through analysis of a contemporary media issue. Part 2 involves a theoretical evaluation of the student's own practical work, focusing on skills development and evaluating one production in relation to concepts like genre or audience. The exam assesses knowledge and understanding of concepts (AO1) and ability to apply this to analyze media and evaluate practical work (AO2). Students should prepare by creating a digital technology audit and focusing revision on exam questions relating to specific production practices and concepts.
This document provides information about the G325 Critical Perspectives in Media exam for A2 level. It is divided into two parts worth 50% each. Part 1 assesses knowledge of media concepts, contexts and debates through analysis of a contemporary media issue. Part 2 involves a theoretical evaluation of the student's own practical work. It focuses on assessing the student's skills development, knowledge of media concepts and ability to apply this knowledge to analyze media products and evaluate their own work. The exam requires synoptic understanding across the course content and skills of interpretation and evaluation.
This document provides an overview of data structures and algorithms concepts through a presentation. It begins with an introduction to outcome based education and accreditation standards. It then covers Bloom's taxonomy, vision/mission statements, and defines key terms like program outcomes, course outcomes, and mappings between them. Several data structures are defined, like stacks, queues, and linked lists. Algorithms topics covered include recursion, sorting, searching and complexity analysis. Specific course details are provided like learning objectives, syllabus, and outcome mappings.
You can start using the CFT when you have an idea for a project with a technology component that is focused on children and adolescents. It consists of 52 worksheets grouped into seven sections. These worksheets serve as programme guidance and can spark conversations among your team members. The CFT will guide you through strategizing a context-specific plan, without proposing a one-size-fits-all solution. The finishing product will be a completed Concept Note and Executive Summary, which is essentially the Terms of Reference for your project. You can finalize it, share it, and kick off your work.
The CFT is created by the UNICEF Innovation Unit, Supply Division and Programme Division based on dedicated work and extensive research of UNICEF Country Offices. We hope that sharing the CFT will assist you in creating a Child Friendly Technology project that leaves a lasting impact.
This document discusses Training Packages, which are sets of nationally endorsed competency standards, assessment guidelines and qualifications developed by industry to meet training needs. It defines key components of Training Packages like qualifications, implementation guides and competency standards. It also discusses contextualizing and customizing Training Packages and unpacking units of competency to determine evidence requirements.
The document provides an overview of the BTEC Higher National Diploma in Automotive Management and Technology Level 5 program. It outlines that the program is designed to provide specialist vocational training with a strong work-related emphasis. Students must pass 16 units over 2 years to earn the diploma. Units cover topics like vehicle operations, electronics, and customer service. Grades for individual units and the overall diploma are determined by pass, merit, and distinction criteria assessed based on learning outcomes.
In this presentation, we will use ADDIE as a guide to discuss the life-cycle of an e-learning project, with special focus on the tasks involved in each phase.
Here are the key steps to develop a Software Requirement Specification (SRS) document:
1. Define the purpose and scope of the software. Clearly state what the software will do and what it will not do.
2. Identify the stakeholders and end users of the software. Understand their needs, constraints, and expectations.
3. Define the functional and non-functional requirements of the software. Functional requirements specify what the software must do. Non-functional requirements specify qualities of the software like performance, security, usability etc.
4. Prioritize the requirements based on their importance and feasibility. Highlight mandatory, optional and enhancement requirements.
5. Define the interfaces of the software with external
The document provides guidance on designing assessments by outlining three key steps:
1. Creating a purpose statement that clearly defines what the assessment will measure, how scores will be used, and why the assessment was developed.
2. Targeting relevant content standards that represent essential knowledge and skills within an enduring concept.
3. Developing a test blueprint that identifies the targeted standards and number of items/tasks needed to sufficiently measure student mastery of the standards across different cognitive levels.
The next module will focus on building the actual assessment by developing rigorous items/tasks, associated scoring materials, and assembling test forms for administration.
