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Bridging the Gap: Incorporating Industry Professionals Into Classroom Instruction

National Early College Conference 2014

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Ondrea Austin Director, Work-Based Learning NC New Schools 919.277-3770 oaustin@ncnewschools.org All materials from this session may be accessed electronically at: http://bit.ly/1vNYZNH

Find us online @ncnewschools

or visit www.ncnewschools.org

Contact Information

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Sample Four Year Work-Based Learning Sequence

To ensure that students continuously recognize the relevance of their classroom learning, schools may consider designing a structured 4-5 year sequence of work-based activities (both classroom-based and field-based) that link students to the professional world. The activities serve various functions including preparing students for a culminating internship and senior project. Most importantly, students at each grade level engage in rigorous, authentic learning experiences by engaging with industry and higher education partners. While each school’s offerings will look different depending on academic objectives and available resources, the sample below may serve as a helpful reference. Schools can use the attached template to create their own sequence.

9th Grade

STEM Project Schools develop the parameters for their STEM project each year based on a driving STEM question, e.g. the NC New Schools 2012-2013 driving question was “What makes a healthy community?”. Industry partners can provide guidance to schools and help coach and evaluate student work.

Career awareness and preparation activities

Industry partners can often assist with activities such as career fairs, career and resume coaching, and mock interviews. Many websites offer career videos, virtual job shadowing, and other career resources.

Field studies Field studies differ from field trips in that they involve a high level of coordination with the site to ensure that learning outcomes directly align with curricular objectives. Students complete a project or deliverable as a result of the visit.

Industry-informed lessons Industry partners can provide guidance on lesson plans to ensure they remain relevant and engaging. Examples include: teachers co-designing and co-teaching lessons with industry experts, teachers consulting industry advisors when they develop learning activities, and industry professionals serving as coaches and evaluators for student projects.

10th Grade

Sophomore Project Schools select a theme-appropriate project for students to complete and industry partners serve as coaches and evaluators. Students may complete part of their project at a worksite. Example: At MC² high school in Ohio (an engineering-focused school), students develop a product prototype as their Sophomore Project. Students shadow engineers at GE Lighting, and the engineers also serve as coaches and judges for their final projects.

Job shadowing Students observe professionals in a workplace setting to learn what it is like to be in a particular profession. Job shadowing is typically short-term.

Field studies and industry informed lessons

Ongoing (see definitions above)

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11th Grade Internship In contrast to job shadowing, an internship is an extended

experience that provides hands-on training as opposed to just observation.

Dual enrollment Students may have the opportunity to earn college credits while in high school through courses at a community college (in-person or virtual).

Field studies and industry-informed lessons

Ongoing (see definitions above)

12th Grade Senior Project A culminating project that allows students to demonstrate the

various knowledge and skills acquired while in high school. A component of the project may take place in a workplace setting, or may involve one or more industry partners. The project may build on a student’s internship experience.

Dual enrollment See above Field studies and industry-informed lessons

Ongoing (see definitions above)

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Four Year Work-Based Learning Progression

9th Grade Activity Description

10th Grade

11th Grade

12th Grade

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Field Studies

Field studies offer students unique opportunities for learning that are not available within the four walls of a classroom. As with any focused learning activity, field studies are designed around specific educational objectives, and students should easily make connections between the focus of the field study and the concepts they are learning in class. Teachers consult in advance with the field study site partners to ensure they understand educational objectives and are prepared to craft an engaging, hands-on experience that minimizes lecture and encourages participatory learning. Field studies typically adhere to a Plan–Do–Reflect cycle of experiential learning as outlined below.

Plan

Do Reflect

During the field study, students capture notes (using a worksheet or knowledge capture tool if appropriate) and have the opportunity to learn-by-doing and apply lessons-learned.

Students complete an assignment or deliverable as a result of the field study and have the opportunity to reflect on the experience and make connections to classroom concepts.

In preparing for the visit, students gain understanding of the field study objectives and expectations, and conduct any needed research on the partner site or topic(s) to be addressed. Teachers work with students to design an assignment or deliverable to be completed during and/or after the visit.

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Field Study Request

Teachers can use this template to inquire if a business or organization would be willing to serve as a field study site. The Field Studies overview document (which describes the Plan-Do-Reflect cycle) may be shared as well. Field study dates:___________________ Course:______________________________________ Student grade level(s):_______ Number of students:____ Learning objectives:___________________________________________ __________________________________________________________ __________________________________________________________ How does the field study relate to the students’ course of study?:___________ __________________________________________________________ __________________________________________________________ Description of assignment or project students will complete as an outcome of the visit (attach assignment overview if applicable):____________________ __________________________________________________________ __________________________________________________________ Desired learning activities:______________________________________ __________________________________________________________ __________________________________________________________

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Co-Teaching Guidelines (for teachers)

Partnering with an industry professional to plan and teach a class is a powerful way to connect classroom learning to the world of work and to engage students in “real world” challenges and trending issues. The following steps assist teachers in connecting with an appropriate partner. 1. Co-teacher request

Decide on a class topic you’d like to co-teach, and then use the Co-Teaching Planning Worksheet to clarify the kind of partner you need. You can make contact directly with the partner (see sample emails on reverse page), or if your school has a partnership coordinator, he or she can search for a partner on your behalf using your Co-Teaching Planning Worksheet for guidance.

