The CTE distance learning version of the advisory committee organization, planning, communication, preparation, execution, documentation, and student support are covered in this presentation.
Contribute Pre-session Survey 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
- What would you like to learn from this session?
- What domains and components (Standards) would you like highlighted through this session?
- 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
- 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
- Need to know: Adults need to know the reason for learning something.
- Foundation: Experience (including error) provides the basis for learning activities.
- Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
- Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
- Orientation: Adult learning is problem-centered rather than content-oriented.
- 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)
- REDO – No evidence of standard
- LIST the stages and procedures used in the recording process. APPROACHING STANDARD
- DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
- 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
- email@example.com (Olympia School District)
- firstname.lastname@example.org (Personal)
- Scott’s presentation social bookmarks at Diigo.com
- Scott’s Capital High School site
- Scott’s Capital High School Blog – CapitalComTech.info (Curriculum)
Get On With It!
- Support students
- Mentor students
- Provide feedback
- Provide teacher with industry knowledge
- Help align standards to the curriculum
- CTE Advisory meetings (quarterly) and student feeback sessions (monthly)
- Scott Le Duc’s Presentation (Google)