The document discusses California's Career Technical Education Model Curriculum Standards. It aims to make CTE programs more rigorous and relevant by integrating academic standards. The standards include 11 foundation standards that are common across all industry sectors, as well as pathway standards for the 15 industry sectors and their career pathways. The standards are designed to prepare students for both post-secondary education and careers. They emphasize teaching academic concepts within CTE courses and replacing narrow job skills training with broader career preparation.
The document discusses the challenges faced by organizations and countries and opportunities to address them through collaboration. It notes challenges include cutting costs, finding talent, increasing productivity and profitability. It also discusses issues with the current education system in tier 2 and 3 cities in India in preparing graduates for industry. It proposes a collaborative space called DIFR that brings together mentors, recruiters, assessments, training to help develop employable talent from these areas for organizations.
This document discusses a multidisciplinary course aimed at developing creativity in engineering students. The course was previously offered from 2011-2013 and involved students traveling to Florida for workshops on creativity, leadership, and teamwork led by an external training organization. Assessments found significant improvements in students' self-reported creativity skills. The course is being redesigned to have a broader scope and be multidisciplinary. The redesign aims to include more in-depth discussions, a greater focus on problem-solving, and additional meetings throughout the semester to reinforce concepts and have a longer impact.
This document outlines California's Career Technical Education standards and curriculum. It describes 15 industry sectors that have specific career pathways and standards. These standards are aligned with Common Core academic standards in English and math. The standards are organized around 12 career ready practices and anchor standards that are designed to prepare students for college and careers. Model curriculum standards provide guidance in key industry sectors to help students develop technical and occupational skills for high-skill, high-wage jobs.
1) Career clusters organize related careers into broader groupings based on common skills and knowledge. There are currently 16 career clusters and 81 career pathways that span high school and post-secondary education.
2) A career pathway is a sub-grouping within a career cluster that represents the knowledge and skills needed for a range of career opportunities in that field. Programs of study outline the specific course requirements across high school and further education to enter a career pathway.
3) Effective career pathways systems provide multiple entry and exit points, involve business and industry partnerships, and align academic and technical courses to support all students in exploring a range of career options.
The document outlines career technical education standards from the California Department of Education. It discusses 15 industry sectors that have pathway standards, including agriculture, arts, building trades, and health science. The standards are aligned with common core standards in English, math, science, and cover technical skills, communications, career planning, and workplace skills like teamwork and ethics. The goal is to prepare students for high-skill, high-wage careers.
This document discusses how Family and Consumer Sciences (FCS) teachers can promote their courses under House Bill 5 (HB 5). HB 5 has created opportunities for FCS programs by establishing endorsements that FCS courses can fall under, such as Business and Industry or Public Services. FCS courses offer coherent sequences that can satisfy endorsement requirements. FCS teachers should reach out to counselors and provide resources on how FCS courses support career preparation and student engagement. HB 5 prioritizes career readiness, so FCS programs are well-positioned to help students develop the skills and knowledge needed for high-demand, high-wage careers.
The document discusses the challenges faced by organizations and countries and opportunities to address them through collaboration. It notes challenges include cutting costs, finding talent, increasing productivity and profitability. It also discusses issues with the current education system in tier 2 and 3 cities in India in preparing graduates for industry. It proposes a collaborative space called DIFR that brings together mentors, recruiters, assessments, training to help develop employable talent from these areas for organizations.
This document discusses a multidisciplinary course aimed at developing creativity in engineering students. The course was previously offered from 2011-2013 and involved students traveling to Florida for workshops on creativity, leadership, and teamwork led by an external training organization. Assessments found significant improvements in students' self-reported creativity skills. The course is being redesigned to have a broader scope and be multidisciplinary. The redesign aims to include more in-depth discussions, a greater focus on problem-solving, and additional meetings throughout the semester to reinforce concepts and have a longer impact.
This document outlines California's Career Technical Education standards and curriculum. It describes 15 industry sectors that have specific career pathways and standards. These standards are aligned with Common Core academic standards in English and math. The standards are organized around 12 career ready practices and anchor standards that are designed to prepare students for college and careers. Model curriculum standards provide guidance in key industry sectors to help students develop technical and occupational skills for high-skill, high-wage jobs.
1) Career clusters organize related careers into broader groupings based on common skills and knowledge. There are currently 16 career clusters and 81 career pathways that span high school and post-secondary education.
2) A career pathway is a sub-grouping within a career cluster that represents the knowledge and skills needed for a range of career opportunities in that field. Programs of study outline the specific course requirements across high school and further education to enter a career pathway.
