1. Unpacking the Science, Technology, Engineering & Mathematics CTE TEKS
Teaching With the Student in Mind

2. Objectives Participants will:
Be able to find the CTE TEKS for their cluster
Identify key parts of the CTE TEKS
Practice unpacking the CTE TEKS
Identify units within CTE courses
Design learning objectives within those units

3. Teaching Inside the Box The Power of Creative Constraint
The New CTE TEKS

4. Find the TEKS for Your Course
Take a moment and pull up the new TEKS for the course you wish to investigate today
Military_Prep/Career_and_Technical_Education/CTE_Te xas_Essential_Knowledge_and_Skills_for_ /

5. Examine the Structure (1) Find the Introduction
(2) Find the K & S Statements
(3) Find the Student Expectations
Compare your course with the sample course we just reviewed…
Introduction
Knowledge and Skill (K&S)
Student Expectation (SE)
Student Expectation (SE)
Student Expectation (SE)

6. Structure of the CTE TEKS
[Bracket] the Introduction
Underline the Knowledge & Skills Statements
Circle the Student Expectations

7. Unpacking the Student Expectations
Let’s Break It Down…

8. Unpacking Student Expectations
(2) The Students uses verbal and non verbal communication skills. The student is expected to:
(A) listen actively and effectively in group discussions;
(B) use a variety of resources to access, process, and collect data relevant to the project; and
(c) document the time and cost to accomplish the project goal.
Essentially, students need to VERB some CONTENT

9. Unpacking Student Expectations
(2) The student uses verbal and non verbal communication skills. The student is expected to:
(A) listen actively and effectively in group discussions;
(B) use a variety of resources to access, process, and collect data relevant to the project; and
(c) document the time and cost to accomplish the project goal

10. Unpacking Student Expectations
Verb
(Skill)
Noun
(Concept)
Knowledge and Skills
2(A) listen actively and effectively in group discussions
Listen actively and effectively
Group discussions
Using verbal and nonverbal communication skills
“If I break it down into a chart, it would look like this.” Explain chart

11. Unpacking Student Expectations
Verb
(Action)
Noun
(Content)
Knowledge
and Skills
2(B) use a variety of resources to access, process, and collect data relevant to the project;
Use
Variety of resources
Using verbal and nonverbal communication skills
Access
Data relevant to the project
Process
Collect

12. Unpacking the CTE TEKS CREATE AN EXAMPLE FOR YOUR CAREER CLUSTER TEKS
Skills (verbs)
Knowledge (nouns)
Big Idea
Activities
Principles of AFNR TEKS 4(F)
Compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environment, and animal welfare issues.
Compare and contrast
issues
biotechnology
employment
safety
environment
animal welfare
Numerous issues impact AFNR
Research
Written paper
Presentation
Debate
CREATE AN EXAMPLE FOR YOUR CAREER CLUSTER

13. Now It’s Your Turn! Start by Verb-ing your TEKS
Apply
(A) Apply interpersonal communication skills in business and industry settings.
communication skills
business and industry
settings
1. The student demonstrates professional standards/ employability skills as required by business and industry.

14. Learning Objective (Mini-Lesson Topics)
Now that you have identified the Student Expectations
What are the Instructional Objectives that are specific, measurable, short-term, observable student behaviors in support of the SE? You might call them mini lessons of part of a larger unit.
An objective is a description of a performance you want learners to be able to exhibit before you can consider them successful or competent.
An objective describes an intended result of instruction, rather than the process on teaching or instruction itself.

15. Three Parts of Student-Centered Learning Objectives
Behavior - What will the learner be able to do?
Condition – What materials, tools, or resources will the learner use to accomplish the behavior?
Criteria – What specifications must be the learner fulfill in order to consider the objective successfully met?