The document discusses curriculum development and competency-based training (CBT). It defines curriculum and CBT, and describes the phases of curriculum development which include analysis, design, development, implementation, and evaluation. It also discusses developing unit standards, which outline learning outcomes and performance criteria. Standards development involves task analysis, clustering tasks, identifying unit titles, and developing elements and performance criteria.
The document discusses integrated learning design in a corporate environment. It proposes seven key design elements to develop an integrated learning solution: 1) creating skills mash-ups, 2) using integrated teaching methods, 3) implementing incremental learning, 4) conducting integrated assessments, 5) simulating work ecosystems, 6) focusing on recipient-centric approaches, and 7) providing on-the-job assistance. These elements aim to improve work performance by optimizing learning efforts and maximizing learning retention and application. The document illustrates how these elements can be applied, such as through creating skill assessments that evaluate learners at a skill mash-up level rather than individually.
This document outlines the course code, title, vision, mission, goals, and values of the GE Elec 121 - Living in IT Era course. It also links the course, program, and institutional outcomes and describes the assessments, instructional plan, and references that will be used throughout the course. The course aims to teach students about living in the modern IT era and covers topics such as computer basics, Windows, file management, word processing, and the ethical implications of technology. Students will be assessed through quizzes, activities, problem sets, and examinations to evaluate their understanding of the course material.
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
The document discusses the importance of teaching standards in engineering education. It notes that standards are not well understood by most engineers due to a lack of education on the topic in engineering schools. The document outlines the benefits of standards, types of standards, and how they are developed. It provides examples of how different universities incorporate standards into their curriculum, such as through design projects and dedicated courses. Resources for teaching standards from organizations like ANSI and ASTM are also presented. The document advocates for engineering programs to better educate students on standards to prepare them for industry.
This document outlines the Module 1 curriculum on personal entrepreneurial characteristics for the Grade 9 Technical Drafting course. The module teaches students to assess their own personal entrepreneurial competencies, compare them to successful local businesspeople, and align their strengths with areas for development. Students will research successful entrepreneurs, analyze similarities in traits and skills, and develop a plan to apply their competencies. The goal is for students to understand how personal qualities contribute to business success and apply that understanding to their own potential careers.
The document discusses training packages, units of competency, and how to develop good training and assessment. It provides definitions for key terms like training package, qualification, unit of competency, and outlines how training packages are structured. It explains that training packages comprise nationally endorsed qualifications and units of competency. It also gives a brief overview of how training packages are developed by industry reference committees and skills service organizations.
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Isabel M. Brás Pereira, Paulo Silva, Teresa Sena Esteves, Margarida Ribeiro, Anabela Guedes, Celina P. Leão and Filomena Soares
https://www.youtube.com/watch?v=a5zQIcTd1b8&index=6&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu
Track 13 - Engineering and technological learning in educational and professional contexts
Authors: Diogo Ribeiro, Tiago Abreu, Rui Camposinhos, Carlos Félix, Rui Gomes dos Santos, Maria de Fátima Portela and Sílvia Azevedo
https://www.youtube.com/watch?v=sDlbMYGk3Qs&index=7&list=PLboNOuyyzZ87-gGeuVN46ybC0Xl0-pDUu
12 9243 it analysis of virtual positions managemen (edit ty)IAESIJEECS
This paper clarifies the Virtual Alliances for Learning Society (VALS) Project technological method to deal with bolster a virtual positions management development. Likewise, this paper demonstrates the first results of the viable piece of the venture, the Semester of Code, clarifying the recognized issues, the issues, the difficulties and a few activities to enhance the advancement of this sort of virtual positions programs. With a specific end goal to enable the readers to better understand the approach and its outcomes, the composition likewise portrays three of the principle virtual positions programs far and wide, in regards to both their association and innovative approach.
The REAP project piloted the use of technology-supported assessment in various courses across three universities to improve learner success and teaching efficiencies. The pilots aimed to develop learner self-regulation through frequent formative assessment opportunities using tools like online tests, simulations, and electronic voting systems. This allowed just-in-time feedback and reduced staff workload. Evaluation found significant learning gains like improved exam results and course passes in pilots across subjects like psychology, languages, and pharmacy.
