Ford PAS Next Generation Learning Professional

Development Workshop

Hapeville Charter Career Academy

January 5, 2011

Uranium Mine

Components

Conduit/tool Rope Container

Marble = Uranium

Task

Team moves the uranium down the track and places it into the safety vault.

Rules

1. Each worker on the team must have the uranium pass through her/his conduit before a person can have the uranium pass through her/his conduit a second time.

2. A worker can only move when she/he does not have the uranium in her/his conduit.

3. When a worker has the uranium in her/his conduit, she/he can only move the conduit in a teeter-totter motion from the center point of the conduit.

4. The worker may not move the conduit from side to side, or raise or lower the conduit when the uranium is in her/his possession.

5. If the uranium touches any worker, her/his clothing or touches the ground, the uranium must be returned to the initial site.

Facilitator

1. Blows whistle when there is an infraction on the work site.

2. Point out the progress of the group.

3. Records specific comments made during the experience to log group dynamics and the experience as it unfolds.

4. Asks questions during the experience that helps group focus:

– How have you improved so far? What have you learned individually that you could pass on to others? What is the problem that you are trying to solve? Are there any new problems that you are facing now?

Debrief

• How would you describe your communication as a team? How did it change over time?

• What problems did you have to solve in order to succeed?

• Was there a leader in this activity? What did she/he do to guide the group?

• How did worker attitudes influence the group’s effectiveness?

• In what ways did you have to modify your plans once you began work? Why?

• What connections do you see between your experiences in this activity and your work as a Teacher?

Experiencing Problem-solving and Teamwork:

Making Product Decisions

Session Goals• Understand the rationale for using teamwork to

help students learn knowledge and problem-solving skills

• Identify the challenges of engaging students in teamwork

• Identify strategies for supporting teamwork in your classroom

• Become familiar with Module 1, Activity 3: Making Product Decisions

What You Will Do in This Session

• Engage in sample activity: Making Product Decisions: Take on the roles of members of different

departments within Acme Soft Drink Company Meet with members of other departments and make

decisions about Acme’s new product line

• Discuss instructional strategies for supporting teamwork & problem-solving in your classroom

• Take part in a panel discussion with business / community partners

ACME Department Meetings

• You will have approximately 30 minutes to conduct your department meetings.

• Become an expert for your department and determine the non-negotiables based on the information that you read for your assigned department.

The Fishbowl – 15 minutes

Company Team Meetings

• You will now meet in your company team meetings to design the new product line.

• In 30 minutes you will present your decisions to the whole group. Refer to the “Soft Drink Production Plan” and presentation rubric (RM 3.1 & 3.2).

Company Presentations5 minutes each

Learning from Teamwork

• How did the teamwork aspect deepen and/or support your learning?

• What skills or knowledge did you learn by engaging as a team that you might not have learned by working on it individually?

Challenges of Teamwork

• What are the challenges of having students work in teams?

• Are the challenges of engaging students in teamwork worth it? Why or why not?

• What are some strategies to overcome the challenges of teamwork on the classroom?

Morning Break

Business/Community Partner Panel Participants

• Nicholas Esposito – South Fulton Urgent Care

• Kendall Henderson – Atlanta Technical College

• Eric Luchsinger – BMW North America

• Irene Munn - Lt. Governor Casey Cagle’s Office

• Judy Noles – Keep South Fulton Beautiful

• Scott Shelar – Construction Education Foundation of Georgia (CEFGA)

• Mark Whitlock – Central Education Center

• Mary Wilson – East Point Community Action

Panel Discussion

• Briefly tell us about your business and why you came today.

• What knowledge and skills are needed to get a job and keep a job in your industry?

Panel Discussion

• In your opinion, what are the best ways to teach the knowledge and skills you described?

• How can business and education work together to best prepare our future workforce?

Lunch Time

CLE Debrief using a Microlab

Exploring the Foundations Modules1. Form four teams, with each member of a team

responsible for a different module (1, 2, 3, or 4).

2. Read the material about the module you are focusing on. (Refer to “Module Learning Goals”, “Activity Overviews” & Curriculum Description file on jumpdrive)

3. Break out into “expert groups” (of participants focusing on the same module) to discuss the focus questions.

4. Meet with your original team to share what you learned about your module.

Focus Questions• Scan and summarize the basic content of the

module. What are the major student outcomes?

• What academic or CTAE areas does this module address? (list specific courses if you can)

• What standards (in the courses you teach) are addressed in this module?

• What sort of assessment pieces are there in this module?

Focus Questions

• What modifications, extensions or adaptations would you need to make for this module?

• In addition to the teacher guide pages, what resources can you find on the Ford PAS website that will help you teach this module?

• Are there any resources that you might add to enhance this module?

Sharing what you learned…

• Module 1

• Module 2

• Module 3

• Module 4

Implementation & Planning Team Time

• Complete the Implementation Planning form

• As a team, what do you plan to accomplish before the follow-up workshop in May?

Closing Moves

• Sharing implementation ideas

• Next steps

• Evaluations

• Final Reflections