Applied Academic Options Tom Thompson – ODE Kristin Gunson – Lane ESD Mark Wreath – Lane ESD...
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Transcript of Applied Academic Options Tom Thompson – ODE Kristin Gunson – Lane ESD Mark Wreath – Lane ESD...
Applied Academic Options
Tom Thompson – ODEKristin Gunson – Lane ESDMark Wreath – Lane ESDLee Kounovsky – Churchill Alternative HS
Purpose of Applied Academics
Improve student understanding of academic content through application.
– Academic content with career focus Focus is academic content Often taught by academic teacher
– Infused academic content Focus is application Often taught by CTE teacher
Possible outcomes– Academic credit– Readiness for next steps
Who can benefit?
Students with strong career interests– Improved preparation for careers– Relevance to interests
Students who struggle with conventional strategies– Reinforcement of previous content– Additional practice
Students who need additional academic instruction– Continued application and reinforcement– Improved preparation for next steps
Students planning postsecondary education– Focused application– Increased depth of knowledge
Evidence of Impact
CORD & PLTW– Past and ongoing studies– Indication that academic performance enhanced
Math-in-CTE– Controlled study– Significant gains in academic performance
Career Academies– Longitudinal study– Academic performance equivalent– Earning power increase
Implementation Guidelines
All Cases– Collaboration between Career and Technical Education
(CTE) and academic instructor– Identify appropriate connections
Credit bearing options– Identify standards– Identify additions to curriculum– Decide on appropriate forms of assessment– District determines what meets graduation requirements
License Issues
Proficiency credit if course name and NCES code requires highly qualified (Algebra 1, Biology)
CTE license if applied course (Technical Math)
CTE teacher with HQ license.
Postsecondary Issues
Possible articulation with Community Colleges– Numerous technical math options
May have to “petition” OUS system– Schools identify college prep courses– Standards-based system
May have to “petition” NCAA system– Based on course names
Some Math Examples
H.1G Geometry: Apply properties of two-dimensional figures
– Construction – Determining the lengths of material needed for roof framing
H.2G Geometry: Apply properties of three-dimensional solids
– Construction – Calculate the volume of buildings to determine heating and cooling needs.
H.3G Geometry: Transform and analyze figures– Drafting – Rapidly creating drawings of symmetrical objects
using computer aided drafing.
Some Science Examples
H.1 Structure and Function: A system’s characteristics, form, and function are attributed to the quantity, type, and nature of its components.
– Agriculture – soil structures. H.2 Interaction and Change: The components in a
system can interact in dynamic ways that may result in change. In systems, changes occur with a flow of energy and/or transfer of matter.
– Automotive Technology – pressure, volume, and temperature relationships in an engine.
Preparation for Algebra
National Mathematics Advisory Panel Critical Foundations of Algebra– Proficiency with:
Whole Numbers Fractions Aspects of Geometry and Measurement
– Emphasize: Fractions and related concepts
Foundations Critical in CTE
One Option: Math-in-CTE
Based on a National research project Demonstrated significant improvement in
mathematical knowledge Focused on enhancing math in CTE rather
than math credit Extensive professional development
Math-in-CTE Core Principles
1. Develop and sustain a community of practice2. Begin with the CTE curriculum and not with
the math curriculum 3. Understand math as essential workplace skill4. Maximize the math in CTE curricula5. CTE teachers are teachers of “math- in-CTE”
NOT math teachers
7 Element Pedagogy
Start with the CTE– Element 1 – Introduce CTE Lesson– Element 2 – Assess Student Math Awareness– Element 3 – Work through embedded math
Link to “pure” math– Element 4 – Related contextual math– Element 5 – Traditional math
Assess math and CTE– Element 6 – Demonstrate Understanding– Element 7 – Formal assessment
A Concrete Lesson in Math
Concrete Lesson Skate Ramp Diagram Traditional Math Assessment
Current Math-in-CTE Workshops
Summer Completed– Umatilla-Morrow ESD – Agriculture– High Desert ESD – CAD/Engineering, Business
Still Available– Chemeketa Community College – Agriculture,
Business, Manufacturing– Lane ESD – Automotive, Mixed Group
Applied Academics Sessions
Algebra in Context – Tuesday 10:15-11:30 Linking Agriculture and Life Science –
Tuesday 1:15-2:30 Mathematics and Construction – Wednesday
10:15-11:30