Wednesday, October 27, 2010

Don't Do These at a Conference, Please

(A Top Ten List)
By Holly B. Smith
Cluster Specialist
Business Management Administration, Finance, Marketing

10.  Don’t park your vehicle in two parking spaces.  You’ve just made another person, or even a car full of persons, have to spend 30 minutes driving around for parking, paying more for parking, and generally and unnecessarily starting their conference day on a bad note.
9.   Don’t spill your coffee in the buffet line and make absolutely no attempt to acknowledge it. Even worse, don’t loudly yell, “They don’t pay me to clean up around here,” and prance off. What was going to be a handful of sympathetic, “I’ve been there” smiles is now a collective eye roll as we all think, “Heaven help the students who get that teacher.”
8.   Don’t grab the last roll in the lunch line, with your bare hands, and then turn to me and ask if I want it.  I just saw you “Achoo!” into your hands.  I am wearing my big girl pants; I can wait for the next batch to come out.  I don’t need your sneezer.
7.   Don’t be the one who disrupts a presentation with a ringing phone (playing your favorite 80s tune) and then fumbles for a solid 3 minutes looking for it, and then cannot remember how to turn it off, and THEN announces to the group how you cannot remember to turn it off.  I think you’re pretty much done for this breakout session.  You may leave.
6.   Don’t be the one person sitting alone at a lunch table that seats 10.  You just saw me and said something to me after the last presentation.  We had a friendly exchange.  Surely you can stomach sharing one of your 9 extra chairs with me for a 20 minute bowl of soup.
5.   Don’t complain about the temperature.  It’s a conference.  It’s going to be cold.  Unreasonably………uncharacteristically……….ungodly cold.  We all know this.  Bring your lightweight jacket and don’t wear open-toed shoes.  And, go easy on the comments about it being as cold as a meat locker, or cold enough to hang meat.  We get it.
4.   Don’t go over time on your presentation.  This is normally a sign that you didn’t practice enough and you are ad-libbing.  Trust me, when its 3 minutes before your time is up, we start gathering our belongings.  The second your time is up, you are dead to us.
3.   If you plan on using the internet during your presentation, use it sparingly.  Those 5-7 seconds it takes to get to the next site (on your list of 20 sites that you just HAVE to show us) will kill our focus.
2.   Don’t do a presentation on the cool thing that won’t be available for two more years.  If it’s not ready for two more years, maybe this wasn’t the conference for you.
1.   Don’t use someone else’s presentation as a platform to explore your personal agenda.  Don’t ask the presenter tricky questions in the hopes of sparking a debate that leads you to spouting off a well-rehearsed paragraph aimed at ultimately revealing your utter genius.  I guarantee you, that awkward exchange is all we’ll be talking about as we leave the presentation….while fumbling for our cell phones, spilling our coffee, and pulling our sweaters tighter around us.
Posted by www.cte.unt.edu at 11:40 PM 0 comments

Sketchbook Project 2011

by Lynne Cagle Cox

The 2010-2011 school year has begun for some of you and is just around the corner for the rest of you.

As a classroom teacher in one of the creative design disciplines, I always found sketchbooks to be a valuable tool and assignment for students. Though low-tech, sketchbooks are a wonderful way for students to begin to discipline themselves in the documentation of observations and ideas. Each school year I introduced sketchbooks in the first week of class and required students to sketch daily; they were required to submit their sketchbooks to me 2-3 times per grading period for a completion check only. Sometimes we did sketches in class, but most of the time their sketches were completed outside of my class. I let them begin with pencil and about half way through the year, I required them to shift to pen for sketching (no erasing!). They grumbled VERY LOUDLY, but many have thanked me after the fact for "forcing" this exercise in hand-eye coordination on them. So that they wouldn't complain too loudly, I joined them in the sketchbook exercises. It was good for me too and I enjoy looking back through my old sketchbooks every so often. They are a source of insight and inspiration for me.

I came across this wonderful sketchbook project the other day and thought I would share. Perhaps you will find a way to incorporate the idea into your lesson plans.

The Sketchbook Project: 2011
This awesome project provides a way for submitted sketchbooks to be exhibited at galleries and museums across the US! After the tour, all sketchbooks will become part of a permanent collection of The Brooklyn Art Library where they will be housed available for the public to view.

http://www.arthousecoop.com/projects/sketchbookproject

The sketchbook project sounds like fun; let’s sketch together!
Posted by www.cte.unt.edu at 11:36 PM 0 comments

To “Friend” or Not to “Friend”?

From October 2009 archived blog
By Holly B. Smith

While it was created in 2004 for college students, Facebook now has a reported 175 million members worldwide (ljworld.com).  As more and more teachers are “friended” by students on Facebook, there is a growing concern that a teacher’s personal life cannot be separated from the professional persona of the classroom.  The question becomes should a teacher be a friend of a student?

Facebook is, after all, a social website for which a vast majority of the time is spent browsing pictures or profiles, according to a 2007 user survey by Compete.com.  Both teachers and students go to find friends, talk, look at and post pictures, and occasionally use applications. There is no question that a teacher has the right to free speech and can exercise it on Facebook. A teacher can say what she wants and comment on anything she’d like because she isn’t in the classroom but on her own private time.  Still, knowing that a picture posted is worth a thousand words, or in the case of so many a picture is worth a job (try searching the phrase “teacher loses job over Facebook”), why do teachers grant total access of their personal lives and thoughts to students?

One assistant superintendent in West Vancouver uses Facebook to push out information to a generation that lives primarily online and, for whatever reason, does not check the school’s website for pertinent information (digitaljournal). Another teacher in California has this to say about letting his students see his Facebook account, “For myself, and I think all teachers, we can use this site to be a model for what it is to be a happy adult.” (ljworld.com) It is also a good way to keep in tune with your students and what is going on in their lives outside the classroom. Within Facebook, a teacher may tap into some new ways to connect with students by using current, pop culture issues in lessons.

In many cases, teachers become social network friends with their students to be accepted or seem more approachable. However, a recent abstract presented at the International Communication Association in 2008 hypothesized that students make judgments on a teacher’s Facebook profile and these judgments can lead to diminished perception of teacher competence and credibility. (This was a study of college students, but the outcome is useful here as well.) A teacher may make repeated grammar mistakes or use profanity on a Facebook page which changes the way a student views him in the classroom. Even seemingly harmless, sarcastic comments about your town, your school, or your profession can have lasting and unconstructive effects. 

In the same way that you can keep up with your students, students can keep up with what you do and say if they are granted access to your Facebook page. High school or college friends can tag you in old photographs that may not paint you in the best light with your students. Friends post something to your wall and it’s there for all who have access to see. Even someone making a comment to your status that contains obscenity can stay up hours or days until you see it and remove it, and can be perceived as acceptance of the language or behavior. And, think of the endless video links sent to you for personal viewing that students can find. And watch.  And resend.

Giving students access to your private life also blurs the line between teacher and student.  You may have Facebook exchanges that you normally wouldn’t have at school or in the classroom.  You may share a funny story or joke and appears more intimate than you intended.  In Missouri, education lawyer Jim Keith gave talks in 2008 to state teachers explaining that many inappropriate relationships between students and teachers begin on the friendship level. 
“As an educator, there is a line of demarcation between you and your student.  It’s a line that you cannot come close to, let alone step over. You’ve got to establish it from Day One and say I’m not your buddy; I’m not your friend; I’m just you’re teacher.” (cnn.com)

If your school provides a way for you to connect with your students on the school site, utilize it. Take the time create more than a cookie cutter page. Have your students invest in the page by designing it themselves. Post funny things you heard your students say. Post pictures of your students.  Hide bonus question answers on the page to incentivize your students to pay attention to the site.  Have a weekly trivia question that requires a textbook for the answer. With your networking connected to the school’s site, everything is kept at a safe and more professional level.

If you still believe that Facebook is the better way to reach your students, try creating a group page for your students with you as the administrator. You can hold homework discussions, post notes from classes, give reminders of upcoming tests, and allow for students to chat. However, you should monitor this with the same stringency you use in the classroom because it is an extension of your classroom.  Your page should clearly state the rules for using the page. Any student violating the code of conduct should be disciplined in the same manner you would discipline them in the classroom.

If you are determined to let students into your Facebook world, make use of all of the privacy features it offers. Set up your account so that you approve of all new friends.  Be diligent in checking what is on your page and be quick to delete what you don’t want on there. Even with these measures, you should also be prepared for an unwanted picture or comment to find its way to your students. Yes, there is free speech. But, consider this: a person who exercises free speech by making a derogatory comment about her boss in a crowded elevator cannot be surprised when it gets back to her boss. You may have a private Facebook Friend List, but it is still a populated community. 

When Sunnyvale High School teacher, Kris Williams, was asked her feelings on allowing current students to become Facebook friends, she shared, “No, I do not have current students as Facebook friends. I have been to several training sessions on internet safety/protocol, and based on what I know it just does not seem very wise to open myself up like that.  I would rather have established boundaries between my personal life and my professional life. Sometimes the two overlap, but not on Facebook. The internet is a scary place, and there are too many unknowns out there for me to be comfortable with that vulnerability.“

As a teacher and a Facebook member, the pros and cons of being a Facebook friend of your students must be carefully reviewed. In the end, it is better to treat all the avenues that lead to your personal life as what they are - personal. 

References
Posted by www.cte.unt.edu at 11:28 PM 0 comments

Change

From November 2009 archived post
by Renee Tonquest


Change…we all must deal with it from time to time.  Some of us seem to do a better job, but nobody really likes it. So then, why is change so difficult?  Why do some individuals do better than others?  Why can’t things just stay the same? These are questions I guarantee everyone has thought of from one time to another – especially educators. “Schools and teachers get involved in new things to make the educational process better and to improve themselves or their students' capacity to learn” (Stiegelbauer 1994).

There is a progression that teachers go through when new resources and strategies are introduced. According to the Concerns-Based Adoption Model (Hall & Loucks, 1979) developed at the Research and Development Center for Teacher Education at the University of Texas at Austin there are seven levels that teachers experience as things change:
  • Awareness. Teachers have little concern or involvement with the innovation.
  • Informational. Teachers have a general interest in the innovation and would like to know more about it.
  • Personal. Teachers want to learn about the personal ramifications of the innovation. They question how the innovation will affect them.
  • Management. Teachers learn the processes and tasks of the innovation. They focus on information and resources.
  • Consequence. Teachers focus on the innovation's impact on students.
  • Collaboration. Teachers cooperate with other teachers in implementing the innovation.
  • Refocusing. Teachers consider the benefits of the innovation and think of additional alternatives that might work even better.
Change is a process that each individual must work through and accept it is not an event that will happen overnight (Sweeny 2003). The initial stages are basically just awareness and a time to gather information. Next is the personal stage. Researchers feel that “the key to the acceptance of change lies in the Personal stage”(Fisher 2003). Once the teacher can accept the change then it is time for implementation and collaborating with others to achieve the maximum level of success for students. Hopefully as teachers are experiencing all the new opportunities in CTE over the next year, they will remember that change takes time. It is a very powerful force and there are infinite possibilities.

Resources
Posted by www.cte.unt.edu at 11:23 PM 0 comments

Student Responsibilities For Establishing An Effective Classroom Learning Environment


From November 2009 archived blog
by Mickey Wircenski

When we think of classroom management the first thing that usually comes to mind is that the teacher is the guiding force in the classroom.  Often overlooked is the other side of the issue: the responsibility of students to contribute to the effective functioning of the classroom. Larson (1998) stated:
Unlike the older, legalistic …models with their heavy-handed authoritarian emphasis on rules and punishment, a modern code of discipline should be developed “bottom up” with collaborative input from students, teachers, support staff, and parents, and reviewed frequently for modification (p.285).

Working with students to develop this “bottom up” classroom operation requires effort and commitment on the part of CTE teachers.  Marzano (2003) suggested the following action steps to assist them in implementing this model.  The result will be seen in the development of personal relationships with students that go beyond those needed for purely instructional purposes:
  • Conduct classroom meetings that allow for student input
  • Involve students in establishing rules, consequences, and rewards for the classroom
  • Utilize self analysis journaling so that students can articulate their perspective on a disciplinary incident and examine their responsibility in the matter (e.g., how students contributed too the incident, how students can stop the incident from occurring again, agreements students are willing to make as a result of the incident)
  • Consistently teach, model and reinforce the problem solving model so that students use these steps when a situation arises
    •  Analyze the situation at hand
    •  Identify a variety of different ways that you can respond to this situation
    •  Think about the consequences for each of the options
    •  Select the action that has the potential for the most positive consequences for you and others
The action steps mentioned above will take time and effort on the part of CTE teachers.  Teachers may even encounter resentment or expressions of frustration from the students.  However, these strategies can be extremely successful for teachers who want to help students make a significant contribution to the classroom management effort.

Resources
  • Larson, J. (1998).  Managing student aggression in high schools: Implications for practice. Psychology in the Schools, 35 (3), 283-295.
  • Marzano, R.(2003).  Classroom Management that Works.  Alexandria, VA:  Association for Supervision and Curriculum Development.
Involving students in establishing and maintaining an efficient classroom not only helps to implement an effective classroom learning environment, but also assists students by teaching them the important life skills of self-discipline, social skills, and responsibility. The development of these critical skills has been shown through research to increasing competence in specific academic areas, increasing classroom participation, and reducing behavioral problems.
Posted by www.cte.unt.edu at 11:16 PM 0 comments

Apprenticeship Programs and CTE: An Untapped Opportunity

From December 2009 archived blog
From by Jerry Wircenski

What is a Registered Apprenticeship Program?
According to the U.S. Department of Labor, Employment and Training Administration (November, 2009), Registered apprenticeship programs meet the skilled workforce needs of American industry and have trained millions of qualified individuals for lifelong careers since 1937.  Registered apprenticeship programs utilize structured classroom and laboratory learning experiences in conjunction with on-the-job training.  These programs encompass over a thousand career areas.  Some of the more common or popular areas include carpenter, chef, construction laborer, electrician, truck driver, pipefitter, ironworker, machinist and many other areas included under the CTE umbrella.

