Enhancing and assessing your work based learning plan nyc series #2

Work-Based Learning:

Enhancing and Assessing your plan

Laura Fidler, Instructional Manager

[email protected]

Today‟s Objectives

• Supporting the Work-based Learning Plan in the Classroom (NAF Standard 4.1.b)

• Connecting work-based learning to your students career goals (NAF Standard 4.3.a & b)

• Assessing your Work-Based Learning Plan (NAF Standard 4.1.c)

Goal: Academies will determine 3 next steps and post on NAF Community Forum

What I LearnedWhat I Want to

Know:

What I Know:

How’s it going?

Success(es) Challenge(s)

Supporting the Work-based

Learning Plan in the Classroom

List of Career Skills in NAF Curriculum

Demonstrating teamwork and collaboration

Working effectively with a diversity of individuals and perspectives

Demonstrating adaptability and flexibility

Developing awareness of one‟s own abilities and performance

Utilizing time efficiently when managing complex tasks

Demonstrating initiative and resourcefulness in challenging situations

Thinking critically and systemically to solve difficult problems

Prioritizing and completing tasks without direct oversight

Demonstrating ethical academic and professional behavior

Demonstrating the ability to write effectively

Demonstrating the ability to speak effectively

Demonstrating the ability to listen effectively

Effectively using technology relevant to a profession

Locating, evaluating, and applying information

Demonstrating creativity and innovation

Culminating Project Work: Writing the Itinerary

Students work together to draft their itinerary.

This activity focuses on the following career skills:

Working effectively with a diversity of individuals and perspectives

Utilizing time efficiently while managing complex tasks

Tell students to spend this time sketching out the details of their itineraries.

They must also choose one person to type their itinerary on the computer.

Walk among the groups, making sure that they are making good progress

and offering suggestions and support as appropriate

NAF Curriculum WBL ties: An ExampleAOHT Principles of Hospitality and Tourism

Lesson 8

Entertainment

Integration Considerations

(per grade level)

• Skills and Attributes

• Student Learning Outcomes

• Work-Based Learning „activities‟

• Advisory Board

• Natural overlaps

Review WBL plans

• Select one WBL activity that can be

supported in the classroom:

– Select and describe the activity

– How will this activity be supported in the

classroom? Which class?

– Who will be involved?

– What is the goal?

• Groups report out

Connecting work-based

learning to your students

career goals

Things to consider:

• When do you ask for your students‟ goals?

• What do you do with this information?

• Is this information revisited with students

to adjust in case they „change their

minds‟?

• What role does this information play in

your work-based learning plan?

Review WBL plans

• Select one WBL activity that either has been or can be connected to students‟ career goals:

– Select and describe the activity

– How will this be connected to each student‟s goals?

– Who will be involved?

– Why is this an integral part of your work-based learning plan?

• Groups report out

Assessing your Work-Based

Learning Plan

How do we assess our WBL plan?

• Assessment of student learning outcomes– College and Career Readiness

• Each WBL activity to have activities that occur:

Pre

During

Post

• Internship assessment - SCAS

• WBL plan is a “living document” to be regularly reviewed

In and/or Out of the Classroom

Student Certification and Assessment

System

naf.programworkshop.com

Do your WBL experiences include:

• Ties to identified learning objectives

• Developmentally appropriately placement of activities

• Assessment of student performance, including self-assessment methodologies

• Orientation for all parties

• Opportunities for reflection

• Links to students‟ next experience

• All students rather than some students

• A focus on college and career readiness rather than only on career or job readiness

• Links between classroom learning and professional expectations

• Support by a team that includes both academic and industry-related course teachers

?

?

NYC DOE College and Career Readiness Benchmarks:

Academic & Personal Behaviors

18

This domain includes the learning habits and skills that support academic readiness and includes non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence.

PersistencePersistence is needed to support long-term commitment to educational goals through a positive mindset and self-efficacy.

EngagementEngagement supports achievement in school by increasing students' social-emotional connection to the environment and their social confidence.

Work Habits/Organizational Skills

Strong work habits and organizational skills support successful navigation of college and careers.

Communication/Collaboration Skills

Communication and collaboration are essential skills in successful college and career transitions.

Self-RegulationSelf-regulation is key to resiliency. Students must develop coping skills, self-control, and confidence to work through challenges.

• “… they will lose interest quickly without tangible

results or established goals.”

• Gen Y students are crushed by failure, so they would

rather give up than exhaust their efforts.

• Consistency is important; students will not

internalize a concept after a one-time lesson –

maintain

your “theme.”

RemindersEdWeek 2013

Review WBL plans

• Select one WBL activity that either has been or can be assessed:

– Select and describe the activity

– How will this activity be assessed over 4 years?

– How will you use this information in your work-based learning plan?

– Why is this an integral part of your work-based learning plan?

• Groups report out

Let NAF know about your events!

We can publicize your great work via our website

and Facebook page!

Contact Dana Pungello, Communications

Manager

[email protected]

What I LearnedWhat I Want to

Know:

What I Know: