1. Ford PAS Next Generation Learning Professional Development Workshop June 6, 2011Douglas County College and Career Institute

2. Welcoming Remarks Mandy Johnson, Director of High School Programs Thom Suddreth, Lead Trainer of the Georgia Ford PAS Next Generation Learning Hub

3. Human Bingo

5. Triad Microlabs Process –Form triads with people you don’t know –Number off 1-2-3 –Three rounds of questions (you will have 30 seconds to jot down thoughts before each round begins) –Each person will have 1 minute to answer the question –Other group members listen (if you are done before 1 minute, people should sit in silence and reflect) –When time is called by the chime, the next person speak s

6. Microlab Rounds 1.What do you already know about Ford PAS Next Generation Learning (from experience, website, or pre-reading)? 2.What is one burning question you have about Ford PAS Next Generation Learning and why is it a burning question for you? 3.What do you personally hope to gain from this Ford PAS workshop?

7. Report Out How did the process feel? Key learnings?

9. Another professional development workshop? 5

10. Ford PAS Professional Development Philosophy and Rationale Ford PAS recognizes that transforming teaching and learning requires effective on- going professional development to support teachers in implementing new content and teaching skills in order to effectively help students learn the knowledge and skills needed for 21 st century success.

11. Guidelines for Effective PD

12. Ford PAS Professional Development Collaborative with multiple opportunities for sharing & ongoing dialogue

13. Ford PAS Professional Development Reflective practice Active learning & teacher inquiry

14. Goals and Expectations Examine effective instructional strategies to prepare students for success in college and the workplace through the context of Ford PAS Next Generation Learning Explore the integration of academic and career technical education using Ford PAS tools and curriculum Gain experience with an academically rigorous interdisciplinary curriculum

15. Goals and Expectations Explore techniques to build students’ skills in critical thinking, problem-solving, communication, teamwork, creativity and innovation Learn strategies for linking classroom learning with real-world applications Reflect on teaching practices and share classroom experiences

16. Protocol Resources www.nsrfharmony.org Why use protocols? 1.To promote participation 2.To ensure equity 3.To build trust

17. 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.

18. 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?

20. THE GRAY SCHOOL

21. Chalk Talk Process: Silent activity Anyone may add to chalk talk You can comment on other people’s ideas, make connections by drawing lines/circles

22. Chalk Talk Questions 1. What makes a school gray? 2. How do “you” respond to the factors that make schools gray? 3. What impact can the community have on a gray school?

23. Designing Your Dream School What does a classroom look like? What does the school culture look and feel like? What do partnerships (inside & outside the school) look like?

25. Silent Reflections How does the teaching practices in the gray school differ from those in your dream school? Is your dream school practice a reality? If not, what barriers are keeping you gray?

26. Morning Break

27. From Concept to Consumer Module 1, Activity 1 Inventive Thinking

28. Activity 1 – Learning Goals –Identify and explain the importance of the steps involved in developing a new product –Develop ideas for new products, taking into account the needs of particular consumer groups –Describe the consequences to society of the widespread use of new products

29. What We Will Do Today Watch a short video Divide into groups (as instructed) Read the quotations provided

30. Develop A Product Develop a product proposal that includes –Name of the product –Sketch of the product –Description of the purpose and function of the product –Description of why this product is more useful than anything that already exists –List of possible raw materials needed to make this product Post the above to the chart paper.

31. Skills for Success Debrief What types of skills and ways of thinking are addressed in the Inventive Thinking activity? What makes this activity engaging for learners/students? How would you describe the kind of teaching you saw in this activity?

32. 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

33. Lunch Time

34. Activity 4, “Failure to Communicate,” from the module Reverse Engineering

35. A Failure to Communicate Create instructions and illustrations to precisely communicate the process for assembling a product Critique and improve process instructions to increase their ease of use

36. Have you ever bought something that needed to be assembled before you could use it? If so, were you able to follow the instructions to assemble it? Why or why not? If not, think of a time when you were involved in a situation where communication failed or there was a misunderstanding.

37. If You Build It... As a team, use your LEGOS (at least 20) to create an original structure. Create a detailed (technical, if possible) drawing of your structure on a separate paper. (Another group, who will use instructions you write to re-create your structure, will use this drawing to check if they built the structure correctly.) Take a photo of your structure for your records

38. If You Build It... Record, in detail, how your structure was assembled Create a set of instructions that will enable another team to build your structure Once you are finished with your instructions, you will be directed to trade instructions and LEGOS with another team

39. Trade and Build Assemble the other team’s LEGO kit using their instructions.

40. Think about the following questions while you assemble the kit: Are the specific parts easy to find? If not, how could the kit be improved? Are the instructions/drawings clear? If not, what would help make them clearer? Is the sequence of steps understandable? How does the kit manufacturer indicate the sequence? How could it be improved?

41. Think about the following questions while you assemble the kit: Are any of the instructions particularly helpful in assembling the model? If so, what are they? How easy or difficult was the model to assemble? What features of the model do you think made it easy or difficult to assemble?

42. When your team is finished, compare your structure with the other team’s detailed drawing. Were you able to assemble it correctly? What features of the instructions made them particularly easy to use? What features were not particularly helpful? How could the kit’s instructions have been improved?

43. Questions for Reflection What skills and ways of thinking did you use as students in the engineering activity? As students, what made this activity engaging? What skills/teaching strategies did you observe? What was the role of the teacher? How would you characterize the teaching that took place in this activity?

44. Pillar Talk 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

46. Literacy and Communication Media and Messages(2): What’s the Message?

47. Session Goals Deepen their understanding of media literacy and communication Become familiar with media literacy strategies as a way to advance student’ critical thinking skills Identify techniques for helping students build and apply communication skills through a real-world project Become familiar with the first activity of Media and Messages (2) and other activities

48. What You Will Do in This Session Engage in Media and Messages (2):What’s the Message? (1), which involves critically analyzing a commercial Discuss media literacy as an important skill for the 21 st century Engage in other media activities from Media and Messages (2) Discuss the skills students develop and how they apply their learning throughout the module

54. Observations What did you see? What did you hear?

55. Critical Analysis What is the message? For whom is the commercial intended? Who created this message? What lifestyles, values, and points of view are represented in, or omitted from, this message? What cultural or economic factors might have influenced the information and content presented? How might other people understand this message differently from you?

56. Media Literacy Media literacy means the ability to access, analyze, evaluate, and create media in a variety of forms All media messages are constructed using a creative language with its own rules, values, and points of view. Different people experience the same message differently At the heart of media literacy is the principal of inquiry --Center for Media Literacy www.medialit.org

57. Media and Messages Projects Media Log: Students collect and analyze information about advertisements in one of four forms of media – television, magazine, newspaper, or the web Quick ‘n’ Tastee: Students develop an advertising campaign for Quick ‘n’ Tastee, a fast food company

58. Questions for Discussion What role does this type of learning play in classroom and school culture? How can this type of learning contribute to your dream school? What might you do differently in your practice to foster critical thinking and communication?

59. Preparations for Tomorrow Read ACME Soft Drink Company Information (2 pages) Read assigned department packet for ACME Register on the Ford PAS website if you haven’t yet

60. Reflections of the Day What did you learn today that will combat the Gray School culture? What would you like more of tomorrow that will help you build a dream school?