Opportunities for CTE
In order to create apprenticeship opportunities for CTE students, CTE administrators and instructors should become familiar with apprenticeship programs available in their geographic areas.  Under the typical union structure, the best person to contact would be the Apprenticeship Coordinator.  The Apprenticeship Coordinator, in conjunction with the Joint Apprenticeship Committee (consisting of representatives from both the union and management), establishes the overall structure of the apprenticeship program.  These programs are typically anywhere from three to five years in length which includes both classroom and laboratory instruction as well as on-the-job training experiences.  It is a basic requirement that all apprentices join the union and pay monthly dues.  The apprenticeship programs are generally delivered through evening courses, weekend classes or full time daytime block training.

The CTE administrator or instructor needs to arrange for a meeting with the Apprenticeship Coordinator to explain the nature of the CTE program and the Texas Essential Knowledge and Skills contained in the CTE course(s) to determine whether credit for completion of the coherent sequence of courses can be granted towards the core curriculum in the apprenticeship program.  For example, a student who completes a two course sequence in welding and metal fabrication in the Manufacturing Cluster may qualify for credit toward welding, blueprint reading and construction mathematics in a three year ironworker apprenticeship program.
Posted by www.cte.unt.edu at 11:09 PM 0 comments

Traveling with Students

From January 2010 archived blog
by Sandra Hinesly

While interviewing for your first CTE teaching assignment the principal informs you that traveling with students will be an important part of your job. For some this would cause the first sign of panic about a new career field and for others this information would be an added bonus to a great career choice. Experienced Career and Technical Education teachers will all agree that there is pleasure and stress associated with traveling with students. The student youth organizations (CTSO’s) are an integral part of all CTE programs as they provide students with the opportunity to gain social and leadership skills, to build self-esteem, and to participate in a competitive environment that allows them to demonstrate their acquired academic skills in individual or team activities.
Teachers and students across the state are gearing up for spring competition as the first level of competition begins for some as early as the end of January 2010.  It would be difficult to estimate the value of these conferences to the chapters, teachers, and students, however; it is easy to see why some advisors might find the prospect of traveling with a large group of students a little intimidating.  So here are some travel tips to help us all get organized:
  • Consider creating a notebook for yourself and all chaperones that could include the following: a photo ID of all individual students on the trip, a section that contains all parent permission forms and medical needs of any student, a section that contains the tentative agenda, and a section that contains the cell phone numbers of all students, parents of students, advisors and chaperones on the trip.
  • Prior to the trip conduct parent/student meeting to discuss conduct policies, expectations of the trip, sign any needed forms, discuss money that will be needed and appropriate clothing for the trip.
  • If parents cannot make the meeting, then they should schedule an individual meeting time.
  • If flying to your destination, consider holding all boarding passes until it is time to board and then handing them to the students at the gate.  This way you know everyone is on board and you are not counting noses on the plane.  Buy one color of ribbon and give every participant a piece to put on their luggage to make it easy to spot your group’s luggage at the airport and the hotel.
  • If you have to take a student for medical treatment, be prepared by having the paperwork ready and someone to watch the other students while you are gone. 
Being organized, involving your students, and having a great attitude makes a big difference in the success of your trip and you may never know the difference you or the trip made in the life of one of your students.
Posted by www.cte.unt.edu at 11:03 PM 0 comments

Soft Skills: More important than you might think!

From February 2010 archived blog
by Denise Philpot

We all know about teaching technical skills, whether it’s computer skills, welding techniques, or how to use a piece of equipment. These are the “easy” things to teach because we can design a rubric to assess knowledge learned, competencies acquired, and skills demonstrated. However, anyone that has ever hired or managed employees can tell you that it takes far more to be successful in the workplace. What does it take, in addition to those easily quantifiable, task-oriented skills to be successful? The answer is soft skills!

What are soft skills and what can be done to help our students improve them? Soft skills and other desired personal attributes include:
  • Interpersonal skills
  • Communication skills
  • Time management skills
  • Leadership skills
  • Problem-solving skills
  • Social skills
  • Teamwork skills
  • Organizational skills
  • Personal work ethics and integrity
  • Attitude and demeanor
  • Willingness to learn
Many of these seem to be difficult to teach and even harder to assess in the classroom. Employers look for these skills and attributes when recruiting as a way of predicting success in the workplace. It is important that classrooms provide multiple opportunities for students to learn and practice these “soft skills” to increase their employability when they leave high school and search for meaningful employment.

From my personal experience as a manager, I was frustrated by the lack of job readiness that many entry level employees displayed. They generally exhibited strong technical knowledge in terms of general clerical and computer skills, but did not bring to their first job experience those soft skills required to be successful in a professional office environment. Whether I had to address appropriate workplace attire, professional e-mail communications, phone etiquette, customer service skills, timely follow-up and task completion, or tardiness and attendance, I quickly realized the most valuable thing I could offer these young people was coaching and mentoring to support soft skill acquisition and development. Although some of these subjects were addressed during new employee orientation, until these new hires were actually on the job, the topics presented in training did not translate for them into constructs in the workplace. Unfortunately, not all managers are willing to take the time to coach and mentor new employees that do not already have the necessary soft skills to be successful.

