Ford PAS Next Generation Learning Professional

Development Workshop

Ford PAS Next Generation Learning Professional

Development Workshop

Douglas County College and Career Institute

June 7, 2011

Uranium MineUranium Mine

ComponentsComponents

Conduit/tool Rope Container

Marble = Uranium

TaskTask

Team moves the uranium down the track and places it into the safety vault.

RulesRules

1. Each worker on the team must have the uranium pass through her/his conduit before a person can have the uranium pass through her/his conduit a second time.

2. A worker can only move when she/he does not have the uranium in her/his conduit.

3. When a worker has the uranium in her/his conduit, she/he can only move the conduit in a teeter-totter motion from the center point of the conduit.

4. The worker may not move the conduit from side to side, or raise or lower the conduit when the uranium is in her/his possession.

5. If the uranium touches any worker, her/his clothing or touches the ground, the uranium must be returned to the initial site.

FacilitatorFacilitator

1. Blows whistle when there is an infraction on the work site.

2. Point out the progress of the group.

3. Records specific comments made during the experience to log group dynamics and the experience as it unfolds.

4. Asks questions during the experience that helps group focus:

– How have you improved so far? What have you learned individually that you could pass on to others? What is the problem that you are trying to solve? Are there any new problems that you are facing now?

DebriefDebrief

• How would you describe your communication as a team? How did it change over time?

• What problems did you have to solve in order to succeed?

• Was there a leader in this activity? What did she/he do to guide the group?

• How did worker attitudes influence the group’s effectiveness?

• In what ways did you have to modify your plans once you began work? Why?

Uranium Mine DebriefUranium Mine Debrief

• What?

• So What?

• Now What?

Ford PAS PillarsFord PAS Pillars

Learning Pillars• Critical Thinking

• Problem-Solving

• Teamwork

• Communication

• Creativity & innovation

• Global awareness

Teaching Pillars• Inquiry-Based

• Project-Based

• Real-World (Authentic)

• Performance-Based

• Technology Integration

A Word or Two About Community AgreementsA Word or Two About

Community Agreements

• Become aware of things/conditions you need to do your best work.

• Note times/things that are said/done that affect your needs—that challenge your ability to learn in the context of our group.

• Try to figure out the implicit norms of the group.

Community AgreementsCommunity Agreements

• Show up – choose to be present

• Pay attention – to heart and meaning

• Tell the truth – without blame or judgment

• Be open to outcome – not attached to outcome

• Get what you need

• What agreements would you like to add?

Experiencing Problem-solving and Teamwork:

Making Product Decisions

Experiencing Problem-solving and Teamwork:

Making Product Decisions

Session GoalsSession Goals

• Understand the rationale for using teamwork to help students learn knowledge and problem-solving skills

• Identify the challenges of engaging students in teamwork

• Identify strategies for supporting teamwork in your classroom

• Become familiar with Module 1, Activity 3: Making Product Decisions

What You Will Do in This SessionWhat You Will Do in This Session

• Engage in sample activity: Making Product Decisions: Take on the roles of members of different

departments within Acme Soft Drink Company Meet with members of other departments and make

decisions about Acme’s new product line

• Discuss instructional strategies for supporting teamwork & problem-solving in your classroom

Module 1, Activity 3: Making Product Decisions Module 1, Activity 3: Making Product Decisions

• You will have approximately 45 minutes to conduct your department meetings.

• Become an expert for your department and determine the non-negotiables based on the information that you read for your assigned department.

FishbowlFishbowl

Jigsaw into Team MeetingsJigsaw into Team Meetings

• You will now meet in your company team meetings to design the new product line.

• In 45 minutes you will present your decisions to the whole group. Refer to the “Soft Drink Production Plan” and presentation rubric (RM 3.1 & 3.2).

What Makes a TeamWhat Makes a Team

• What does it mean to work in a team?

• Imagine you are doing this activity in your classroom, what kinds of things would you be looking for in your students?

• What are some characteristics of an effective team?

Learning from Teamwork Learning from Teamwork

• How did the teamwork aspect deepen and/or support your learning?

• What skills or knowledge did you learn by engaging as a team that you might not have learned by working on it individually?

Challenges of TeamworkChallenges of Teamwork

• What are the challenges of having students work in teams?

• Are the challenges of engaging students in teamwork worth it? Why or why not?

• What are some strategies to overcome the challenges of teamwork on the classroom?

Making the ConnectionMaking the Connection

• What role could teamwork play in your classroom and school culture?

• How does this type of learning relate to how tasks are accomplished in your practice?

Skills for Success DebriefSkills for Success Debrief

• What?

• So What?

• Now What?