3) Effective career pathways systems provide multiple entry and exit points, involve business and industry partnerships, and align academic and technical courses to support all students in exploring a range of career options.
The document outlines career technical education standards from the California Department of Education. It discusses 15 industry sectors that have pathway standards, including agriculture, arts, building trades, and health science. The standards are aligned with common core standards in English, math, science, and cover technical skills, communications, career planning, and workplace skills like teamwork and ethics. The goal is to prepare students for high-skill, high-wage careers.
This document discusses how Family and Consumer Sciences (FCS) teachers can promote their courses under House Bill 5 (HB 5). HB 5 has created opportunities for FCS programs by establishing endorsements that FCS courses can fall under, such as Business and Industry or Public Services. FCS courses offer coherent sequences that can satisfy endorsement requirements. FCS teachers should reach out to counselors and provide resources on how FCS courses support career preparation and student engagement. HB 5 prioritizes career readiness, so FCS programs are well-positioned to help students develop the skills and knowledge needed for high-demand, high-wage careers.
Extreme makeover cte standards edition acsa nov 2013ACSASummit
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
Extreme makeover cte standards edition acsa nov 2013 compressedCarolyn Zachry
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Frameworks and taxonomies used in developing the standards are also referenced.
RCE(Roorkee College of Engineering) is best engineering college in Roorkee. Which offer great and beneficial facilities for students to best future. RCE was established in 2010, which approved by AICTE (Govt. of India) and affiliated to Uttarakhand Technical University, Uttarakhand. And courses provided by RCE M.tech, B.tech, Diploma, B.Sc agriculture with highly educated and experienced faculty, top class updated infrastructure, Wi-Fi enabled campus, great placement and more.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English Language Arts and Mathematics. It describes how the standards were created through an iterative process involving states, experts, and public feedback. The standards aim to ensure all students are prepared for college and careers by establishing clear and consistent learning goals across all states in English and Math. They emphasize critical thinking skills and focus on fewer topics at each grade level to allow for deeper understanding.
The document discusses integrating English language instruction with workforce skills training through career pathways models. It describes four models - sequential, concurrent, coordinated, and integrated - ranging from basic skills preceding technical training to fully integrated instruction. The coordinated and integrated models that combine basic skills and technical content instructors are recommended for ESL students. Benefits include acquiring both language and workforce skills, and increasing retention and credential attainment. Virtual enterprise software is presented as a technology-enhanced approach.
The document discusses partnerships between schools, businesses, and post-secondary institutions to strengthen career technical education (CTE) pathways for students. It proposes a four-phase approach where in phases one and two, students in 9th and 10th grades are exposed to local industries and careers through speakers, tours, and mentors. Phase three involves internships for all 11th graders. Phase four includes paid internships and college courses for eligible 12th graders to further prepare them for their post-secondary plans. The goal is to provide students with hands-on learning, workplace skills, and guidance from industry professionals to help them enter the workforce or continue their education.
The document provides information about career services at a university, including job search assistance, resume development, practice interviews, and career counseling. It discusses the job search process and finding a job through networking, internet resources, job fairs, and more. Tips are provided for resumes, cover letters, applications, interviews, and dressing professionally. Resources are listed to help with various stages of the job search and application process.
A Review of Professional Practices for Computer Sciences Students in Academicssyedhamza71
This document summarizes key aspects of professional practices for computer science students. It discusses the importance of integrating professional practices into computer science curricula to better prepare students for the workplace. Professional practices include developing skills like collaboration, problem solving, communication, and lifelong learning. The document also outlines traits of professionals like seriousness, willingness to learn new skills, and maintaining composure. Integrating work placements and apprenticeships can help students gain real-world experience solving issues in both public and private sectors. Maintaining high ethical standards is also important for computer professionals.
The document discusses the definitions of college readiness and career readiness. While the terms are often used interchangeably, there are some key differences. College readiness focuses more on the academic courses needed for postsecondary education, while career readiness emphasizes both academic skills and technical or job-specific skills needed for employment. Career readiness also places greater importance on skills like problem solving, communication, and adaptability that are valued by employers. Both require core academic skills in areas like math and English, but career readiness integrates these with technical and employability skills through experiences like internships or experiential learning.
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Implications Of The Changes To The 14 19 Curriculum Newadamwalsh2k1
The document discusses reforms to the 14-19 curriculum in England that aim to better prepare students for the workforce and global economy of the 21st century. It overviews the goals of raising achievement levels, increasing options like apprenticeships and diplomas, and focusing on developing work-relevant soft skills and functional skills in core subjects. The reforms could mean changes to university admissions, increased teacher workload, and the need to engage employers in offering apprenticeships. The success of the reforms will depend on adapting the education system and engaging stakeholders across schools, colleges, universities, and employers.
Creating a college & career readiness culture for your classroom donna em...DonnaEmanuel
This document discusses creating a college and career readiness culture in K-8 classrooms. It defines college and career readiness as having the knowledge to succeed in introductory college courses without remediation. It outlines 8 components of college and career readiness counseling including academic planning, enrichment activities, and career exploration. It also provides 4 keys to supporting readiness: meeting academic standards, exploring careers early, developing soft skills like flexibility and motivation, and fostering independent learning. The document discusses barriers districts face in career technical education like funding and retaining teachers, and ways to overcome these such as partnerships and professional development. It emphasizes the importance of reflection and a systemic framework in developing leadership and a college and career readiness culture.
The document summarizes the development process and key aspects of the Common Core State Standards for English Language Arts and Mathematics. It states that college and career readiness standards were developed in 2009 based on evidence and feedback from multiple stakeholders. Final standards were released in June 2010 and are designed to ensure all students are prepared for postsecondary education and the workforce. The standards are aligned across grades and focused on critical content. They were developed through a state-led process coordinated by CCSSO and NGA to provide consistent learning expectations across states.
Common core standards_june_2010_webinar_final_v_2cgerstein
The document summarizes the development and key aspects of the Common Core State Standards for K-12 English Language Arts and Mathematics. It describes how the standards were developed through collaboration between states to ensure students are prepared for college and careers. The standards establish clear and consistent guidelines for what students should know and be able to do in English language arts and math at each grade level from kindergarten through high school. They emphasize real-world skills like critical thinking, problem solving, collaboration and communication.
Building A State Scholars Program In TennesseeRuth Woodall
Tennessee Scholars is a business–led initiative that encourages all high school students, in particular those in the mid-50% range (25% to 75%) of the population, to stretch their academic muscles, stay in school, and develop workforce habits and skills so when they graduate they will be better prepared for post secondary, the workforce, or military. Schools will help their students experience "success" by developing incentives and providing recognition each year they stay on track and once the student has successfully completed the Core Course of Study. Each community will determine which incentives and in what ways to "successfully” recognize students. Local business leaders, school personnel, existing advisory boards, postsecondary education, parents, students, and other community members serve on advisory teams for Tennessee Scholars.
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
This document outlines 4 access strategies to support learning - cooperative learning, instructional conversations, academic language development, and advanced graphic organizers. It describes each strategy and how they can promote language acquisition, critical thinking, comprehension, and knowledge construction. The document advocates for implementing these research-based strategies through professional development, coaching, and assessing results to move beyond overused direct instruction and facilitate active student participation and rigor.
Building Tech Capacity through Assessing CapabilityBruce Mims
This document discusses key questions and indicators for assessing a school or district's use of technology through examining their technology plans, policies, equipment, infrastructure, applications, maintenance and professional development. It covers essential components for evaluating whether a technology plan exists and is being implemented, whether necessary equipment and infrastructure is in place, whether applications support educational standards and communication, and whether administrative functions have appropriate software and systems. The goal is to help schools and districts effectively use technology to build their capacity.
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This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
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This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Frameworks and taxonomies used in developing the standards are also referenced.
RCE(Roorkee College of Engineering) is best engineering college in Roorkee. Which offer great and beneficial facilities for students to best future. RCE was established in 2010, which approved by AICTE (Govt. of India) and affiliated to Uttarakhand Technical University, Uttarakhand. And courses provided by RCE M.tech, B.tech, Diploma, B.Sc agriculture with highly educated and experienced faculty, top class updated infrastructure, Wi-Fi enabled campus, great placement and more.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
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The document discusses integrating English language instruction with workforce skills training through career pathways models. It describes four models - sequential, concurrent, coordinated, and integrated - ranging from basic skills preceding technical training to fully integrated instruction. The coordinated and integrated models that combine basic skills and technical content instructors are recommended for ESL students. Benefits include acquiring both language and workforce skills, and increasing retention and credential attainment. Virtual enterprise software is presented as a technology-enhanced approach.
The document discusses partnerships between schools, businesses, and post-secondary institutions to strengthen career technical education (CTE) pathways for students. It proposes a four-phase approach where in phases one and two, students in 9th and 10th grades are exposed to local industries and careers through speakers, tours, and mentors. Phase three involves internships for all 11th graders. Phase four includes paid internships and college courses for eligible 12th graders to further prepare them for their post-secondary plans. The goal is to provide students with hands-on learning, workplace skills, and guidance from industry professionals to help them enter the workforce or continue their education.