Classroom teachers can promote these highly sought skills by requiring professional behaviors in the classroom/lab/workshop, modeling appropriate interpersonal skills with students and peers, designing lessons that incorporate teamwork and problem-solving activities, and using case studies to examine the impact of ethical behaviors and positive/negative attitudes. Provide opportunities for students to complete an inventory of their skills and attitudes early in the semester and repeat the measure at the end of the course. Invite professionals in your industry to share with your students what they expect of their employees and how to improve their competitive advantage when applying for jobs. Talk about and be a shining example of life-long learning and discuss why it is important to embrace continuous learning for lifetime success.

As teachers, helping our students improve their soft skills also helps us! When we regularly and consistently model behaviors it strengthens them. Soft skills, in that sense, are just like technical skills. We need to practice them to keep them sharp! Demonstrate effective classroom leadership skills, communicate professionally with students and parents, provide timely feedback, always bring a positive attitude to your classroom, and treat all students with respect and dignity. Reward students when they are successful and provide opportunities for them to improve in areas that need work. Keep commitments and encourage students to practice time management skills outside the classroom. Prepare you students for the world of work by teaching them important soft skills through role modeling and practice. It truly is a win-win for both teacher and student!

References
  • Chakraborty, Manishankar. (2009). Soft Skills: Essential for Shaping Well-Rounded Individuals. The Icfai University Press.
  • Harris, Kara S. & Rogers, George E. (2008). Soft Skills in the Technology Education Classroom: What Do Students Need? The Technology Teacher.
  • Sharma, Meenakshi. (2009). How Important Are Soft Skills from the Recruiter’s Perspective. The Icfai University Press.
  • Smith, Lauren. (2007). Teaching the Intangibles. Fundamentals, T&D.
  • Vincent, Kevin. (2009). Hard Facts of Soft Skill Management. New Zealand Management.
Posted by www.cte.unt.edu at 10:54 PM 2 comments

Tuesday, October 26, 2010

Texas, our Texas

From March 2010 archived blog
by Gary Juren, Architect

Spring has sprung and it’s time to gas up the van, plug in the Garmin©, and head out on a road trip. Texas highways are so beautiful at this time of year. No excuses. Make the effort to discover our State’s built environment and celebrate our rich heritage. You will be glad you did.

Before you head out the door, let’s make a list. In order for you to identify the best examples of Texas’ built places, four criteria should be used. First, the place must have been touched by the hand of a designer. It must be man-made, rather than a place of natural beauty. For example, the Big Thicket Natural Preserve is spectacular but does not qualify for this conversation. Second, the place must have had a significant social, economic or cultural impact on the community of which it is a part. Third, the place must be more than a single building. This could be a master planned ensemble of elements that work together or an ad hoc grouping that transformed over time into an inspiring place. Remember, good architecture alone does not make for a great place. Fourth, the place must be found to generate an emotion within us. Places that bring us joy, pride, surprise, peace or sentimentality also give us our identity.

Architects have always felt that the design of our surroundings has a profound effect on the quality of our health, safety, intelligence and how we interact with each other. By simply identifying the best places in Texas, we will begin to understand the clues as to how our lives are enriched. These special places serve as a model of our essential values of order, community and sustainability. Recognizing the composition of the best places provides the framework for good decision making about our future built environment. This enlightenment will in turn take Texas to even greater places and move Texans to a better quality of life.

The following ten places embody my interpretation of some of Texas’ best places. Tell me, what’s on your list?
San Antonio Mission Trail (1724-1770)
Fort Davis (1870’s)

The Strand, Galveston (1870-1900)
The University of Texas at Austin
(original 40 acres 1910-1936)
Paseo del Rio (Riverwalk), San Antonio (1929)
Highland Park Village, Dallas (1931)
Fair Park, Dallas (1936)
Fort Worth Cultural District (1974-present)
Solana, Southlake (1985)
Dallas Arts District (1984-present)
















Buckle up, drive friendly, and send me photos of your trip. GJ.
Posted by www.cte.unt.edu at 11:45 PM 0 comments

You Didn't Know About This?

From March 2010 archived blog
by Nancy Gorman

There have been several articles recently in The Dallas Morning News about career courses in the Texas public schools. School officials are eager to have programs that work for and appeal to students who  are not focused on a college preparatory course in high school. Their hope is that good programs will keep students in school (who might otherwise drop out). Give themsome realistic and do-able course work toward definite goals, and make achievable some class work for disadvantaged, disabled, bilingual, physically impaired students who can succeed in public school courses.

