DOCUMENT RESUME

ED 442 967 CE 080 380

AUTHOR Hamill, Lee B.; Geer, Cindy H.TITLE School-to-Work and Inclusion in General Education Teacher

Preparation Programs: Instructional Modules for MiddleChildhood Subject Area Methods Courses.

SPONS AGENCY State Univ. Education Deans, OH.PUB DATE 2000-07-00NOTE 244p.; Also supported by the School-to-Work Systems

Integration Coalition at The Ohio State University.

PUB TYPE Guides Classroom Teacher (052)

EDRS PRICE MF01/PC10 Plus Postage.DESCRIPTORS Art Education; Content Area Reading; Content Area Writing;

Diversity (Student); *Education Work Relationship; HigherEducation; Integrated Curriculum; InterdisciplinaryApproach; Interpersonal Competence; Language Arts; LearningActivities; Learning Modules; *Mathematics Instruction;*Middle Schools; *Preservice Teacher Education; ProblemSolving; Science Instruction; Sex Fairness; Social Studies;Student Evaluation; *Teaching Methods; Team Teaching

ABSTRACTSix instructional modules for middle childhood subject area

methods courses are designed to target students in preservice middlechildhood general education programs. The modules have been developed foreach of the content area methods courses to ensure all preservice teachershave ample exposure to the school-to-work (STW) philosophy and opportunitiesto practice the relevant skills they will want to develop in their students.Each of the six modules highlights different components of STW curriculum andemphasizes different approaches to the inclusion of students with specialneeds. Each module is organized into these five sections: rationale, goalsand objectives, in-class activities, workplace connection, and evaluation.The modules are Middle Childhood Math Methods: ASTW Instructional ModuleEmphasizing Gender Equity (Ann Dinkheller, Debora Kuchey); Middle ChildhoodScience Methods: ASTW Instructional Module Emphasizing Teaming (Cindy H.Geer); Middle Childhood Language Arts Methods: ASTW Instructional ModuleEmphasizing Communication (Mary Ann McConnell); Middle Childhood SocialStudies Methods: ASTW Instructional Module Emphasizing Diversity (GingerKelley McKenzie, Winston Vaughn); Middle Childhood Content Area Literacy:ASTW Instructional Module Emphasizing Interdisciplinary Studies (LeslieProsak-Beres); and Middle Childhood Arts Integration: ASTW InstructionalModule Emphasizing Problem-Based Learning (Mary Lisa Vertuca). Power Pointpresentations that can be used with the modules are attached. (YLB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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School-to-Work and Inclusion in General Education Teacher Preparation Programs:Instructional Modules for Middle Childhood Subject Area Methods Courses

4.1 L.B. Hamill and C.H. GeerXavier University

Lee B. Hamill, PhD., Project Director (Year 1)Lee B. Hamill, PhD. & Cindy H. Geer, EdD., Co-Project Directors (Year 2)

Ann Dinkheller, PhD. & Debora KucheyCindy H. Geer, EdD.

Mary Ann McConnell, PhD.Ginger Kelley McKenzie, PhD. & Winston Vaughn, PhD.

Leslie Prosak-Beres, EdD.Mary Lisa Vertuca

Table of ContentsIntroduction to School-to-Work and the Middle School Methods Modules

Lee B. Hamill, PhD 2Middle School Mathematics Methods: A School-to-Work InstruciionalModule Emphasizing Gender Equity

Ann Dinkheller, EdD. & Debora Kuchey 5

Middle School Science Methods: A School-to-Work InstructionalModule Emphasizing Teaming

Cindy Geer, EdD 8

Middle School Language Arts Methods: A School-to-Work InstructionalModule Emphasizing Communication

Mary Ann McConnell, PhD 12

Middle School Social Studies Methods: A School-to-Work InstructionalModule Emphasizing Diversity

Ginger Kelley McKenzie, PhD. & Winston Vaughn, PhD 15

Middle School Content Literacy: A School-to-Work InstructionalModule Emphasizing Interdisciplinary Studies

Leslie Prosak-Beres, PhD. 18

Middle Childhood Arts Integration: A School-to-Work InstructionalModule Emphasizing Problem-Based Learning

Mary Lisa Vertuca 20

References 22

Appendices 23

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Introduction

Congress enacted the School-to-Work Opportunities Act of 1994 (P. L. 103-239) in

response to the 1991 report from the Secretary's Commission on Achieving Necessary Skills

(SCANS) which identified five competencies and three foundations students must acquire to be

successful workers in the modern workplace. The identified competencies included 1) resources,

2) interpersonal skills, 3) information, 4) systems, and 5) technology. The identified foundations

were 1) basic skills, 2) thinking skills, and 3) personal qualities (SCANS, 1991).

The school-to-work initiative is an approach to career education which calls for a

collaborative effort between schools and business to combine school- and work-based learning

with connecting activities such as counseling and mentoring (Brolin, 1995). The purpose is to

prepare ALL students for the world of work in the twenty-first Century by integrating academic

and vocational learning and relating it to a particular industry (Hudelson, 1994). School-to-work

programs target students, including those with special needs, in kindergarten through post-

secondary education (Brolin, 1995).

University teacher education programs across Ohio are in the process of reorganizing to

accommodate major changes in the state requirements for licensure. These changes have

provided an excellent opportunity for the Elementary Education Department faculty at Xavier

University to develop innovative lessons as they redesign their methods courses. To that end,

they have developed a series of content area teaching modules which emphasize school-to-work

instructional activities that can contribute to the effective inclusion of students with disabilities in

general education middle childhood classrooms. The faculty has targeted the middle childhood

program because students of that age group are emergent learners. Middle childhood students

have started to develop life aspirations, and to that end, they are beginning to see themselves

applying the information they are learning in school (Hanley-Maxwell & Collet-Klingenberg,

1997). At the same time, the school structure changes at the middle childhood level to a model

that utilizes separate subject area instruction. This stage is especially important for students with

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disabilities. Inclusive practices become more complicated at the middle childhood level as the

academic content becomes more abstract and sometimes disconnected from practical

experiences. These factors make it more difficult for many students with disabilities to

understand the concepts being taught and inhibit their ability to develop useful employability

skills for the future. However, a school-to-work approach may help students with disabilities

participate more effectively in the general education curriculum and help them prepare to

transition from school to integrated community settings.

Infusing school-to-work instruction in the school curriculum involves developing an

instructional program that is composed of the three core elements, which include 1) school-based

learning, 2) work-based learning, and 3) connecting activities. School-based learning deals with

instruction and experiences that are based on academic and occupational skills. Work-based

learning experiences take place in or relate directly to actual work environments. Connecting

activities build and maintain bridges between school, work and other adult environments. At the

middle school level, this translates into topics such as identifying personal interests, aptitudes,

and abilities, learning about various career options, and exposure to adults in a variety of

occupational roles. For example, in collaborative projects between teachers and community

workers, students might learn about different career options while they study applied math and

biology at the local botanical gardens or learn script writing and measurement skills for set

construction with the local theater group (Miller, Shambaugh, Robinson, & Wimberly, 1995).

While students learn and practice important academic and social skills, such as writing and

interviewing, they also might learn about a variety of careers in their community through the

development and then implementation of a local employer survey (Owens-Johnson & Johnson,

1999).

The participating general education university faculty have developed instructional

modules that provide preservice teachers with knowledge and experience in appropriate methods

for using school-to-work curricula in an inclusive environment in their middle childhood

classrooms (Hoerner & Wehrley, 1997). They each have expert knowledge in different content

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and have integrated that knowledge into the development of the module for their subject area.

The participating special education faculty member has collaborated with each of them to assure

attention is given to the inclusion of students with disabilities in all of the modules.

The modules are designed to target students in preservice middle childhood general

education programs. They have been developed for each of the content area methods courses to

ensure all preservice teachers will have ample exposure to the school-to-work philosophy as well

as several opportunities to practice the relevant skills they will want to develop in their students.

Each of the six modules highlights different components of school-to-work curriculum and

emphasizes different approaches to the inclusion of students with special needs. Each module is

organized into seven sections: 1) rationale, 2) goals and objectives, 3) content summary 4)in-

class activities, 5) workplace connections, and 6) evaluation and, 7) technology connections.

The rationale statement provides the reason for teaching school-to-work concepts in the

particular course. The goals and objectives identify the knowledge and skills students are

expected to acquire. The content summary describes the instructional material the instructor

should cover during the lesson. In-class activities allow the student to become active participants

and practice using the information they have learned. Workplace connections give students

practical experiences either by bringing workers from the community into the classroom or

sending the students into the community to observe and interact with the workers. The

evaluation is designed to determine the extent to which the students have had a successful

learning experience. Technology connections are websites, PowerPoint presentations, and other

supports relevant to the, topic or useful in performing the activities associated with the module.

Middle Childhood Math Methods: A School-to-Work InstructionalModule Emphasizing Gender Equity

Ann Dinkheller & Debora Kuchey

Rationale:This module uses personal interviews to help ALL middle school students see the

advantage of taking mathematics courses in high school to improve earning potential for futurecareers. It also involves collecting, organizing, and analyzing data related to students'perceptions regarding gender equity.

Goals and Objectives:Students will apply ideas of gender equity in their field experience settings by looking forways to reduce bias in the classroom.Students will connect mathematics content to the real world by connecting school-to-workand middle school mathematics education.Students will explore the mathematics requirements for a wide variety of careers andinvestigate the effect of the number of mathematics courses taken on potential careerearnings.

Content Summary:Equity is an important aspect of every classroom in a school. Teachers need to be

conscious of equity in terms of gender, race, disability, and socioeconomic background. Respectfor others regardless of ability or background is a critical component of the effective classroomand workplace. The complexion of the workforce is changing. Minority groups represent thegreatest source of future workers. If present trends continue, the majority of workers enteringthe labor force during the first half of the next century will be a combination of immigrants,women and minorities. Individuals with disabilities are another valuable pool of potentialworkers.

Student achievement in mathematics is a national concern. The proportion of the gradeschool population that is comprised of minorities and low-income students is increasingdramatically. Achievement in math is an acute problem for elementary and secondary minorityand female students as well as for many students with disabilities. Although female and malestudents enter school roughly equal in measured ability, female students fall behind their maleclassmates in higher-level mathematics and in the ability to analyze scientific procedures. Equityrefers to the range of concerns and actions that schools, teachers, and districts take when they acton the belief that all students, regardless of background, have the ability to learn. The classroomclimate, controlled to a great degree by the teacher, can facilitate equal access or prevent it.

The National Council of Teachers of Mathematics (NCTM) emphasizes that mathematicsis for ALL students. They further define "every child" as students who have been denied accessin any way to educational opportunities as well as those who have access; students who areAfrican American, Hispanic, and other minorities as well as those who are considered to be apart of the majority; students who are female as well as those who are male; students withdisabilities as well as non-disabled students; and students who have not been successful in schooland in mathematics as as those who have been successful.

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In-Class Activities:Students are asked to answer the following questions:

As future teachers, what can you do to be sure that your mathematics classroom proceduresand environment are as equitable as possible?How can you be sure that ALL students are receiving the encouragement and informationthey need in their mathematics education for future success in a career?What can be done to reduce bias in choosing careers and to make sure that students do notunknowingly place limits on themselves by choosing or failing to choose certain mathematicscourses?As a future teacher, how can you develop mathematics lessons which include ALL studentsand make connections to the workplace?

