Basic Skills and Career & Technical Education

Lin Marelick, CTL Grant CoordinatorDoug Marriott, CCAA DirectorChandra Arora, PhD, CTL InstructorLinda Collins, Executive Director, Career Ladders ProjectDeborah Harrington, Vice Chancellor, LA District, BSI Phase IV Director

February 19 & 20, 2009Four Points Sheraton, Fresno, CA

Agenda, Day 1 http://www.youtube.com/watch?v=ljbI-363A2Q February 19, 10 a.m.- Noon

Introductions Outcomes for the workshop Basic skills & CTE- BSI Handbook

Chapter 13… Misconceptions about students w/ basic skills

needs. Lunch

Agenda Cont’dFebruary 19, 12:45 – 3:15 pm California Career Advancement Academies

Video: the student voice Discussion: What opportunities & barriers

do you foresee to implementing a CTL program at your college? How do you get college buy-in?

Chandra Arora, Instructor, LA Valley College

Outcomes Understand how to collaborate with basic

skills faculty to develop contextualized teaching and learning (CTL) for CTE programs

Learn strategies for engaging students with basic skills needs in the classroom

Develop strategies for ongoing CTL discussions at your home campus

Increase communication with CTE and basic skills faculty from other colleges

Introductions Description of the exercise:

Meet and greet- introduce yourself to as many people in the room as possible (minimum of five people)

Introduce a person you met to the rest of the group

BSI HandbookChapter 13

What are the basic skills that students need to be successful in class or on the job?

Speaking EnglishReading and Writing in English

Basic Arithmetic or Higher Math SkillsEmployability or “Soft” Skills

Basic Skills & CTE Misconceptions Quiz- write True or False

answers to the statements below Students don’t need reading or math to be

successful in CTE programs because they need very discrete skills for specific occupational roles.

The majority of students who get their GED continue on to higher levels of education and/or occupational training.

The only way CTE students with basic skills needs can improve those skills is to enroll in a basic skills course.

Learning Communities Which statement is true about learning

communities? Learning communities reach across a limited

number of disciplines Learning communities are classes that are

linked or clustered during an academic term and enroll a common cohort of students.

The faculty member is the center of activity in a learning community

Learning communities are not as effective for developmental learners community.

Directed Learning Activities

Which statement is untrue about Directed Learning Activities? Directed Learning Activities incorporate tutorial

centers to address basic skills needs. Apportionment funding in the form of hours by

arrangement can be legitimately collected for directed learning activities.

The goal of the directed learning activity is the completion of exercises.

The language of the activity clearly connects to the course assignments, objectives and/or outcomes.

Contextualized Learning Which statements below are true about

contextualized learning? In contextualized instruction:

skills are taught in the context of what is required and relevant for industry.

skills are taught in the context of what is relevant for general life and survival skills.

skills are taught in the context of what is meaningful and relevant to previous knowledge or experience.

The best way to learn something is in context.All of the above answers are correct.

Misconceptions Discussion:

What misconceptions do you anticipate from faculty and administrators at your college who did not attend this workshop?

Groups report out

Changing the dialogue…

Examples of dialogue.

Exercise description:

Role play the scripts that are on the table.

Reverse roles and practice the dialogue again.

LUNCH BREAK12:00 – 12:45 pm

California Career Advancement Academies Video

The Student Voice…How do we ensure that the student voice is

included in our programs?

Doug Marriott

Discussion What CTL possibilities do you see for your

college? Learning Communities Directed Learning Activities Contextualized Lessons

What CTL barriers do you feel are present at your college? Resistance from colleagues or

administration Time to devote to development Resources to support developmentGroups Reports

How do you get college buy-in?

Break

Chandra Arora, Instructor, LA Valley CollegeProfessor Arora contextualizes science, English and math. She also teaches Workplace Readiness in Health Careers for the CCAA at LA Valley College

What Do Our Students Need From Us?

What Our Students Need to Be Successful: Regular Feedback Know That We Care About Their Success Assessment vs. Evaluation

CTL Instructor’s Experience

Assessment v. Evaluation (what’s the difference?)

Assessment: the goal is to improve performance using feedback

Evaluation: judges performance but doesn’t necessarily identify ways for students or employees to improve

Sample Rubrics

Agenda for day 2February 20, 9:00 am – Noon Check-in, review yesterday’s discussions

Linda Collins- Effective practices incontextualized teaching and learning (CTL) Discussion on CCAA’s pitfalls, concerns, discoveries, successes, and redesigns.

Story time: Write a story about your experience teaching students with basic skills needs enrolled in your class. Share stories

Agenda Day 2 Cont’d Action Plan: Turning your experience into action. Review action plan template and develop a plan

Lunch Break: 12:00 – 12:45

Report out on action plans

Deborah Harrington, BSI Phase IV: Overview of Professional Development Program

Wrap up- 2:30

April 20 Check-in; Review previous day activities

Linda Collins- CAA Statewide (video) Effective practices in contextualized teaching and learning (CTL) Discussion on CAA’s pitfalls, concerns, discoveries, successes,

and redesigns.

Story Time: How have your students with basic skills changed your teaching?

Prompt: What three things do you find most rewarding about teaching students with basic skills needs?

Prompt: What are your three biggest challenges about teaching students with basic skills needs?

Share stories

Action Plans Creating an Action Plan: Turning your experience into action.

Review action plan template Develop a plan

Lunch Break

Report out on Action Plans

Deborah Harrington, BSI Phase IV, Staff Development Statewide

YOU DID IT! What’s next…

Take this experience back to your campus Talk to your colleagues Engage your students Make a difference

Best wishes and thank you for being here.