Additionally ,in the DMN, Steve Blow, columnist, writes “what we used to refer to as ‘vocational education’ is now called ‘career and technical education,’ or CTE. Emphasis on college loses many kids,” writes Steve in the DMN on 1-27-10. Let’s make aware that these courses can be and are incorporated into the regular classroom, regular curriculum according to the needs of the situation. Many “lessons” can apply to every student in the classroom; for example, accounting procedures, health and science advances, technology updates, etc.

Additionally, in the DMN on 2-21-10, Karel Holloway writes, “revisions in career and technology education… have trickled to the TEA and to school districts….Cluster career classes (developed) into 16 areas.”
  • Architecture and Construction
  • Arts/A/V Technology and Communications
  • Education and Training
  • Finance
  • Health Science
  • Hospitality and Tourism
  • Human Services
  • Information Technology
  • Law, Public Safety Corrections and Security
  • Manufacturing
  • Science, Technology, Engineering and Mathematics
  • Transportation Distribution and Logistics
(Listed in the Dallas Morning News Article)
Additionally, as listed by the CTE:
  • Business Management and Administration
  • Agriculture, Food, & Natural Resources
  • Marketing
  • Government
These cluster courses have been well developed by the UNT Career and Technical Education Center in the Department of Learning Technologies.

Well, guess what: The grants have built tremendous programs in each of these “clusters” for several years: up-to-date lesson plans to coordinate with the most recent publications and policies from the TEA (TEKS: Texas Essential Skills and Knowledge items), current resources to show teachers internet sites that can enhance their lessons, etc.

So, a teacher has a specific lesson plan for a specific topic, giving details such as how long it should take to present (day, two days, several hours), what activities enhance the lesson material (i.e., handouts, PowerPoint displays, visual materials, group activities), what the follow-up is, and what the learning result is from the students.

These lessons plans can be a superior useful tool for educators to present the most up-to-date ways to help students learn practical career job knowledge in the public classroom.
The University of North Texas Learning Technologies Department Career and Technology Education Grants have been working this program for more than twenty years. It has developed and put on the web site programs for teachers, introducing career choices for children to consider from grades 5 through high school.

These programs are built from the basic policies of the Texas Education Agency (TEA); they are reviewed, approved, updated, and published by the State of Texas. Consider:
  • Lesson Plans written with specific details and resource location items for the teachers
  • Activities and handouts for class participation, whether individual,  group, or whole class
  • Measuring charts for how well the learning/performing  activities are achieved
  • Learning situations for students to find their knowledge in out-of-class resources
  • Accessing community professionals in the chosen field to speak to the students in the classroom setting
  • Actual participation in a field, giving the student hands-on work experience (practicum)
So, Steve Blow, please append this article to those you have published, and let folks know we are working this program constantly.  Call us, email us, have your write-ins send us a message….whatever…with your blogs,  questions, suggestions, and plaudits!

References
  • Blow, S. (2010,January 12). Preaching to the choir on need for job training: Stressing CTE can keep kids in school. The Dallas Morning News, pp. 1B and 4B.
  • Holloway, K. (2010, Feb. 21). Career curriculum gets with times. The Dallas Morning News, pp. 1B and 9B.
  • Pauken, T.  (2010, Jan. 27). Letter to the Editor:  “We need attitude shift.” The Dallas Morning News.
  • TEA:  Texas Education Association, Austin, TX
  • TEKS: Texas Essential Knowledge and Skills
  • CTE:  Career and Technical Education
  • UNT:  University of North Texas, Denton, TX
Posted by www.cte.unt.edu at 11:22 PM 0 comments

Electronic Portfolio: The NEW Generation of the 3-ring Binder

From April 2010 archived blog
by Kathy Belcher

As we plan our strategies for implementing the new and newly revised CTE courses to be unveiled in August, 2010, I challenge you to learn more about the use of electronic portfolios to help your students capture artifacts, build their resumes, and begin their career pathway from secondary to postsecondary education and/or the workplace with confidence.

Many of the new TEKS within the 16 career clusters require that students are expected to maintain and update a portfolio. For example, chapter 130.362(c)(2)(D) Concepts of Engineering and Technology states, “The student is expected to (D) maintain a portfolio.” Chapter 130.374(c)(6)(A)(B) Practicum in Science, Technology, Engineering, and Mathematics states,  “The student is expected to (A) update a professional portfolio...; and (B) present the portfolio to all interested stakeholders such as in a poster presentation.”

