integrating cte and common core through pbl and universal themes
DESCRIPTION
Integrating CTE and Common Core Through PBL and Universal Themes. Diana LaMar [email protected] Erik Mickelson [email protected] Mandy Gonzales [email protected] Educating for Careers Conference Sacramento, March 2-4 2014. Examples of PBL You Already Know. Science Fair Debate - PowerPoint PPT PresentationTRANSCRIPT
INTEGRATING CTE AND COMMON
CORE THROUGH PBL AND
UNIVERSAL THEMES
Diana LaMar [email protected] Mickelson [email protected]
Mandy Gonzales [email protected]
Educating for Careers Conference Sacramento, March 2-4 2014
EXAMPLES OF PBL YOU ALREADY KNOW Science Fair Debate Performing Arts Productions Service Learning Simulations Others?
HOW CCSS MAKES PBL NECESSARY FOR ALL TEACHERS Rigor and Relevance Applying Knowledge to Real World Creative Problem Solving Critical Thinking Cross-Curricular Connections College and Career Readiness 21st Century Skills Literacy Skills: Reading, Writing, Speaking and Listening
PROJECT BASED LEARNING YOU HAVE DONE Table Discussion: Share one example of either a successful
or unsuccessful project and explain why it was or was not effective.
Project Based Learning
Examples of Successful Projects
Why was it effective?
Examples of Unsuccessful
Projects
Why was it not
effective?
WHAT ARE SOME MAJOR TOPICS YOU TEACH THAT COULD BE ENHANCED BY DOING INQUIRY AND PROJECT BASED
LEARNING?
Topics that can be
enhanced by PBL
KEYS TO SUCCESS WITH PBL Engaging: Based on Student Interest
and Student Driven Focused: Structured and Organized yet
Open and Flexible Appropriate: Grounded in Academic
Standards Important: Learning from the experience
extends beyond the classroom
PBL COMPONENTSSIGNIFICANT CONTENT AND 21ST CENTURY COMPETENCIES Driving Question In-Depth Inquiry Involves a Public Audience There is a Need To Know Involves Voice and Choice Includes Revision and Reflection Buck Institute
THEMATIC TEACHING APPROACH 1: USING A CONCRETE THEME Pumpkins in October or Hearts in
February Does link content areas but not very
rigorous or engaging Can veer too far from Academic Content
Standards Doesn’t promote higher level thinking
THEMATIC TEACHING APPROACH 1:CHOOSING 1 CONTENT AREA AND LINKING THE OTHERS Better than method 1 as it focuses on
Academic Content Can be Engaging and Rigorous if structured
with the right questions Can cause 1 content area to overshadow the
others Can be too much of a stretch to make it all
relate
UNIVERSAL THEMES Change Order Patterns Relationships Power Systems Conflict Adaptation Influences Origins Cycles Structures Kaplan & Gould
THEMATIC TEACHING APPROACH 1:USING UNIVERSAL THEMES Rigorous Critical Thinking Flexible in terms of time and size of
connections Engaging and Academically focused Practical and easy implementation
HOW UNIVERSAL THEMES WORK Questioning Strategy Choose a Theme/Make
Generalizations Use Content to Support
Generalizations Create Products to Show Learning Support the 4 areas of Advanced
Differentiation: Acceleration, Depth, Complexity, and Novelty
GENERALIZATIONS For a theme to be effective, it is
essential to for students to examine generalizations that can be verified and/or disputed in the course of study.
Generalizations should be applicable to other units of study within that subject and across multiple subjects.
EXAMPLES OF GENERALIZATIONSHow Does what we have learned about (Healthcare, Alternative Energy, Public Safety, Business, Technical Theatre, Culinary, Data, Digital Media) illustrate that:
Relationships: are reciprocal and interdependent
Relationships: can be natural or imposed
Patterns: follow rules Systems: Can be effective or
ineffective
MATCH THEM UP Take a look at the Universal Theme
Cards and the Generalizations Cards. Can you match them up?
Do any generalizations work for multiple themes?
Do any of them relate to your content? If so, how?