Students are then asked to view a video tape of their field experience and complete a self-evaluation checklist. They also are asked to:

Brainstorm ways to use the self-evaluation checklist (Appendix 2) with your future students.Ask two middle school students and two elementary students to complete the mathematicssurvey (Appendix 3) and bring your data to class.Work in small groups to analyze the gathered data. Analyze the results from the whole class.As a group find an appropriate way to display the data.

Workplace Connection:The students choose one career from a "Math Is Important..." handout (Appendices la, lb,lc, and 1d) and contact someone who works in that field.They ask the contact person how she uses math in her job and what math courses she took inhigh school that have been helpful to her and add the information to the class spreadsheet.Research through census or almanac web sites to find the average salary for the job toconnect math to potential career earnings.

Evaluation:Students are asked to write a field experience journal reflection that describes

the way they were able to incorporate a school-to-work activity into their field experienceclassroom. They should focus their responses by answering the following questions:

1. How did the students respond to the activity?2. What efforts and/or modifications did you make to accommodate inclusion students?

Technology Connections:The school to work lecture is presented with a Power Point presentation using severalhyperlinks. The web sites for the hyperlink include:

Career and Choices: http://www.wivadml.wiu.edu/mioip/careers/tableofcontents.asp (Thissite includes listings of careers and the mathematics courses along with other high schoolcourses needed to pursue these careers.)Career Resource Guide for Teachers: http://www.org/teachers/math/gender/13career.html(This site includes listings of opportunities and materials to encourage young women andminorities to continue their studies in mathematics, science and technology.)Equity Site: http://www.woodrow.org/teachers/math/gender/07skits.html. (This site includesskits concerning inequity of students in the classroom)

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Inclusion: http://www.tiac.net/users/ckassoc/Moving to Mainstream.htm (This siteprovides an overview of the thinking behind changing from "Equity a separate concept," to"High quality includes all.")Instructional Resources: http://www.coe.uga.edu/ingear/websites.html (This site includeslistings of videos, books and websites, which address the idea of Equity in the Classroom andInclusion.)Lesson Planning: http://cyperbee.com, http:// ericic.syr.edu/Virtual/Lessons,http://www.discoveryschool.com/schrockguide (These sites include lesson ideas related totechnology, mathematics and the integration of math and other content areas. Otherhyperlinks include the appendices needed to complete the activities.

The school to work module also includes activities that use technology. Technologybased activities include:

Videotape: Students watch the videotape of themselves teaching in their field experience.They evaluate themselves using the self-evaluation checklist, found in Appendix 2. (Thepurpose behind this activity is to make pre-service teachers aware of their teaching practicesand any equity issues that may exist.)Survey: Students interview two elementary and two middle school students to complete themathematics survey, found in Appendix 3. The students bring the completed data to classand choose an effective means of displaying the class data, using the computer or graphingcalculator. (The purpose of this activity is to discover the stereotypes that prevail amongelementary and middle school students today.)Workplace Connection: Students choose a career from a "Math is Important ...", found inAppendices I a-ld. They are encouraged to contact someone who works in that field. E-mailcontact is encouraged, when available. From their contacts, they ask how their contactperson uses math in their job and the highest-level math course they took in high school.Then the students investigate, via the Internet, the average salary for this career. The classcombines their information into a class spreadsheet. Then using a graphing calculator, theclass makes a scatter plot to see if a correlation exists between the highest level of mathcourse taken during high school and the potential career earnings. (The purpose of thisactivity is to familiarize pre-service teachers with the use of the graphing calculator andspreadsheets, along with discovering the impact that mathematics can have on the future ofout students.) http://govinfo.kerr.orst.edu/earn-stateis.htm, census information.

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Middle Childhood Science Methods: A School-to-Work InstructionalModule Emphasizing Teaming

Cindy H. Geer

Rationale:This module uses the cooperative learning strategies of teamwork, social skill

development, and accountability in small group activities to teach science methods and itsapplication to the school-to-work program in middle schools. This strategy provides an excellentway to promote inclusion and prepare students for teamwork and collaboration in the workplaceand prepares preservice teachers to use this same teaching approach in the science classroom.

Goals and Objectives:Students will be able to apply the state and national science standards to science curriculargoals and objectives in the middle school classroom.Students will be able to teach science content and promote collaboration, teamwork, andsocial skills using a cooperative learning approach.Students will connect real world science content to school-to-work and middle school scienceeducation topics.

Content Summary:Teaching future science teachers how to make connections between science content and the

world of work, showing them how to use the cooperative learning strategy effectively, andproviding them with many examples of science content with links to careers will assist thesepreservice teachers in several ways. First, it will help future students' understand their academicstudies and their future career choices as well as making learning more meaningful by buildingthe curriculum around 'real life' applications. Second, these future middle school scienceteachers will be able to help their students identify and develop personal qualities and recognizethe application of these qualities in their daily lives. They can promote their students' thinkingand collaboration skills by connecting the science curricular objectives to the goals of school-to-work. Making these connections will help students develop intellectual capabilities, cultivatesocial skills, define personal values, and understand adult roles.

Cooperative learning strategies are used to teach the science content and school to workideas. The key components of cooperative learning are individual responsibility, positiveinterdependence, social skills, and heterogeneous grouping. The benefits in the classroom areinclusion, social skill development, teamwork, content understanding, and motivation. Fornovice users of cooperative learning, be sure to 1) set specific time limits, 2) start with short,simple activities, 3) start with two students in a group then eventually increase the group size tofour, 4) practice social skills, and 5) process group work.

In-Class Activities:Using Kagan's line-ups structure (1992), the students assemble on a continuum according to

whether they agree or disagree (0% -disagree to 100% - agree) with the following statement: Amajor mission of middle school science today is to prepare all students, including students withspecial needs, for the world of work.

They turn to the person next to them and explain why they chose their position.

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They fold the line so that the person at 0% is talking with the person at 100% (and so on) andtry to convince the person to change their position.Then they discuss the responses in the line-ups activity and the benefits of using this strategy.

The students use a 'think-pair-share' strategy to discuss the following question: What arethe major components of school to work at the middle school level?

They count off by two's, think about the question, share with their partner, and then sharewith the class.They discuss the results of school-to-work components discussion and the benefits of the"think-pair-share" strategy.

The students form cooperative groups to conduct an experiment which utilizes bothscience content and the school-to-work philosophy. The cooperative groups are given a socialskill to develop, such as accepting all ideas. Each group must formulate a way to test theabsorption of different brands of paper towels and answer the following question: What papertowel absorbs the most?

The students develop a way to test the absorption of different brands of paper towels bydeveloping a hypothesis, developing an experiment to test the hypothesis, developingadaptations to facilitate full participation of students with disabilities, identifying controls,variables, needed materials, and performing the experiment [Collect and record data.Interpret the results.].They discuss the science concepts taught in the lesson by considering the followingquestions: What science concepts are taught in the lesson? How does this activity meet Ohioand National Curriculum Standards? What careers could be connected to the skills andconcepts taught in this science lesson? [What modifications were needed to allow studentswith disabilities to successfully participate in the activity?]They discuss the teaching strategy of cooperative learning, including the key components ofindividual responsibility, positive Interdependence, social skills, heterogeneous grouping,and classroom benefits such as social skill development, inclusion, teamwork, contentunderstanding, motivation (Johnson et al., 1994).

Using a round-robin technique (Kagan, 1992), the students brainstorm low skill level jobsto high skill level jobs as they discuss the results of the career connections and the scienceactivity.

They count off by fours and move clockwise around the group sharing their ideas.They examine the list of careers generated using the round-robin strategy and brainstormhow a person in a particular career would need to team/collaborate, making sure to considerways to provide opportunities for individuals with special needs as well as the importance ofteaming and collaboration in the workplace.

Workplace Connection:A representative from a local company comes to class to speak about teamwork and

interdependence, positive work habits, and attitudes in the workplace. The speaker should makeexplicit connections between the world of school and the world of work and give examples ofworkers in the company who need science knowledge. The speaker also should provideinformation about how to facilitate the inclusion of employees with disabilities in the workplace,

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why the connections between middle school science and the world of work are important, thescience content needed to do the job, and how teaming is used in the workplace.

Evaluation:After each in-class activity, have the students reflect on their experience. They should

respond to the following:What careers could use the skills and science concepts learned in this activity?Give examples of low to high skill level jobs that incorporate science knowledge.Discuss the components of cooperative learning, including: individual responsibility,interdependence, social skills, heterogeneous grouping and how they are used in theclassroom. Discuss the importance of these skills in the workplace.Discuss the benefits in the middle school science classroom, including: inclusion, social skilldevelopment, teamwork, content understanding, and motivation.

Throughout the semester, students include real world, real work, and inclusionconnections in each of their science lesson plans. They also identify where and how they adapttheir lesson planning to ensure their students with disabilities are able to fully participate in theactivities.

Technology Connections:This unit is presented to preservice teachers via a Power Point presentation. The

Power Point presentation connects science education with the world of work and integratescooperative learning strategies, inclusive practice, and science teaching strategies intoapproximately 2-3 class sessions. Students use the internet to:

Research school-to-work websites to gather background information on School-to-work andits principles (See Slides 8-12, 16-17)

http://www.stw.ed.gov/execpage.htmhttp://www.stw.ed.gov/

Research science careers related to the paper towel experiment. (See Slides 22, 30-32)Look at company websites such as:

http://www.pg.com/careers/index.htmhttp://www.internationalpaper.comhttp://www.pulpandpaperonline.com/content/homepage/default.asphttp://www.kimberly-clark.comhttp://www.forestindustry.com/http://www.ejobs.org/

Email or ask an expert such as:http://www.ejobs.org/http://www.eecs.umich.edu/coalitn/sciedoutreach/http://www.ran.org (rainforest network)

Develop science lesson planshttp://www.thegateway.comhttp://www.thegateway.comhttp://www.environlink.orghttp://www.enc.org

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Locate global Online Projects that can be used to connect the middle school scienceclassroom and the world of work.

http://www.moe.edu.sg/iteducation/initiatives/proiects/

The school to work module also includes activities that use technology. Technology basedactivities include:

Spreadsheets: Students compile experiment data on a spreadsheet and graph result. (seeslide 21-22)Powerpoint: Students present results of experiment, Internet searches, and/or careerresearch via Power Point or other multimedia software.Email: Students send questions to company guest speaker prior to his or her visit to thecollege campus.Digital camera or scanner: Students use a digital camera or scanner to incorporate graphicsinto presentations.

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Middle Childhood Language Arts Methods: A School-to-Work Instructional ModuleEmphasizing Communication

Mary Ann McConnell

Rationale:Learning the language arts is more meaningful to ALL students when they see the

relevance of reading, writing, speaking and listening in their every day lives and comprehendhow it can affect their ability to get good paying jobs. By helping students see the relevance ofmastering language arts skills and by relating those skills to real work experiences and career andeducation options, teachers can help them learn and use skills that will empower them to beeffective employees and good citizens in an inclusive community. By providing activities thathelp students determine where their aptitudes and abilities fit, teachers can help studentsunderstand the link between their current academic studies and their future career choices as wellas make learning more meaningful by relating it to the students' job interests.