The document describes a peer assessment process modelled using an assessment process specification tool. The tool allows users to define assessment process models by specifying roles, activities, stages and artifact flows. It provides guidance to help users make design decisions and customize default assessment process templates. The example shows a peer assessment process with five stages and roles assigned to activities in each stage.
This document provides information about the G325 Critical Perspectives in Media exam for A2 level. It is divided into two parts worth 50% each. Part 1 assesses knowledge of media concepts and debates through analysis of a contemporary media issue. Part 2 involves a theoretical evaluation of the student's own practical work, focusing on skills development and evaluating one production in relation to concepts like genre or audience. The exam assesses knowledge and understanding of concepts (AO1) and ability to apply this to analyze media and evaluate practical work (AO2). Students should prepare by creating a digital technology audit and focusing revision on exam questions relating to specific production practices and concepts.
This document provides information about the G325 Critical Perspectives in Media exam for A2 level. It is divided into two parts worth 50% each. Part 1 assesses knowledge of media concepts, contexts and debates through analysis of a contemporary media issue. Part 2 involves a theoretical evaluation of the student's own practical work. It focuses on assessing the student's skills development, knowledge of media concepts and ability to apply this knowledge to analyze media products and evaluate their own work. The exam requires synoptic understanding across the course content and skills of interpretation and evaluation.
This document provides an overview of data structures and algorithms concepts through a presentation. It begins with an introduction to outcome based education and accreditation standards. It then covers Bloom's taxonomy, vision/mission statements, and defines key terms like program outcomes, course outcomes, and mappings between them. Several data structures are defined, like stacks, queues, and linked lists. Algorithms topics covered include recursion, sorting, searching and complexity analysis. Specific course details are provided like learning objectives, syllabus, and outcome mappings.
You can start using the CFT when you have an idea for a project with a technology component that is focused on children and adolescents. It consists of 52 worksheets grouped into seven sections. These worksheets serve as programme guidance and can spark conversations among your team members. The CFT will guide you through strategizing a context-specific plan, without proposing a one-size-fits-all solution. The finishing product will be a completed Concept Note and Executive Summary, which is essentially the Terms of Reference for your project. You can finalize it, share it, and kick off your work.
The CFT is created by the UNICEF Innovation Unit, Supply Division and Programme Division based on dedicated work and extensive research of UNICEF Country Offices. We hope that sharing the CFT will assist you in creating a Child Friendly Technology project that leaves a lasting impact.
This document discusses Training Packages, which are sets of nationally endorsed competency standards, assessment guidelines and qualifications developed by industry to meet training needs. It defines key components of Training Packages like qualifications, implementation guides and competency standards. It also discusses contextualizing and customizing Training Packages and unpacking units of competency to determine evidence requirements.
The document provides an overview of the BTEC Higher National Diploma in Automotive Management and Technology Level 5 program. It outlines that the program is designed to provide specialist vocational training with a strong work-related emphasis. Students must pass 16 units over 2 years to earn the diploma. Units cover topics like vehicle operations, electronics, and customer service. Grades for individual units and the overall diploma are determined by pass, merit, and distinction criteria assessed based on learning outcomes.
In this presentation, we will use ADDIE as a guide to discuss the life-cycle of an e-learning project, with special focus on the tasks involved in each phase.
Here are the key steps to develop a Software Requirement Specification (SRS) document:
1. Define the purpose and scope of the software. Clearly state what the software will do and what it will not do.
2. Identify the stakeholders and end users of the software. Understand their needs, constraints, and expectations.
3. Define the functional and non-functional requirements of the software. Functional requirements specify what the software must do. Non-functional requirements specify qualities of the software like performance, security, usability etc.
4. Prioritize the requirements based on their importance and feasibility. Highlight mandatory, optional and enhancement requirements.