16. Learning Objectives are NOT…
An agenda or a schedule
A description of an activity or resource
A title of a book, film, story etc.
A description of the vehicle or method to teach a concept
Too broad or vague
Disguised as an objective but really a description of what the TEACHER is going to teach rather than of what the STUDENT is expected to KNOW AND BE ABLE TO DO and LEARN

17. Learning Objectives ARE…
Answers to the questions “what are the STUDENTS EXPECTED TO KNOW AND BE ABLE TO DO?”
Consistent with the standards (the TEKS)
Understandable to parent and to students
Specific
Measurable
Something students can demonstrate that they have learned the objective in a reasonable amount of time (usually one of two class periods as you “chunk” the learning) even if the unit goes for an extended period

18. Your Turn Again! What actions or activities will student do?
Apply
communication skills
business and industry
settings
1. The student demonstrates professional standards/ employability skills as required by business and industry.
(A) Apply interpersonal communication skills in business and industry settings.
Use your unpacked Student Expectations to create student-centered Learning Objectives.
What actions or activities will student do?
What materials and resources will student use?
How will you measure student success?

19. Turning Student Expectations into Learning Objectives
Find a Thinking Partner
No! No! That was a Thinking Partner!

20. Writing a Learning Objective (or mini lessons)
Based on your SE’s, think of activities and behaviors students could do.

21. Writing a Learning Objective (or mini lessons)
What materials, tools, or resources will they need?

22. Writing a Learning Objective (or mini lessons)
How will you measure student success?

23. Writing a Learning Objective (or mini lessons)

24. Learning Objectives Things to think about as you are writing
Is there a clear objective that creates an image of specifically what students will know and be able to do?
What do I want students to know and be able to do when the lesson is over?
How will I measure progress?
Is the level of difficulty appropriately rigorous and challenging?
Is the language of the objective a good fit for the content and “kid-friendly”?

25. CTE Student Organizations
SkillsUSA Texas
Technology Student Association (TSA)
Listed are a couple of student organizations that offer programs and projects specific to the STEM Cluster. CTSOs are great for ideas for possible student activities. CTSO activities are co-curricular and should be integrated into the classroom. Student organizations:
Provide activities that are integral to the cluster
Offer leadership development opportunities to members at the local, district, state, regional, and/or national levels
Conduct professional development programs for advisors and teachers
Develop a curriculum-based program of work, including materials and competitive events, designed to recognize excellence in performance
Maintain a public awareness and outreach program that will project a positive and professional image
©2013 Texas Education Agency

26. Evaluate your partner’s objectives using the Glow and Grow feedback protocol
Identify who is Partner A and who is Partner B
Both partners look at Partner A’s objectives. Partner A will stay totally silent while Partner B says:
This part of your objective GLOWS (and shares the positive features)
There is room to GROW in this part of your objective (and shares any confusion or areas that need clarification.)
After Partner B gives feedback, Partner A can address any confusion and explain any thoughts or questions they had while designing the objectives.
Switch places and repeat. Let’s practice…
Explain process

27. And a BIG Thank You!
Content input and resources for this presentation provided by:
Rachel Behnke, CTE Director, New Braunfels ISD
Ruthie Kneupper, Educational Specialist, CTE, ESC Region 20
Monelle Rougeau, Educational Specialist, CTE, ESC Region 4
Heather Blount, Educational Specialist, CTE, ESC Region 17
Texas Education Agency, Office of College, Career and Military Prep
Resources for Learning Foundation Learning Series
The Instructional Leadership Academy at the Charles A Dana Center at the University of Texas at Austin
Kagan Cooperative Learning Strategies for Engagement
Texas A&M University-Corpus Christi CTE Professional Development

28. Additional Resources Texas CTE Resource Center – www.txcte.org
Implementing New CTE TEKS Training Modules
Scope and Sequence for all CTE courses
Lesson Plans
Assessments
CTE Mentor Program for New CTE Teachers
Foundational Learning Series Training Videos
Closed Facebook Learning Communities for each Career Cluster

29. Presented by: ESC CTE Specialist CTE Teacher Mentor
(INSERT NAME and CONTACT INFORMATION)
CTE Teacher Mentor

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