Basic Skills and Career & Technical Education (CTE) Lin Marelick, CTL Grant Coordinator Doug...
-
Upload
jocelyn-hill -
Category
Documents
-
view
220 -
download
0
Transcript of Basic Skills and Career & Technical Education (CTE) Lin Marelick, CTL Grant Coordinator Doug...
Basic Skills and Career & Technical Education
(CTE)
Lin Marelick, CTL Grant CoordinatorDoug Marriott, CCAA DirectorDeborah Harrington, Dean of Student Success, LA District, BSI Phase IV Director
March 11 & 12, 2009Sheraton Hotel, Universal City, CA
http://www.youtube.com/watch?v=ljbI-363A2Q
Agenda, Day 1 March 11, 10 a.m.- Noon
Introductions Outcomes for the workshop Who are the students with basic skills needs? BSI
Handbook Chapter 1 Myths & Misconceptions about students w/ basic skills
needs. What are the basic skills that students need? BSI
Handbook: Chapter 13 Changing the dialogue at your college. Lunch Break
Agenda Cont’d BSI Handbook Chapter 5: Best Practices in
teaching basic skills California Career Advancement Academies
Video: including the student voice Dr. Arora, Instructor, LA Valley College Discussion: What opportunities & barriers
do you foresee to implementing a CTL program at your college? How do you get college buy-in?
What do our students need from us to be successful? Assessment vs. evaluation
Outcomes Understand how to collaborate with CTE or
basic skills colleagues to develop contextualized teaching and learning (CTL) for CTE programs
Learn strategies for engaging students with basic skills needs in the classroom
Develop strategies for ongoing CTL discussions at your home campus
Increase communication with CTE and basic skills colleagues from other colleges
Increase awareness of projects that connect basic skills, CTE, and workforce development
Introductions
Description of the exercise: Meet and greet- introduce yourself to as
many people in the room as possible (minimum of five people). Ask the following: name, college, why are you here? (short answers please)
Introduce a person you met to the rest of the group
BSI HandbookChapters 1 & 13
Who are the students with basic skills needs?
What are the basic skills that students need to be successful in class or on the job?
Speaking English
Reading and Writing in English
Basic Arithmetic or Higher Math Skills
Employability or “Soft” Skills
Basic Skills & CTE Misconceptions Quiz- decide if the
statements below are True or False Students don’t need reading or math to be
successful in CTE programs because they need very discrete skills for specific occupational roles.
The majority of students who get their GED continue on to higher levels of education and/or occupational training.
The only way CTE students with basic skills needs can improve those skills is to enroll in a basic skills course.
How do we best reach & teach students with basic skills needs?
A Few Strategies:Directed Learning ActivitiesLearning CommunitiesContextualized Courses
Directed Learning Activities Which statement is untrue about Directed
Learning Activities?
Directed Learning Activities incorporate tutorial centers to address basic skills needs.
Apportionment funding in the form of hours by arrangement can be legitimately collected for directed learning activities.
The goal of the directed learning activity is the completion of exercises.
The language of the activity clearly connects to the course assignments, objectives and/or outcomes.
Learning Communities
Which statement is true about learning communities?
Learning communities reach across a limited number of disciplines
Learning communities are classes that are linked or clustered during an academic term and enroll a common cohort of students.
The faculty member is the center of activity in a learning community
Learning communities are not as effective for developmental learners community.
Contextualized Lessons Which statements below are true about
contextualized lessons?
In contextualized instruction: skills are taught in the context of what is
required and relevant for industry. skills are taught in the context of what is
relevant for general life and survival skills. skills are taught in the context of what is
meaningful and relevant to previous knowledge or experience.
The best way to learn something is in context.
All of the above answers are correct.
Myths & Misconceptions
Discussion: What myths & misconceptions do you know
of or anticipate from faculty and administrators at your college who did not attend this workshop?
Groups report out
Changing the dialogue…Partner Activity- Doug Marriott
How do you change the dialogue at your college in regards to basic skills instruction and contextualized teaching and learning?