5. Define the interfaces of the software with external
The document provides guidance on designing assessments by outlining three key steps:
1. Creating a purpose statement that clearly defines what the assessment will measure, how scores will be used, and why the assessment was developed.
2. Targeting relevant content standards that represent essential knowledge and skills within an enduring concept.
3. Developing a test blueprint that identifies the targeted standards and number of items/tasks needed to sufficiently measure student mastery of the standards across different cognitive levels.
The next module will focus on building the actual assessment by developing rigorous items/tasks, associated scoring materials, and assembling test forms for administration.
The document discusses curriculum development and competency-based training (CBT). It defines curriculum and CBT, and describes the phases of curriculum development which include analysis, design, development, implementation, and evaluation. It also discusses developing unit standards, which outline learning outcomes and performance criteria. Standards development involves task analysis, clustering tasks, identifying unit titles, and developing elements and performance criteria.
The document discusses integrated learning design in a corporate environment. It proposes seven key design elements to develop an integrated learning solution: 1) creating skills mash-ups, 2) using integrated teaching methods, 3) implementing incremental learning, 4) conducting integrated assessments, 5) simulating work ecosystems, 6) focusing on recipient-centric approaches, and 7) providing on-the-job assistance. These elements aim to improve work performance by optimizing learning efforts and maximizing learning retention and application. The document illustrates how these elements can be applied, such as through creating skill assessments that evaluate learners at a skill mash-up level rather than individually.
This document outlines the course code, title, vision, mission, goals, and values of the GE Elec 121 - Living in IT Era course. It also links the course, program, and institutional outcomes and describes the assessments, instructional plan, and references that will be used throughout the course. The course aims to teach students about living in the modern IT era and covers topics such as computer basics, Windows, file management, word processing, and the ethical implications of technology. Students will be assessed through quizzes, activities, problem sets, and examinations to evaluate their understanding of the course material.
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
The document discusses the importance of teaching standards in engineering education. It notes that standards are not well understood by most engineers due to a lack of education on the topic in engineering schools. The document outlines the benefits of standards, types of standards, and how they are developed. It provides examples of how different universities incorporate standards into their curriculum, such as through design projects and dedicated courses. Resources for teaching standards from organizations like ANSI and ASTM are also presented. The document advocates for engineering programs to better educate students on standards to prepare them for industry.
This document outlines the Module 1 curriculum on personal entrepreneurial characteristics for the Grade 9 Technical Drafting course. The module teaches students to assess their own personal entrepreneurial competencies, compare them to successful local businesspeople, and align their strengths with areas for development. Students will research successful entrepreneurs, analyze similarities in traits and skills, and develop a plan to apply their competencies. The goal is for students to understand how personal qualities contribute to business success and apply that understanding to their own potential careers.
The document discusses training packages, units of competency, and how to develop good training and assessment. It provides definitions for key terms like training package, qualification, unit of competency, and outlines how training packages are structured. It explains that training packages comprise nationally endorsed qualifications and units of competency. It also gives a brief overview of how training packages are developed by industry reference committees and skills service organizations.
Instructional design-models dick n carey pdf1901503233
The document describes the Dick and Carey Systems Approach Model for designing instruction. The model prescribes a methodology that breaks instruction down into smaller components. It includes 10 steps:
1. Identify the instructional goal
2. Conduct instructional analysis
3. Identify learner entry behaviors and characteristics
4. Write performance objectives
5. Develop assessment instruments
6. Develop instructional strategy
7. Develop and select instructional materials
8. Design and conduct formative evaluation
9. Revise instruction if needed
10. Design and conduct summative evaluation
The model aims to specifically target the skills and knowledge to be taught and provide appropriate conditions for learning the intended outcomes. Key aspects include conducting
March 22- Orientation Session for Teachers on MCE Certification.pptxPankaj Rai
This is a presentation on "Orientation Session for Teachers on Microsoft Certified Educator (MCE) Certification"-
MCE is the only official certification from Microsoft that provides teachers with a globally recognized certification focused on the practical integration of ICT into teaching and learning”
This allows teachers to teach and engage 21ST-century learners with ease.