Goals and Objectives:Students will connect language arts content to the real world by integrating school-to-workwith middle school language arts education and examining the Ohio Competency BasedProgram expectations.Students will identify training and inclusion techniques used by employers who hire workerswith special needs that can be incorporated into the language arts methods courses.Students will promote interpersonal communication skills through collaboration andteamwork.Students will practice data collection and analysis skills.

Content Summary:It is important for preservice teachers to think about how they will help students prepare

for the workforce. As teachers, they will want to help ALL their students recognize theapplications of language arts skills to their daily lives. To do that, the preservice teachers shouldrelate language arts skills to real work experiences as well as career and education options. Theywill need to be able to identify their students' interests, aptitudes, and abilities as well as personalqualities. They will teach their students to communicate effectively in oral and written form aswell as practice thinking and problem solving skills. They also must learn to help studentsrecognize the need to work effectively alone and in groups that fully include diverse populations.Finally, they will need to know how to develop and facilitate individual responsibility and self-learning.

In-Class Activities:Students answer the question: What language arts skills do different workers need?

They work in small groups to list as many reading, writing, listening, speaking skills whichworkers such as teachers, mechanics, construction workers, fitness trainers, or parents wouldneed to be effective.They create a drawing, diagram, list, or paragraph of what makes ALL individuals, includingthose with special needs, successful workers (including consideration of the academic andworkplace adjustments related to language arts skills that can facilitate the full participationof students with special needs).

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They brainstorm how to find out what language arts skills are actually being used and whatadjustments are actually being implemented, in the real work world, to ensure that ALLindividuals, including those with special needs, are able to become effective, successfulworkers.

In small groups, the students prepare to interview a variety of different workers about thelanguage arts skills they use in their jobs.

They develop an interview form and a set of interview questions that elicit information aboutthe language arts skills (reading, writing, listening, speaking) people need to be effective intheir line of work.They determine in what public place they will conduct their interview (the airport, ashopping mall, a bowling alley, a fast food restaurant, or other public venue).They develop an explanation so the people they will be willing to respond to their questions.They get permission to interview at the location they have chosen and obtain writtenpermission from each person question before they conduct the interview.

Workplace Connections:The students work individually or in small groups to interview people in the community

to find out what language arts skills they need in their lives.They interview a minimum of ten (10) people, including at least one person with a disability,men and women, individuals from different races and cultures, younger and older people, andpeople with blue collar and white collar jobs.They compile and analyze their data as they consider the following questions: Are theresimilar skills that cross all occupations? Are there skills that appear to be related to specifictypes of occupations?They present their data to the whole class as well as keep the data for reference during thecourse of the semester.

Evaluation:The students present their data analysis in an oral format to their class peers. The

presentation must include a discussion about how the data can be used in the middle schoollanguage arts curriculum and must relate the findings to the Ohio Competency Based Programexpectations.

Technology Connections:The school to work lecture is delivered via a Power Point presentation. Other suggestions

for incorporating technology include:The students use technology in this module to audio tape their interviews as well ascompile and analyze interview data on a computer spreadsheet.Students may choose to present their findings to the class in a Power Point presentation.Students learn and use appropriate E-Mail protocol for the workplaceVia e-mail, students send memos and interview forms to the professor.Using word processing software, students develop a newsletter or brochure thatcommunicates the necessary language arts skills Ir"'`I for various jobs.Using web page development software such as Frontpage or Netscape Composer,students develop a webpage that focuses on employment opportunities and skills needed.

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A scanner or digital camera can be used to incorporate pictures and forms from theinterviews into the multimedia presentation.For compiling the findings of the interviews, students can use software such as Access todevelop a database of the information.Collaboration with another university language arts methods class could be established toshare interview findings and information. Communication would be conducted via e-mail.

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Middle Childhood Social Studies Methods: A School-to-Work Instructional ModuleEmphasizing Diversity

Ginger Kelley McKenzie & Winston Vaughn

Rationale:Middle school students need to see a connection between the social studies curriculum

and the jobs they will have some day in a diverse global environment. This module is designedto help preservice teachers understand the need to make those connections with their students.

Goals and Objectives:The students will be able to describe diversity and the multicultural aspects of the workplace.The students will be able to teach their students to develop positive work habits and attitudesand social skills.The students will participate in a work site visit.

Content Summary:Why is School-to-work needed? Many young people leave school unequipped with skills

they need to perform the jobs of a modern, competitive world economy. As a result, employershave difficulty finding workers who are adequately prepared for today's demanding jobs. Manyyoung people lack awareness of what is available in the job market and school-to-work increasestheir opportunities to become aware of opportunities and prepare for those careers.

Middle school social studies addresses the democratic ideal, cultural diversity,economic development, global perspective, and participatory citizenship. It should include U. S.and world history integrated with geography, international studies, and discussion of the vitaland persisting issues of public life. These concepts need to be connected with multiple culturalperspectives. School-to-work can connect the social studies curriculum with the diversity of thereal global community.

In-Class Activities:The students will work in small groups to develop a series of questions to ask guest

speakers who will be invited to speak about diversity and employment practices in theworkplace. The speakers will include faculty members from the human resource or businessprogram at the university who will speak about the workplace with respect to diversity andmulticultural employment practices and an employee with a disability who talk about how thework environment is modified to meet his or her specific needs.

They generate questions and refine them during a whole class review of their small groupwork.They discuss and develop individual plans to do a work site visit.

Workplace Connection:The students pick a field site and develop their own site visit plan by referring to Ohio Social

Studies Competency-Based Program requirements for grades 4, 5, 6, 7, 8, and 9. The studentsuse the questions they generated when they go to the work site and interview a person withspecial needs or with a diverse cultural background. Possible sites include:

A visit to an historical site and interview the employees about job opportunities.

15 1U

A visit to a government office to learn about their affirmative action policies. Ask about thejob opportunities and if they have employed people with disabilities or people from different

cultures.A visit to an historical site and review the time-line of the event and relate it to national andworld events. While you visit the site, observe the job opportunities and ask the employeesfor their insights about their jobs. Do they hire individuals with special needs and diversecultural groups and do they have an affirmative action policy?A visit to a local company which does extensive international business. What positive workhabits and social skills are expected from their employees? Investigate their affirmativeaction plan. Do they hire individuals with special needs and do they have statistics on theirdiverse population?A visit to a company that produces a product like air craft engines to learn about supply anddemand, work habits, social skills, affirmative action, and diversity in their work forceincluding the hiring of individuals with special needs.A visit a civil or criminal court. Investigate job opportunities which are available, such asjudge, lawyer, paralegal, probation officer, court administrator, court reporter, correctionofficer, and so on. Learn about their affirmative action policies as well as if individuals withspecial needs and with diverse cultural backgrounds are employed.A visit a factory and learn about how they meet all environmental regulations for clean air,and so on. What jobs are available at this company? Investigate their affirmative actionpolicies and if they employ individuals with special needs and with diverse culturalbackgrounds.

Evaluation:The students turn in a written report about their on-site visit as well as provide a copy for

each student in the class. The report should cover the following information:What did you learn at your site about the affirmative action plans?What did you learn about how the employers provide opportunities for individuals withspecial needs or with diverse cultural backgrounds?What did you learn about diversity in the workplace?What did you learn about how your field experience met a social studies skill requirementunder the Ohio Competency Based Program expectations?How will you integrate what you did for this assignment with your own social studies class inthe middle school environment?

The students also meet in small groups and share what they learned from this experience.The group participants are asked to evaluate each member of their group by writing a shortcomment that can be used to strengthen their ideas.

Technology Connections:The school to work lecture is presented with a Power Point presentation using a hyper

link. The web sites for the hyperlink include:School-to-work site: http://www.ici.coled.umn.edu/all/overview.html,Diversity site: http://www.iecgc.org/,Valuing diversity and inclusion site: http://www/paragonmanagement.com/

Students gather further information about school-to-work, diversity in the workplace, andinclusion in the work place by researching the following internet sites:

School-to-work sitehttp://www.sna.com/switp/

Diversity sitehttp://www.aimd.org/

Inclusion siteshttp://www50.pcepd.gov/pcepd/http://www.jan.wvu.edu/http://www.inclusion.org/htdocs/what is/http://janweb.icdi.wvu.edu/http://www.sna.com/switp/drbutton.htm/

The school to work module also includes activities that use technology. Technology basedactivities include:

Email: The professor communicates with guest speaker from the university human resourcedivision through email to set up the date for the lecture. The professor also uses email tocommunicate with the sites which are visited by the students. The students develop andemail questions to the guest speaker one-week before she arrives. They also communicatewith on-site locations (historical site, government office, local company, civil or criminalcourts, and local factory).Workplace Connection: While at their sites the students use a digital camera, or a regularcamera or video to take pictures of the handicapped accessible facilities and parking for thehandicapped. This information is included in their final reports.Wordprocessing: The students write up final report with work processing and then developthe power point presentation. (The information covered in the power point presentation islisted in the evaluation section of this module.)Powerpoint: The students final reports are presented in power point format. The studentsscan in the regular photos put the photos taken with the digital camera into the computer forthe power point presentation.

1718

Middle Childhood Content Area Literacy: A School-to-Work Instructional ModuleEmphasizing Interdisciplinary Studies

Leslie Prosak-Beres

Rationale:This module focuses on reading strategies relevant to acquiring information, curricular

areas, student interests, and future careers. Students need to develop a sensitivity towards alllearners through focused reading and college classroom interactions as well as create a classroomthat meets the needs of all learners through the development and implementation of thematicunits related to career exploration and with meaningful connections to school-to-workapplications. By creating a 'shadowing' relationship with the university community's world ofwork, students will be able to relate reading in college classroom studies to life vocations.Diversity in jobs, communication styles, and learning abilities can be observed and translatedinto thematic units of study for a middle school classroom of learners.

Goals and Objectives:The students will be able to present well structured and accessible professional knowledgeabout reading, appropriate independent learning strategies, and motivation to learn moreabout teaching and learning styles.The students will be able to integrate thematic units which will engage ALL learners inactive reading and thinking as a part of specific subject instruction in an increasinglyinterconnected local and global environment.The students will be able to create concrete classroom learning experiences that explore thereading/writing process as it relates to school-to-work job opportunities from job applicationsto monthly reports.

Content Summary:Teachers and students are influenced at any given moment by several contexts, including

1) physical where we are; 2) social other individuals who may be around us; 3) psychologicalour knowledge, emotions, and attitudes in a particular situation; and 4) cultural the school

and home as well as community environment. The challenge for teaching reading across thecurriculum is to create a fertile classroom environment where ALL students can developcommunication skills and strategies to comprehend their world better and enrich their lives.Teachers must create a supportive classroom environment where students can take responsibilityfor their own learning and become independent thinkers while they actively participate in thelearning process working collaboratively and learning from others. The fundamental purposeof content area literacy listening, speaking, reading, and writing is to communicate. Teachersintegrate instruction within the content fields by creating experiences where speaking, listening,reading, and writing influence one another and are used in real contexts, such as the workforce.Consequently, a module in content area literacy would include topics such as: issues in literacyand literacy instruction, understanding meaning in text, comprehension assessment and studentswho struggle with the reading process, technology in reading instruction, and reading in the realworld.

