DOCUMENT RESUME

ED 357 231 CE 063 634

AUTHOR Bartman, Donna; And OthersTITLE Integrating Academic and Vocational Education and

Thinking Skills: An Alaskan Model.SPONS AGENCY Alaska State Dept. of Education, Juneau. Div. of

Adult and Vocational Education.PUB DATE Nov 92NOTE 24p.; Paper presented at the Work Now and in the

Future Conference (9th, Portland, OR, November1992).

PUB TYPE Reports Descriptive (141) Speeches/ConferencePapers (150)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Academic Education; Distance Education; High

Schools; *Integrated Curriculum; *InterdisciplinaryApproach; Models; School Districts; Secondary SchoolTeachers; Staff Development; *Teacher DevelopedMaterials; Teleconferencing; *Thinking Skills; Unitsof Study; *Vocational Education

IDENTIFIERS *Alaska

ABSTRACT

Fifty-three secondary educators in six Alaskan schooldistricts participated in a Carl Perkins grant project to integrateacademic and vocational education and thinking skills. The first yearof the project combined onsite and distance delivered instruction onthe development of interdisciplinary units and integration models. Anelectronic college linked project teachers and National Center forResearch in Vocational Education researchers via Bitnet. DuringFiscal Year 1993, project teachers were to field test 21 4-weekinterdisciplinary units developed by teams of academic and vocationaleducators in vocational classrooms and participate in aone-graduate-credit course taught via LiveNet (one-way video, two-wayaudio). (A concept outline that guided the educators in cevelopmentof the interdisciplinary units is appended.) (YLB)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Integrating Academic and Vocational Education and Higher OrderThinking Skills: An Alaskan Model

Description:

Fifty-two secondary educators in six Alaskan school districts areparticipating in a Carl Perkins grant to integrate academic and vocationaleducation and thinking skills. The first year of the project combined on-site and distance delivered instruction on the development ofinterdisciplinary units and integration models. An electronic college wasinitiated which linked project teachers and National Center for Researchin Vocational Education researchers via. Bit Net. During FY 93, projectteachers will field-test 21 four week interdisciplinary units in vocationalclassrooms and participate in a 1 graduate credit course taught viaLive Net (one way video; two way audio).

Key points:

1. Project demonstrates postsecondary/secondary collaboration on the delivery of on-site anddistance-delivered staff development to teachers in bush Alaska and urban communities.

2. Distance-delivered technologies included audio-conferencing; computer mediatedcommunication and Live Net.

3. Project included an electronic college which allowed teachers to interact with each other andwith NCRVE researchers. Participants were surveyed regarding their perceptions of theeffectiveness of computer-mediated communication as a staff development strategy.

4. Basic integration model initiated by the project teachers was the development of 4 weekinterdisciplinary units developed by teams of academic and vocational educators. Units arebeing field tested in vocational classrooms this year.

5. Project schools were encouraged to adapt other integration models appropriate for theirstudents' needs. The Senior Project model of Integration was initiated at Sitka High School andInvestigated by several other project schools.

Contact for more information:Flory Vinson, Assistant ProfessorVocational Teacher EducationUniversity of Alaska Anchorage3211 Providence DriveAnchorage, Alaska 99508(907) 786-4678FAX: (907) 786-6008

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INTEGRATION IN ALASKA: UP AND RUNNING

A teacher recently commented that trying to accomplish school reformwas like "changing the pistons on an engine while it was still running."This analogy is a fairly accurate description of this two year Alaskanproject designed to integrate academic and vocational education andhigher order thinking skills. The challenge has been to motivate highschool teachers to change at the same time they are teaching.

The project involves 53 secondary educators in six school districts spreadfrom the southeast panhandle of Alaska to the north bordering YukonTerritory. Participating districts were chosen on the basis of having thehighest concentration of special needs students in their vocationalprograms and the interest shown by their teachers and administrators inthe project. The project operates on an annual budget of $30,000.