The document discusses transforming defence training through more efficient and effective blended learning approaches. It suggests that blended learning can (1) do more with less by combining different delivery methods, (2) consider learner and instructor maturity to design appropriate blends, and (3) have impact by engaging learners and improving outcomes. Specific examples are provided of blended learning initiatives in the defence sector that increased learner engagement, first-time pass rates, and cost and time savings.
Topic: Learning Objectives
Student Name: Sualiha Lodhi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This course focuses on the fundamentals of wireless sensor networks. It covers topics such as node architecture, operating systems, network protocols, and hands-on experience programming sensors. The course includes lectures, labs, assignments, a project, midterm exam, and final exam. The primary goal is for students to gain practical experience designing and implementing wireless sensor network systems.
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Similar to An Introduction to California's Newly Revised CTE MCS (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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2. 2
The new model curriculum
standards are available
online at:
http://www.cde.ca.gov/ci/
ct/sf/ctemcstandards.asp
3. Upon completing this session, you will understand:
1. Why CTE standards were upgraded
2. Major new features in CTE standards
3. Integration with Common Core State Standards
4. National shift in teaching, learning, and
assessment: CTE’s role
3
5. 5
▶Fewer, clearer, deeper
▶Research and evidence based
▶Reasonable in scope
▶Essential, rigorous, clear, specific and
coherent
▶Aligned with postsecondary and work
expectations
▶Measurable
6. 6
▶ Unique within an industry sector
▶ Organized by careers within the industry
sector of similar functions, services, and work
environments
▶ Rewritten using action verbs in place of
“know and understand”
▶ Build from simple to complex knowledge and
performance
7. 7
▶Has an occupational focus
▶Consistent in size and scope
▶Comprised of similar functions
▶Inclusive of all aspects of the industry
▶Includes 8-12 pathway specific standards
▶Demonstrates sequence potential
▶Lead to high skill, high wage, or high
demand jobs
▶Sustainable and viable over next 10 years
9. Research
Bloom’s Taxonomy (Revised)
Rigor and Relevance Framework – Bill Daggett
Knowledge Dimension - Anderson, Lorin and
David Krathwohl
Depth of Knowledge - Norman L. Webb
9
11. Knowledge
Metacognitive
to form a coherent
whole
Procedural
how parts relate, find
Coherence
Conceptual
clarify, give examples
Factual
recognize, recall,
locate
PerformanceUse Apply Solve Create
one-step process multi-step process non-routine solutions to real world
to solve a routine to solve routine problems using non- routine , complex problem
problems multiple steps problems using
multiple steps
Beyond Knowledge Construct
11
12. FactualConceptualProceduralMetacognitive
Access Adhere Analyze Advocate
Define Apply Assess Build
Describe Classify Comply Compile
Find Communicate Compare Compose
Identify Compare Contrast Construct
Label Demonstrate Deconstruct Create
List Develop Deduce Design
Locate Discriminate Defend Devise
Match Employ Detect Formulate
Name Explain Diagram Invent
Recall Implement Differentiate Plan
Recite Infer Discern Predict
Recognize Interpret Distinguish Produce
Remember Maintain Enhance Reconstruct
Retrieve Organize Evaluate Reorganize
Select Participate Experiment Synthesize
State Practice Explore
Promote Illustrate
Summarize Integrate
Transfer Research
Understand Solve
Use Test
12
13. Knowledge
Beyond Knowledge Construct
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall, loca
te
(DOK Level 1)
Performance
Use
one-step
process to
solve routine
problems
Apply
multiple step
process to
solve routine
problems
Solve
non-routine
problems using
a sequence of
steps
Create
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
List 15 building
products and find
a “green”
alternative to
each one
14. Knowledge
Beyond Knowledge Construct
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall, loca
te
(DOK Level 1)
Performance
Use
one-step
process to
solve routine