Have some fun with the sample dialogue OR create your own…
Exercise description: Role play with the scripts that are on the table. Reverse roles and practice the dialogue again.
LUNCH BREAK12:00 – 12:45 pm
Best practices in teaching basic skills
Reshaping student pre-conceptions or misconceptionsMastering content specific information
(transfer of learning)Active Learning: when students are active in their own learning, they are able to organize information and retrieve it, i.e., KWL Deep learning: linking knowledge to a scaffold of previous knowledgeAssess, assess, assess: assessment, the learning toolMetacognition- students are conscious and attentive to their own learning strategiesStudent self-assessment: students analyze their own learning
Assessment v. Evaluation (what’s the difference?)
Assessment: Tools for measuring progress toward and achievement of the learning goals. The goal is to improve performance using feedback. (Pre and post measurements.)
Evaluation: The process of analyzing the results of assessment and determining whether the goals have been achieved. (Ongoing introspection of the process.)
Sample Rubrics
California Career Advancement Academies Video
The Student Voice…How do we ensure that the student voice is
included in our programs?
Doug Marriott
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Project Introduction / Overview
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Project Background:
Needs, Goals, Services, Outcomes
● Project Partners
● Opportunities
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Needs:
1) 93,013 young adults (ages 16-24) are undereducated and unemployed - - disconnected
- - “One out of Five” Out of School and Out of Work Youth in Los Angeles and Long Beach
2) Shortage of capable and pretrained healthcare workers for industry
(LVN’s, radiology technicians, medical record coders, psychiatric technicians, phlebotomists, respiratory therapists, related healthcare professions)
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
0%
5%
10%
15%
20%
25%
30%
35%
L.A. N.Y. City Mobile, AL Chicago San Diego TOT U.S.
6 Grade or LessLess Than H.S. Diploma
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Literacy Levels of Adult Population L.A. County, 2000
Level 1 32%
Level 2 21%
Level 3-547%
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
LOS ANGELES COUNTY 2007
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Occupations With the Fastest Job GrowthLos Angeles County
2004 and Projected 2014
Dental Hygienists 46% Dental Assistants 45.7% Network Systems and 45.6% Data Communications Analysts Medical Assistant 44.2% Physicians Assistants 42.1% Physical Therapy 38.9%
Assistant Medical Scientist 35.7%
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Goals:
1) Thoughtfully recruit, train, and prepare 18-30 year olds for careers in healthcare
and related ongoing educational opportunities
2) Create, leverage and institutionalize partnerships with industry and community resources to increase the pool of workers available for healthcare related jobs
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Services: Contextualized Basic Skills Courses Career Exploration Healthcare Core & Bridge Program Professional Training Programs Entry Level Employment Options
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Project Partners:L.A. City WIB, Community Based Organizations: Recruitment and supportive services
SEIU / L.A. Healthcare Workforce Development Program: Employer Lead on Industry-driven curriculum, teacher trainers, counseling
L.A. Community College District: Delivers trainings Institutionalizes course offerings Administers CAA grant
CAREER ADVANCEMENT ACADEMY
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAA
Los Angeles Healthcare Workforce Development Program
Los Angeles Valley College
East Los Angeles College
Los Angeles City College
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Grant Objectives:
Create a core group of specialized instructors for CAA Healthcare program
Become a model partnership of employer-specific, basic skills healthcare industry-driven training design
Extend grant beyond year one to further curriculum pathway for healthcare within LACCD
Institutionalize curriculum in non-credit / credit format for healthcare career ladder in partnership with SEIU and LACCD
Advance this pilot project into long-term, comprehensive training vehicle for SEIU employees modeled after New York City’s Lehman College
CAREER ADVANCEMENT ACADEMY
Funded in part by the Chancellor’s Office, California Community Colleges
Contact Information
Doug Marriott
Los Angeles Community College District
Dr. Yogesh Arora, Instructor, LA Valley College
Professor Arora contextualizes math& science for healthcare careers
CTL Instructor’s Experience
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Emphasis –Education, Job or Both?