The document provides information about career services at a university, including job search assistance, resume development, practice interviews, and career counseling. It discusses the job search process and finding a job through networking, internet resources, job fairs, and more. Tips are provided for resumes, cover letters, applications, interviews, and dressing professionally. Resources are listed to help with various stages of the job search and application process.
A Review of Professional Practices for Computer Sciences Students in Academicssyedhamza71
This document summarizes key aspects of professional practices for computer science students. It discusses the importance of integrating professional practices into computer science curricula to better prepare students for the workplace. Professional practices include developing skills like collaboration, problem solving, communication, and lifelong learning. The document also outlines traits of professionals like seriousness, willingness to learn new skills, and maintaining composure. Integrating work placements and apprenticeships can help students gain real-world experience solving issues in both public and private sectors. Maintaining high ethical standards is also important for computer professionals.
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The document discusses reforms to the 14-19 curriculum in England that aim to better prepare students for the workforce and higher education. It overviews new options like diplomas, apprenticeships, and a focus on soft skills and functional skills in addition to academics. The reforms are intended to close achievement gaps and have 90% of students earn qualifications by ages 16-18. However, there are open questions around implementation challenges, teacher workloads, and engagement with employers and universities.
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The document discusses reforms to the 14-19 curriculum in England that aim to better prepare students for the workforce and global economy of the 21st century. It overviews the goals of raising achievement levels, increasing options like apprenticeships and diplomas, and focusing on developing work-relevant soft skills and functional skills in core subjects. The reforms could mean changes to university admissions, increased teacher workload, and the need to engage employers in offering apprenticeships. The success of the reforms will depend on adapting the education system and engaging stakeholders across schools, colleges, universities, and employers.
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The document summarizes the development process and key aspects of the Common Core State Standards for English Language Arts and Mathematics. It states that college and career readiness standards were developed in 2009 based on evidence and feedback from multiple stakeholders. Final standards were released in June 2010 and are designed to ensure all students are prepared for postsecondary education and the workforce. The standards are aligned across grades and focused on critical content. They were developed through a state-led process coordinated by CCSSO and NGA to provide consistent learning expectations across states.
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The document summarizes the development and key aspects of the Common Core State Standards for K-12 English Language Arts and Mathematics. It describes how the standards were developed through collaboration between states to ensure students are prepared for college and careers. The standards establish clear and consistent guidelines for what students should know and be able to do in English language arts and math at each grade level from kindergarten through high school. They emphasize real-world skills like critical thinking, problem solving, collaboration and communication.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. THINK of a number from 1 to 10
MULTIPLY that number by 9
If the number is a 2-digit number,
ADD the digits together
Now SUBTRACT 5
3. DETERMINE which letter in the
alphabet corresponds to the
number you ended up with
(example: 1=a, 2=b, 3=c,etc.)
THINK of a country that starts with
that letter
REMEMBER the last letter of the
name of that country
4. THINK of the name of an animal
that starts with that letter
REMEMBER the last letter in the
name of that animal
THINK of the name of a fruit that
starts with that letter
8. How will our changing world
impact your Career-Technical
Education Curriculum?
What knowledge and skills
will an entry level worker in
your career-technical field
need for success?
12. Your District and the Future
► How will the Career and Technical
Education Model Curriculum Standards be
implemented?
► Teachers are already teaching to the
standards – do we know it?
► Focus on cross integration of academics
and technical information
► You can make a difference!