Problems of distance and conservative funding have been resolved througha variety of staff development strategies. These strategies included acombination of on-site and distance delivered instruction. During theSpring of 1991, a graduate level course was scheduled and delivered on-site in each of the districts at their convenience. On-site education wasenriched by distance delivered instruction which included communicatingwith teacher educators and researchers from the National Center forResearch in Vocational Education. Each of the Alaska project teachersreceived a user identification and training which linked them via computerwith NCRVE educators and other project teachers through Bit Net and theUniversity of Alaska Anchorage electronic mail system. This Alaskanproject served as a prototype for the National Center for Research inVocational Education which linked teachers who attended NCRVE 1992summer institutes through electronic mail and bulletin boards onADVOCNET throughout the United States.

The use of this technology and perceived effectiveness of these linkagesby the project teachers was assessed by Donna Bartman, UAA Master'sdegree candidate in Vocational Teacher Education. After surveying projectteachers she found that by using electronic mail they felt less isolated asa teacher and used the technology to share curriculum ideas and resources.However, she also found that the teachers communicated mostly withother Alaskan teachers and had little communication with NCRVEresearchers and teacher-educators. This could be partially attributed to

timing as teachers did not get online until late in the second semester.

Academic and vocational teachers were teamed during on-site training anddeveloped an interdisciplinary four-six week unit demonstrating theintegration of academic and vocational education and thinking skills. Theresulting 21 units were being field tested in vocational classrooms thisschool year. This last fall, at Wasilla High School, a guidance counselorteamed with an Applied Communications teacher to. work with students onan employability skills unit. These students are checking off their newlyacquired skills as part of their educational "warranty" from the MatanuskaSusitna School District. At Sitka High School, a marine science teacherand computer applications instructor jointly developed four weeks of mincstretching activities which led the students stream-side to a local creekto collect data. The students learned a variety of computer applicationsas their field notes were entered into the computer to help themdetermine if Wrinkleneck Creek could support Coho salmon fry. Thesestudents concluded their studies this spring by making a formalpresentation to Alaska Fish and Game officials. At Delta High School apartnership was formed with Conaco, the Principles of Technologystudents and Computer Application students to develop a series ofhypercard stacks for the purposes of individualizing the units included inthe first year of Principles of Technology.

Forty-one teachers were linked this fall via Live Net (one way video andtwo way audio). Six two and a half-hour seminars featuring nationallyrecognized experts and project teachers were transmitted from theUniversity of Alaska Anchorage campus and received by satellite dish ineach of the districts. The programs included further discussion of how toimplement and teach thinking skills in context; the development of aninterdisciplinary curriculum; observing the implementation of the SeniorProject model of integration at Sitka High School and the role ofintegration within outcome based education in the Matanuska-SusitnaBorough School District and the Dimond High's STAMP program, a school-within-a school model of integration integrating math, science andtechnology program around the theme of Natural Resources.

Although it is still too early to completely judge the effectiveness of thisstaff development model, we think we may have figured out how we canget more mileage out of the system while the engine is still running. Anassessment survey of services delivered during the first year of this

grant was mailed to all project teachers with the teachers indicating thaton-site training was highly useful and expressing general satisfactionwith the training materials. Five teams wrote for funding from othergrant sources than Carl D. Perkins to assist them in implementing theirunit activities with $13,000 awarded. Thirty-seven teachers of the 40responding to the survey indicated that they wished to be included insecond year activities. Project teachers have reported increased feelingsof collegiality. Administrative support in the majority of the districtshas been strong and consistent. Four of the six districts were alreadyinvolved in systemic change through another Carl D. Perkins project andviewed this series of staff development opportunities as enhancing thoselarger efforts.

This project represents a partnership between six Alaskan secondaryschool districts, the Department of Vocational Teacher Education,University of Anchorage Alaska, and the Alaska Department of Educationfor the purpose of demonstrating effective ways to integrate academicand vocational education in rural Alaskan schools.