• Purpose directs the learning.
• Real life problems assimilate with subject-matter in the classroom.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Teaching in the Context of JOBS &
PlacementTeaching strategies to connect:
academics and occupation
content and context
knowledge and application
knowing and doing
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Interest and Curiosity
Challenge:
To keep the students attentive and interested.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Interest and Curiosity
Strategy:
Demonstrate the Magic of Numbers
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Multiplication Trick or Magic?
12,345,679x9 = 111,111,111 12,345,679x18 = 222,222,222 12,345,679x27 = 333,333,333 12,345,679x36 = 444,444,444 12,345,679x45 = 555,555,555 12,345,679x54 = 666,666,666 12,345,679x63 = 777,777,777 12,345,679x72 = 888,888,888 12,345,679x81 = 999,999,999
12,345,679x999,999,999 = 12,345,678,987,654,321
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
WOW!!!!Is it a Pyramid or a Pattern?
12 = 1 112 = 121 1112 = 12321 11112 = 1234321 111112 = 123454321
Etc.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Critical Thinking
Five times four twenty, plus two, equals twenty-three. Is this true?
A 100-meter-long train moving 100 meters per minute must pass through a tunnel of 100 meters in length. How long will it take?
How many times can you subtract 6 from 30?
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
After the Magic, What is Next?
Challenge:
To correlate different solutions to a problem.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Correlating Decimals and Fractions
Strategy:
Demonstrate different answers;
but with equal values.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Equivalencies (Equal Values)
Fractions Decimals Percentages 1/100 = 0.01 = 1% 1/50 = 0.02 = 2% 1/40 = 0.025 = 21/2% 1/25 = 0.04 = 4% 1/20 = 0.05 = 5% 1/10 = 0.1 = 10% 1/9 = 0.11 = 111/9% 1/8 = 0.125 = 121/2% 1/5 = 0. 2 = 20% 1/4 = 0. 25 = 25%
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Equivalencies (Equal Values)
Fractions Decimals Percentages 1/3 = 0.333 = 331/3% 3/8 = 0.375 = 371/2% 2/5 = 0.4 = 40% 1/2 = 0.5 = 50% 3/5 = 0.6 = 60% 5/8 = 0.625 = 621/2 % 2/3 = 0.66 = 662/3% 3/4 = 0.75 = 75% 4/5 = 0. 8 = 80% 7/8 = 0. 875 = 871/2% 10/10 = 1. 0 = 100%
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Phobia Into Interest
Challenge:
To encourage students make an attempt to solve the problem
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Correlating Decimals and Fractions
Strategy:
Demonstrate new and interesting approach
- starting with simple problems.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Multiplication – Understanding Made Easy
Disregard Zeroes (on the right side of numbers) Multiply the numbers and add total zeroes
Examples: 30x70=
3x7=21, now add two zeroes, 2100
Summary:
30 3
X70 X7 2,100
21
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Division – Understanding Made Easy
Disregard Zeroes (on the right side of numbers) Divide the numbers and cancel an equal number
of zeroes Examples:
6500÷130= 65÷13=5, now cancel one zero, add the
remaining ones to the answer: =50
Summary:
6500 65
÷130 ÷13 50
5
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Interest To Question?
Challenge:
To help students maintain the interest to further dissect the
problem
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Multiplication with Decimals
Strategy:
Demonstrate a simplified approach.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Multiplication (with Decimals)
Disregard Decimals (count numbers on the right
side of decimals, not zeroes) Multiply the numbers and add decimal counting
total numbers from right. Examples:
1.1x1.20= 11x12=132, now add decimal counting
two places from right,=1.32
Summary: 1.1 11 X1.20 X12 1.32
132
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Division (with Decimals)
Disregard Decimals (count numbers on the right side of
decimals, not zeroes) Divide the numbers and add zero for each number
after the decimal. Examples: 48÷2.4=
48÷24=2 (disregard decimal, now add one zero, for the number after decimal for the answer:
=20Summary: 48 48 ÷2.4 ÷24 20
2
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
SUM OF SOME NUMBERS
How to get the Sum of numbers from 1 to 100?
