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Integrating Integrating Vocational & Academic Vocational & Academic

CurriculumCurriculum

Presented by

Dr. Jeff M. Allen

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Academic IntegrationAcademic Integration

Define:Define:

Vocational Education Career & Technology Education Career & Technical Education Academic Education Non-Career & Technology Education

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IntroductionsIntroductions

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Social Environment

Society orIndustry

EducationalSystem

Industry orSociety or

Post-secondary Ed.

Feedback

Systems TheorySystems Theory

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Educational System

Elementary School

Middle School High School

Systems TheorySystems Theory

Feedback

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Can Be Done?Can Be Done?

Why is it important?Why is it important? Who are the players?Who are the players? When do we plan?When do we plan? How do we start?How do we start? How much work is it?How much work is it? What are the barriers?What are the barriers?

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Curriculum Curriculum DevelopmentDevelopment

Based on Work by:

Bernice McCarthy & David Kolb

McCarthy, Bernice. 4-MAT in Action: Creative Lesson Plans for Teaching to Learning Styles. Brook IL: Excel., 1983.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ:Prentice Hall.

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““People Learn in People Learn in Different Ways”Different Ways”

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The first is how we The first is how we perceiveperceive, the second is , the second is

how we how we processprocess

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And so Kolb found…And so Kolb found…

That it is the combination of how That it is the combination of how we we perceiveperceive and how we and how we processprocess that forms the uniqueness of our that forms the uniqueness of our learning style, our most learning style, our most comfortable way to learn.comfortable way to learn.

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Public education is Public education is geared more for the geared more for the

thinkersthinkers and not and not geared for the geared for the feeler/sensorfeeler/sensor

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In processing In processing experience and experience and

information some of us information some of us are are watcherswatchers, while , while

some of us are some of us are doersdoers..

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Schools ask children to Schools ask children to watch and listen and watch and listen and

reflect.reflect.

How lovely for a watcher, How lovely for a watcher, how difficult for a doer.how difficult for a doer.

Active ExperimentationThe doing dimension became Active Experimentation and was placed at the end of this line.

Concrete Experience Kolb called the sensing/feeling dimension Concrete Experience and placed it at the top of this line.

Reflective Observation The watching dimension became Reflective Observation and was places at the end of this line

AbstractConceptualizationKolb called the thinkingdimension Abstract Conceptualizationand placed it at the bottom of this line.

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Active Experimentatio

n

Concrete Experience

ReflectiveObservation

AbstractConceptualization

DIVERGER

DIVERGER

Concrete Experience & Reflective Observations

• Imaginative Ability

• Gestalt (looking at the whole rather than the parts)

• A people person

• Emotional

• Humanities and liberal arts

• Influenced by peers

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Active Experimentatio

n

Concrete Experience

ReflectiveObservation

AbstractConceptualization

Assimilator

ASSIMILATOR

Abstract Conceptualization and Reflective Observation

• Theoretical model

• Abstracts

• (Not really interested in practical use of theories)

• A goal setting person

• Systematic planner

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Active Experimentatio

n

Concrete Experience

ReflectiveObservation

AbstractConceptualization

CONVERGER

CONVERGER

Abstract Conceptualization & Active Experimentation

• Deductive

• Practical application of ideas

• Single correct answer

• Things rather than people

• Narrow interests

• Physical science

• A goal setting person

• A systematic planner

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Active Experimentatio

n

Concrete Experience

ReflectiveObservation

AbstractConceptualization

ACCOMMODATOR

ACCOMODATOR

Concrete Experience and Active Experimentation

• Adaptive

• Intuitive, trial and error

• Relies on other people of information

• At ease with people

• Sometime seen as impatient and pushy

• Technical and practical fields influenced by peers

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Quadrant OneQuadrant One

WHY?WHY? (Why do I need to learn this?) Method = Simulation & Discussion Teacher’s Role: Motivator/Witness Skills Addressed: brainstorming, listening,

speaking & interacting

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““Create an ExperienceCreate an Experience”

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Quadrant TwoQuadrant Two

WHAT!WHAT! (They need to know the facts) Method = Teach it to them, informational Teacher’s Role: “Teacher” Skills Addressed: observing, analyzing,

classifying, drawing conclusions

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““Complete outline of all Complete outline of all

content to be taughtcontent to be taught”

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Quadrant ThreeQuadrant Three

HOW?HOW? (They need to try it?) Method = Facilitation Teacher’s Role: Provide and encourage Skills Addressed: student makes choices,

experiments, explores, and manipulates

3Student Activity

Quadrant Practice!Practice!Practice!Practice!Practice!Practice!

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Quadrant FourQuadrant Four

DOING!DOING! (Let students teach it to themselves.) Method = Self Discovery Teacher’s Role: Evaluator/Remediator Skills Addressed: Applying, testing with reality

and carrying through

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““Students teach Students teach other students”other students”

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Learning ActivitiesLearning Activities In theIn the First Quadrant First Quadrant the teacher:the teacher:

gave them a reason In theIn the Second Quadrant Second Quadrant the teacher: the teacher:

taught it to them In theIn the Third Quadrant Third Quadrant the teacher: the teacher:

let them try it themselves In theIn the Fourth Quadrant Fourth Quadrant the teacher: the teacher:

let them teach it to themselves/others.

Try out theories, doing, teaching,others(Doing & teaching)

Thinking aboutthe experience; developing theories(Thinking & trying)

Expose students to concrete learning experiences(Sensing and feeling)

Developing observation skills(Watching & reflecting)

Train

-the-

Trainer

Practice!

WHY?

WHAT

Active Experimentation

(Doing)

Concrete Experience

(Sensing/Feeling)

ReflectiveObservation(Watching)

AbstractConceptualization

(Thinking)

DynamicLearners

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InnovativeLearners

AnalyticLearners

CommonSenseLearners

When someone is

When someone is

teaching us in our

teaching us in our

most comfortable

most comfortable

style,we learn.

style,we learn.

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Integration TeamsIntegration Teams

Three Rules for Team Three Rules for Team Development:Development:1. Too Big to Manage2. You Need Additional Skills3. Not Enough Time for One Person

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Integration TeamsIntegration Teams

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Action PlansAction Plans

What are you currently doing?What are you currently doing? What are your goals?What are your goals? What are your barriers?What are your barriers? What is your approach?What is your approach? Timetable?Timetable? Evaluation?Evaluation? Outcome?Outcome?

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Jeff M. AllenJeff M. Allen

University of North TexasUniversity of North Texas

Department of Technologyand Cognition

P.O. Box 311337Denton, Texas 76203-1337

Email: Jallen@unt.eduPhone: (940)565-4918

www.coe.unt.edu/Allen/download.htm

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