2. Classroom observation If it’s the partner’s first time teaching at the school, invite him or her to observe and possibly participate in 30 minutes of the relevant class prior to your co-planning session.

3. Co-planning session Meet with partners at least 3 weeks prior to your class (either at the school or their workplace) for up to 2 hours to co-design your lesson. Since partners are usually unfamiliar with the range of instructional methods, you’ll likely need to provide guidance on how to most effectively deliver the material. As always, lecture should be minimized and more engaging, student-driven approaches emphasized. Consider bringing the following materials to the co-planning session: Ø Lesson plan template, learning objectives, unit curriculum (to provide context for the lesson) Ø Lesson planning materials, such as the course textbook, web links, literature, etc. Ø Guidelines for powerful teaching, including the Common Instructional Framework and

Powerful Teaching and Learning Design Principle rubric Ø Laptop or notebook

4. Co-teaching activity

At the beginning of the class, introduce your partners and allow time for them to briefly describe their background and current work. Then move into the learning activity (as mentioned above, the activity should exemplify powerful teaching and learning). Consider coordinating with the students to present partners with a card or other token of appreciation at the end of the class.

5. Evaluation Consider having the students complete a written evaluation shortly after the class, which may be shared with the partner. The teacher and partner may also be invited to debrief with the school partnership coordinator (if applicable).

Example: Biology teacher Vance Kite of City of Medicine Academy partnered with Dr. Kelly Seaton of Duke Human Vaccine Institute to design and co-teach a lesson about HIV and other virus.

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Sample Email 1: Co-Teaching Request Dear Dr. Sanders, My name is Michelle Richards and I teach Biology at the City of Medicine Academy in Durham. CMA is a healthcare-themed high school, serving primarily low-income and first-generation students. I’m writing to see if you might be interested in co-designing and co-teaching a lesson on HIV in late April. My goal in partnering is to make the lesson as engaging as possible and to help students connect their learning to the professional world. The lesson would address one or more of the following questions:

1. Explain how scientists would recover DNA from bones (remains) 2. Describe how scientists would use PCR to amplify the recovered DNA fragments 3. Explain how scientists could create a genome library of all of the known strains of HIV

As for time commitment, the lesson planning and co-teaching typically take about 2 hours each. We also invite our partners to join in on 30 minutes of a class to get a “feel” for our students. If this is something you’d be interested in, I can follow up with further details. I’d also appreciate any referrals to your colleagues. Thanks for your consideration! Best regards, Michelle Richards Sample Email 2: Follow-up Dear Dr. Sanders, I’m delighted to hear that you’re interested in partnering on a lesson for our students! Here are some proposed times for the observation, co-planning, and co-teaching (I have attached a document that explains a bit more about these activities): • Observation: 4/12 or 4/13 from 1:15-1:45pm • Co-planning: 4/16 or 4/18 from 3-5pm • Co-teaching: 4/27, 4/28, 4/30 from 1-3pm If these times are not convenient we can certainly look at some others. I’d be happy to meet you at your workplace for the co-planning, or you are welcome to come to CMA. I have attached directions. Thanks again for your willingness to share your expertise with our students. We look forward to collaborating with you! Best regards, Michelle Richards Attachments: 1) Co-Teaching: What to Expect; 2) Directions

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Co-Teaching Activity: What To Expect

(for partners)

Co-teaching, which brings a classroom teacher together with an industry expert to co-design and co-teach a class or learning activity, is a powerful way to connect classroom learning to the world of work and to engage students in “real world” challenges and trending issues. Our co-teaching process typically consists of the following steps:

1. Observing a class

We invite all partners to join part of a class (30 minutes or more) to meet our students and get a sense of the classroom dynamics. Depending on the lesson the teacher has planned that day, you may have the opportunity to be an active participant in an activity, or you may just observe. In either case please feel free to interact with the students and ask them questions, as they are accustomed to visitors. You do not need to plan anything in advance.

2. Co-designing a lesson

The lesson you and the teacher will design must be based upon the predetermined learning objectives laid out in the North Carolina Standard Course of Study. The teacher will bring these learning objectives to the co-planning session as a starting point for your discussion, and s/he may already have some ideas based on past courses. Please feel free to bring materials to the session that will help orient the teacher to your field of work and that will be helpful in designing the lesson (e.g. laptop, industry brochures, publications, presentations, books, etc.).

