Why do we do what we do? How do we do it better? At least with teaching and learning. Join Scott to discuss simple, effective tools to better inspire and engage students, create learning activities, and measure student knowledge. All this in a fun interactive question and answer style!

We never want this for our students!

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?

#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.

What?

Brian Eno and Scenius

• Read more about scenius at Wired.com

How?

Rafe Esquith Videos

Rafe Esquith’s Books

• Teach Like Your Hair’s on Fire: The Methods and Madness Inside Room 56
• Real Talk for Real Teachers: Advice for Teachers from Rookies to Veterans: “No Retreat, No Surrender!”

Tree of Life, Empathy, and Deming (TQL) in the Classroom

• scottleduc.org/2017/03/02/who-cares
• More details about TQL from the Deming Institute

Building a Quality CTE System with Verbs!

1. Identify Standards

• OSPI frameworks
• 21st Century Skills

2. Group Concept

• Batch together complimentary skills

3. Build Units by Verbs

• Sort by verbs
  • Separate thinking and doing into different units
    • Thinking = Knowledge
    • Doing = Understanding
    • Diet example
      • Knowing I should eat healthing demonstrates knowledge
      • Actually eating healthy demonstrates understanding
• Dive deeper with Blooms Verbs
  • Bloom’s Revised Taxonomy Keywords and Teaching Strategies

4. Sequence Units

• What skills sequence well for building a diverse skill base for problem solving and creating?

5. Decide on Outcomes

• Thinking / Knowledge
• Quiz or Test
  • Quizlet.com
  • Nameless quiz process
    • Quiz assessment
  • Create & grade quizzes with Google Forms
    • Check out Scott’s presentation Assessments that Score Themselves
• Observation
  • Checklist and notetaking
    • I use a print out of students pictures and write under their image
• Conversation
  • Check for terms usage and further concept understanding
• Presentation
  • Presentation Slam instructions
    • We use the slam to develop presentations of terms and concepts to Thinking / Knowledge content
    • Presentation Slam Form (PDF)
  • Presentation Directions Blog Post
    • Made to Stick S.U.C.C.E.S.s Model Form
• Doing / Understanding
  • Performance
  • Project

6. Establish Quality – Skills Checklists

• Sample Checksheet (Melody Project)
• Teamwork Forms
  • create-successful-teams
• Shape / and personality traites based on Psychogeometrics
• Easy to read Shape Definitions

7. Establish Quality – Rubrics

• Tony Wagner discusses leadership skills and the new 4 C’s
• Self-regulation Rubric Google Form for students to self assess
• Pick the math, reading, writing, art, science, and other skills to be integrated strategically with the help of the content specific instructors
  • I believe that CTE programs should have the help of math, science, art, English, other content experts to help with integrating these specific skills
    • Bribe them with food, chocolate, yummy drinks, etc.
  • Once skills have been selected use Bloom’s verbs to build rubrics
• Examine verbs in the frameworks
  • Scott’s sample Rock class schedule
• Have students help build rubrics with Google Forms with the verbs
  • Scott’s sample rubric builder
  • Examine the model questions using Bloom’s verbs

8. Apply Quality

• Decide what rubrics to use for each unit
  • Be careful to only assess the quality that is directly related to your standards
  • Less is more

9. Construct Project Feedback Process

• Scott uses feedback forms
• Film Bootcamp Forms
• Film Project Documents
• Sample Feedback Form
  • Generic Project PDF
  • Blank Template in Word
• Examples
  • Seeing Photographically feedback form and blog post
  • Rhythm Project with links to student samples
    • Scott listens to the blog post text and walks around his classroom to relieve strain on eyes and feed his Fitbit

10. Establish Portfolios

• Introduce blogs as portfolios
• Portfolio ideas
  • Read about the state of educational blogging at the TheEdublogger
  • Use WordPress-based with Edublogs.org (freemium)
  • Examine Scott’s Social Media Contract
  • Organize all portfolio sites with Feedly.com (freemium)

Final Thoughts

• Scott’s flowchart of the process detailed above
  • Design for Quality – CTE Class Builder (PDF)