problems
Apply
multiple step
process to
solve routine
problems
Solve
non-routine
problems using
a sequence of
steps
Create
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
List 15 building
products and find
a “green”
alternative to
each one
Construct a 1/8th
scale model of a
garage using only
recycled materials
15. Knowledge
Beyond Knowledge Construct
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall, loca
te
(DOK Level 1)
Performance
Use
one-step
process to
solve routine
problems
Apply
multiple step
process to
solve routine
problems
Solve
non-routine
problems using
a sequence of
steps
Create
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
List 15 building
products and a
“green”
alternative to
each
Construct a 1/8th
scale model of a
garage using only
recycled materials
Explain the
advantages and
disadvantages of
using recycled
building materials
16. Knowledge
Beyond Knowledge Construct
Metacognitive
form a coherent
whole
(DOK Level 4)
Procedural
how parts relate, find
Coherence
(DOK Level 3)
Conceptual
clarify, give examples
(DOK Level 2)
Factual
recognize, recall, loca
te
(DOK Level 1)
Performance
Use
one-step
process to
solve routine
problems
Apply
multiple step
process to
solve routine
problems
Solve
non-routine
problems using
a sequence of
steps
Create
solutions to
non-routine real
world complex
problems using
multiple steps
and sources
List 15 building
products and a
“green”
alternative to
each
Construct a 1/8th
scale model of a
garage using only
recycled materials
Explain the
advantages and
disadvantages of
using building
recycled materials
Develop a wind-
resistant solar carport
for student parking
lots and convince the
school board to fund
it.
18. 1. Apply appropriate technical skills and academic
knowledge
2. Communicate clearly, effectively, and with reason
3. Develop an education and career plan aligned to
personal goals
4. Apply technology to enhance productivity
5. Utilize critical thinking to make sense of
problems and persevere in solving them
6. Practice personal health and understand financial
literacy
18
19. 7. Act as a responsible citizen in the workplace and
the community
8. Model integrity, ethical leadership, and effective
management
9. Work productively in teams while using
cultural/global competence
10. Demonstrate creativity and innovation
11. Employ valid and reliable research strategies
12. Understand the environmental, social, and
economic impacts of decisions
19
22. Focus from high school graduation to
college and career readiness
Teaching literacy across all content
areas
Profound changes in the way
◦ students learn and are assessed
◦ teachers teach
◦ instructional leaders lead
22
23. Knowledge
Metacognitive
to form a coherent
whole
Procedural
how parts relate, find
Coherence
Conceptual
clarify, give examples
Factual
recognize, recall,
locate
PerformanceUse Apply Solve Create
one-step process multi-step process non-routine solutions to real world
to solve a routine to solve routine problems using non- routine , complex problem
problems multiple steps problems using
multiple steps
Shift in Assessment
23
Create solutions
to real world
non-
routine, comple
x problems
using multiple
steps
35. Conduct short, focused projects and longer
term in-depth research
Produce clear and coherent
writing, whatever the selected format
Communicate research
35
36. Lead high-level, text-based discussions
Focus on process, not just content
Create assignments for audiences outside of
the classroom and with real purpose
Teach argument, not persuasion
Increase text complexity
36
37. Current
• Instructor Driven
• Individual Work
• Getting the
Answer
Future
• Student Driven
• Collaborative
Work
• Showing the Work
37
38. 38
A Blueprint for Curriculum and
Lesson Design
Coming to your classrooms now!
Editor's Notes
Welcome audienceQuick survey of who the audience is (Teachers, Site Administrators, Counselors, COE or District Superintendents)Acknowledge any CDE staff in room and any members of the CCSESA CTE Workgroup
Speaker should emphasize the convenience of the linked resource online, which takes viewers directly to Industry Sectors. QR code takes smartphone users, tablets, etc. directly to the webpage.Announce that the MCS Introduction is available online
Slide is self explanatory.