13. California Career Technical
Education Model Curriculum
Standards
Reinforce career technical education as a vital
component of public education in California
Represent our continuing commitment to
excellence for each student
Provide focus on what students need to know
and be able to do for success in their career
pathway
*
Develop a workforce that will be attractive to
both retain and recruit business in California
14. California Career Technical Education
21 Century Standards
st
Teach rigorous academic concepts
within the CTE curriculum
Replace the narrow job-skill-orientated
vocational programs of the past
Linked directly to ELA, math, science,
history and the arts standards
15. California Career Technical Education
Model Curriculum Standards
Rigorous
Integrate academic content standards
Relevant
Industry-specific knowledge and skill
Prepare students for workplace
and for post-secondary education
16. California Career Technical Education
Model Curriculum Standards
Secondary Educators
Post-secondary Educators
Industry
Key educational organizations
Legislators
Students
Parents
17. California Career Technical Education
Model Curriculum Standards
Foundation for designing specific
curricular and instructional strategies
General expectations of what students
should know and be able to do
Provide flexibility in determining the
best method to deliver the content
18. California Career Technical Education
Model Curriculum Standards
Students need to be able to
make informed career choices
integrate and apply academic and
career concepts
prepare for successful
participation in our global society
seek and love learning as a
lifelong learner
19. California Career Technical Education
Model Curriculum Standards
Basis for curriculum frameworks, instructional
materials, and statewide assessments
Each standard has 2 or more subcomponents
which elaborate on
elaborate on the specific knowledge
skills to be mastered
Developed for grades 7-12
20. California Career Technical
Education Model Curriculum
Standards
Foundation knowledge and skills
for each CTE program
Essential knowledge and skills
15 Industry Sectors
2 or more Career Pathways
11
3 – 12
2 – 6
each
Foundation Standards
Pathway Standards
Subcomponents for
Pathway Standard
21. California Career
Pathways
Coherent sequence of rigorous courses
Develop technical knowledge and skills
Apply academic knowledge and skills
Prepares students to master California
academic and technical standards
Prepares students for advanced post-
secondary course work
22. California Career Technical
Education Model Curriculum
Standards
Each Pathway integrates
English-language arts
mathematics
science
history-social science
visual and performing arts
academic standards
23. California Career Technical Education
Model Curriculum Standards
11 Foundation Standards
Uniform in all industry sectors
Mastery needed for success in
CTE pathway curriculum
21 century workplace
Integrate the best of SCAN
Skills
24. California Career Technical
Education Foundation Curriculum
Standards
1.0 Academics
2.0
Communications
3.0
Career Planning and
Management
4.0
Technology
5.0
Problem Solving and Critical
Thinking
6.0
Health and Safety
25. California Career Technical
Education Foundation Curriculum
Standards
7.0
8.0
9.0
10.0
11.0
Responsibility and Flexibility
Ethics and Legal Responsibilities
Leadership and Teamwork
Technical Knowledge and Skills
Demonstration and Application
26. 1.0 Academic Foundation
Standards
Academic knowledge and skills needed
for success in post-secondary education
and industry sector employment
Supported, reinforced, Integrated and
applied throughout the industry sector
pathway curriculum
Numbered according to California
Academic Content Standards
27. 2.0 Communication Foundation
Standards
Composed of and numbered according to
California English/Language Arts Content
Standards
Reading, writing, speaking and listening
Multimedia presentation skills
Supported, reinforced, Integrated and
applied throughout the industry sector
pathway curriculum
28. Foundation Standards
3.0 Career Planning and
Management
Understand how to make
effective decisions, use career
information, and manage
personal career plans
29. Career Technical Education Pathway
Standard Career Planning and
Management
3.0 Students will understand how to make effective
decisions, use career information, and manage
personal career plans
3.1 Know the personal qualification, interests,
aptitudes, knowledge, and skills necessary
to succeed in a career.
3.2 Understand the scope of career
opportunities and know the requirements for
education, training, and licensure
3.7 Understand the nature of entrepreneurial
activities
30. Foundation Standards
3.0 Career Planning and
Management
Understand how to make
effective decisions, use career
information, and manage
personal career plans
4.0 Technology
Using technological resources in
personal, community, and workplace
environments
31. Foundation Standards
5.0 Problem Solving and Critical
Thinking
Using logical reasoning, analytical
thinking, and problem solving techniques
6.0 Health and Safety
Policies, procedures, regulations and
practices in using equipment and
hazardous materials
32. Foundation Standards
7.0 Responsibility and Flexibility
Demonstrate behaviors in personal,
community and Workplace
8.0 Ethics and Legal Responsibilities
Application of laws, regulations and
organizational norms
33. Foundation Standards
9.0 Leadership and Teamwork
Leadership styles, group dynamics,
decision- making, diversity, and conflict
resolution
10.0 Technical Knowledge and Skills
Knowledge and skills common to all
pathways within the industry sector
35. California Career
Pathways