18 19

In-Class Activities:The students discuss and evaluate areas of the reading process as it connects to the world

of work to develop an understanding of the assumptions and misconceptions presentlysurrounding content area literacy. In mini and/or group projects, preservice teachers discuss andevaluate areas of the reading process as it connects to the world of work. The projects mayinclude one or more of the following areas related to reading: language diversity, assessment,literature exploration, vocabulary development, writing to learn versus writing to communicate,and study strategies.. Some examples include:

Explain how you would select and use young adult trade book literature in your content areasand why it is important to supplement texts with young adult trade books.Give concrete examples of how a content area teacher can make vocabulary instructioneffective by making vocabulary meaningful and connecting it to the real world.Identify and discuss strategies that effectively include students with disabilities in thelearning process in your content area.

Workplace Connection:The university setting provides a perfect study of the world or work. From the highest

administrative level to the workings of the physical plant operations, skills in all aspects ofreading are necessary. The students 'shadow' workers in an office or area of the university to:

Observe and interview the workers, noting and categorizing the types and variety of contentarea literacy needed for each job.Journal about the reading skills and strategies needed to fulfill each of the jobs in that setting.

The students also visit a content area classroom for at least a week and keep a log ofwriting activities they observe. They pay particular attention to the adaptations made forstudents with disabilities and the connections made to the world of work.Evaluation:

The students prepare thematic units initiating the teaching and learning of reading,writing, speaking and listening skills as they connect to the world of work. All learning stylesand learning abilities, as well as content areas must be addressed in the preparation of theactivities in each of the thematic units and must make direct connections with the workplace.The students also provide a self-evaluation to assess the effectiveness of the unit development,teaching style and attention to the learning styles and needs of ALL the students participating inthe activities of the unit.Technology Connections:

Power Point presentations using animation (visual and auditory), video clips, and/orselect digital photography are used to present the school to work lecture as well as the students'thematic units. Additionally, the thematic units include technology (i.e.; audio and videoexamples of job site workers) integrated into lessons planned to teach middle school students therelationship of reading to the world of work. Students create videos to record their "shadowing"experiences and audio tape their interviews with job site workers. Students also develop acomputer spreadsheet with data illustrating the various types of reading used in the world ofwork.

19 20

Middle Childhood Arts Integration: A School-to-Work Instructional ModuleEmphasizing Problem-Based Learning

Mary Lisa Vertuca

Rationale:Students seeking middle childhood certification need to understand the role of the arts in

people's lives and become aware of the range of careers that make use of the arts. They need tolearn how to present lessons that clarify this knowledge and direct ALL their middle childhoodstudents to explore career possibilities in the areas of dance, drama, visual art, and music.

Goals and Objectives:Students will design a unit exploring arts related careers and is connected to a theme of theOhio Model Comprehensive Arts Education goals for middle school students.Students will research careers in the arts that encourage participation of students from abroad range of backgrounds and circumstances, including students with disabilities.Students will incorporate technology into their lesson presentation or their research intocareer fields involving the arts.

Content Summary:Middle childhood arts integration encompasses the Ohio Model competencies (Ohio

Department of Education, 1996). Students go beyond the "activity" level of arts integration andlearn essential understandings related to the arts. Middle childhood students are beginning to seethemselves as possessing unique talents, as having the ability to make choices that affect theirlives, and as being separate from their parents and siblings. The arts provide a valuable venuefor exploring these talents. School-to-work provides a structure for exploration of careers in thearts. This module helps the students investigate careers that use art skills or require knowledgeof the arts and hobbies or interests that involve the arts.

In-Class Activities:The students work in teams to explore and research the following: "Mall Two Thousand

is being designed and you are ready to help? ...or are you?"They brainstorm about careers that use the arts: visual, music, dance, and drama to considerwhich careers they might be interested in.They discuss the careers they think are involved in designing a mall. They use the Internet toresearch the most up to date career information as they consider the following questions:1. Would your career choice be important in the development of the new mall?2. Would you be able to work there once it is built? If so you may proceed to learn how you

reached your career goal.3. Did you need technical training?4. Did you need a two year degree?5. Did you need a bachelor's degree?6. Was an internship or cooperative program required?7. Did you need a graduate degree in your field?8. Would you be able to do this job if you had a disability?9. What adaptations would allow an individual with a (physical, visual, hearing,

developmental) disability to perform this job?

Students write their career choice/job description along with information they havegathered about training/education.

The teacher puts a diagram of the mall on the overhead projector and the students firstview the outside of the mall to consider the landscaping and architecture to determine how tomeet the needs for handicapped accessibility. Secondly, they look at a drawing of the inside ofthe mall and discuss issues such as:

What the handicap accessibility needs are and where supports should be located?What colors and textures the interior design should accentuate?What signs should direct people through the mall and where they should be located?What locations would be appropriate for special displays?How many restrooms and telephones are needed and where they should be located?Should there be a center stage where people in the community congregate for performances?How could store windows be designed to catch shoppers eyes?What type of music should be playing for the shoppers?

The students work in small groups to design different physical aspects of the mall, suchas the outdoor landscaping and architecture, the interior spaces, store displays and publicity,accessibility issues, and so on. Each group contributes to the design and development of the mallgiving particular attention to how they will consider people with disabilities.

Workplace Connection:The students visit a local mall to see how many of the ideas they developed for their in-

class projects are already in place at that particular mall. The visit includes a meeting with themanagement at the mall to learn how successful the various concepts the managementimplemented actually have been in accommodating individuals with disabilities. The studentsalso investigate any future plans the management may have to increase accessibility.

Evaluation:The students work in their small groups to write and present a short play that gives an

interpretation of their Mall project to the class. Performance assessment may include video,recitation, pantomime, improvisation, drawing, painting, and interpretive dance. Students alsoconsider what adaptations are needed to allow students with disabilities to successfully performand/or appreciate the artist performances of others.

Technology Connections:The school to work lecture is delivered with a Power Point presentation. The students

use websites to investigate careers in the arts:www.artswire.orgwww.jobsmart.orgwww.monster.com

The students will analyze data on computer spreadsheets. They will integrate technologyinto their final presentations. They may give a Power Point presentation, use a digital camera orinstant camera to take and scan photos into the computer, use videos, and/or design and showcomputer art.

21

22

References

Brolin, D. E. (1995). Career education: A functional life skills approach (3rd Ed.)

Englewood Cliffs, NJ: Prentice-Hall.

Hanley-Maxwell C., & Collet-Klingenberg, L. (1997). Curricular choices related towork: Restructuring curricula for improved work outcomes. In P. Wehman & J. Kregel (Eds.),Functional curriculum for elementary , middle, and secondary age students with special needs(pp. 155-184). Austin, TX: Pro-Ed.

Hoerner, J. L., & Wehrley, J. B. (1997). Work-based learning: The key to school-to-work transition. New York: Glencoe/McGraw-Hill.

Hudelson, D. (1994). School to work opportunities: How vocational-technical educatorscan tap the new federal legislation. Vocational Education Journal, 69(3), 17-19, 48.

Johnson, D. W., Johnson, R. T., & Johnson-Holubec, E. (1994). The new circles oflearning: Cooperation in the classroom and school. Alexandria, VA: ASCD.

Kagan, S. (1992). Cooperative learning. San Juan Capistrano, CA: Kagan CooperativeLearning.

Miller, P., Shambaugh, K., Ronson, C., & Wimberly, J. (1995). Applied learning formiddle schoolers. Educational Leadership, 52(8), 22-25.

Owens-Johnson, L., & Johnson, J. (1999). The local employer survey project: Aneffective school-to-work curriculum. Teaching Exceptional Children, 31(5), 18-23.

Secretary's Commission on Achieving Necessary Skills (1991). What work requires ofschools. Washington, DC: SCANS, U. S. Department of Labor. (ERIC Document ReproductionService No. ED 332 054)

Support for this project was provided by a grant from the State University EducationDeans and the School-to-Work Systems Integration Coalition at The Ohio State University.

22 23

APPENDICES

Appendix la.Math is Important in a Wide Range of Careers: Advanced Levels of Math

Advanced levels of math (examples: Calculus, Trigonometry, Advanced Algebra)

ActuaryAerospace EngineerAircraft MechanicAnthropologistArchitectAstronomerAuditorBiomedical EngineerBotanistCeramic EngineerChemical EngineerChemistChiropractorCivil EngineerComputer EngineerComputer ProgrammerComputer Systems AnalystCriminologistEconomistElectrical EngineerEnvironmental Analyst

Forester and Conservation ScientistGeologist and GeophysicistIndustrial DesignerIndustrial EngineerIndustrial HygienistLaser TechnicianMarket Research AnalystMathematicianMechanical EngineerMedical and Scientific IllustratorMeteorologistNuclear EngineerNumerical Control Machine ToolOperatorNumerical Control ToolProgrammerOceanographerOperations Research AnalystOpticianOptometrist

Pharmaceutical Sales RepPharmacistPhysical TherapistPhysicianPhysician's AssistantPhysicistPilotPodiatristPrincipalSales EngineerScience TechnicianSoil ScientistStatisticianSurveyorUrban and Regional PlannerVeterinarianWildlife BiologistZoologist

23 2 4

Appendix lb.Math is Important in a Wide Range of Careers: High Levels of Math

High Levels of Math (examples: Algebra and Geometry)

AccountantAdvertising DirectorAgricultural ScientistAir Traffic ControllerArchivist and CuratorBiological ScientistBiomedical Equipment TechnicianBroadcast TechnicianBuilding ContractorCinematographerClinical Laboratory TechnologistCompositor and TypesetterComputer Maintenance TechnicianComputer OperatorDental HygienistDental Laboratory TechnicianDentistDietician and NutritionistDispensing OpticianDrafterElementary TeacherEnergy Conservation and UseTechnicianEngineering Technician

Financial ManagerFish and Game WardenForestry WorkerFuneral DirectorGeographer Health AdministratorHealth Club ManagerJeweler and Watch RepairerJudgeLawyerLibrarianLicensed Practical NurseLocomotive EngineerMachinistMedical Record TechnicianMedical Records AdministratorMedical Social WorkerMedical TechnologistNuclear Medicine TechnologistNuclear Quality Control InspectorOccupational TherapistOil and Gas Drilling ProductionOphthalmic Lab TechnicianOptical TechnicianParalegalPark RangerPharmaceutical Sales Representative

Power Plant OperatorPsychologistQuality Control InspectorRadiation Therapy TechnologistRadiological TechnologistRange ManagerRecreation Program DirectorRegistered NurseRespiratory TherapistRobotics TechnicianSecondary School TeacherSheet Metal WorkerSocial WorkerSociologistSound EngineerSports Instructor/CoachSupervisorSurgical TechnologistSurveyorTile SetterTruck DriverUltrasound TechnologistVocational Education TeacherWater Treatment Plant OperatorWholesale Trade Sales Worker