Sum, S = n ( n+1) where n = number
2 Example: Sum of numbers from1 to 90 1+2+3+4+5+6+7+8+9+10………+90 90 (90+1) = 4095
2
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Dimensional Analysis &
Data Analysis
Dimensional Analysis
OR Unit conversion Example: A 16 ounces bottle of milkshake
contains 13.60 gm of fat. How many grams of fat are in each ounce?
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Collection and Analysis of Data
Price
Oz.
Per Bar
Protein
Per Gram
Calories
Per Ounce
Fat
Per Gram
Protein
Per Ounce
Price
Per Ounce
TIGER’S MILK $ 0.89
SLIM
FAST $ 1.29
Source: Students Manual - Math for Healthcare Careers, LAVC, 2009
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Normal Saline/Salt Solution Saline or Salt = Sodium chloride, NaCl Normal saline = 0.9% Means 0.9 g in 100 mL of water
(sterile) IV means INTRA VENOUS Example: An IV solution of 0.9 % is being
infused to a patient at a rate of 15.5 mL per hour. How many mL would infuse in 4.25 hours?
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Temperature Conversion F = 1.8 C + 32 C = F – 32
1.8 Example: A British child on arrival
in USA says his temperature is 37.5 degrees C. What is his temperature in F degrees? Estimation vs. Calculation?
Normal Body Temperature 97.6 degrees F = 37 degrees C
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Blood Volume, Groups and Fractions
About 8% of body weight Volume about 5 liters Blood Groups
A: A antigen and anti-B antibody B: B antigen and anti-A antibody AB: A and B antigen, No antibodies,
(Universal recipient) O: No A or B antigens. Both anti-A and
anti-B antibodies.
(Universal donor) Rh factor: Positive or Negative
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Numbers & Facts About Blood
In US, 85% of the population has Rh+
In China, 99% of the population has Rh+
Different Animals have different blood groups: Dogs: 4 Sheep/Goat: 7 Horse/Donkey: 7 Cats: 11 Cows: 800
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Fractions and Mental Math
A+A- B+
B- AB+AB- O+
O-
8
25
7
100
9
100
1
50
3
100
1
100
19
100
2
25
1. Which blood type is most common in the population?
2. Which blood type is least common in the population?
American Red Cross DataSource: Students Manual - Math for Healthcare Careers, LAVC, 2009
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Our Body and Organ Systems
11 Organ systems Integumentary system Skeletal system Muscular system Nervous system Endocrine system Cardiovascular system Lymphatic system Respiratory system Digestive system Urinary system Reproductive system
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Metric Conversion Rules If you are converting from a 'bigger'
unit to a 'smaller' unit, move the decimal point to the right.
If you are converting from a 'smaller' unit to a 'bigger' unit, move the decimal point to the left.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Metric Conversion & Decimals- a Ladder
Kilo
Hecta
Deka
BASEUNIT
Deci
Centi
Milli
Micro
1 g
1 L
1 m
To Convert to a smaller unit:Move decimal point to the RIGHTORMULTIPLY
To Convert to a LARGER unit:Move decimal point to the LEFTOR DIVIDE
Nano
cm
mgmL mm µg
µL µm
ng,nm
dL
kgkm
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Drip and Volume/Percent QUICK MATH Exercise: A patient is receiving 1500mL saline
every 6 hours. What is the new amount if doctor says to decrease it by 20%?
OR What is 0.1% of aqueous solution?
March 11, 2009Copyright. Science Teaching Solutions. All Rights Reserved.
