Ford PAS Next Generation Leaning Professional Development Workshop Hall County Schools Lanier Charter Career Academy October 22, 2010.
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Ford PAS Next Generation Leaning Professional
Development Workshop
Ford PAS Next Generation Leaning Professional
Development Workshop
Hall County Schools
Lanier Charter Career Academy
October 22, 2010
Welcoming RemarksWelcoming Remarks
• Dr. Cindy Blakley, Director of Secondary Education for Hall County Schools
• Leah Felcher, Executive Director of the Georgia Ford PAS Next Generation Learning Hub
Opening Moves: Compass PointsOpening Moves: Compass Points
• The room is set up with four signs on each wall-North, South, East and West
• Read the characteristics of each direction decide which direction most closely matches your predominant style.
• Go stand by the sign
North
• Acting- Lets do it
• Likes to act, try things, plunge in
South
• Caring, likes to know that everyone’s feelings have been taken into consideration
East
• Speculating-likes to look at the big picture and the possibilities before acting.
West
• Paying attention to detail
• Likes to know the who, what, when, where, and why before acting.
Answer the following questions:
1. What are the strengths of your style? (four adjectives)
2. What are the limitations of your style? (four adjectives)
3. What style do you find most difficult to work with and why?
4. What do people from the other directions or styles need to know about you so that you can work together effectively?
5. What do you value about the other three styles?
6. How can you use this exercise with your students?
Ford PAS Professional Development Philosophy and
Rationale
Ford PAS Professional Development Philosophy and
Rationale
Ford PAS recognizes that transforming teaching and learning requires effective on-going professional development to support teachers in implementing new content and teaching skills in order to effectively help students learn the knowledge and skills
needed for 21st century success.
Goals and ExpectationsGoals and Expectations
• Examine effective instructional strategies to prepare students for success in college and in the workplace through the context of Ford PAS Next Generation Learning
• Explore the integration of academic and career technical education using Ford PAS tools and curriculum
• Gain experience with an academically rigorous interdisciplinary curriculum
Goals and ExpectationsGoals and Expectations
• Explore techniques to build students’ skills in critical thinking, problem-solving, communication, teamwork, creativity and innovation
• Learn strategies for linking classroom learning with real-world applications
• Reflect on teaching practices and share classroom experiences
Triad Microlabs Triad Microlabs • Process
– Form triads with people you don’t know– Number off 1-2-3– Three rounds of questions (you will have 30 seconds
to jot down thoughts before each round begins)– Each person will have 1 minute to answer the question– Other group members listen (if you are done before 1
minute, people should sit in silence and reflect)– When time is called by the chime, the next person
speaks
Microlab RoundsMicrolab Rounds
1. What did you learn from the video “Pay Attention” that was meaningful to you? Why was it meaningful?
2. How did the video cause you to reflect on your assumptions about how best to engage your students?
3. What do you hope to gain from this Ford PAS workshop?
A Word or Two About Community AgreementsA Word or Two About
Community Agreements
• Become aware of things/conditions you need to do your best work.
• Note times/things that are said/done that affect your needs—that challenge your ability to learn in the context of our group.
• Try to figure out the implicit norms of the group.
Community AgreementsCommunity Agreements
• Show up – choose to be present
• Pay attention – to heart and meaning
• Tell the truth – without blame or judgment
• Be open to outcome – not attached to outcome
• Get what you need
• What agreements would you like to add?
Module 7: Planning for Business SuccessModule 7: Planning for Business Success
The “Original” Version
• Content is entrepreneurship and developing a business plan
• Published in 2004, second printing in 2007
The “Math-Enriched” Version
• Same content as original with Algebra I concepts embedded
• Published in 2009, still not available in printed copy
Module 7: Planning for Business Success
Module 7: Planning for Business Success
Students take on the role of manager of NoNaymz, a local band trying to break into
the national music scene, and, through case studies and a computer simulation, they
learn about marketing and finance. Students apply their NoNaymz experience
to create a realistic business plan for a small business of their own. Students present their plans to visitors from the
community in an effort to recruit potential “investors.”