2524

Appendix lc.Math is Important in a Wide Range of Careers: Applied Math

Applied Math (examples: Business Math and Shop Math)

Advertising Account ExecutiveAutomobile Parts Service ClerkAutomobile SalespersonAutomobile Service AdvisorAutomobile TechnicianBank TellerBarberBartenderBilling and Rate ClerkBindery WorkerBookkeeper and Accounting ClerkBrickmason/StonemasonBudget AnalystCarpenterCarpet InstallerCashierCement masonChemical Equipment OperatorClerical SupervisorCommunications EquipmentMechanicConstruction LaborerConstruction and Building InspectorCook/ChefCounter and Rental ClerkCredit ManagerDiesel Mechanic DispatcherDrywall Installer and LatherElectrical Power Line InstallerElectrician ElectromechanicalEquipment AssemblerElectronic Equipment RepairerElectronic TechnicianEngineering Technician

Farm Equipment MechanicFashion CoordinatorFood and Beverage Service WorkerFood Service ManagerFreight. Stock, and Material MoverGeneral Maintenance MechanicGeneral Office ClerkGlazierHeating and Cooling MechanicHeavy Equipment MechanicHome Appliance/Power ToolRepairerHotel/Motel Manager and AssistantHousehold Electronic EquipmentRepairerIndustrial Machine RepairerIndustrial Traffic ManagerInspector. Tester, GraderInsulation WorkerInsurance AgentInsurance Claim RepresentativeLocksmithMachinistManufacturers RepresentativeMeat CutterMerchandise Display WorkerMetal/Plastic Working MachineOperatorMillwrightOffice Machine OperatorPacker/PackagerPainting/Coating Machine Operator

Payroll ClerkPlumber and Pipe FitterPrecision AssemblerPrinting Press OperatorPurchasing AgentReal Estate AppraiserReal Estate Sales AgentReceptionistRecreation Program DirectorRetail SalespersonRetail Store Sales ManagerRiveterSecretaryShipping and Receiving ClerkSmall Engine MechanicSolar Energy System InstallerSound EngineerStationary EngineerStatistical ClerkStock ClerkStructural Metal WorkerTeacher AideTechnical WriterTelecommunications WorkerTelephone Installer and RepairerTelephone OperatorTool and Die MakerTravel AgentUpholstererVending Machine MechanicWaiter/WaitressWelderWholesale and Retail BuyerWoodworker

225

Appendix ld.Math is Important in a Wide Range of Careers: General Math

General Math

Administrative AssistantArt DirectorBlacksmithBus DriverChemical Equipment OperatorCollection WorkerCustodianCustomer Service RepresentativeDental AssistantDirector/ProducerElectrocardiograph TechnicianElectroencephalograph TechnicianElevator Installer/RepairerFarmer/Farm ManagerFirefighterFlight AttendantGardener and Groundskeeper

Hazardous Waste ManagerHousekeeperLandscape ArchitectLaundry/Dry Cleaning MachineOperatorLumber Production WorkerMail CarrierMail Clerk and MessengerMotion Picture/Radio/TV ArtDirectorMusician and ComposerNumerical Control Tool ProgrammerNursery WorkerNursing AideOffice Machine RepairerParking Lot AttendantPest Controller

Pharmacy TechnicianPhoto Laboratory WorkerPhotographerPlastererPostal ClerkPostmaster and Mail SuperintendentPreschool TeacherProduction CoordinatorRange ManagerReligious WorkerReservation AgentRooferService Station AttendantSign Painter and LettererTV and Radio RepairerTaxi Driver and Chauffeur

Appendix 2.SELF-EVALUATION ON QUESTIONING

Following is a self-evaluation checklist on questioning techniques. During the class period:Do I call on females as well as males for the tough questions?Do I pause before calling on a specific student?Do I ask questions without including a specific students name?Do I pause before responding to a students question?Do I pause after a student gives a response to my question?Do I call on a large number of students during the class period?Do I allow all the students to consider the answers to high-level questions before I call on one

student?Do I use student pairs to arrive at solutions or discuss a students response?Do I direct all my questions to ALL students?Do I field appropriate student questions back to the class?Do I ask students to justify their answers so that their fellow students can learn from the response?Do I allow students to complete their answer before jumping in?Do I ask students to enhance their answer when it is not complete, or if I can't tell if they

understood the concept?Do I allow students to respond to another students responses before I make a comment myself?Do I avoid yes-and-no questions?Do I avoid true-false questions?Do I avoid one-word-answer questions?Do I avoid asking questions similar to "Do you have any questions?"Do I avoid using questions as a disciplinary tool, or to capture attention?Do I avoid group responses to questions?Do I avoid asking and then immediately answering questions myself?Do I help a student to enhance his or her answer?Does my questioning give me meaningful input about the students understanding of the conceptsbeing taught?Do I allow students to think and organize their ideas before asking them to respond in front of theentire class?Do I create a classroom atmosphere that makes it safe for students to be wrong?Are my students properly trained to act maturely when a student gives a wrong response?Do I avoid asking only top students high-level questions?Do my questions promote total student involvement, or do they inhibit student involvement?Do my questioning techniques raise the level of concern (but not fear) in my class?When there are only a few hands raised to respond to a question, do I provide alternative ways torespond in order to get more students to participate?When only one student can answer a question, do I use this input and help others to understandand become involved in the question?Do I allow students to discuss ideas with their partners before asking a particular student toshare ideas with the entire class?Do I avoid calling out a name of a student before I ask a question?Do I avoid asking questions and then immediately calling on a student?Do I frequently walk around and monitor students' pencil-and-paper responses?Do my questions help me significantly in my goal to know who knows and who doesn't know?Do my questions help me learn the source of misunderstanding, or clarify any lack ofunderstanding?

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Appendix 3.Survey: Who should?

Motivation Counts - Teaching Techniques That Work,

What is your school? What is your grade? (Circle your grade.) 3 4 5 6

27

28

What is your teacher's name? Are you a boy or a girl? (Circle the right word.) BOY GIRL

Part I For each of these jobs, circle the 1 under MAN if you think only a man should do the job; circle the 2under WOMAN if you think only a woman should do the job; or circle the 3 under both if you think both a man and

woman should do the job. Be sure to circle only one answerfor each job.MAN WOMAN BOTH

1. airplane pilot 1 2 3

2. artist 1 2 3

3. astronaut 1 2 3

4. carpenter 1 2 3

5. cook 1 2 3

6. doctor 1 2 3

7. forest ranger 1 2 3

8. lawyer 1 2 3

9. librarian 1 2 3

10. lifeguard 1 2 3

11. nurse 1 2 3

12. President of the United States 1 2 3

13. race car driver 1 2 3

14. secretary 1 2 3

15. store clerk 1 2 3

16. sixth grade teacher 1 2 3

17. telephone operator 1 2 3

18. truck driver 1 2 3

19. nursery school teacher 1 2 3

Part II When there are class jobs to be done, who do you think should do them? Circle the 1 under BOY if youthink only a boy should do them? Circle the 1 under GIRL if you think only a girl should do them/ or circle the 3under BOTH if you think a boy and a girl should do them.

BOY GIRL BOTH20. messenger 1 2 3

21. class president 1 2 3

22. eraser cleaner 1 2 3

23. librarian 1 2 3

24. class secretary 1 2 3

25. class treasurer 1 2 3

Part III Now what about things at home? For each of these things, circle who should do it: a man, a woman, or both.MAN WOMAN BOTH

26. When children misbehave at home, 1 2 3

who should correct them?27. Who should teach good manners? 1 2 3

28. Who should take care of a sick child? 1 2 3

29. Who should teach children right from 1 2 3

wrong?

Part IV Here is a list of jobs that people do at home. Circle who should do the job: a man, a woman, or both.

MAN WOMAN BOTH30. washing dishes 1 2 3

31. taking out the trash 1 2 3

32. grocery shopping 1 2 3

33. paying bills 1 2 3

34. cooking 1 2 3

35. fixing things around the house 1 2 3

28

29

36. dusting furniture 1 2 3

37. scrubbing floors 1 2 3

38. sewing 1 2 3

39. working in the yard 1 2 3

40. moving furniture around 1 2 3

41. doing laundry 1 2 3

Part V Here is a list of spare-time activities. Circle who should do them: a man, a woman, or both.MAN WOMAN BOTH

42. playing football 1 2 3

43. swimming 1 2 3

44. playing the violin 1 2 3

45. going to sports games (like baseball) 1 2 3

46. gymnastics 1 2 3

47. helping in a hospital every week 1 2 3

**This survey was developed by the High lin School district, Project Equality, Seattle, Washington 98166.

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ourc

esht

tp://

ww

w.c

oe.u

ga.e

du/in

gear

/web

site

s.ht

ml

8 46

Dis

cuss

ion

Que

stio

n #2

How

can

you

besu

reth

at A

LL

stu

dent

s ar

ere

ceiv

ing

the

enco

urag

emen

tan

din

form

atio

n th

ey n

eed

in th

eir

mat

hem

atic

sed

ucat

ion

for

futu

re s

ucce

ss in

a c

aree

r?C

aree

r R

esou

rce

Gui

de f

or T

each

ers

http

://w

ww

.woo

drow

.org

/teac

hers

/mat

h/ge

nder

/13c

are

er.h

tml

Hig

h Q

ualit

yIn

clud

es A

llht

tp://

ww

w.ti

ac.n

et/u

sers

/cka

ssoc

/Mov

ing

tom

ains

trea

m.h

tm

47

9 48

Dis

cuss

ion

Que

stio

n#3

Wha

tcan

be d

one

to r

educ

e bi

as in

choo

sing

car

eers

and

to m

ake

sure

that

stud

ents

do

not u

nkno

win

gly

plac

e lim

its o

nth

emse

lves

by

choo

sing

or

faili

ng to

cho

ose

cert

ain

mat

hem

atic

s co

urse

s?C

aree

r an

d C

hoic

es

http

://w

ivad

ml.w

iu.e

du/m

ioip

/car

eers

/tabl

eofc

onte

nts

.asp

10

Dis

cuss

ion

Que

stio

n #4

As

afu

ture

teac

her

how

can

you

deve

lop

mat

hem

atic

s le

sson

s w

hich

incl

ude

AL

Lst

uden

ts a

nd m

ake

conn

ectio

ns to

the

wor

kpla

ce?

Les

son

Plan

ning

http

://cy

berb

ee.c

om

http

://er

icir

.syr

.edu

Nir

tual

/Les

sons

http

://w

ww

.dis

cove

rysc

hool

.com

/sch

rock

guid

e

51

11

52.

Act

ivity

One

Vie

wa

vide

ota

peof

your

fiel

d ex

peri

ence

and

com

plet

e th

e se

lf-e

valu

atio

nch

eckl

ist.

Self

-eva

luat

ion

chec

klis

t App

endi

x 2

Bra

inst

orm

way

sto

use

the

self

-eva

luat

ion

chec

klis

t with

your

futu

re s

tude

nts.

53

12

EA

Act

ivity

Tw

o

Ask

two

mid

dle

scho

ol s

tude

nts

and

two

elem

enta

ry s

tude

nts

to c

ompl

ete

the

mat

hem

atic

ssu

rvey

and

brin

g yo

ur d

ata

to c

lass

.Su

rvey

: Who

sho

uld?

