Work-Based Learning:Enhancing and Assessing your plan

Laura Fidler, Instructional Managerlaura@naf.org

Today’s Objectives

 • Supporting the Work-based Learning

Plan in the Classroom (NAF Standard 4.1.b)

• Connecting work-based learning to your students career goals (NAF Standard 4.3.a & b)

• Assessing your Work-Based Learning Plan (NAF Standard 4.1.c)

Supporting the Work-based Learning Plan in the

Classroom

Which skills are in NAF Curriculum?

Demonstrating teamwork and collaboration Working effectively with a diversity of individuals and perspectives Demonstrating adaptability and flexibility Developing awareness of one’s own abilities and performance Utilizing time efficiently when managing complex tasks Demonstrating initiative and resourcefulness in challenging situations Thinking critically and systemically to solve difficult problems Prioritizing and completing tasks without direct oversight Demonstrating ethical academic and professional behavior Demonstrating the ability to write effectively Demonstrating the ability to speak effectively Demonstrating the ability to listen effectively Effectively using technology relevant to a profession Locating, evaluating, and applying information Demonstrating creativity and innovation

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Culminating Project Work: Writing the Itinerary

Students work together to draft their itinerary.

This activity focuses on the following career skills: Working effectively with a diversity of individuals and

perspectives Utilizing time efficiently while managing complex

tasksTell students to spend this time sketching out the details of their itineraries. They must also choose one person to type their itinerary on the computer. Walk among the groups, making sure that they are making good progress and offering suggestions and support as appropriate

NAF Curriculum WBL ties: An ExampleAOHT Principles of Hospitality and Tourism

Lesson 8

Entertainment

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Integration Considerations(per grade level)

• Skills and Attributes• Student Learning Outcomes• Work-Based Learning ‘activities’ • Advisory Board• Natural overlaps

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Review WBL plans

• Select one WBL activity that can be supported in the classroom:– Select and describe the activity– How will this activity be supported in the

classroom? Which class?–Who will be involved?–What is the goal?

• Groups report out

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Connecting work-based learning to your students career goals

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Things to consider:

• When do you ask for your students’ goals?

• What do you do with this information?

• Is this information revisited with students to adjust in case they ‘change their minds’?

• What role does this information play in your work-based learning plan?

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Review WBL plans

• Select one WBL activity that either has been or can be connected to students’ career goals:– Select and describe the activity– How will this be connected to each

student’s goals?–Who will be involved?–Why is this an integral part of your work-

based learning plan?

• Groups report out

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Assessing your Work-Based Learning Plan

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How do we assess our WBL plan?

• Assessment of student learning outcomes– College and Career Readiness

• Each WBL activity to have activities that occur:

PreDuring Post

• Internship assessment - SCAS• WBL plan is a “living document” to be regularly

reviewed

In and/or Out of the Classroom

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Student Certification and AssessmentSystem

naf.programworkshop.com

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Do your WBL experiences include: • Ties to identified learning objectives• Developmentally appropriately

placement of activities• Assessment of student performance,

including self-assessment methodologies

• Orientation for all parties• Opportunities for reflection• Links to students’ next experience• All students rather than some

students• A focus on college and career

readiness rather than only on career or job readiness

• Links between classroom learning and professional expectations

• Support by a team that includes both academic and industry-related course teachers

??

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Collaboration and Teamwork Builds effective collaborative working relationships with colleagues and customers; is able to work with diverse teams, contributing appropriately to the team effort; negotiates and manages conflict; learns from and works collaboratively with individuals representing diverse cultures, ethnicities, ages, gender, religions, lifestyles, and viewpoints; and uses technology to support collaboration.

Communication Comprehends verbal, written, and visual information and instructions; listens effectively; observes non-verbal communication; articulates and presents ideas and information clearly and effectively both verbally and in written form; and uses technology appropriately for communication.

Creativity and Innovation Demonstrates originality and inventiveness in work; communicates new ideas to others; and integrates knowledge across different disciplines.

Critical Thinking and Systemic Problem Solving Demonstrates the following critical-thinking and problem-solving skills: exercises sound reasoning and analytical thinking; makes judgments and explains perspectives based on evidence and previous findings; and uses knowledge, facts, and data to solve workplace problems.

Information Literacy Is open to learning and demonstrates the following information gathering skills: seeks out and locates information; understands and organizes information; evaluates information for quality of content, validity, credibility, and relevance; and references sources of information appropriately.

Initiative/Self- Management, Flexibility and Adaptability/ Resourcefulness Takes initiative and is able to work independently as needed; looks for the means to solve problems; actively seeks out new knowledge and skills; monitors his/her own learning needs; learns from his/her mistakes; and seeks information about related career options and postsecondary training.

Professionalism, Ethics, Time Management, Organizational Skills Manages time effectively; is punctual; takes responsibility; prioritizes tasks; brings tasks and projects to completion; demonstrates integrity and ethical behavior; and acts responsibly with others in mind.

Quantitative Reasoning (Covers Core Academic Content Knowledge and Career Content Knowledge Courses)

Uses math and quantitative reasoning to describe, analyze, and solve problems; performs basic mathematical computations quickly and accurately; and understands how to use math and/or data to develop possible solutions.

Technology (Covers Core Academic Content and Core Career Content Knowledge courses)

Selects and uses appropriate technology to accomplish tasks; applies technology skills to problem solving; uses computer programs easily; and is able to quickly access information from reliable sources online.

Workplace Context and Culture (Covers Post-secondary and Career context Knowledge)

Understands workplace culture, etiquette, and practices; knows how to navigate the organization; understands how to build, utilize, and maintain a professional network of relationships; and understands the role such a network plays in personal and professional success.

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Review WBL plans

• Select one WBL activity that either has been or can be assessed:– Select and describe the activity– How will this activity be assessed over 4

years?– How will you use this information in your

work-based learning plan?–Why is this an integral part of your work-

based learning plan?

• Groups report out

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• “… they will lose interest quickly without tangible

results or established goals.”

• Gen Y students are crushed by failure, so they would rather give up than exhaust their efforts.

• Consistency is important; students will not internalize a concept after a one-time lesson – maintain

your “theme.”

RemindersEdWeek 2013

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Let NAF know about your events!

We can publicize your great work via our website and Facebook page!

Dana Pungello, Communications Manager

dpungello@naf.org

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What will be your next steps?