hapeville charter career academy ford pas follow up session may 31, 2011
TRANSCRIPT
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Hapeville Charter Career Academy
Ford PAS Follow up sessionMay 31, 2011
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The Right Family
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Another professional development workshop?
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Workshop Goals
• Explore techniques to build students’ skills in critical thinking, problem solving, communication and teamwork.
• Begin the process of building a Ford PAS Learning Community.
• Reflect on teaching practices and share classroom experiences.
• Develop strategies for implementation and collaboration.
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Workshop Goals
• Explore ways to integrate Academic and CTAE standards
• More hands on activities to use in the classroom and in the learning community
• Explore modules and assessments• Have Fun!!
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Ford PAS Professional DevelopmentFocus on curriculum, with emphasis on teaching strategies
Learning Pillars: 21st Century Skills
• Application of academic knowledge and skills
• Critical thinking• Problem-solving• Teamwork• Communication• Creativity and Innovation• Global Awareness
Teaching Pillars:21st Century Pedagogy• Academically rigorous• Integration of academic and
career-related knowledge and skills
• Inquiry-based• Project-based• Real-world (authentic)• Performance-based• Technology-rich• Career-relevant
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Protocol Resources
www.nsrfharmony.orgWhy use protocols?
1. To promote participation2. To ensure equity3. To build trust
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Pillar Talk
Learning Pillars: 21st Century Skills
• Application of academic knowledge and skills
• Critical thinking• Problem-solving• Teamwork• Communication• Creativity and Innovation• Global Awareness
Teaching Pillars:21st Century Pedagogy• Academically rigorous• Integration of academic and
career-related knowledge and skills
• Inquiry-based• Project-based• Real-world (authentic)• Performance-based• Technology-rich• Career-relevant
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Community Agreements
How do we agree to interact with one another today?
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A 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.
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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?
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Ford PAS Professional DevelopmentFocus on curriculum, with emphasis on teaching strategies
Learning Pillars: 21st Century Skills
• Application of academic knowledge and skills
• Critical thinking• Problem-solving• Teamwork• Communication• Creativity and Innovation• Global Awareness
Teaching Pillars:21st Century Pedagogy• Academically rigorous• Integration of academic and
career-related knowledge and skills
• Inquiry-based• Project-based• Real-world (authentic)• Performance-based• Technology-rich• Career-relevant
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Ford PAS Professional DevelopmentCollaborative with multiple opportunities for sharing and ongoing
dialogue
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Ford PAS Professional DevelopmentReflective practice
Active learning and teacher inquiry
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Ford PAS Professional DevelopmentMeaningful uses of artifacts and cases
Classroom Video
Student Work
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Brag and Drag
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Debrief Protocol1. What did you learn?
2. So what is it good for?
3. Now what are you going to do?
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Break Time
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Activity 4, “Failure to Communicate,” from the module
Reverse Engineering
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A Failure to Communicate
• Create instructions and illustrations to precisely communicate the process for assembling a product
• Critique and improve process instructions to increase their ease of use
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Have you ever bought something that needed to be assembled
before you could use it?
• If so, were you able to follow the instructions to assemble it? Why or why not?
• If not, think of a time when you were involved in a situation where communication failed or there was a misunderstanding.
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If You Build It...
• As a team, use your LEGOS (at least 20) to create an original structure.
• Create a detailed (technical, if possible) drawing of your structure on a separate paper. (Another group, who will use instructions you write to re-create your structure, will use this drawing to check if they built the structure correctly.)
• Take a photo of your structure for your records
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If You Build It...
• Record, in detail, how your structure was assembled
• Create a set of instructions that will enable another team to build your structure
• Once you are finished with your instructions, you will be directed to trade instructions and LEGOS with another team
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Trade and Build
• Assemble the other team’s LEGO kit using their instructions.
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Think about the following questions while you assemble the kit:
• Are the specific parts easy to find? If not, how could the kit be improved?
• Are the instructions/drawings clear? If not, what would help make them clearer?
• Is the sequence of steps understandable? How does the kit manufacturer indicate the sequence? How could it be improved?
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Think about the following questions while you assemble the kit:
• Are any of the instructions particularly helpful in assembling the model? If so, what are they?
• How easy or difficult was the model to assemble? What features of the model do you think made it easy or difficult to assemble?
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When your team is finished, compare your structure with the other team’s detailed
drawing.
• Were you able to assemble it correctly? • What features of the instructions made them
particularly easy to use?• What features were not particularly helpful?• How could the kit’s instructions have been
improved?
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Questions for Reflection
• What skills and ways of thinking did you use as students in the engineering activity?
• As students, what made this activity engaging?• What skills/teaching strategies did you
observe?• What was the role of the teacher? How wold
you characterize the teaching that took place in this activity?
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Pillar Talk
Learning Pillars: 21st Century Skills
• Application of academic knowledge and skills
• Critical thinking• Problem-solving• Teamwork• Communication• Creativity and Innovation• Global Awareness
Teaching Pillars:21st Century Pedagogy• Academically rigorous• Integration of academic and
career-related knowledge and skills
• Inquiry-based• Project-based• Real-world (authentic)• Performance-based• Technology-rich• Career-relevant
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Wealth of Nations
Module 13Activity 3
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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.
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Module 13 The Wealth of Nations
• Activity 1-Creating Wealth
• Activity 2-Measuring economic Well-Being
• Activity 3-The Human Factor
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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
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Vocabulary
• Assets• GDP per capita• Human Capital• Productivity• Standard of Living
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Procedures
• We will conduct two 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 reccomendation that you would make to Clean Water Tech about the country that would be the best one to relocate their company.
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Questions for Consideration
• Which round provided information that influenced you the most?
• How do the human factors you examined relate to the standard of living?
• How do these factors reflect the economic well being of a country?
• What did the country narratives tell you about GDP per capita and the actual standard of living?
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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?
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Countries Being Considered
• A - Russia• B - China• C - India• D - South Africa• E - Mexico• F - Brazil
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Debrief
• What specific skills did the students use?
• Which academic courses?
• How could the activity be made more current?
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Pillar Talk
Learning Pillars: 21st Century Skills
• Application of academic knowledge and skills
• Critical thinking• Problem-solving• Teamwork• Communication• Creativity and Innovation• Global Awareness
Teaching Pillars:21st Century Pedagogy• Academically rigorous• Integration of academic and
career-related knowledge and skills
• Inquiry-based• Project-based• Real-world (authentic)• Performance-based• Technology-rich• Career-relevant
11
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Are We There yet?
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Closing Moves……
Are we there yet?
It all depends on where there is.
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Have a great summer!!
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