Wor

k in

sm

all g

roup

s to

ana

lyze

the

gath

ered

data

. Ana

lyze

the

resu

lts f

rom

the

who

le c

lass

.

As

a gr

oup

find

an

appr

opri

ate

way

to d

ispl

ay th

e

data

.

56

13

56

Wor

kpla

ce C

onne

ctio

nSt

uden

ts c

hoos

e on

e ca

reer

fro

m a

"M

ath

isIm

port

ant .

.." h

ando

ut a

nd c

onta

ct s

omeo

ne w

how

orks

in th

at f

ield

.M

ath

is im

port

ant..

. App

endi

ces

la, l

b, lc

, ld

Ask

the

cont

act p

erso

n ho

w th

ey u

se m

ath

in th

eir

job

and

wha

t mat

h co

urse

s th

ey to

ok in

hig

h sc

hool

that

hav

ebe

en h

elpf

ul. R

esea

rch

to f

ind

the

aver

age

sala

ry f

orth

e jo

b to

con

nect

the

leve

l of

high

sch

ool m

ath

topo

tent

ial c

aree

r ea

rnin

gs. C

ompi

le th

e in

form

atio

n in

toa

clas

s sp

read

shee

t.U

sing

a g

raph

ing

calc

ulat

or, m

ake

a sc

atte

r pl

otco

mpa

ring

the

high

est l

evel

of

mat

h to

pote

ntia

l car

eer

earn

ings

.ht

tp://

govi

nfo.

kerr

.ors

t.edu

/eam

-sta

teis

.htm

57

14

5R

Eva

luat

ion

Wri

te a

fie

ld e

xper

ienc

e jo

urna

l ref

lect

ion

that

desc

ribe

s th

ew

ay y

ouw

ere

able

to in

corp

orat

e a

scho

ol-t

o-w

ork

activ

ity in

toyo

urfi

eld

expe

rien

cecl

assr

oom

. Inc

lude

:

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stud

ents

res

pond

ed to

the

activ

ity.

Wha

t eff

orts

and

/or

mod

ific

atio

ns d

idyo

um

ake

to a

ccom

mod

ate

for

the

incl

usio

n of

AL

L s

tude

nts?

59

15 Go

Ack

now

ledg

emen

ts

Scho

ol-t

o-w

ork

info

rmat

ion

was

com

pile

d by

Lee

Ham

il an

d C

indy

Gee

r.

Ann

Din

khel

ler

wro

te th

e or

igin

al M

ath

Mod

ule.

Tec

hnol

ogic

al a

dditi

ons

and

the

pow

er p

oint

pres

enta

tion

wer

e de

sign

ed b

yD

ebor

a K

uche

y.

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Con

nect

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wor

ld o

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ork

tom

iddl

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hool

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ence

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ake

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iffe

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L s

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ept t

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eain

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orks

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l for

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ure

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ers

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nst

uden

tsap

ply

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yle

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rea

l lif

e,re

al w

ork

situ

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ns.

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es

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em

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pone

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dle

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ol le

vel?

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nt o

ff b

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o's.

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the

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?"

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Scho

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iddl

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su

Scho

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k pr

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p; id

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g Fu

ndam

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lls

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each

ers

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entif

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velo

p pe

rson

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ualit

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reco

gniz

e th

e ap

plic

atio

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thes

e sk

ills

in th

eir

daily

live

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thin

king

ski

lls a

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evel

op p

erso

nal

qual

ities

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the

curr

icul

um.

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ses

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ities

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k be

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re c

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pplic

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9910

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Scho

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Philo

soph

yw

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-T-W

11 M

eet t

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ofea

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(age

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n D

evel

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e So

cial

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ls11

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ine

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onal

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ult r

oles

101

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ST

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LE10

2

rA

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dle

coo

l Sci

ence

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ivi

icnc

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ra e

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ool

oro

onen

s

A S

cien

ce A

ctiv

ity W

hat b

rand

of

pape

rto

wel

abs

orbs

the

mos

t?

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ents

mus

t dev

elop

a w

ay to

test

the

abso

rptio

nof

dif

fere

nt b

rand

s of

pap

er to

wel

s.

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pera

tive

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bs: r

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r an

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ater

ials

man

ager

.

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al s

kills

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ng c

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cism

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elop

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s.

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elop

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e hy

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esis

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elop

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ptat

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acili

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l pic

ipat

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uden

ts w

ith d

isab

ilitie

s.

Iden

tify

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rols

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riab

les

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ed m

ater

ials

.

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orm

the

expe

rim

ent.

Co1

160t

,..ar

id r

ecor

d da

ta,:

105

Inte

rpre

t the

res

ults

.B

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TC

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YA

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ILA

BLE

106

22

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sse

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pone

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nce

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al s

kills

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erog

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roup

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ts in

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clas

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velo

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t, in

clus

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team

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k, c

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109

110

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pera

tive

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rnin

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al S

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peci

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tie

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t with

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ipl

eac

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es.

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tart

with

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ents

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grou

p.m

i Pra

ctic

e so

cial

s'll

s.

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roce

ssgr

oup

wor

k.

112

111

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cuss

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ence

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ces

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114

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anda

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nec

ion

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rds?

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iona

l and

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te S

tand

ards

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nec

ions

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anda

rds

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nect

ion

how

doe

s th

isac

tivity

mee

t Ohi

o an

d N

atio

nal C

urri

culu

mSt

anda

rds?

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air-

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re A

ctiv

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m o

r qu

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n po

sed

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k tim

e

squa

re w

ork

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120

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careerscould

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nect

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e A

ctiv

itW

orld

of

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k C

onne

ctio

ns: W

hat c

aree

rs c

ould

be

conn

ecte

d to

the

skill

s an

d co

ncep

ts ta

ught

in th

issc

ienc

e le

sson

? B

rain

sto

low

ski

ll le

vel j

obs

tohi

gh s

kill

leve

l job

s.

Rou

nd R

obin

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ount

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by

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s

Beg

in w

ith #

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ove

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e ar

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e an

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wer

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s'.

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are

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cla

ss.

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rese

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, #3

reco

rder

Soci

al S

kills

liste

ning

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ne a

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er.

123

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rgy

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127

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mci

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ory

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r

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iron

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ater

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serv

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y11

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imat

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rd

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ecto

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pute

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nten

ance

129

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PY

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LE13

034

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d C

olla

bora

tion

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the

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fcar

eers

gene

rate

d.

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ng th

e th

ink-

pair

-sha

re s

trat

egy

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brai

nsto

iho

wa

pers

onin

apa

rtic

ular

care

erw

ould

nee

d to

tea]

colla

bora

te.

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side

rw

ays

topr

ovid

e op

port

uniti

es f

orin

divi

dual

s w

ith s

peci

al n

eeds

.)

131

132

35

iscu

sse

1or

anc

e o

team

inan

colla

ora

ion

ine

wor

k la

ce.

133

BE

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LE13

436

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kpla

ceC

onne

ctio

n

epre

sen

a iv

e ro

a oc

a co

pan

ydi

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ses

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ing

and

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bora

tion

in th

e

wor

kpla

ce.

byis

tea]

'ng

and

colla

bora

tion

ipo

rtan

t?II

Con

nect

ing

the

wor

ld o

f sc

hool

to th

ew

orld

of w

ork.

Exa

Ale

s of

wor

kers

in th

e co

pany

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sci

ence

kno

wle

dge.

o nc

usi

on in

t e

wor

p a

ce13

513

6

are

e co

nnec

ions

be

een

mi

lesc

ool s

cien

cean

evv

orl,

oor

isor

an

137

138

38

11

139

BE

ST

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PY

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LE14

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mar

y

"]"-

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loct

sci

ence

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tent

to th

e re

alw

orl

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ide:

info

rmat

ion

...::.

and_

..act

witi

es w

hich

..,..:

conn

ect t

o th

e w

orld

of w

ork:

11U

se c

oope

rativ

e.

....:.

....

lear

ning

to p

rom

ote,

soci

al s

kills

.

Use

coo

pera

tive

lear

ning

to p

rom

ote

colla

bora

tion

and

team

wor

k.

Add

ress

sta

te a

ndna

tiona

l sci

ence

stan

dard

s.

141

142

40

EV

AL

UA

TIO

N/R

EFL

EC

TIO

N

Thr

ough

outt

hese

este

r,in

coor

ate

real

wor

ld, r

eal w

ork,

tech

nolo

gy, a

nd in

clus

ion

co p

onen

tsin

less

ons.

(D

esig

nate

d se

ctio

nson

less

onpl

anfo

gat

)II

Use

coo

pera

tive

lea

ing

stra

tegi

esin

less

ons.

143

BE

ST

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PY

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AIL

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LE14

441

145

choo

l to

Wor

k an

dLa

ngua

geA

rts

Met

hods

Dr.

Mar

yA

nncC

onne

llD

r.C

ynth

iaG

eer

146'

Why

are

real

life

conn

ectio

nsim

port

ant

inm

e-sc

1 A

dole

scen

tde

velo

pmen

t1

Glo

bal E

cono

my

I Pur

pose

of S

choo

lI N

atio

nal a

nd S

tate

Sta

ndar

ds

147

I Dis

tric

t Sta

ndar

dsI S

choo

l to

Wor

k A

ctI I

nclu

sion

1 D

iver

se P

opul

atio

ns

148

Sch

ool t

o W

ork

Ove

rvie

w

1 B

elie

f tha

t ind

ivid

uals

lear

n be

st b

y do

ing

and

by r

elat

ing

wha

t the

y le

arn

in s

choo

lto

thei

r ex

perie

nces

as

wor

kers

.I S

choo

l-to-

Wor

k O

ppor

tuni

ties

Act

of 1

994

1 P

rovi

des

seed

mon

eyto

sta

tes

to d

esig

n a

S-T

-Wsy

stem

.

149

150

Sch

ool t

o W

ork

Ove

rvie

w

1 A

ctiv

ities

, exp

erie

nces

, opp

ortu

nitie

sth

atpr

epar

est

uden

ts fo

r w

ork.

1 In

clud

es A

LL s

tude

nts.

1 B

ased

on

conc

ept t

hat l

earn

ing

wor

ks b

est

and

is m

ost u

sefu

l for

futu

re c

aree

rs w

hen

stud

ents

app

ly w

hat t

hey

lear

n to

rea

l life

,re

al w

ork

situ

atio

ns.

151

152

ow a

rpa

n u

used

in th

e w

orkp

lace

?

Rea

ding

, Writ

ing,

Spe

akin

g, L

iste

ning

153

154

Go

Is fo

r P

rese

rvic

eT

eS

Trch

ers:

Lang

uage

Art

s &

I Rec

ogni

ze a

pplic

atio

ns o

f lan

guag

e ar

tssk

ills

to a

mid

dle

scho

ol s

tude

nts

daily

lives

.

I Ide

ntify

lang

uage

art

s sk

ills

and

conn

ect

to th

e w

orld

of w

ork.

