1. Ford PAS Next Generation Learning Professional Development Workshop Houston County Career Academy February 21-22, 2011

2. Welcoming Remarks Mike Parker Leah Felcher, Executive Director of the Georgia Ford PAS Next Generation Learning Hub

3. Uranium Mine

4. Components Conduit/toolRopeContainer Marble = Uranium

5. Task Team moves the uranium down the track and places it into the safety vault.

6. Rules 1.Each worker on the team must have the uranium pass through her/his conduit before a person can have the uranium pass through her/his conduit a second time. 2.A worker can only move when she/he does not have the uranium in her/his conduit. 3.When a worker has the uranium in her/his conduit, she/he can only move the conduit in a teeter-totter motion from the center point of the conduit. 4.The worker may not move the conduit from side to side, or raise or lower the conduit when the uranium is in her/his possession. 5.If the uranium touches any worker, her/his clothing or touches the ground, the uranium must be returned to the initial site.

7. Facilitator 1.Blows whistle when there is an infraction on the work site. 2.Point out the progress of the group. 3.Records specific comments made during the experience to log group dynamics and the experience as it unfolds. 4.Asks questions during the experience that helps group focus: –How have you improved so far? What have you learned individually that you could pass on to others? What is the problem that you are trying to solve? Are there any new problems that you are facing now?

8. Debrief How would you describe your communication as a team? How did it change over time? What problems did you have to solve in order to succeed? Was there a leader in this activity? What did she/he do to guide the group? How did worker attitudes influence the group’s effectiveness? In what ways did you have to modify your plans once you began work? Why?

9. Uranium Mine Debrief What? So What? Now What?

11. Ford PAS Pillars Learning Pillars Critical Thinking Problem-Solving Teamwork Communication Creativity & innovation Global awareness Teaching Pillars Inquiry-Based Project-Based Real-World (Authentic) Performance-Based Technology Integration

13. A Word or Two About Community Agreements Become aware of things/conditions you need to do your best work. Note times/things that are said/done that affect your needs—that challenge your ability to learn in the context of our group. Try to figure out the implicit norms of the group.

14. Community Agreements Show up – choose to be present Pay attention – to heart and meaning Tell the truth – without blame or judgment Be open to outcome – not attached to outcome Get what you need What agreements would you like to add?

16. Experiencing Problem- solving and Teamwork: Making Product Decisions

17. Session Goals Understand the rationale for using teamwork to help students learn knowledge and problem-solving skills Identify the challenges of engaging students in teamwork Identify strategies for supporting teamwork in your classroom Become familiar with Module 1, Activity 3: Making Product Decisions

18. What You Will Do in This Session Engage in sample activity: Making Product Decisions:  Take on the roles of members of different departments within Acme Soft Drink Company  Meet with members of other departments and make decisions about Acme’s new product line Discuss instructional strategies for supporting teamwork & problem-solving in your classroom

19. Module 1, Activity 3: Making Product Decisions You will have approximately 45 minutes to conduct your department meetings. Become an expert for your department and determine the non-negotiables based on the information that you read for your assigned department.

20. Fishbowl

21. Jigsaw into Team Meetings You will now meet in your company team meetings to design the new product line. In 45 minutes you will present your decisions to the whole group. Refer to the “Soft Drink Production Plan” and presentation rubric (RM 3.1 & 3.2).

22. Learning from Teamwork How did the teamwork aspect deepen and/or support your learning? What skills or knowledge did you learn by engaging as a team that you might not have learned by working on it individually?

23. Challenges of Teamwork What are the challenges of having students work in teams? Are the challenges of engaging students in teamwork worth it? Why or why not? What are some strategies to overcome the challenges of teamwork on the classroom?

24. Skills for Success Debrief What? So What? Now What?

26. Break Time

28. Text Rendering Protocol There are three rounds Round One each participant shares a sentence from the document that he/she thinks is particularly significant. Round Two each participant shares a phrase from the document that he/she thinks is particularly significant. Round Three each participant shares a word from the document that he/she thinks is particularly significant

29. Text Rendering Protocol Cont’d The whole group discusses what they heard and what it says about the document. The group shares the words that emerged and any new insights about the document. The group debriefs that text rendering process.