Human Body and Burns
Burns: Injury to tissues due to heat, chemical, electric shock, lightning or radiation. Burn patients care and survival
Three primary variables Degree of the burn Percent of body burn Patients vital signs
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Human Body and Burns
First degree or partial thickness burn superficial only epidermis is damaged Erythema, mild edema, surface layer
shed Healing – a few days to two weeks No blisters or scarring Example: sunburn
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Human Body and Burns
Second degree
- deep partial-layer burn Destroys epidermis Blisters formed Healing depends on survival of
accessory organs No scars unless infected
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Human Body and Burns
Third degree or full-thickness burn Destroys epidermis, dermis and
accessory organs of the skin Healing occurs from margins
inward Leaves white charred tissue Skin grafting may be needed
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
The Rule
of Nines
Fig. Rule of Nine. Source: J.C. Scherer, 1982. Taken from Math for Healthcare Careers, LAVC, 2009
• To calculate the % or the extent of burns • Used in First Aid/Burned victims• Most parts of human body consists of 9 % of the surface area
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
HEARTBEATS Two phases of the heartbeat: diastole: relaxation systole: contraction
The diastole-systole cardiac cycle occurs average 72 times per minute
About 100,000 times per day About 2.5 BILLION times in life (Avg. 66 yrs)
The heart pumps 65 mL of blood with each contraction.
Means about 4.75 liters are pumped per minute 285 liters an hour 7000 liters a day 60,00 miles of Blood vessels
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
BLOOD PRESSURE CHECKBlood pressure: The force that blood exerts on arterial walls.
Measured using
SphygmomanometerBlood Pressure,
Expressed as a fraction:
systolic pressure / diastolic pressure
120/80 mm HgSource: The Language of Medicine, Eighth Edition, Devi-Ellen Chabner. Saunders, 2007.
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Digestive system Organs from Mouth to Anus Digests, absorbs and excretes Small intestine is bigger in length, about
7 meters, but smaller in diameter. Large intestine is small in length, about
1.5 meters, but larger in diameter
Numbers and Human Body
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Urinary system Maintains body’s water and salt balance Regulates Blood’s acid-base balance Removes nitrogen containing waste About 1 Million glomeruli (tiny balls of
capillaries) in the cortex of kidney 150 liters of fluid filtered daily Kidney reabsorbs 98-99% of water and
salts 1.5 liters urine excreted daily
Numbers and Human Body
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Male Reproductive system Sperm cell, 1/3 the size of RBC 1/100,000th, the size of female ovum Only 1 out of 300 million sperm cells
can penetrate single ovum and fertilize
Numbers and Human Body
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Class Interactions Encourage students to ask questions Value their questions Appropriate response Cite examples in Healthcare Involve & Participate
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Three P’s To Successful Learning
Practice Seat Activity
Practice Group Activity
Practice Board Activity
ONLY, PERFECT Practice makes it Perfect!
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Reflections on Students High Attendance Less Absenteeism Work Harder More Interested More Responsible Better Behaved Enhanced comprehension Greater Learning Progress
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
A Rational Assessment
Evaluate - the knowledge gained Apply - the knowledge gained Exhibit - the knowledge gained
ThroughIntra-group knowledge sharingInter-group knowledge sharing
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Added Stimulus Help with Computers/Resume
making Employers
Various employers every week Like Holding a reward Potentials of Jobs
Personal stories from graduates Encouragement from families
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Outcomes of CTLIncreased knowledge retentionEnhanced student motivationTeaching becomes a Team
Effort Between the instructor and the class Encouraging student persistence
Learning becomes their Pride Responsibility to assimilate
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
Knowledge is ProudThat It had learnt So Much
Wisdom is HumbleThat It Knows No More!
Be Wise!!!
March 11, 2009
Copyright. Science Teaching Solutions. All Rights Reserved.
ACKNOWLEDGEMENT
Sincere Thanks to: Lennie Ciufo Doug Marriott Marcella Sardanis Support Staff
Career Advancement Academy
at LAVC
Break
Discussion What basic skills CTL opportunities do you see
to create “shift” at your college? Learning Communities Directed Learning Activities Contextualized Lessons
What CTL barriers do you feel are present at your college? Resistance from colleagues or
administration Time to devote to development Resources to support developmentGroups Reports
How do you get college buy-in?