I Ide

ntify

stu

dent

s' in

tere

sts,

apt

itude

s,an

dab

ilitie

s re

lativ

e to

lang

uage

art

s an

dca

reer

opt

ions

.15

715

8

Goa

ls fo

r P

rese

rvic

eT

each

ers:

Lang

uage

Art

s &

ST

iNI L

earn

app

ropr

iate

str

ateg

ies

to te

ach

mid

dle

scho

ol s

tude

nts

to c

omm

unic

ate

inor

al &

writ

ten

form

.

I Pra

ctic

e th

inki

ng a

nd p

robl

em s

olvi

ngsk

ills.

I Util

ize

indi

vidu

al a

ndgr

oup

tech

niqu

esth

at fu

lly in

clud

e di

vers

e po

pula

tions

.I F

acili

tate

indi

vidu

al r

espo

nsib

ility

& s

elf-

lear

ning

159

160

Wha

t lan

guag

e ar

ts s

kills

do d

iffer

ent w

orke

rsne

ed?

1 R

eadi

ng, w

ritin

g, li

sten

ing,

and

spea

king

skill

s fo

r:te

ache

rs

IIm

echa

nics

IIco

nstr

uctio

n w

ork

IIfit

ness

trai

ners

IIpa

rent

s

161

162

Suc

cess

ful L

earn

ers

and

Wor

kers

1 W

hat m

akes

an

indi

vidu

al a

suc

cess

ful

wor

ker?

I Wha

t lan

guag

e ar

ts s

kills

can

be

conn

ecte

d to

this

suc

cess

?

I Bra

inst

orm

way

s to

dis

cove

r w

hat a

ndho

w la

ngua

ge a

rts

skill

s ar

e us

ed in

the

wor

k w

orld

.

163

164

Usi

ng la

ngua

gear

ts s

kills

to c

ondu

cta

succ

essf

ulin

ervi

wI D

evel

op a

n in

terv

iew

form

and

que

stio

nsto

elic

it la

ngua

ge a

rts

skill

s ne

eded

for

apa

rtic

ular

job.

I Det

erm

ine

wha

t is

the

best

way

to g

athe

rth

e de

sire

d in

form

atio

n.

I Dev

elop

an

expl

anat

ion

to p

oten

tial

inte

rvie

wee

s so

they

will

res

pond

toin

terv

iew

.I O

btai

n pe

rmis

sion

to in

terv

iew

.16

516

6

Wha

tla

ngua

gear

ts s

kills

oI

nin

irIi

s? In

1LH

Ines

I Con

duct

inte

rvie

ws

in a

pub

lic p

lace

suc

has

a s

hopp

ing

area

, par

k, b

owlin

g al

ley.

I Int

ervi

ew a

t lea

st 1

0 pe

ople

- d

iffer

ent

cultu

res,

race

s, a

ges,

gen

der,

disa

bilit

ies,

diffe

rent

type

sof

jobs

sho

uld

be in

clud

ed.

167

168

169

Inte

rvie

w r

esul

ts

I Com

pile

and

ana

lyze

inte

rvie

w d

ata

toan

swer

que

stio

ns:

II A

re th

ere

sim

ilar

lang

uage

art

s sk

ills

that

cros

s al

l occ

upat

ions

?

11 A

re th

ere

skill

s th

atap

pear

to r

elat

e to

spec

ific

type

s of

occ

upat

ions

?II

How

can

this

info

rmat

ion

be u

sed

in a

mid

dle

scho

ol la

ngua

ge a

rts

curr

icul

um?

II H

ow c

an th

e fin

ding

s re

late

to N

atio

nal a

ndS

tate

sta

ndar

ds?

170

Inco

rpor

atin

gSc

hool

to W

ork

inSo

cial

Stu

dies

Gin

ger

Kel

ley

cKen

zie

Win

ston

Vau

ghn

171

172

1

173

Wha

t is

Scho

ol to

Wor

k

Ena

cted

byco

ngre

ssin

199

4

An

appr

oach

to c

aree

red

ucat

ion

Cal

ls f

or c

olla

bora

tive

effo

rts

betw

een

scho

ols

and

busi

ness

to c

ombi

ne s

choo

l and

wor

kba

sed

lear

ning

with

conn

ectin

gac

tiviti

es

Incl

udes

opp

ortu

nitie

s fo

r st

uden

ts w

ithdi

sabi

litie

s, w

omen

and

min

ority

grou

psIn

crea

sed

oppo

rtun

ities

for

stud

ents

topr

epar

efo

rca

reer

s2

1 74

Why

Scho

ol to

Man

yyo

ung

peop

lele

ave

scho

ol'

uneq

uipp

edw

ith s

kills

nee

ded

to p

erfo

rm

jobs

ina

mod

ern,

com

petit

ive

wor

ld

econ

omy

Em

ploy

ers

are

havi

ng d

iffi

culty

fin

ding

indi

vidu

als

who

are

adeq

uate

ly p

repa

red

for

toda

y's

dem

andi

ng jo

bs

You

ng p

eopl

edo

not

kno

w w

hat i

sav

aila

ble

to th

em in

the

job

mar

ket

175

317

6

Why

Sch

ool t

o W

ork

Und

erst

and

vita

l iss

ues

of p

ublic

life

.

Con

nect

soc

ial s

tudi

es c

urri

culu

m w

ith th

ere

al g

loba

l com

mun

ity

177

4

178

Infu

sing

into

Cur

ric

Inst

ruct

iona

lpr

ogra

mis

deve

lope

d t a

1co

mpo

sed

of

scho

ol-b

ased

-lea

rnin

g--(

acad

emic

san

d

occu

patio

nal s

kills

)

wor

k-ba

sed-

lear

ning

-(ac

tual

wor

ken

viro

nmen

t)

conn

ectin

g ac

tiviti

es-(

build

brid

es b

etw

een

scho

ol a

nd w

ork)

179

130

5

Goa

ls a

nd'e

c i

Be

able

to d

escr

ibe

dive

rsity

an

mul

ticul

tura

las

pect

sof

the

wor

kpla

ceB

e ab

le to

teac

h ot

hers

tode

velo

p po

sitiv

ew

ork

habi

tsin

clud

ing

natu

ral

supp

ort

Part

icip

ate

in w

ork

site

vis

its

BE

STC

OPY

AV

AIL

AB

LE

181

618

2

Wor

kpla

ceC

onne

c

Mak

e co

nnec

tions

bet

wee

n th

e so

cial

=st

udie

san

d th

ejo

bs th

eyw

ill b

e in

volv

ed in

Mak

ing

conn

ectio

ns to

wor

kpla

ce im

prov

esst

uden

t mot

ivat

ion,

and

aca

dem

icpe

rfor

man

ce

Prep

are

stud

ents

to c

hoos

e an

d fo

llow

care

ers

Chi

ldre

n le

arn

best

whe

nth

ey s

ee a

purp

ose

for

lear

ning

7

184

Wor

kpla

ceC

onne

c

Cho

ose

a si

te a

nd s

etup

inte

iew

Opt

ions

-hi

stor

ical

site

,go

vern

men

tof

fice

,lo

cal c

ompa

ny,

civi

lor

crim

inal

cour

t, or

fact

ory

Dev

elop

que

stio

ns to

incl

ude

affi

rmat

ive

actio

n po

licie

s, e

mpl

oym

ent f

or p

eopl

e w

ithsp

ecia

l nee

ds, f

acili

ty p

rovi

des

acce

ssfo

r

hand

icap

ped

peop

leB

ES

T C

OP

YA

VA

ILA

BL

185

8

186

187

Soci

als

stud

ies

prog

ram

sne

ed to

be

rela

ted

to s

ite v

isits

whe

re p

eopl

e ar

e em

ploy

edin

area

sof

:

His

tory

Geo

grap

hyE

cono

mic

s

Soci

olog

yG

over

nmen

t9

18 1

3

ncl

ass

civ

i ies

Inte

et f

or S

choo

l-to

-wor

k ov

ei

ww

w.ic

i.col

ed.u

mn.

edu/

all/o

verv

iew

.htm

l

Dev

elop

que

stio

nsfo

r hu

man

reso

urce

lect

urer

Inte

rnet

for

Int

er-E

thni

c C

ounc

il-D

iver

sity

ww

w.ie

cgc.

org/

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rnet

for

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ersi

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w/p

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anag

emen

t.com

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9B

ES

T C

OP

Y A

VA

ILA

BLE

190

Poss

ible

Int

erne

L..

Inte

rnet

for

sch

ool t

o w

ork

over

view

ww

w.ic

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oed.

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k

ww

w.o

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BE

ST. C

OPY

AV

AIL

AE

LE

191

192

Pres

enta

tion

by S

tude

nt

Wri

tten

and

Ora

l Pre

sent

atio

n

How

site

incl

uded

aff

irm

ativ

e ac

tion

plan

,w

hat o

ppor

tuni

ties

wer

e av

aila

ble

for

spec

ial

need

indi

vidu

als,

was

ther

e di

vers

ityin

the

wor

kpla

ce, h

ow f

ield

exp

erie

nce

met

soci

al s

tudi

es s

kill

requ

irem

ent,

wer

efa

cilit

ies

hand

icap

ped

acce

ssib

le h

ow to

inte

grat

eth

is a

ssig

nmen

t in

your

mid

dle

scho

ol e

nvir

onm

ent?

193

194

12

Eva

lua

ion

Stud

ents

will

eet t

o sh

are

thei

rex

peri

ence

s.

Gro

up p

artic

ipan

ts w

ill e

valu

ate

each

mem

ber

of th

eir

grou

pby

wri

ting

ash

ort

com

men

t.

Eac

h st

uden

t will

turn

in c

omm

ents

abo

utth

is e

xper

ienc

e to

the

prof

esso

r.

195

BE

ST

CO

PY

AV

AIL

AB

LE13

196

III

I I

I I

I I

al.

Rea

ding

Str

ateg

ies

for

Scho

ol to

Wor

kA

pplic

atio

ns

Rea

ding

, Wri

ting,

Spe

akin

g,an

dL

iste

ning

Str

ateg

ies

for

Job

Succ

ess

Pres

ente

d by

Dr.

Les

lie A

nn P

rosa

k-B

eres

Xav

ier

Uni

vers

ity

197

198

Ack

now

ledg

men

t

* T

his

pres

enta

tion

has

been

mad

e po

ssib

le b

y a

gran

tfr

om th

e St

ate

Uni

vers

ity E

duca

tion

Dea

ns a

nd th

eSc

hool

-to-

Wor

k Sy

stem

s In

tegr

atio

n C

oalit

ion

at th

eO

hio

Stat

e U

nive

rsity

.

BE

ST

CO

PY

AV

AIL

AB

LE

199

200

Wha

tare

the

Stan

dard

s fo

rL

angu

age

Art

s an

dR

eadi

ng?

X00

0 C1

9:".

