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Published byColeen Barker Modified over 9 years ago
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Teaching CTE Honors Courses Buncombe County 2011-1012
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News Flash All CTE Courses can now be offered as an Honors Course!
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However.... After the CTE Director’s Approval You must submit An “Honors Course Teaching Preparation Portfolio”
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CTE Honors Courses Must be aligned with the current: NC Career &Technical Education Essential Standards & Honors Course Implementation Guide
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Must be... – More challenging – Providing multiple opportunities for students to take greater responsibility for their learning – Distinguished by a difference in the quality of the work rather than quantity
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Purpose To offer challenging, higher level courses for students who aspire to an advanced level of learning To promote: – Opportunities for advanced work – Rigorous study of CTE content areas – Practical application of knowledge & skills – Transfer of knowledge & skills to work-based situations
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Characteristics Follow the same course of study – Content outline – Blueprint – Curriculum guide Require a higher level of cognition & quality of work Enable students to become actively involved in classroom experiences Involve students in exploratory, experimental, & open-ended learning experiences
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Should Provide... Problem-seeking & problem-solving skills Participation in scholarly & creative processes Use of imagination Critical analysis & application Personalized learning experiences Learning to express/defend ideas Learning to accept constructive criticism Becoming a reflective thinker
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CTE Honors Teaching Portfolio Must clearly & concisely include: – General course information – Course description from CTE Essential Standards – Competency goals, & objectives from course blueprint – Concepts from course outline – Generalizations – Essential questions – Issues particular to course – Expectations of performance – Assignments – Timetables & deadlines – Pacing Guide – Assessments, including rubrics – A system for grading – Instructional materials, equipment & technologies
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Generalizations? Generalizations are general statements or ideas concerning an area of study Generalizing is a sophisticated skill as it relates to organizing ideas. Can involve constructing & defending conclusions based on the understanding of two or more persons
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Essential Questions? Essential questions are interrogative statements designed to focus on main ideas Used to prompt thinking & spark discussion of key elements within a larger context Reflect most historically important issues, problems, & debates Designed to be thought-provoking to students
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Issues in Course Because of the diverse nature of course content, many courses have issues or features that are unique to the honors course. Examples: Specific equipment/software Facilities Transportation Certification/credentialing tests
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Expectations of Performance Performance requirements require a higher level of rigor as based on honors course “Preparation Portfolio”
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Assignments Likely to be long-term project- or problem- based assignments Should offer students elements of choice Should reflect student’s career interests
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Assessments Elements Involving multiple & varied means Include both cognitive & performance-based tasks Develop & provide relative rubrics
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Resource Documents Helpful resource documents for developing a CTE Honors Course are located on the: “J” Drive in the “CTE Honors Course Info” folder (Buncombe County) WNC Honors Moodle Flash drive—copy of “CTE Honors Course Info” folder
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Are measured By Quality NOT Quantity CTE Honors Courses
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