Activities at a GlanceActivities at a Glance
• Activity 1: Business 101
• Activity 2: Getting to Know Your Market
• Activity 3: The Price Is Right
• Activity 4: Building a Business
• Activity 5: Reaching Your Market
• Activity 6: Building Your Business
Expert Group Jigsaw ProtocolExpert Group Jigsaw Protocol
1. Form teams of 6, with each member of a team responsible for a different activity from module 7.
2. Read the material about the activity you are focusing on. (Refer to “Module Learning Goals”, “Activity Overviews” & Curriculum Description handouts)
3. Break out into “expert groups” (of participants focusing on the same activity) to discuss the focus questions.
4. Meet with your team to share what you learned about your activity from your module.
Focus QuestionsFocus Questions• Scan and summarize the basic content of the activity.
What are the major student outcomes?• What academic or CTAE areas does this activity
address? (list specific courses if you can)• What standards (in the courses you teach) are
addressed in this activity?• What sort of assessment pieces are there in this
activity?• At a glance – what are the strengths and
weaknesses of this activity?
Concurrent Sessions : Choose 1Concurrent Sessions : Choose 1
• Module 7: Activity 3 – The Price is Right
• Module 7: Activity 5 – Reaching Your Market
From Concept to ConsumerModule 1, Activity 1
From Concept to ConsumerModule 1, Activity 1
Inventive Thinking
Activity 1 – Learning GoalsActivity 1 – Learning Goals
– Identify and explain the importance of the steps involved in developing a new product
– Develop ideas for new products, taking into account the needs of particular consumer groups
– Describe the consequences to society of the widespread use of new products
What We Will Do TodayWhat We Will Do Today
• Watch a short video
• Divide into groups (as instructed)
• Read the quotations provided
AND
Develop A Product Develop A Product • Develop a product proposal that includes
– Name of the product– Sketch of the product– Description of the purpose and function of the
product– Description of why this product is more useful
than anything that already exists– List of possible raw materials needed to make
this product
Post the above information to the Flip Chart
Group Assignments--Find the corresponding “ color table tent”
PURPLE Group:Blake AndersonRichard BelcherCindy BlakleyLeslie DavisPat EllisIrene Munn
Blue Group:Terry HaymondCsaba HegyesShenley RountreeMatt TurnerBarry BlakleyCathy Kimbro
Pink Group:Paul GodfreyWanda O’KelleyRodney PresleyRhonda SamplesJoan SmithThomas FelcherMichael Negley
Green Group:Jeff FitzpatickDeana HarperDara LavalleeRachel McClainLynda WhalenSandra Simon-GrindyMary Robinson-Noble
Skills for Success DebriefSkills for Success Debrief
• What types of skills and ways of thinking are addressed in the Inventive Thinking activity?
• What makes this activity engaging for learners/students?
• How would you describe the kind of teaching you saw in this activity?
Ford PAS Teaching & Learning PillarsFord PAS Teaching & Learning Pillars
Learning Pillars: 21st Century Skills
• Application of academic knowledge and skills
• Critical thinking• Problem-solving• Teamwork• Communication• Creativity and Innovation• Global Awareness
Teaching Pillars:21st Century Pedagogy
• Academically rigorous• Integration of academic and
career-related knowledge and skills
• Inquiry-based• Project-based
• Real-world (authentic)• Performance-based
• Technology-rich• Career-relevant
11
Business Panel ParticipantsBusiness Panel Participants• Barry Blakley, Industrial-Organizational
Psychologist
• Tom Felcher, Dentist, Stockbridge Dental Care
• Irene Munn, Chief Counsel and Policy Director for Lt. Governor Casey Cagle
• Sandra Simon-Grindy, Director of People Development, Chateau Elan Resort
• Gus Whalen, Founder of The Warren Featherbone Foundation and the Featherbone Communiversity
Business Panel DiscussionBusiness Panel Discussion
• 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?
Business Panel DiscussionBusiness 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?
Concurrent Sessions : Choose 1Concurrent Sessions : Choose 1
• Module 7: Activity 3 – The Price is Right
• Module 7: Activity 5 – Reaching Your Market
Concurrent Sessions DebriefConcurrent Sessions Debrief
• Form pairs with someone who attended a different session than you.
• In your pairs, tell each other about what you did in your concurrent session.
• Talk about how you might use one of these activities in a course that you teach.
Concurrent Sessions DebriefConcurrent Sessions Debrief
• What Ford PAS Learning Pillars did you experience as a learner in your session?
• What Ford PAS Teaching Pillars did you observe in the session you attended?
• What questions, concerns, or challenges did this experience present for you?
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