30. Lunch Time

31. Exploring Ford PAS Modules in Print Teacher Guides & Student Guides

32. Exploring the Foundations Modules 1.You will form four teams, each member of a team will be responsible for a different module (1, 2, 4, or Calculating Your Future). 2.Read the material about the module you are focusing on. (Refer to “Module Learning Goals”, “Activity Overviews” & Curriculum Description file on jumpdrive) 3.Break out into “expert groups” (of participants focusing on the same module) to discuss the focus questions. 4.Meet with your original team to share what you learned about your module.

33. Session Goals Understand the structure and layout of the Ford PAS curriculum materials Identify and be able to effectively use different curriculum elements, such as Tips and Teacher Information pages Understand the various components integral to the Ford PAS program on the Ford PAS Website

34. What You Will Do in This Session… Go through a Module Teacher Guide and learn about the elements of the curriculum Review the Ford PAS Website Register for an account at the Ford PAS Website if you have not already

35. Curriculum Materials One Student Guide per module Module Teacher Guide with Student Guide embedded Online resources on the Ford PAS Website Multimedia resources

36. Teacher Guide Module Overview T _Introduction T _ Activities at a Glance T _ Planning Calendar T _Learning Goals T _Correlation with National Academic Standards

37. Teacher Guide Activity Overview (blue pages with T before the page #) Student Introduction Learning Goals For Your Glossary Student Guide Activity Overview (white pages with regular page #) Student Guide Activity Overview (white pages with regular page #) Before You Teach Materials Needed Vocabulary

38. Teacher Guide Icons Teacher-Initiated Section Tip Web Site Resource Teacher Information Skill Resource

39. Teaching Instructions

40. Product Assessments

41. Reproducible Masters (RMs)

42. Adapting with Fidelity Essential features that maintain the integrity of the curriculum Academic rigor Real world contexts Inquiry-based learning Integrating technology Assessable learning goals Teamwork

43. Focus Questions Which of the learning pillars are reflected in this activity? What academic courses does this activity relate to? What CTAE courses does this activity relate to? What GA Performance standards does this activity address? Are there current events you could use to extend this activity or adapt it better to the courses that you teach?

44. Focus Questions In addition to the teacher guide pages, what resources can you find on the Ford PAS website that will help you teach this activity? Are there any resources that you might add to enhance this activity? What practical application do you see in this activity? What preparations do you need to do before you teach this activity? How will you assess the learning in this activity?

45. Team Presentations Module 1 Module 2 Module 4 Calculating Your Future

46. Ford PAS Teaching & Learning Pillars Learning Pillars: 21st Century Skills Application of academic knowledge and skills Critical thinking Problem-solving Teamwork Communication Creativity and Innovation Global Awareness Teaching Pillars: 21st Century Pedagogy Academically rigorous Integration of academic and career-related knowledge and skills Inquiry-based Project-based Real-world (authentic) Performance-based Technology-rich Career-relevant 11

47. Ford PAS Website www.fordpas.org

48. Individual Implementation Planning Complete the Implementation Planning form Share your plan with a colleague

49. Workshop Evaluations Please let us know how we can better serve you!!

50. Closing Moves – What’s Next? Date for follow-up workshop in the spring? What do you still need?

52. Planning For Business Success Reaching Your Market Activity 5 Session 21 See page T-65 in Teacher guide

53. Activity 5: Reaching Your Market In this activity, you’ll explore methods that businesses use to reach their intended audience, and you will debate the ethics of some of the more controversial methods.

54. Learning Goals Identify ethical issues in marketing situations and propose ethical resolutions..

55. Procedures Read the designated scenario and decide whether it describes an ethical or unethical situation. Move to the place in the room that best represents your opinion about it. If you are not sure of your opinion, or do not feel strongly one way or the other, remain near the middle of the room. Discuss with your group why you made the decision that you did. Choose a representative from the group to explain why you made your decision. Try to convince the other groups and those who are indecisive that your decision is the correct one. As each representative discusses his/her position, listen to their ’ arguments. If your opinion changes during their presentation, move accordingly.

56. How did you decide whether a particular scenario was ethical or unethical? What ethical principles or code of ethics did you base your decisions on? In your opinion, are there particular principles or values to which all businesses and marketers should adhere?

57. Read the handout Code of Ethics: American marketing Association Answer the Questions for Reflection a. How, if at all, are these principles different from the criteria you used to determine the ethics of each marketing scenario? b If you had received this code of ethics ahead of time, would you have changed any of your answers? c Do you agree with the principles laid out by the AMA? Are there any that you would add? Any you would eliminate? Why?

58. Debrief What? - What did we learn from the activity? So what? - Why is what we learned important? Now what? - What are we going to do with what we've learned?