Agriculture and Natural Resources
Agricultural Business Pathway
Agricultural Mechanics Pathway
Agriscience Pathway
Animal Science Pathway
Forestry and Natural Resources
Pathway
Ornamental Horticulture Pathway
Plant and Soil Science Pathway
36. California Career
Pathways
Arts, Media, and Entertainment
Media and Design Arts
Performing Arts
Production and Managerial Arts
Building Trades and Construction
Cabinetmaking and Wood Products
Engineering and Heavy Construction
Mechanical Construction
Residential and Commercial
Construction
37. California Career
Pathways
Engineering and Design
Architectural and Structural Engineering
Computer Hardware, electrical, and
Networking Engineering
Engineering Design
Engineering Technology
Environmental and Natural Science
Engineering
38. California Career
Pathways
Education, Child Development and
Family Services
Child Development
Consumer Services
Education
Family and Human Services
Fashion and Interior Design
Fashion, Design, Manufacturing and
Merchandising
Interior Design, Furnishing &
Maintenance
39. California Career
Pathways
Energy and Utilities
Electromechanical Installation &
Maintenance
Energy and Environmental Technology
Public Utilities
Residential /Commercial Energy &
Utilities
Finance and Business
Accounting Services
Banking and Related Services
Business Financial Management
40. California Career
Pathways
Health Science and Medical
Technology
Biotechnology Research and Development
Diagnostic Services
Health Informatics
Support Services
Therapeutic Services
Hospitality, Tourism, and Recreation
Food Science, Dietetics, and Nutrition
Food Service and Hospitality
Hospitality, Tourism and Recreation
41. California Career
Pathways
Information Technology
Information Support and Services
Media Support and Services
Network Communications
Programming and Systems
Development
Manufacturing and Product
Development
Graphics Arts Technology
Integrated Graphics Technology
Machine and Forming Technology
42. California Career
Pathways
Marketing, Sales, and Service
E-commerce
Entrepreneurship
International Trade
Professional Sales and Marketing
Public Services
Human Services
Legal and Government Services
Protective Services
44. California Career Technical Education
Curriculum Standards
Seamless transition to post-secondary
Seamless entry into career
Essential employability skills
Rigorous Academic Content standards
Built upon existing CTE standards, local,
state and national industry sector standards
45. California Career Technical Education
Curriculum Standards
Research based
Reflect how students learn, recall, and
transfer knowledge
Students adapt and use information in real
world applications
Broad curriculum capturing the underlying
knowledge and skills needed for success in
pathway
46. California Career Technical Education
Model Curriculum Standards
McREL Format for Standards
Declarative Statements
Information (facts, events, concepts, principles)
Focus on higher-order declarative statements (what
the student will know and understand)
Clear concise statements
Procedural Statements
Application (what student will do with the
information)
47. Demystifying the
Career and Technical Education
Standards
What Industry sector are you
associated with?
On what page does the
“Fashion and Interior Design”
sector begin?
What is the E3.1 standard for
the Therapeutic Services
Pathway?
54. California Career Technical Education
Model Curriculum Standards
The Student will know
Knowledge
Acquisition
of knowledge
Comprehension
Application
Assimilation
of knowledge
55. California Career Technical
Education Model Curriculum
Standards
The Student will know
Knowledge
the 4 P’s of Marketing
Comprehension
Explain each of the 4 P’s of Marketing
Application
Create a marketing plan using each of
the 4 P’s
56. California Career Technical Education
Model Curriculum Standards
The Student will understand
Analysis
Synthesis
Evaluation
Acquisition
of knowledge
Assimilation
of knowledge
57. California Career Technical Education
Model Curriculum Standards
The Student will understand
Analysis
compare / contrast
Synthesis
assimilate information
Evaluation
judge effectiveness
59. Application Model
5 Application to real-world
unpredictable situations
4 Application to real-world
predictable situations
3 Application across
disciplines
2 Application within discipline
1 Knowledge of one discipline
62. Rigor/Relevance Framework
Knowledge
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Application
1.
2.
3.
4.
Knowledge of one discipline
Application within discipline
Application across disciplines
Application to real world
predictable situations
5. Application to real world
unpredictable situations
63. Rigor/Relevance Framework
Business - Information Technology
D
C
R
I
G
O
R
High
Compare features of web
development software.
B
A
Low
Create a full web site for
a local business.
Demonstrate web development
software functions.
Low
Design web page.
RELEVANCE
High
64.
65.
66. Rigor/Relevance Framework
Analyze the graphs of the
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
•
6
•
5
•
3
2
•
•
•
1
Express probabilities as fractions,
percents, or decimals.
Classify triangles according to
angle size and/or length of sides.
Calculate volume of simple threedimensional shapes.
Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
•
C
•
4
•
•
A
1
2
•
•
•
•
•
•
Obtain historical data about local
weather to predict the chance of snow,
rain, or sun during year.
Test consumer products and illustrate
the data graphically.
Plan a large school event and
calculate resources (food, decorations,
etc.) you need to organize and hold
this event.
Make a scale drawing of the classroom
on grid paper, each group using a
different scale.