...-,

Ui

iII im m

III

al L

i El

111

IS

IRE

IM

I-

Stud

ents

mus

t rea

d a

wid

era

nge

of m

ater

ial t

o:bu

ild a

n un

ders

tand

ing

of p

rint

and

non

-pri

nt te

xts

deve

lop

stra

tegi

es to

com

mun

icat

e w

ith a

ppro

pria

tela

ngua

ge s

truc

ture

and

con

vent

ions

use

spok

en, w

ritte

n, a

ndvi

sual

lang

uage

for

lear

ning

, enj

oym

ent,

pers

uasi

on, a

nd in

form

atio

n

201

202

Rol

e of

the

Tea

cher

"...h

elpi

ngst

uden

tsto

ach

ieve

a s

ense

of

cont

rol a

ndow

ners

hip

over

thei

row

n us

eof

lang

uage

and

lear

ning

insc

hool

, ...w

hich

will

in tu

rn h

elp

to g

ive

them

a s

ense

of

thei

rpo

tent

ial p

ower

."K

en G

oodm

an

I

441f

trom

ull

203

204

Con

text

ual I

nflu

ence

s

Aas

sroo

V s

timul

atin

g le

sson

s an

d m

ater

ials

tofa

cilit

ate

lear

ning

and

dev

elop

a se

nse

ofpu

rpos

efo

ra

prod

uctiv

e le

arni

ng p

roce

ssV

sup

port

ive

clim

ate

to d

evel

opin

depe

nden

t thi

nker

s an

d co

llabo

rativ

ele

arne

rs w

hose

eth

e re

latio

nshi

p be

twee

nsc

hool

the

wor

ld o

f w

ork

207

208

Tea

cher

asT

our

Gui

de

Has

a g

ood

sens

e of

wha

t int

eres

ts s

tude

nts

V K

now

s st

uden

t's b

ackg

roun

d in

form

atio

n an

dex

peri

ence

Ant

icip

ates

obs

tacl

es to

lear

ning

pro

cess

209

210

Goa

ls a

ndO

bjec

tives

for

aC

ours

e in

Con

tent

Are

a L

itera

cy

1. T

hete

achi

ng o

f ph

iloso

phic

belie

fs

rega

rdin

g th

e re

adin

g pr

oces

s.

E>

2.

The

obs

erva

tion

of r

eadi

ng s

trat

egie

sne

eded

in th

e w

orld

of

wor

k.

E)

3.T

he d

evel

opm

ent o

f th

emat

ic u

nits

whi

ch in

tegr

ate

the

read

ing

proc

ess

with

care

er c

lust

er e

xplo

ratio

n.

211

212

213

Purp

ose

of C

ours

e

Cre

ate

men

tors

who

valu

e co

nten

t are

alit

erac

yin

stru

ctio

n

Dev

elop

app

ropr

iate

less

ons

and

activ

ities

for

clas

sroo

m u

se

Prov

ide

conn

ectio

nsto

the

wor

ld o

f w

ork

214

-14r

Cou

rse

Fra

e or

rm

inal

liiiim

ilial

/

Y.

1*-

Pres

ervi

ce a

ndin

serv

ice

teac

hers

will

lear

nho

w to

bec

ome

cont

ent

liter

ate

thro

ugh

curr

ent s

tudy

in th

e fi

eld

of r

eadi

ng.

rw

- Pr

eset

vice

and

inse

rvic

e te

ache

rs w

ill d

evel

opin

tegr

ated

them

atic

uni

ts w

hich

will

eng

age

lear

ners

in a

ctiv

e re

adin

g an

d th

inki

ng f

oe a

.gl

obal

soc

iety

..

i*--

Pre

serv

ice

and

inse

rvic

ejea

chet

s w

ill c

reat

eco

ncre

te le

arni

ng e

xtie

rien

ces,

rela

ted

tosc

hool

-to-

wor

k jo

b op

port

uniti

eso

215

tCC

'T n

nov

MIM

I A

RO

F21

6

1P

MI"

IS

pC

ours

eO

rgan

izat

ion

by T

opic

sS

HI

© I

ssue

s in

Lite

racy

: Mee

ting

Stat

e St

anda

rds

© E

arly

Rea

ding

and

Fam

ily L

itera

cy©

Int

egra

ted

Lite

racy

Ins

truc

tion

© C

ompr

ehen

sive

Ass

essm

ent o

f R

eade

rs a

ndW

rite

rs

OO

Lite

racy

, Div

ersi

ty a

nd th

e A

t-R

isk

Lea

rner

8 T

echn

olog

y an

d L

itera

cy I

nstr

uctio

n

CI

Rea

ding

in th

e R

eal W

orld

217

218

civ

i ies

ofl

uor

Cou

rse

Con

tent

Dev

elop

men

t of

a pe

rson

al w

orki

ngde

fini

tion

of r

eadi

ng a

nd li

tera

cy

Lan

guag

e or

igin

/voc

abul

ary

stud

y

Exp

lora

tion

of te

achi

ng te

chni

ques

for

cont

ent a

rea

mat

eria

l

Peru

sal o

f tr

ade

text

s as

sup

plem

ents

toco

nten

t tea

chin

g

Dev

elop

men

t of

liter

acy

asse

ssm

ent

port

folio

for

con

tent

stu

dy

219

220

fE

Wor

kpla

ce C

onne

ctio

n a

the

Uni

vers

ity L

evel

(4' S

tude

nts

will

"sh

adow

" va

riou

s un

iver

sity

pers

onne

l fro

m U

nive

rsity

Pre

side

nt to

Supp

ort S

taff

.

'4' S

tude

nts

will

log

and

jour

nal t

he r

eadi

ng s

kills

and

stra

tegi

es n

eede

d to

ful

fill

each

of

the

jobs

in th

e se

lect

are

a of

the

univ

ersi

ty.

"4' S

tude

nts

will

ana

lyze

dat

a co

llect

ed a

ndpr

epar

eth

emat

ic u

nits

and

sem

inar

for

umem

phas

izin

g th

e ne

cess

ity o

f re

adin

g in

the

wor

ld o

f w

ork.

221

222

4110

11.4

1.4p

or

valu

a io

n

Min

i and

grou

ppr

ojec

tsre

late

d to

scho

ol-t

o-w

ork

V D

evel

opm

ent o

fth

emat

ic u

nit

rela

ting

scho

ol-t

o-w

ork

and

read

ing

V S

elf-

eval

uatio

n of

unit

effe

ctiv

enes

s

Cri

tique

of c

onte

nt in

scho

ol-t

o-w

ork

unit

by u

nive

rsity

fac

ulty

Tea

chin

gpe

rfor

man

ceof

them

atic

uni

t

Qua

lity

ofsc

hool

-to-

wor

k da

ta c

olle

ctio

nan

d se

min

ar f

orum

223

224

225

Tea

cher

Tra

inin

g in

Lite

racy

Ena

bles

Mea

ning

fulS

choo

l-to

-or

k A

pplic

atio

n

V T

heor

y to

pra

ctic

em

akes

sen

se w

hen

appl

ied

to th

e w

orld

of

wor

k.

V C

onne

ctin

g lit

erac

y to

wor

k en

viro

nmen

ts a

ndsc

hool

cur

ricu

lum

deve

lopm

ent "

open

sdo

ors"

for

bot

h te

ache

rsan

d st

uden

ts.

4

226

227

1.1

Xav

ier

Uni

vers

ity

Tea

cher

Prep

arat

ion

Prog

ram

911.

1111

101"

0111

W

pip

BE

ST

CO

PY

AV

AIL

AB

LE

1111

1111

1Mil

228

),i'4

.)

Scho

ol to

Wor

k Pr

esen

tatio

n

The

Art

s A

t Wor

k

229

230

Rat

iona

le

RO

LE O

F T

HE

AR

TS

IN O

UR

LIV

ES

CA

RE

ER

S T

HA

T M

AK

E U

SE

OF

TH

EA

RT

SA

RT

S C

AR

EE

RS

INC

LUS

IVE

OF

ALL

ST

UD

EN

TS

231

BE

ST

CO

PY

AV

AIL

AB

LE23

2

Goa

ls a

ndO

bjec

tives

Mid

dle

Chi

ldho

od p

re-s

ervi

ce te

ache

rsde

sign

aun

itex

plor

ing

arts

rela

ted

care

ers.

Uni

t fol

low

s O

hio

Mod

el C

ompe

tenc

ies.

Uni

ten

cour

ages

part

icip

atio

nfr

om a

dive

rse

grou

pof

lear

ners

, inc

ludi

ngth

ose

with

dis

abili

ties.

Tec

hnol

ogy

is in

corp

orat

ed in

topr

esen

tatio

ns.

233

234

3

235

Uni

t Titl

e: M

all 2

000

Bra

inst

orm

car

eers

that

use

the

arts

:vi

sual

, mus

ic, d

ance

, & d

ram

a.D

iscu

ss c

aree

rs in

volv

ed in

des

igni

ng a

shop

ping

mal

l.

Cho

ose

and

rese

arch

an

arts

car

eer

.

Tea

cher

pro

ject

s vi

sual

layo

ut o

f a m

all

Dis

cuss

mal

l des

ign

& a

rts

conn

ectio

ns.

Stu

dent

s w

ork

in c

oope

rativ

egr

oups

to

desi

gnm

all

com

pone

nts.

4

236

Incl

usio

n C

onsi

dera

tions

In c

oope

rativ

egr

oups

stud

ents

con

side

r

peop

lew

ith d

isab

ilitie

s an

d th

eir

need

s:

Acc

essi

bilit

y -

door

s, r

amps

, sup

port

s,re

stro

oms,

tele

phon

es, s

igna

ge;

Saf

ety

-- la

ndsc

apin

g, li

ghtin

g, p

arki

ng;

Aes

thet

ics

- co

lor,

text

ure,

flow

ersc

ents

,m

usic

.

238

Wor

kpla

ceC

onne

ctio

n

Stu

dent

s vi

sit a

loca

l mal

l.

Stu

dent

s ta

ke p

hoto

s.S

tude

nts

com

pile

dat

a fo

r th

eir

prop

osed

des

igns

.S

tude

nts

anal

yze

data

.

Stu

dent

s m

eet

mal

lm

anag

emen

tan

d di

scus

s ac

com

mod

atio

ns fo

rin

divi

dual

s w

ith d

isab

ilitie

s.

BE

ST

CO

PY

AV

AIL

AB

LE

239

240

241

Tec

hnol

ogy

Inte

grat

ion

Use

Inte

rnet

to r

esea

rch

care

ers.

Use

digi

tal c

amer

aan

din

corp

orat

em

all

phot

osin

to p

rese

ntat

ions

.U

se in

stan

t cam

eras

and

sca

n ph

otos

into

com

pute

rfo

rpr

esen

tatio

ns.

Stu

dent

san

alyz

eda

ta o

nsp

read

shee

ts.

Stu

dent

sm

ayus

e vi

deo,

pho

toap

plic

atio

n, c

ompu

ter

art,

or p

ower

poi

ntin

fina

lpr

esen

tatio

ns.

242

Eva

luat

ion

Per

form

ance

Bas

ed A

sses

smen

tS

tude

nts

will

use

tech

nolo

gy a

nd/o

r th

ear

ts to

pre

sent

thei

r pr

ojec

t to

the

clas

s.

Stu

dent

s w

ill in

corp

orat

e co

nsid

erat

ions

for

indi

vidu

als

with

dis

abili

ties.

Stu

dent

s m

ust p

artic

ipat

e eq

ually

in th

eco

oper

ativ

e le

arni

ng e

xper

ienc

e.

BE

ST

CO

PY

AV

AIL

AB

LE

243

244

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