Agenda for day 2March 12, 9:00 am – Noon Check-in, review yesterday’s discussions
Effective practices in contextualized teaching and learning (CTL) Discussion on CCAA’s pitfalls, concerns, discoveries, successes, and redesigns.
Story time: Write a story about your experience teaching students with basic skills needs enrolled in your class. Share stories
Agenda Day 2 Cont’d Action Plan: Turning your experience into action. Review action plan template and develop a plan
Report out on action plans; Wrap up
Lunch Break
Breakout session from 3:30 – 4:45pm Deborah Harrington, BSI Phase IV:
Overview of Professional Development Program
The Career Academy Model…
Discussion on CAA’s pitfalls, concerns, discoveries, successes, and redesigns.
In 66 percent of low-income working families in California, no parent has had any postsecondary education. This ranks dead last among the 50 states. Working Poor Families Project
Today, more than four million (about 18 percent) of adult Californians 18-64 have not earned a high school diploma. In 2020, that number will swell to 22 percent of the working-age population.National Commission on Adult Literacy, Public Policy Institute of CaliforniaSlides from Linda Collins, Executive Director, Career Ladders Project
Source: Public Policy Institute of California
Education Projections for 2020: Employment Demand and
Population
Slides from Linda Collins, Executive Director, Career Ladders Project
Career Advancement Academies
Establish pipelines to college and high wage careers for disconnected, underprepared young adults (18 – 30 yrs)
Three regions: (23 colleges)
East Bay Central Valley Los Angeles
State investment: SB70 $5M per region over 3
years
Partnerships with employers, workforce boards, unions, community orgs, adult ed/ROCPs
Key Design Elements . . . Broad outreach to underserved populations Transition programs – bridge to college &
career Address basic skills in context of career Focus on high wage careers in demand in
region Cohort-based, learning communities Intensive support services Clear transitions to continued education
and career pathways
Additional Features . . . Community of learners across sites
Career Ladders Project / Philanthropy Document and share effective practices
Common Data and Evaluation: CalPASS and Public Private Ventures
CC System recently added $1.5M to extend“Linking afterschool employment to career pathways” (in education and public service)
Informing the CC System Basic Skills Initiative
Makes it relevant Engages and motivates hard-to-reach
students Increases learner confidence &
enthusiasm Enhances interest in long-term goals &
education
A Research Based Approach . . .
Basic Skills as a Foundation for Student Success in CA Community Colleges, p. 58.
Many people learn better and faster, and retain information longer, when they are taught concepts in context.
Strategies to link essential skills & academic or occupational content concrete applications specific context of interest to the student
Includes: Design of curricula
integration of essential skills & content Teaching
use of cases, project-based learning and other student-centered practices
Assessment examining application of knowledge and the
transfer of skills
Contextualized Teaching & Learning
Transition Programs . . .
Programa en Carpintería Fina
A Partnership of the East Bay Career Advancement Academy, Laney College Wood Technology Department & the local
woodworking industry
Instruction includes: ◦ Cabinet & Furniture Making for the
Trades◦ VESL, Workplace English, Wood Tech
Vocabulary, English Measurement, Shop Math
Faculty: Wood Technology, ESL, Math; Bilingual Assistant Instructor, Counselor
Leading to: entry level crafts positions & continued education in Advanced Woodworking and Furniture Making
Utilities & Construction Prep
• Intensive, 8 week program to prepare students for entry-level jobs in the utilities industry and construction trades:
– Workplace Fitness & Conditioning– Industry Overview, Softskills & Workplace Readiness– Workplace Reading & Computation Skills– Applied Construction Skills
• Hands-on training needed to succeed in work• Assistance with job applications, interviews and placement
Fresno City CAA: Auto, Welding, CAD/CAM
Options for design . . .
