Build a Powerful Linkedin Profile – CTE Edition

Presentation Summary

You can now help students learn how to build a safe, potent, and persuasive Linkedin profile. We start by writing a captivating profile summary. We learn how to include certifications, Slideshare.net slideshows, WordPress-based student blog portfolio posts in your Linkedin account to better tell your story with lots a great world of work evidence. (New and improved distance learning edition!)

Contribute to the Pre-session and TPEP Survey

• Take the Presentation / Session TPEP Prioritization Agenda Survey
  • This is a standards-based presentation/session
  • Gathering data from students/teachers can help you prioritize the most engaging content
• Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
  1. What would you like to learn from this session?
  2. What domains and components (Standards) would you like highlighted through this session?
  3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

• Review the spreadsheet of data (Link is only for Scott to use live)
• Watch Scott’s Session Goal Setting with Data YouTube Tutorial

Top TPEP Requested Component…

• #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
  • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
  • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
  • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
  • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
  • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
  • Students identify or create their own learning materials.
  • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

• A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
• This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
• This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)

Play Bingo – sort of…

• SIMPLE TPEP Bingo Card – Danielson (above) (PDF)
• DETAILED TPEP Bingo Card – Danielson (has the State 8) (PDF)
• Playing bingo with standards is a great way to activate the gaming mentality in students/teachers – get them looking, searching in your curriculum – doing is learning!

Contribute to the 21st Century Skills Treasure Hunt

• Gather ideas for 21st Century Skills structure and process through students building and presenting presentations collaboratively
• Add your ideas to your TPEP Bingo Card or Our Session Padlet Parking Lot
• Research 21st Century Skills
  • battelleforkids.org/networks/p21/frameworks-resources
    • Framework for 21st Century Learning – brief and extended versions
  • prodigygame.com/blog/21st-century-skills
    • 21st Century Skills Sheet (Essentail 8 Skills) (PDF)
  • aeseducation.com/blog/what-are-21st-century-skills (12 Skills)
  • 21st Century Skills Rubrics (Doc)

Endure Scott Le Duc’s Introduction

• Decide whether he is credible, or not
  • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
  • Achieved National Board Certification in CTE (2014)
  • Selected as one of the top presenters at numerous CTE conferences
    • He stuffed the ballot box! – shhh…
  • Can moonwalk and touch his tongue to his nose
  • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

1. Need to know: Adults need to know the reason for learning something.
2. Foundation: Experience (including error) provides the basis for learning activities.
3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
5. Orientation: Adult learning is problem-centered rather than content-oriented.
6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

Infused with Bloom’s Taxonomy Verbs

• For a more detailed description of Bloom’s Taxonomy examine the Model Questions and Key Words PDF
• Examine 126 Bloom’s Taxonomy Verbs For Digital Learning
• Scott’s Rubric Builder (help Students Build Rubrics with Bloom’s Verbs)
  • scottleduc.org/education/rubric-builder

1. REDO – No evidence of standard
2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

Contact Scott for Information, Resources, and Training

• sleduc@osd.wednet.edu (Olympia School District)
• scottleduc@gmail.com (Personal)
• Scott’s presentation social bookmarks at Diigo.com
• Scott’s Capital High School site
• Scott’s Capital High School Blog – CapitalComTech.info (Curriculum)
  • Sample presentation unit with resources

Get On With It!

Why?

• Students need a portfolio and professional presence for the work of work and higher level learning.

What?

• Onine media presence, portofolio, and recommendations

How?

1. Watch Linkedin explained in Plain English and Linkedin for Students

2. Learn to Create an Effective Summary

• Linkedin Summary tips – A  must-read!
• Writing your summary in the first or third person?

3. Learn to Create an Effective Profile

• 5 Tips Infographic: dashburst.com/linkedin-profile-tips
• jobsearch.about.com/od/linkedin/ss/linkedin-profile-tips.htm
• 12 Tips: linkedintobusiness.com/12-ways-to-spice-up-your-linkedin-profile

4. Create Your Linkedin Account

• If you are 16, use your school district email address, you can change this when you graduate
• Go to Linkedin.com
• Click Join Today
• Select Student
• Type in Capital High School
• Find Scott Le Duc and join his network or click on the link below
• Le Duc’s Linkedin profile: http://www.linkedin.com/in/scottleduc
• Mr. Le Duc’s email address is sleduc@osd.wednet.edu

5. Fill in Sections

• Summary
• Experience
• Education
• Awards
• Skills & Expertise
• NO PERSONAL PICTURE OF YOU WHILE YOU ARE AT CAPITAL HIGH SCHOOL
  • Unless your parents give Mr. Le Duc permission in writing (either email from them or a signed note)

6. Learn about Safety and Privacy

• Watch Linkedin privacy tips
• Set your Linkedin profile to safe
• Watch Linkedin Profile Settings, Safety, and Custom Web Address
  • No Pictures
  • No Last name
  • Nothing personal like home address
  • Remember this is a professional portfolio it is all about your experience, skills, and goals

7. Check for and Quality (Have a Proofreader!)

• Have someone proofread your profile
• Tell Mr. Le Duc you are done and he will check it out

8. Connect Other Online Platforms

• Create a Links Section in Your Blog and add Linkedin
• Connect your Twitter account?
• Link your Slideshare.net presentation?

9. Write a Recommendation

Rubric

Information Source and Justification

• Your 5-Minute Guide to Writing an Amazing LinkedIn Recommendation
• Good storytelling and writing includes elements of the Heath Brothers Made to Stick SUCCESs Model

Student Example

Steps

• Request to join Mr. Le Duc’s network
  • linkedin.com/in/scottleduc
  • This will help you find students in the same class
    • you will not see their last name in Linkedin
• Ask Mr. Le Duc to accept the request, verbally or via email
• Search for the student
• Join another students network
• Ask them to accept your request, verbally or via email
• Hope the student accepts the request (be nice)
  • They have to accept you into their network before you can recommend them!
• Write the recommendation in Word or another word processor
• Check grammar and spelling
• Have someone else proofread your recommendation before you send it
• Receive feedback from another student
  • use the feedback form
• Send the recommendation
• Have the student approve the recommendation, if they feel it is well written
  • If you need to revise it, do so
• Re-send the recommendation for approval
• Ask the recipient to approve it, if they feel it is well written
• If you need to edit the recommendation, follow this part of the Recommendation Tutorial

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