The Career Technical Education (CTE) Model Curriculum Standards are designed to assist in developing high quality curriculum and instruction to help ensure students are career and college ready. The new Common Core State Standards require academic teachers to include real world applications in their curriculum. Who better to support them than CTE teachers who have always included real world relevance in their curriculum? The result: better prepared studentsThe standards offer clear guidelines for course content development and expectations for student achievement. Standards are rigorous, research-based, evidence-based, relevant, and reasonable in scope. Building on their format, the revised CTE Model Curriculum Standards expands the research base used in writing the standards. The additional research includes the Wisconsin Center of Educational Research Depth of Knowledge Levels, the Rigor/Relevance Framework from the International Center for Leadership in Education, and A Model of Learning Objectives based on A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives from the Iowa State University Center for Excellence in Learning and Teaching.
When the state board adopted the common core state standards, the need arose to align the CTE standards with the new common core. Therefore, the new model CTE standards were developed with deliberate parallels to Common Core State Standards.Say something like, “The new standards are fewer clearer and deeper similar to common core, based on research, and aligned with postsecondary and work expectations. They are measurable because college and career readiness demands that career readiness be measured.”
Pathways are NOT designed to be stand alone courses.A CTE course will always have a predominant sector and pathway. This is required for credentialing, UC designation and Perkins qualification. However in some cases a course might pull some standards from another pathway and sometimes even from a different industry sector to enhance the curriculum by showing the relationships between industry's.Example: In the Manufacturing and Product Development industry sector, the Product Innovation and Design pathway may want to include lessons on marketing a new product. In that case, the instructor might teach some of the standards found in the Marketing Sales and Services sector’s Entrepreneurship /Self Employment pathway.
One pathway does have 13 standards, but that’s the only exception. (Health Science & Medical Technology)
New Standards for Career Ready Practice are for ALL students.CRITICAL POINT – Foundation standards are now renamed Anchor Standards to be consistent with Common Core. Pathway standards have been upgraded according to business and industry recommendations.Common Core Matrix shows CCSS alignment to Pathway standards.
Graphic from Bill Daggett’s presentation on Rigor and Relevance. This is part of the research for the new Model Curriculum Standards. CTE takes the Rigor and Relevance framework and expands it to an even greater degree.
The Beyond Knowledge Construct and Verbs on the next slide: reference page 3 of the CTE Model Curriculum Standards Executive Summary. Beyond Knowledge Construct was CDEs interpretation of Rigor and Relevance. The new pathway standards were developed according to this model.Depth of Knowledge (DOK) model is employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997). Depth of knowledge increases as the learning expectations move from Quad A to Quad DQuad D is higher level performance such as “create solutions to real world, non-routine, complex problems using multiple steps and metacognitive to form a coherent whole”
The standards for career ready practice are what all high school students need to be employable and college ready.The industry sector anchor standards (also known in the CDE document as Knowledge and Performance Anchor Standards) are common across the entire industry sector and are what students in that sector need to understand and apply. They are aligned to the ELA common core state standards as all forms of literacy are critical in every industry sector.The pathway standards are the next level above the anchor and these are specific to a pathway within that industry sector that leads to a student being career ready.The industry specific standards are standards not covered in our document but are specific to industry that might require certification An employer may require additional training beyond the industry certificate.
Standards for Career Ready Practice: reference pages 11 & 12 of the CTE Model Curriculum Standards Executive Summary.Cue audience to pull out/ or pass out Handout module 1-#4: Standards for Career Ready Practice These are for ALL students, not just CTE students!This is the foundation that all students need to be ready for careers AND college. We will take a closer look at these in Module 2.
They are adapted from the National Common Career Technical Core and funded by the National Association of State Directors of CTE Consortium; over 42 states were involved in the development of these practices. This was a national effort to make certain ALL students get this information. These are the updated version of the 21st SCANS skills. Discuss these standards in depth.