So what is a portfolio? A portfolio is a purposeful, organized collection of student work to show effort, progress, or degree of proficiency.  It is NOT a haphazard collection of artifacts. The portfolio:
  • assesses active learning and performance
  • showcases work and growth over periods of time
  • reflects the quality of work that students are expected to produce
  • reveals strengths and weaknesses through self-evaluation by the student (Health Science, 2006)
An electronic or digital portfolio includes the use of electronic technologies that allow the portfolio developer to collect and organize artifacts in many formats (audio, video, graphics, and text). (Barrett, 2000) A student’s digital collection may contain blogs, articles, drawings, photos, PowerPoint, weekly journals, reflections on samples of work, self-evaluation and assessment. It is common to include a creative cover, letter to the reader, table of contents, and goal-setting page.

The various types of portfolios include:
  1. Working – contains projects student is currently working on or has recently completed
  2. Display – showcases samples of students’ best work and attainment of technical skill competencies
  3. Assessment – work that demonstrates the student has met specific learning goals and requirements
  4. Personal/professional – a graduation requirement at many colleges and universities and also used for employment purposes (Brown, 2008)
There are many benefits to using the electronic portfolio, which has been referred to as the “new generation of the 3-ring binder” (Stanier, 2007). Students collaborate with others as they assemble project work. The format is very portable and shareable anywhere there is a computer and/or internet access.  It allows for the use of media-rich content as well as text for narratives.  It is an interactive format between students, teachers, and stakeholders. It is expandable and can be added to.  And finally, it is an excellent tool for self-evaluation and assessment (Boldon, 2010).
 
Before you get started, there are a few things to consider: 
  • Basic equipment needed includes computer and scanner, digital camera, digital voice recorder.
  • You will need to select your multi-media software or web authoring program. Or, you may publish in HTML format after converting word processing documents into web pages with tools built in to create hyperlinks between goals and artifacts.  
  • There are web-based programs you can subscribe to for a fee such as http://www.careercruising.com/  and www.bridges.com.
  • Choose a format that fits your purpose and one your audience will be able to access. 
  • Consider how you will record portfolio for presentation and for storage (videotape, computer hard drive, flash drive, Zip disk, network server, CD, recordable disk, web server).
As we begin to plan strategies for implementing the new courses, I highly recommend that you encourage your students to embrace the idea and importance of developing an electronic portfolio as they begin their first foundational CTE course. As they continue on their career pathway, they will include licensures or certifications, recognitions and awards, scholarships, community service, participation in student organizations and professional organizations, and a resumé.  And, as your students  complete their practicum course work, they will be fully equipped and confident to pursue postsecondary education or workplace opportunities.

References
Posted by www.cte.unt.edu at 11:18 PM 0 comments

21st Century Skills

From May 2010 archived blog
by Mickey Wircenski

At a recent conference a new book was highlighted. This book is one that all CTE personnel should review to see whether they want to add it to their professional library.  The book is:

21st Century Skills: Learning for Life in Our Times
Bernie Trilling & Charles Fadel 2009
San Francisco, CA: Jossey-Bass
ISBN 978-0-470-47538-6

The authors have provided a bold framework for designing a 21st century approach to education, an approach aimed at preparing all of our children to successfully meet the challenges of the future world. The fact that the world has undergone foundational shifts in recent decades is emphasized: widespread advances in technology and communications, booming economic developments and increased competition.
This resource introduces a framework for 21st century learning that maps out the skills needed to survive and thrive in a complex and connected world. A 21st century education includes knowledge of traditional core subjects such as reading, writing, and math, but also emphasizes contemporary themes such as global awareness and financial/economic, health and environmental literacies.

The 21st century skills described in the book include:

LEARNING AND INNOVATION SKILLS:
  • Creativity and Innovation
  • Critical Thinking and Problem Solving
  • Communication and Collaboration
DIGITAL LITERACY SKILLS:
  • Information Literacy
  • Media Literacy
  • ICT Literacy
CAREER AND LIFE SKILLS:
  • Flexibility and  Adaptability
  • Initiative and Self-Direction
  • Social and Cross-Cultural Skills
  • Productivity and Accountability
  • Leadership and Responsibility
Included in the book are classroom vignettes, school samples and  global examples.  A DVD is also included that provides examples of innovative practices that can be incorporated into curricula.  This is a helpful guide for all CTE teachers.
Posted by www.cte.unt.edu at 11:03 PM 0 comments

Digital Citizenship

from June 2010 archive blog
by Rebecca How

One important competency of the 21st century is digital citizenship. The question arises, “What is digital citizenship?” Digital citizenship has been defined as online behavior that is legal, ethical, safe and responsible in using technology.