D
Calculate percentages of advertising in
a newspaper.
Tour the school building and identify
examples of parallel and perpendicular
lines, planes, and angles.
Determine the median and mode of real
data displayed in a histogram
Organize and display collected data,
using appropriate tables, charts, or
graphs.
B
3
4
5
67. Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
Obtain historical data about local weather to
predict the chance of snow, rain, or sun
during year.
Test consumer products and illustrate the
data graphically.
Plan a large school event and calculate
resources (food, decorations, etc.) you need
to organize and hold this event.
Make a scale drawing of the classroom on
grid paper, each group using a different
scale.
•
Analyze the graphs of the perimeters
and areas of squares having
•
different-length sides.
•
Determine the largest rectangular
area for a fixed perimeter.
•
Identify coordinates for ordered pairs
•
that satisfy an algebraic relation or
function.
•
Determine and justify the similarity or
•
congruence for two geometric
shapes.
Express probabilities as fractions,
percents, or decimals.
Classify triangles according to angle
size and/or length of sides.
Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
• Calculate percentages of advertising in a
newspaper.
quadrilateral, plot the quadrilateral on
• Tour the school building and identify
a grid.
examples of parallel and perpendicular
D
C
A
1
•
•
2
B
lines, planes, and angles.
Determine the median and mode of real
data displayed in a histogram
Organize and display collected data, using
appropriate tables, charts, or graphs.
3
4
5
68. Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
Analyze the graphs of the
•
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
•
area for a fixed perimeter.
Identify coordinates for ordered
pairs that satisfy an algebraic
relation or function.
Determine and justify the
similarity or congruence for two
geometric shapes.
•
Obtain historical data about local weather
to predict the chance of snow, rain, or sun
during year.
Test consumer products and illustrate the
data graphically.
Plan a large school event and calculate
resources (food, decorations, etc.) you
need to organize and hold this event.
Make a scale drawing of the classroom on
grid paper, each group using a different
scale.
Calculate percentages of
advertising in a newspaper.
•
Tour the school building and
•
identify examples of parallel and
perpendicular lines, planes, and
•
angles.
• Determine the median and mode of
real data displayed in a histogram
Express probabilities as fractions,
• Organize
percents, or decimals. and display collected
Classify triangles according to
data, using appropriate tables,
angle size and/or length of sides.
Calculate volume of simple threecharts, or graphs.
dimensional shapes.
C
D
B
A
Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
3
4
5
69. Rigor/Relevance Framework
6
4
3
•
•
•
1
Analyze the graphs of the perimeters
•
and areas of squares having
•
different-length sides.
• Determine the largest rectangular
•
area for a fixed perimeter.
• Identify coordinates for ordered pairs
that satisfy an algebraic relation or
• Calculate percentages of advertising in a
Express function.fractions,
probabilities as
newspaper.
percents, or decimals.
• Tour the similarity or
• triangles according and justify the school building and identify
Classify Determine to
examples of parallel and perpendicular
angle size and/or length of sides.
congruence for two geometric
lines, planes, and angles.
Calculate volume of simple three• Determine the median and mode of real
dimensional shapes.
shapes.
data displayed in a histogram
•
5
2
Obtain historical data about local weather
to predict the chance of snow, rain, or
sun during year.
Test consumer products and illustrate the
data graphically.
Plan a large school event and calculate
resources (food, decorations, etc.) you
need to organize and hold this event.
Make a scale drawing of the classroom
on grid paper, each group using a
different scale.
•
•
D
C
A
Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
•
B
Organize and display collected data, using
appropriate tables, charts, or graphs.
3
4
5
70. Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
Analyze the graphs of the
•
perimeters and areas of squares
having different-length sides.
Determine the largest rectangular
area for a fixed perimeter.
Identify coordinates for ordered
•
pairs that satisfy an algebraic
relation or function.
Determine and justify the similarity
or congruence for two geometric
•
shapes.
Obtain historical data about local
weather to predict the chance of
snow, rain, or sun during year.
Test consumer products and
illustrate the data graphically.
Plan a large school event and
calculate resources (food,
decorations, etc.)• you need to of advertising in a
Calculate percentages
Express probabilities as fractions,
newspaper.
percents, or decimals. and hold this event.
organize
• Tour the school building and identify
Classify triangles according to
• Make a scale
examples the
angle size and/or length of sides.drawing of of parallel and perpendicular
lines, planes, and angles.
