Integrating CTE and Academic Education March 2, 2012 Dr. Richard D. Jones, Student of Learning Twitter

"There aren ’ t two worlds -- education and work, there is one world -- life." Willard Wirtz

Integrating CTE and Academic Education March 2, 2012 Dr. Richard D. Jones, Student of Learning Twitter

"Integration is not a goal, it is a means to more rigorous and relevant learning."

What is the future of CTE? What is your school ’ s plan to prepare each student to meet more rigorous and relevant standards?

6 Reflecting on High School Teaching born-to-learn.org Born-to-learn reunion video

7 What do we mean by integration?

8 Definition Teaching the same skills in different context in courses Teaching related skills across disciplines Joint or connected instruction New instruction including multiple disciplines 8

9 It may mean changing But, I like being a frog.

10 BENEFITS Teacher collaboration Student involvement Higher level thinking Content mastery Mirrors real world Less fragmented learning 10

11 Types of Integration contextual alignment academy project immersion E xperiential Applied Learning T eachers working together C areer Pathway Focus O bservable Student Work

12 Which of the following is the highest levels of learning? 1. Read a description of a science experiment and list the necessary materials to perform the experiment. 2. Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. 3. Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war. 4. Write directions on how to connect new television to cable and DVD recorder. 12

13 What makes a lesson rigorous and relevant for a student? Activity Think-Pair-Share

14 Rigor, Relevance, Relationships Worthy goal, fuzzy concept

15 Rigor, Relevance, Relationships Make Rigor and Relevance Quantifiable

16 Misconceptions

Rigor/Releva nce Framework

18 What does clockwise rotation look like? Activity

Action/Application Thinking /Knowledge Rigor/Relevance Framework Relevance Rigor

20 Rigor/Relevance Framework 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Application within discipline 2.Knowledge of one discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations KnowledgeApplication Low High

21 14 RI G O R RELEVANCE AB D C Rigor/Relevance Framework Routine Memorization Four Quadrants of Learning Complex Analytical Challenging Real World Practical Hands On High Low Acquisition A Application B Adaptation D Assimilation C

22 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Read a description of a science experiment and list the necessary materials to perform the experiment. Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war. Write directions on how to connect new television to cable and DVD recorder. Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. Opening Question

23 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Demonstrate web development software functions. Compare features of web development software. Create a full web site for a local business. Design web page. Business - Info. Tech

24 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low List safety procedures. Compare heat loss ratings and cost of building materials. Design and construct storage shed. Use power tools correctly. Construction

25 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low List parent responsibilities. Analyze homes for child safety hazards. Conduct Safety audits of homes Demonstrate child care tasks with simulated infant. Family and Consumer Sci.

"Never let your expectations be limited by what you think is possible." Benjamin Bloom

27 Raising the Level to Quadrant D Activity

3 Apply knowledge across disciplines 4 Apply to real- world predictable situation 5 Apply to real- world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. High-level Application High-level Knowledge

D Quadrant animate adapt compose create design develop devise discover explore formulate invent brochure evaluation lesson estimation solution experiment trial editorial machine web site presentation advertisement VerbsProducts Modify Plan Podcast Predict Prioritize Propose Publish Rate Recommend Revise Teach taxonomy play exhibit machine adaptation poem debate new game invention field guide

30 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Raising Level of Rigor

31 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Prepare luncheon meal for 20 people. Raising Level of Rigor Revise a menu and prepare luncheon when four people are require special meals

32 Benefits of Using the R/R Framework Tool for collaboration and reflection Inclusive Shift focus to student learning Increased student engagement Prepare for Next-Generation Assessments Framework for selecting strategies and assessments Tool for collaboration and reflection Inclusive Shift focus to student learning Increased student engagement Prepare for Next-Generation Assessments Framework for selecting strategies and assessments

33 Common Core State Standards ELA - Six Shifts in Learning 1. Increase in Nonfiction Texts 2. Content Area Literacy 3. Increase Text Complexity 4. Text-Based Answers 5. Focus on Writing Arguments 6. Academic Vocabulary 33