Break TimeBreak Time

A Walk Through the Ford PAS Website

A Walk Through the Ford PAS Website

Ford PAS Website Ford PAS Website

www.fordpas.org

Exploring Ford PAS Modules in Print

Teacher Guides & Student Guides

Exploring Ford PAS Modules in Print

Teacher Guides & Student Guides

Session GoalsSession Goals

• Understand the structure and layout of the Ford PAS curriculum materials

• Identify and be able to effectively use different curriculum elements, such as Tips and Teacher Information pages

• Understand the various components integral to the Ford PAS program on the Ford PAS Website

What You Will Do in This Session…

What You Will Do in This Session…

• Go through a Module Teacher Guide and learn about the elements of the curriculum

• Review the Ford PAS Website

• Register for an account at the Ford PAS Website if you have not already

Curriculum MaterialsCurriculum Materials

• One Student Guide per module

• Module Teacher Guide with Student Guide embedded

• Online resources on the Ford PAS Website

• Multimedia resources

Teacher Guide Module Overview

Teacher Guide Module Overview

T _ Introduction

T _ Activities at a Glance

T _ Planning Calendar

T _ Learning Goals

T _ Correlation with National Academic Standards

Teacher Guide Activity Overview (blue pages with T before the page #)

Teacher Guide Activity Overview (blue pages with T before the page #)

• Student Introduction

• Learning Goals

• For Your Glossary

Student Guide Activity Overview (white pages with regular page #)Student Guide Activity Overview (white pages with regular page #)

• Before You Teach

• Materials Needed

• Vocabulary

Teacher Guide IconsTeacher Guide Icons

• Teacher-Initiated Section

• Tip

• Web Site Resource

• Teacher Information

• Skill Resource

Teaching InstructionsTeaching Instructions

Product AssessmentsProduct Assessments

Reproducible Masters (RMs)Reproducible Masters (RMs)

Adapting with FidelityAdapting with Fidelity

Essential features that maintain the integrity of the curriculum

• Academic rigor

• Real world contexts

• Inquiry-based learning

• Integrating technology

• Assessable learning goals

• Teamwork

Ford PAS Website Overview

Ford PAS Website Overview

www.fordpas.org

Site-Coordinators w/ “exact” organization names

Site-Coordinators w/ “exact” organization names

• Tracy McClure – Hapeville Charter Career Academy

• Jenny Williams – Technical College System of GA

• Gilda Lyon – Georgia Department of Education

Lunch TimeLunch Time

Coordinated Learning ExperiencesCoordinated Learning Experiences

• Students learn first hand about real-world applications of what they are learning

• Help students connect their learning to their life , see how it applies to life beyond school

• Can include:Classroom speakersField tripsJob shadowingCommunity/business experience

Preparing for a CLEPreparing for a CLE• What topics might the speaker know about that

relate to the learning we just did?

• What other topics are you interested in that you can apply in your own lives?

• What questions could you ask the guest speaker?

Table Groups

• Review AgGeorgia Farm Credit Information.

• Chart 3 new things you learned about the company.

• Develop 3-4 questions to ask the guest speaker

Creating Meaningful Coordinated Learning Experiences

Creating Meaningful Coordinated Learning Experiences

Session GoalsSession Goals

• Define coordinated learning experience (CLE)

• Understand the rationale for integrating CLEs into classroom learning

• Identify strategies for helping students make connections between classroom learning and real-world learning

• Become familiar with sessions/activities from Calculating your Future

What you will do in this sessionWhat you will do in this session• Experience a Ford PAS activity as professional

development

• Participate in a “Connected Learning Experience” / also known as CLE (Coordinated Learning Experience)

• In small groups, Learn how to connect Ford PAS to all the strands of Ford PAS NGL

• In the whole group, reflect on the session and debrief

To Lend or Not to LendTo Lend or Not to Lend

from Activity 4 Borrowing for the Future: Managing Credit and Debt

from the module

Calculating Your Future

What you will do in this sessionWhat you will do in this session

• Engage in “To Lend or Not to Lend”

Take on the role of lender and decide who should receive credit

• Participate in a CLE with a representative of AgGeorgia Farm Credit

• Reflect on the simulated CLE and discuss strategies for making them an effective learning experience

Have you ever lent anything to anybody?Have you ever lent anything to anybody?

• If so, did you have reservations about lending it? Why or Why not?

• If not, why not?

• What did you know about the borrower that influenced your decision?

The 3 C’s of CreditThe 3 C’s of Credit

• Character

• Capacity

• Capital

• A 4th C: Conditions

Analyze the Credit Candidate ProfileAnalyze the Credit Candidate Profile

1. What information would have a positive effect on you as a lender? Why? Which C does it relate to?

2. What information would have a negative effect on you as a lender? ? Why? Which C does it relate to?

3. What information would have no effect on whether you grant this person credit? Why?

4. On a scale from 0-5 (with 0 being a terrible candidate for credit and 5 being an excellent candidate, how would you rate this candidate?

During the CLE, you will: During the CLE, you will: • Talk with an employee of a credit company

• Learn how they would rate the borrowers

• Discuss the skills, formal education, work experience, and other qualifications that employees need for this job

• Discuss the types of skills and knowledge that different employees use on the job

• Observe the Ford PAS learning pillars in action

Please Welcome

Mr. Julian Carter,CEO Douglas County College and

Career Institute

Please Welcome

Mr. Julian Carter,CEO Douglas County College and

Career Institute

Individual Implementation Planning

Individual Implementation Planning

Ideas for implementation

Workshop EvaluationsWorkshop Evaluations

• Please let us know how we can better serve you!!

Are We There yet?Are We There yet?

Closing Moves……

Are we there yet?

It all depends on where there is.

Closing Moves……

Are we there yet?

It all depends on where there is.

Have a great summer!!Have a great summer!!