Researchers from University of Kansas state “that Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage.” Some educators think we don’t need to teach Digital Citizenship; simply teach citizenship. Other educators think there needs to be a common language that educators can teach to parents, students and fellow teachers. Let’s look at nine elements of digital citizenship as defined by the University of Kansas.
  • Digital etiquette is electronic standards of conduct. Many people feel uncomfortable discussing etiquette with others, especially digital etiquette. Instead of addressing the issue, many create rules and regulations or ban it all together. What is the solution?
  • Digital communication is simply the electronic exchange of information. Cell phones and use of cell phones in the classroom have wreaked havoc on educators. Many schools consider cell phones inappropriate in the school, but are they?
  • Digital access is full electronic participation in society. Do all people need to have fair access to technology no matter who they are?
  • Digital literacy is the process of teaching, learning and using technology. New technologies emerge constantly, so as educators we need to ensure that these technologies are taught as well as how they should be used. People need information instantly. In manufacturing, we needed inventory control, so we came up with just-in-time inventory methods. Maybe today we need just-in-time information?
  • Digital commerce is electronic buying and selling of goods. People purchase online for all reasons― toys, books, clothes, even cars. Online purchasing is reaching new heights of popularity and it is convenient.  There are some people who prey on the innocent, selling immoral and illegal goods and services. How do we deal with this situation?
  • Digital law is electronic responsibility for actions and deeds. Unethical technology users are engaging in pirating activities, while ethical technology users abide by the laws of society.  Diane D. Painter has written a book “What Do You Mean COPYRIGHT Does Not Mean I Have the Right to Copy?” Does this statement encompass the root of the problems with digital citizenship and the lack of integrity among users?
  • Digital rights and responsibilities are the freedoms which are granted to everyone in the digital world.  Basic digital rights must be addressed, discussed and understood in the digital world, then communicated effectively to society.
  • Digital health and wellness is physical and psychological well-being in the digital world.  Many new syndromes are becoming apparent with digital technology like internet addiction, eye safety and ergonomic issues.  Technology users need to take the initiative and learn how to protect themselves.
  • Digital security is electronic precaution for safety in the digital world.  We lock our car doors; the same must be true with our digital security. You decide, do we teach today’s native technology students digital citizenship or not?
References
www.digitalcitizenship.net University of Kansas
Posted by www.cte.unt.edu at 10:55 PM 0 comments

20 Ways to Market Your Program

from July 2010 archived blog
by Pamela Scott Bracey

As this semester ends, and summer begins…now is the time to begin thinking of ways to make your community aware of all of the exciting CTE changes taking place in the upcoming school year!  Not only is it important for students to be ‘in the loop’, but it is very important that parents, administrators, counselors, school board members, and legislators are also informed.

You may be thinking, “Why on earth should I even consider trying to tell people about my program and CTE?  They won’t listen anyway.”  WRONG!!!  Most non-supporters of CTE base their perspectives on the past, and simply just don’t understand all of the great innovative things that we have to offer.  Therefore, it is up to US to get the word out in an effective manner.

What can you do?  Well, I am glad you asked!  Below you will find a list of 20 different things that you can do in order to creatively market your program.
  1. Have students create a marketing flyer for each CTE class.  These flyers could be posted online, in school hallways, offices, and restrooms, in grocery stores, business, doctor’s offices, etc.
  2. Send mailings (or emails) to parents, and always accentuate positive occurrences.
  3. Have your students conduct Career Presentations for local elementary students.
  4. Meet at least quarterly with your building principal to update him/her on what is happening in your CTE Program.  Be sure to focus on accomplishments, and also express gratitude for support.
  5. Invite school administrators to local and regional CTSO competitive events.
  6. Give a presentation about CTE at your local school board meeting.  Some school board members do not really understand the actual benefits of CTE…you could enlighten them.
  7. Host a T-shirt logo design contest, and sell the shirts as a fundraiser.  The benefits are two-fold:  raising money and marketing at the same time!
  8. Decorate your classroom door. Many people pass your class every day and still have no clue about what actually happens inside.
  9. Host events during CTE Month (February). ACTE (Association for Career and Technical Education) usually has special pricing on promotional materials during this time.
  10. Utilize CTE Alumni as guest speakers at your promotional programs.
  11. Create a “Computer Buddy” mentoring system among your students and local elementary, similar to the former “Pen Pal” system.
  12. Decorate a CTE float for the annual homecoming parade.
  13. Submit newspaper articles and photos whenever your students excel at competitions!
  14. Get involved with 8th grade registration events.
  15. Place a CTE “brag book” in the teacher’s lounge or front office.
  16. Create a website for your program, and monitor it weekly!
  17. Host a Career Fair!
  18. Take students to visit legislators with the purpose of “selling” the importance of CTE to them.
  19. Contact your local news station about doing a story on an exciting project that the class is working on.
  20. Organize “CTE Information Tables” during lunch periods, staffed by students.
If any of you have any additional ideas that could be added to this list, please do not hesitate to let us know by posting to our CTE Forum at http://forum.CTE.unt.edu.  Together, we can create a CTE Awareness Movement like none other… so put your thinking caps on, and promote your programs with enthusiasm!!!  If we don’t do it, who will?

References
Posted by www.cte.unt.edu at 10:51 PM 0 comments
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