Increase in Nonfiction Texts

INTERDISCIPLINARY Content Area Literacy

Increase Text Complexity

Focus on Text- Based Questions

Focus on Writing Arguments

Academic Vocabulary

43 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Teacher Works Teacher Works Student Thinks Student Thinks Student Thinks & Works Student Thinks & Works Student Works Student Works

44 Rigor/Relevance Framework Did Students Get it Right? 18 RI G O R RELEVANCE A B D C High Low Right Answer Right Answer Rational Answer Rational Answer Right Question Right Question Right Procedure Right Procedure

45 Rigor/Relevance Framework 18 RI G O R RELEVANCE A B D C High Low Evaluate data to prove a hypothesis Raising Level of Relevance Design an experiment to test a hypothesis related to texting and driving Science and Criminal Justice Design an experiment to test a hypothesis related to texting and driving Science and Criminal Justice List steps in Scientific Process List steps in Scientific Process

47 Rigor/Relevance Framework Quiz A B C D A B C D Which Quadrant is labeled as High Rigor and High Relevance?

48 Rigor/Relevance Framework Quiz A B C D A B C D Which Quadrant is most frequently tested ?

49 Rigor/Relevance Framework Quiz A B C D A B C D Which Quadrant leads to greater engagement and retention of learning?

50 Rigor/Relevance Framework Quiz Which defines Rigor? More and longer assignments High level thinking and reflection Rigid deadlines Increased difficulty More and longer assignments High level thinking and reflection Rigid deadlines Increased difficulty

51 Rigor/Relevance Framework Quiz Which defines Relevance? Learning is fun Student choice No grades Application to the real world Learning is fun Student choice No grades Application to the real world

52 Rigor/Relevance Framework Quiz A B C D A B C D Which Quadrant is most important?

"Education ceases to be learning when the 3 R's are read, remember, and regurgitate."

D-Moments Teach everyday for rigor and relevance.

55 D-Moments Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

56 Everyday Teaching for Rigor and Relevance: Quadrant D-Moments Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework. Dispels perception that High Rigor/High Relevance takes more time. 56

57 Everyday Teaching for Rigor and Relevance - Quadrant D Moments

58 D Moments Around You At Your Service Can You See it Now? Current Events Fix It Future Think Google It How Did That Happen? In Your Own Words Justify Your Position Learning with PeersLego LandMedia CircusOriginal AnswersQuick WritesQuiz ShowRemind MeTell Me A StoryWhat If?Why QuestionsLearning with PeersusOriginaQuick Writesind MeTell Me A Questions

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Around You Connecting content to student’s world Relating literature to their lives. Use mathematical skills with data students collect Making emotional connections to learning Connecting content to student’s world Relating literature to their lives. Use mathematical skills with data students collect Making emotional connections to learning

Everyday Teaching for Rigor and Relevance: Quadrant D Moments At Your Service Short service projects that relate to curriculum Students working in teams to help others Creating student work that benefits others Short service projects that relate to curriculum Students working in teams to help others Creating student work that benefits others

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Can You See it Now? Creating visuals or models that illustrate complex ideas Making scale models of very large or very small objects to better understand them Role-playing instructional concepts Creating visuals or models that illustrate complex ideas Making scale models of very large or very small objects to better understand them Role-playing instructional concepts

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Current Events Relate content to current events Use sports and other popular events as context for math, science or language skills Relate geography to events in the world Relate content to current events Use sports and other popular events as context for math, science or language skills Relate geography to events in the world

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Fix It Spend time having students learn from mistakes - their own and others. Make mistakes “learning opportunities” Spend time having students learn from mistakes - their own and others. Make mistakes “learning opportunities”

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Future Think Ask students to make future predictions Ask students to predict the ending to a story or suggest and alternative Predict future inventions Write science fiction Ask students to make future predictions Ask students to predict the ending to a story or suggest and alternative Predict future inventions Write science fiction