Calculate volume of simple threeclassroom on grid paper,the median and mode of real
• Determine each
dimensional shapes.
data displayed in a
Given the coordinates of a
group using a different scale. histogram data, using
• Organize and display collected
C
D
A
B
quadrilateral, plot the quadrilateral
on a grid.
1
2
appropriate tables, charts, or graphs.
3
4
5
74. R&R Framework ...
A Useful Tool to evaluate
Curriculum
Instruction
Assessmen
t
Activities
75. Developing Your Lesson Plan
What course will you be teaching?
Select a unit that you teach in that
course.
Develop a specific lesson plan from
that unit that links to the California
Career and Technical Education
standards.
78. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant B - Application
Cooperative Learning
Demonstration
Instructional Technology
Problem-based Learning
Project Design
Simulation/Role Playing
Work-based Learning
79. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
Brainstorming
Inquiry
Instructional Technology
Research
Socratic Seminar
Teacher Questions
80. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
Brainstorming
Project Design
Cooperative Learning
Research
Inquiry
Simulation/Role-
Instructional Technology
Presentations/
Exhibitions
Problem-based Learning
playing
Socratic Seminar
Teacher Questions
Work-based Learning
81. I have come to a frightening conclusion.
I am the decisive element in the
classroom. It is my personal approach
that creates the climate. It is my daily
mood that makes the weather. As a
teacher, I possess tremendous power to
make a child's life miserable or joyous. I
can be a tool of torture or an instrument
of inspiration. I can humiliate or humor,
hurt or heal. In all situations, it is my
response that decides whether a crisis
will be escalated or de-escalated, and a
child humanized or de-humanized."
Haim Ginott
83. Bloom’s Taxonomy
Awareness Level
Recall specific information
list, arrange, tell, underline, identify,
locate
List the 4 P’s in the marketing mix
Comprehension Level
Understanding or interpretation
of information
define, explain, calculate, reword
Identify common land formations on a map
84. Bloom’s Taxonomy
Application level
Applying knowledge and understanding
to a new situation
solve, operate, use, handle, apply
Using a ruler, determine the square
footage of the floor in this classroom
Analysis Level
Separate a complex idea into its components
categorize, simplify, examine, inspect, survey
Compare and contrast the characters in a novel
85. Bloom’s Taxonomy
Synthesis Level
Combining knowledge to form a new idea.
create, build, generate, reorganize
Write or tell a new story using the same
characters
Evaluation Level
Choosing an alternative in making a decision.
decide, classify, judge, prioritize, determine
Which salesperson provided the best customer
service? Why?
88. Application Model
Knowledge
Learning Knowledge, Attitude, or Skills
Learning how to journalize a
transaction
Apply in Discipline
Using the knowledge, attitude, or skills within the
course curriculum
Using a ratio learned in Algebra I to solve a
problem in Algebra II
89. Application
Model
Apply Across Disciplines
Using the knowledge, attitude, or skills in all
discipline curriculums
Use the word processing skills learned in
a computer technology class to prepare
humanities report and presentation.
Apply to Predictable Situations
Using information to analyze and solve real
problems with predictable solutions
Estimate the cost of carpeting this room if
carpeting costs $29.95/square yard.
90. Application
Model
Apply to Unpredictable Situations
Using information to analyze and solve
real problems with unknown solutions
Plan the transportation and lodging for
your family’s vacation to Disney World
Plan a holiday luncheon for nursing
home residents who have a variety of
dietary restrictions
91. Application Model
5 Application to real-world
unpredictable situations
4 Application to real-world
predictable situations
3 Application across
disciplines
2 Application within discipline
1 Knowledge of one discipline
92. Next Steps
► Review what you currently cover in class
► Use a highlighter to ID those areas
► Less is more!!!
► Identify areas of emphasis on CAHSEE
and STAR testing
93. Labor Market Information and Additional Resources
* Edd.ca.gov
* Quick Start Overhead Projector Resources:
* Language Arts 9
* Language Arts 10
* Math 9
* Math 10
* Business Ed
* Family Consumer Science
* Language Arts Flash Cards
* NEFE Materials
94. Philosophically Speaking
► Remember This:
► The only guarantee in life is change
► Keep your eyes and efforts focused on students;
when all the smoke clears and the dust settles,
you will ultimately end-up on the “just” side of
right
Namaste…
Bruce L. Mims, Ed.D
95. For More Information…
Excell Education Innovations and Consulting
“Ex cellence in C urriculum Design and
E ducational L eadership and L earning”
Bruce L. Mims, Ed.D
www.ExcellEducationInnovations.com
Email: ExcellEducationInnovations@yahoo.com
Ph: (562) 508-2461