You and the teacher can share your expertise and lesson ideas, and the teacher will provide guidance on powerful teaching methods. As much as possible, the lesson should minimize lecture and instead emphasize student-driven inquiry, discussion, and hands-on activities. The planning session typically takes about 2 hours including any work you choose to do on your own. You and the teacher will likely need to touch base again before the class (by phone or email) to put any final touches on your lesson plan.

3. Co-teaching a class

At the start of the class, the teacher will introduce you to the students and you’ll have the chance to briefly describe your background and current work. Then, you and the teacher will begin your lesson, serving as facilitators of the students’ learning for up to 90 minutes. The students will complete an evaluation shortly after the class and the teacher or school partnership coordinator may request to debrief with you about the experience.

Example: John Heilmann, an engineer at LORD Corporation, partnered with math teacher Laura King of Wayne School of Engineering to teach students about wing design and lift.

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Co-Teaching Planning Worksheet

Teachers can use this worksheet to clarify their objectives and needs before reaching out to potential partners. When making contact with partners, consider sharing the relevant details below so they will know what is expected and how to best prepare for the experience*. Course:___________________________________ Grade level:______________ General topic:_____________________________________________________ 1. Which learning objectives / standards will the lesson address (please be specific)?

2. Type of partner or expertise partner should bring:

3. How does this lesson fit into the broader unit of study? What context will help the partner prepare for the co-teaching experience?

4. What materials should the partner bring to the co-planning session (e.g. laptop, industry materials, etc)? What materials should I bring?

5. Scheduling (give 2-3 possible dates and exact times for each): Ø Classroom observation: Ø Co-planning session: Ø Co-teaching activity:

6. Are you able to meet with the partner at their workplace for the co-planning session? *If your school has a partnership coordinator or Business Advisory Board, please submit this form at least 6 weeks prior to your class to allow time to secure a partner. [Insert coordinator’s contact information and details about how the form should be submitted].

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Adapted from the “WBL/PBL Integration Tool” originally developed by Swanson & Cosgrave Consulting

Integrating Work-Based Learning Into Project-Based Learning Teachers can use this worksheet as a planning tool for integrating industry/community partners and work-based learning into project-based learning units.

Strategy Ideas 1. Partner with industry professionals to design a project that reflects authentic industry challenges and tasks.

2. Invite industry partners to serve as project coaches and evaluators, and to co-design and co-teach lessons.

3. Emulate the workplace by designing projects that require students to use workplace tools, processes, and skills.

4. Incorporate workplace immersion experiences such as field studies and job shadowing.

5. Take advantage of web-based resources such as online career videos, virtual job shadowing websites, and web conferencing tools such as Skype (for incorporating partners virtually).

6. Encourage students to complete deliverables that have real value to employers or other community members.

7. Invite employers and community members to assess projects using evaluation standards and protocols used in the workplace.

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Career Videos and Virtual Job Shadowing Career Videos The two websites below contain hundreds of free career videos:

• College Foundation of North Carolina: https://www1.cfnc.org/Plan/For_A_Career/Careers_List.aspx?type=video

• CareerOneStop

http://www.careeronestop.org/Videos/CareerandClusterVideos/career-and-cluster-videos.aspx

The website below offers dozens of videos designed to link classrooms to authentic STEM industry challenges:

• Spark101 http://www.spark101.org/

Virtual Job Shadowing Virtualjobshadow.com offers over 150 engaging videos that allow students to “shadow” professionals across various industries. Schools or districts must purchase a license to access the videos.

• Virtual Job Shadowing www.virtualjobshadow.com

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Lesson Plan Sample A

Date: Subject: Unit/Theme: NCSCOS Competency Goal: NCSCOS Content Objectives: Desired Student Learning Objectives: (Students will be able to…): Key Vocabulary:

Resources and Materials Required:

This lesson incorporates the following Core Instructional Strategies. Collaborative Group Work Writing to Learn Literacy Groups Questioning Scaffolding Classroom Talk Questions for Students:

Anticipatory Set: (How will I determine students’ prior knowledge? How will I review previously learned materials? How will I set the stage for new information?)

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

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Presentation: (How will I scaffold information to build on student knowledge? What questions will I ask? How will I ask them? ) Practice/Application: (What activities will I use to discover and support student understanding? How will I structure student learning through the Common Instructional Framework?) Authentic Learning: (How can I incorporate industry/community partners, work-based learning, or real-world challenges and tasks to bring more relevance to learning?) Review/Assessment: (How will I assess student learning?) Extension/Re-teaching: (How will present the material differently? How will I change student practice and application? How will I modify the assessment?)

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