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Google It Use Internet search engines to find answers to related questions Assign “knowledge seekers” Practice advanced search techniques with Google tools Use Internet search engines to find answers to related questions Assign “knowledge seekers” Practice advanced search techniques with Google tools

Everyday Teaching for Rigor and Relevance: Quadrant D Moments How Did That Happen? Trigger student curiosity Pose intriguing investigations Highlight conflicting observations Create student research questions Analyze story changes Trigger student curiosity Pose intriguing investigations Highlight conflicting observations Create student research questions Analyze story changes

Everyday Teaching for Rigor and Relevance: Quadrant D Moments In Your Own Words Challenge students to summarize Avoid repeating exact words but explaining in similar words Check for understanding Challenge students to summarize Avoid repeating exact words but explaining in similar words Check for understanding

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Justify Your Position Challenge students to take position on an issue and develop a justification Ask students to take deliberate differing points of view Role play different perspectives Challenge students to take position on an issue and develop a justification Ask students to take deliberate differing points of view Role play different perspectives

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Learning with Peers Reflect on new learning in pairs Tutor others Arrange for joint presentations Reflect on new learning in pairs Tutor others Arrange for joint presentations

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Lego Land Use Legos or other building materials to construct visual representation of ideas prior to writing. Reflect on emotions with construction materials Use Legos or other building materials to construct visual representation of ideas prior to writing. Reflect on emotions with construction materials

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Media Circus Relate curriculum to current movies, TV or music Have students use media to present ideas Relate curriculum to current movies, TV or music Have students use media to present ideas

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Original Answers Instead of seeking students to arrive at correct answer, use open- ended problems for student to arrive at original answers.

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Quick Writes Short 3-5 minute writing exercises Use for checking for understanding Short 3-5 minute writing exercises Use for checking for understanding

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Quiz Show Have student create appropriate questions based on knowledge of content Create game shows questions for other students Create and pose questions to one another Have student create appropriate questions based on knowledge of content Create game shows questions for other students Create and pose questions to one another

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Remind Me Have students create memorization tools to recall essential facts and information

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Tell Me A Story Convey information to students in story form Have students create stories to remember important ideas Have students create stories to influence others Convey information to students in story form Have students create stories to remember important ideas Have students create stories to influence others

Everyday Teaching for Rigor and Relevance: Quadrant D Moments What If? Change variables in math problems to extend student learning Change characters in story or events to have student analyze changes Change historical events and have students predict what would be different today Change variables in math problems to extend student learning Change characters in story or events to have student analyze changes Change historical events and have students predict what would be different today

Everyday Teaching for Rigor and Relevance: Quadrant D Moments Why Questions Have students pose questions to analyze observations Have students “dig” to root causes but asking repeated why questions. Have students pose questions to analyze observations Have students “dig” to root causes but asking repeated why questions.

79 D Moments Around You At Your Service Can You See it Now? Current Events Fix It Future Think Google It How Did That Happen? In Your Own Words Justify Your Position Learning with PeersLego LandMedia CircusOriginal AnswersQuick WritesQuiz ShowRemind MeTell Me A StoryWhat If?Why Questions

80 Benefits of Using the R/R Framework Tool for collaboration and reflection Inclusive Shift focus to student learning Increased student engagement Prepare for Next-Generation Assessments Framework for selecting strategies and assessments Tool for collaboration and reflection Inclusive Shift focus to student learning Increased student engagement Prepare for Next-Generation Assessments Framework for selecting strategies and assessments

The Missing Ingredient Purposeand Passion Passion

R/R Framework – One Teacher’s Perspective Bret Murphy, Teacher, Gilbert Classical High School, Gilbert, Arizona Relevance and rigor, it just makes sense, learning gets bigger, the student’s less dense. They own the learning, it’s done their own way, it increases their yearning to come back the next day. At first we’re the guide, then they take the reins, then we’re off for a ride, no losses – all gains. The standardized test, perhaps left behind, while they do their best, let’s see what they find. Success you can measure, with challenge the trigger ‘cause learning’s a pleasure with relevance and rigor.