MIDDLE SCHOOL: UNIVERSAL THEME SYSTEMSGeneralizations
ELA Math Science Social Studies
Products
Systems Are Comprised of Sub-Systems
Systems Interact
Systems Follow Rules
Informative or Explanatory Writing: Structured Sequencing
Shades of Meaning
Systematic Approach to Language
Decimals, Fractions, and Percents
Systems of Measurement
Graphing and Analyzing Data
Elements and Properties
Respiration and Digestion
Rain, Hail, Sleet, Snow
Solar System
Trade and Commerce
Causes of the American Revolution
Setting up Our Government
Research
Oral Report
Model
Writing
Experiment
Digital Project
Service Learning
Industry Project
GRADE 6: UNIVERSAL THEME CHANGEGeneralization
ELA Math Science Health Products
Change is necessary for growth
Change can be positive or negative
Changing a part changes the whole
Change can be evolutionary or revolutionary
CCSS.ELA-
Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
CCSS Math SP.1
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
NGSS ScienceSC.6.N.2.2
Explain that scientific knowledge is durable because it is open to change as new evidence orinterpretations are en-countered.
HealthStandard 7
Practice health-enhancing behaviors and avoid or reduce health risks.
Research
Oral Report
Model
Writing
Experiment
Digital Project
Service Learning
Industry Project
GRADE 9: UNIVERSAL THEME RELATIONSHIPS
Generalizations
English Algebra Earth Science
Technical Theatre
Products
Relationships are purposeful
Relationships follow rules
Relationships may be natural or imposed
Relationships may change over time
Introduce and create an organization that establishes clearrelationships among claim(s) counterclaims reasons, and evidence.
Understand the relationship between zeros and factors of polynomials
Create a computational simulation to illustrate the relationships among management of natural resources,the sustainability of human populations,and biodiversity
Relationship between the different aspects of creating a production (Lighting, Sound, Make-Up, Set Design)
Research
Oral Report
Model
Writing
Experiment
Digital Project
Service Learning
Industry Project
GRADE 10: UNIVERSAL THEME PATTERNSGeneralizations
ELA Geometry Biology World History
Business
Patterns allow for prediction
Patterns have segments that are repeated
Patterns can be natural or manufactured
Identify and correctly use patterns of word changes that indicate differentmeanings or parts of speech
Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past
Patterns of war, rise and fall of civilizations or individual leaders.
Patterns of successful businesses or marketing campaigns
GRADE 11: UNIVERSAL THEME SYSTEMSGeneralizations
ELA Chemistry
US History
Public Safety
Products
Systems have parts that work together to perform a task or achieve a goal
Systems are comprised of sub-systems
Systems may be influenced by other systems
Follow rules for collegial discussions anddecision-making, track progress towardspecific goals and deadlines, and defineindividual roles as needed.
Under-standing of the periodic table as a system
Unites States has a System of government that incorporates checks and balances
Court system
Procedural systems involving public safety
Map
Drawing
Oral Report
Model
Writing
Experiment
Digital Project
GRADE 12: UNIVERSAL THEME POWERGeneralizations
ELA Statistics Physics Alternative Energy
Products
Power Can Influence or Change Things
Power Can Take Many Forms (chemical, electrical, political, physical)
Power May Be Used or Abused
Determine an author’s point of view or purpose in a text in which the rhetoric isparticularly effective, analyzing how style and content contribute to the power,persuasivenessor beauty of the text.
Using statistical data to support an argument in a more powerful way.
Use mathematical representations ofNewton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
Wind and solar power
Generating power with alternative fuels
Legislative power related to green initiatives
Map
Drawing
Oral Report
Model
Writing
Experiment
Digital Project
IT STARTS WITH A QUESTION…Any project should have a meaningful, broad, and over-arching question it is trying to answer. Ethical: Should people in the public eye
be expected to be role models? Problem Solving: How can technology be
used to increase awareness about…? Real World: How can we, as local city
council members, attract business to the area?
IN-DEPTH INQUIRY The importance of research Distinguishing what is relevant Articulating findings What are the benefits or challenges for
you pertaining to research?
“NEED TO KNOW” The engagement and relevance factor. Why is this topic important? Why does this problem need to be
addressed? What is a “Need to Know” in your field?
VOICE AND CHOICE Student options for content, process,
and product. Teacher as facilitator but student driven
learning How do students have voice and choice
in your class?
REVISION AND REFLECTION “What If” questions “How did we do” questions What did we learn? What are opportunities your students
have for revision and reflection?
COLLABORATION Why is it important?
to studentsto teachers
How do we make it successful? How do you group students? Brainstorm Strategies for effective collaboration