1.Basic Reading Comprehension & Writing for Healthcare Employees
2.Basic Math for Healthcare Employees
3.Critical Thinking & Rational Decision-Making for Healthcare Employees (Embedded in Curriculum)
4.Customer Service / Communication Skills
5.Computer Applications for Healthcare
Bridge Core Curriculum
Funded in part by the Chancellor’s Office, California Community Colleges
WA “Tipping Point” Study
What did they find?
Only 20% of basic skills students completed voc-ed program, certificate or credential
One yr post-secondary ed .+ certificate is “tipping point” for meaningful earnings gains ($7,000/year more)
Strong job demand for that skill level
1-full year means student prepared for further higher education
Why is it important? Research trusted & widely
quoted (Ford Foundation; Columbia)
Reframed discussion about education of under-prepared, low-income youth and adults
Broad influence across state policy – “work first” short-term training won’t get to the “tipping point”
Led to creation of new, contextualized programs and infusion of career pathways throughout state workforce training and education programs
Integrated Basic Education And Skills Training
What is it? Paired ABE/ESL w/ CTE instructors: basic skills
in context Full-time, cohort-based learning community For-credit instruction Support services & single point of contact One-year+ ed. programs so students reach
‘tipping point’ Programs require additional coordination and
faculty time I-BEST students funded at 1.75 FTE
What did they learn? I-BEST students compared to other ESL/Basic skills
students:◦ earned 5 times more credits ◦ 15 times more likely to complete
Results at 10 colleges led to enhanced FTES reimbursement & funding to expand program to other 24 colleges
Led to additional state supports : Opportunity Grants (2007)◦ Student $1,000 PLUS tuition/fees◦ Community College: $1,500/FTES for support
services & counseling◦ Students in job specific, high demand programs
What did you hear today that would be useful for working with students from your community?
What do you have already that you can build on? What additional supports would be helpful?
What next steps would you recommend as follow-up?
Discussion Questions
Writing Exercise…Story time: How have students with basic skills needs changed your teaching, your job, or your interest in education?
Prompt: What three things do you find most rewarding about teaching students with basic skills needs? Write a short story about one of them.
Prompt: What are your three biggest challenges about teaching students with basic skills needs? Write a short story about one of them.
Share stories
Faculty Inquiry1. Devise a questions about student learning that guides your work.
A. What is the problem at the heart of your investigation?B. What do you need to understand better about basic skills education?C. What puzzles you about student performance in the classroom?D. What critical gaps do you see in student learning?
2. How did you arrive at these questions?A. What hunches do you have in developing these questions?B. What data have you collected so far to test your hunches?C. What research literature is informing your thinking on this topic?
3. Outline your plans for investigating these issues.
Working together…Developing collegiality: creating faculty collaboration
Step 1: Create a forum for faculty to meet…Step 2: At the first meeting, be honest about your fears and limitationsStep 3: Identify the issues & the problems you want to
addressStep 4: Agree to collaborate on ????Step 5: Be respectful of colleagues: Show up…take
assignments seriously…be responsibleStep 6: Document your work (videotape sessions)Step 7: Observe, analyze, discuss, adjust…Step 8: go back to Step 1
Lesson Study…dissecting a lesson with
colleagues across disciplines
http://www.uwlax.edu/sotl/lsp/
Taking Action… Review the Contextualized Teaching and Learning Work Plan Template
Work in teams to complete the template
What benchmarks will you use to determine progress on your plan?
What measures will you use to determine if you have reached your goals?
Final Thoughts What’s next…
Implement a contextualized teaching and learning program for students with basic skills needs at your college
Measure student success in multiple ways including using data collected from video taping, from surveys, from collecting samples of work and from your local institutional research office
Include the student voice in your project Celebrate your successes
Lunch Break
Resume at 3:30 Breakout
Deborah Harrington, English Instructor, Dean of Student Success at LACCD,and the Director of BSI Phase IV
Basic Skills Initiative 2009