CTE Anchor Standards – Common Core English Language Arts Alignment: reference page 6 of the CTE Model Curriculum Standards Executive Summary. These are the former Foundation Standards. The 11 anchor standards build on the standards for career ready practice and are common across the 15 industry sectors They have direct alignment to ELA CCSS. Anchor Standards 1.0 is identified as Academics …….. these are directly aligned by sector pathways here…..
Academic Alignment Matrix: reference page 9 of the CTE Model Curriculum Standards Executive Summary. Each sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. On the left are industry-specific academic standards – on the right are the pathway standards which align with the academic standard. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard. WE WILL SEE THESE AGAIN IN MODULE 2
CTE courses have always included a greater degree of academics than most teachers are aware.The new standards with the deliberate Academic Alignment Matrix show both the CTE teacher and the core academic teacher the vast number of core academic standards taught in CTE courses. CTE has integrated core academics for years and now the core academic teachers will incorporate more real world applications in their instruction as a result of the college and career readiness requirement in the new common core. Academic teachers should partner with CTE teachers to help academics make that shift and incorporate real world applications and Project Based Learning in the core curriculum.
You will remember in the Beyond Knowledge Construct that Quad D is higher level performance such as “create solutions to real world, non-routine, complex problems using multiple steps”. CTE students have been assessed in the D Quadrant for years. Now core academic students will be assessed in the D Quadrant – a major shift for core academic teachers.
Common Career Technical Core (CCTC) careertech.orgThese are what all high school students need to be employable and college ready. NOTE: These Standards for Career Ready Practices are found in the front pages (see document handed out) The CDE is working to get this into the Common Core Documents. They are not there yet, but they are working on it. There is an activity in Module 2 to process these and integrate them into course outlines.
The 11 anchor standards build on the career ready practices. In the CDE document they are calledKnowledge and Performance Anchor Standards. They are by industry sector. common across the entire industry sector
You might recognize these as the former Foundation Standards. These are what students in that sector need to know and be able to do. In Module 2, teachers begin to see the CTE connections to Common Core and understand how they can be easily integrated into their courses
1.0 is specific to the industry sector and includes core academic standards2.0-10.0 are directly aligned to the ELA common core anchor standards, as all forms of literacy are critical in every industry sector. In Module 2 we help teachers understand how to identify these connections.11.0 are application standards
1.0, 2.0, 3.0, etc. are the Standards
2.1; 2.2; 2.3, etc. are called Performance indicators which scaffold to learning to meet expectations identified in the standard.
The pathway standards are the next level above the anchor and these are specific to a pathway within that industry sector that leads to a student being career ready.
Pathways are NOT courses. A course will have one predominant pathway.
Similar to the activity we have done here today, Module 2 provides processes for teachers to gain a deeper understanding of their new pathway standards and how to integrate them into their course outlines.
Academic Alignment Matrix The alignment matrices include the subjects of Common Core English language arts and mathematics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes 1.0 are academic standards that have been aligned to specific industry sector standards. For example:The Arts, Media and Entertainment standards will not have the intense mathematic standards that Engineering and Architecture will have. The math standards will be different based on what math is actually taught in each sector.Business and Finance has no science, therefore there are no science standards in the anchor standards for Business and Finance.
For those who pursue their career pathway, their employer will require additional training beyond the industry certificate. The industry specific standards are standards not covered in our document.
Students need to learn how to conduct research and read the results of their research discerningly. Critical reading, writing, and speaking are at the heart of the CTE MCS upgrade and are a clear focus area in the anchor standards. Communication is a crucial 21st century skill in every form and it is one that we commonly see on job descriptions as well as hear from advisory committee members as essential for success in the workplace.
Every piece of writing is an argument – even a recipe! Teachers can support their students ability to develop arguments by integrating more complex assignments that include inquiry and the reporting out of findings. The assessment does not only have to evaluate the final product, but also the process. And, the question of audience is an important one as we look at how the definition of audience has broadened due to technology and the world wide web.
Teaching and learning post-NCLB demands a student-centered instructional plan that integrates 21st century skills such as collaboration and communication. The focus now moves from getting the right answer to demonstrating mastery of the process.