Ford PAS Next Generation Learning Professional

Development Workshop

Effingham County School System

Mini Institute

March 6, 2012

Workshop Goals

• Examine effective instructional strategies to prepare students for success in college and the workplace through the context of Ford PAS Next Generation Learning

• Begin the process of building a collaborative Ford PAS Learning Community

• Gain experience with an academically rigorous interdisciplinary curriculum

• Explore techniques to build students’ skills in critical thinking, problem-solving, communication, and teamwork

• Learn strategies for linking classroom learning with real-world applications

• Reflect on teaching practices and share classroom experiences

• Share implementation ideas

Welcoming Remarks

Community 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?

Uranium Mine

Components

Conduit/tool Rope Container

Marble = Uranium

Task

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

Rules

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.

Facilitator

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?

Debrief

• 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?

Experiencing Problem-solving and Teamwork:

Making Product Decisions

Session 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 Session

• Engage in a 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

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

• Make decisions about the company’s new product line, based on information that you are given

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

Jigsaw into Team Meetings

• You have 45 minutes to meet in your company team meetings to design the new product line.

• Record your final decisions on chart paper.

• You will present your decisions to the whole group. Refer to the “Soft Drink Production Plan” presentation rubric (RM 3.1)

What 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

• 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 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 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 Debrief

• What? What did we learn from this activity?

• So What? Why is what we learned important?

• Now What? What are we going to do with what we have learned?

A Walk Through the Ford PAS Website

Ford PAS Website

www.fordpas.org

Exploring Ford PAS Modules in Print

Teacher Guides & Student Guides

Session 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…

• 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 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

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 #)

• 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 Icons

• Teacher-Initiated Section

• Tip

• Web Site Resource

• Teacher Information

• Skill Resource

Teaching Instructions

Product Assessments

Reproducible Masters (RMs)

Adapting 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

www.fordpas.org

Site-Coordinators w/ “exact” organization names

• Jenny Williams – Technical College System of GA

• Gilda Lyon – Georgia Department of Education

Lunch Time

Concurrent Sessions

Planning For Business Success

Wealth of Nations

Module 13

Activity 3

Learning Goals

• Analyze standard of living indicators in order to predict the presence of a skilled workforce.

• Explain how skill development relates to standard of living and productivity.

• Use demographic data to explain the effect of population trends on the workforce.

Module 13 The Wealth of Nations

• Activity 1-Creating Wealth

• Activity 2-Measuring economic Well-Being

• Activity 3-The Human Factor

Clean Water Tech

• Clean Water Tech is a successful manufacturing and distributor of water filtration and disinfection technologies.

• Clean Water Tech believes they can relieve hardships of people living in water stressed regions. They are concerned about the feasibility of successfully opening and running production facilities abroad.

• Your job is to analyze the data given and make a recommendation to Clean Water Tech on which particular country would be a good location to which to expand its business

Vocabulary

• Assets• GDP per capita• Human Capital• Productivity• Standard of Living

Procedures

• We will conduct four rounds of the Standards of Living Comparison: country Profiles (RM- 3.1)

• After each round record data about each country on the Standard of Living Comparison: Notes (RM 3.2)

• Then record your recommendation that you would make to Clean Water Tech about the country that would be the best one to relocate their company.

Questions for Consideration

• What if anything does the data provided show about the distribution of wealth within a country?

• What are the limitations of using per capita income as a sole measure of standard of living?

• You made decisions based on your perception of these countries standard of living. How would this information help you make recommendations to Clean Water Tech .

• Why would information about standard of living be relevant to a business wishing to locate to another country?

Countries Being Considered

• A - Russia• B - China• C - India• D - South Africa• E - Mexico• F - Brazil

Session Debrief

• What specific skills did the students use?

• Which academic courses?

• How could the activity be made more current?

Reflections on Concurrent Sessions

• Form pairs with someone who attended a different session from you.

• In your pairs tell each other what you did in your concurrent session.

• Talk about how you might use one of these activities in your classroom

Implementation & Planning Team Time

• Complete the Implementation Planning form

• As a team, what do you plan to accomplish before the follow-up workshop

Closing Moves

• Sharing implementation ideas

• Next steps

• Evaluations

• Final Reflections

Reflections

• Continuum of my current practice• 10 all the time• 1 never• In my current practice how often do I use

the teaching pillars in Ford PAS?• How often do I incorporate the learning

pillars of Ford PAS?

Continuum

• Given my experiences toady, what are the implications for my current practice?

I will stop doing

I will continue doing

I will start doing