For further information contact: Flory Vinson, Assistant Professor,Vocational Teacher Education, University of Alaska Anchorage, (907) 786-4678; FAX (907) 786-6008.

Computer-Mediated Communication .

Abstract

The purpose of this study was to assess the effectiveness and impact of computer-

mediated communication (CAE). This study focused on the use of electronic mail

(e-mail) by an identified group of academic and vocational educators in Alaska to

communicate with colleagues and educational researchers affiliated with the

National Ce. for Research in Vocational Education (NCRVE). This study was

part of a 3-year, staff development training project for the integration of academic

and vocational education and higher order thinking skills strategies. A descriptive

inquiry of 53 participants was conducted to see if CNIC reduced feelings of

isolation, established collaborative working relationships and enabled participants to

gain technical support in curriculum implementation. Descriptive statistics were

used to interpret results from a questionnaire designed to measure attitudes and

perceived benefits from using e-mail.

Master's Project: Vocational Teacher Education

Donna M Bartman, Master's Candidate

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CONCEPT OUTLINE

Step One: Concept Outline

The first step in the design of an integrated academic and vocational education unit is to selectappropriate instructional problem or concept. A brief concept outline is developed by the team ofteachers.

Title: Construction Materials CalculationTeam: Randy Hughey, Woods, Sitka High School

Cheryl Giradot, Mathematics, Sitka High School

Question: How to achieve accurate project material pricing.

Areas of Study

'Print reading/Spatial visualization'Linear measurement - one dimensicn'Area measurement - two dimensions'Volume measurement - three dimensions'Project material pricing

Methods

'Industry presenterHands-on cooperative groups manipulatives'Lecture'Paper and pencils activities

End Projects

'Students will be able to estimate and calculate project prices

*Note: The source for this instruction planning "template" was developed by Dr. Peter Larsen inthe Alaska Department of Education publication Content Connections: Creating InterdisciplineryUnits, 1991.

5

Step Two: Content Outline

The next step is to add more substance to the chosen problem. By completing a content outline thevarious parts of the unit are coordinated, important topics are not overlooked and the contentoutline can aid in the writir.g of assessment measures.

Content Outline

Title: Construction Materials Calculation

I. Print Reading/Spatial VisualizationA. Identify front, right and top view.

1. students use rotated blocks to draw three views.2. from isometric sketches, students draw three views.

B . Draw oblique sketches from objects.C. Develop skill in print reading.

1. use simple prints to supply missing dimensions.2. identify hidden, center and object lines.

II. Linear Measurement - One DimensionA. English system measurement skills.

1. activities using 1/2, 1/4, 1/8, 1/16 progressivelya. overhead transparency overlaysb. "positional' measurementc. measurement picture activityd. students use tape measures to measure board

B. Application of linear measurement in industry1. dimensional lumber2. trim and moldings

III. Area Measurement - Two DimensionsA. Develop understanding of Area

1. tile exercise to discover area formulaB. Application of area in industry

1. stain coverage exercise2. material calculation from prints3. plywood sheets calculation

Volume Measurement Three DimensionsA. Develop concept of volume

1. cube exercise to discover volume formula2. meaning of "board foot" using cube model

B. Application of volume to industry1. board footage formula and calculations2. rounding rules of industry

6

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V. Project Material PricingA. Surface area (square foot)

1. reinforce concept of area and applications2. scale model material cut-out

a. most efficient material useb. hand in scrap for grade

3. from given print, sketch layout and calculate price of material

B. Volume (board foot)1. reinforce concept of volume and applications2. use cutting board to calculate board footage and price by species3. from print of lattice cabinet, estimate board footage and figure price4. from print of frame, figure board footage and price

C. Multi-dimensional material calculations1. from a simple print, figure board feet, square feet and linear feet, and calculate

cost2. from a series of increasingly complex prints, figure material costs

7

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Wor

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lish

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to 1

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W,G 3A

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.

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4

9