Ford PAS Next Generation Learning Professional Development Workshop Houston County Career Academy February 21-22, 2011.

Ford PAS Next Generation Learning Professional

Development Workshop

Ford PAS Next Generation Learning Professional

Development Workshop

Houston County Career Academy

February 21-22, 2011

Welcoming RemarksWelcoming Remarks

• Mike Parker

• Leah Felcher, Executive Director of the Georgia Ford PAS Next Generation Learning Hub

Human BingoHuman Bingo

Another professional development workshop?

Another professional development workshop?

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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.

Guidelines for Effective PDGuidelines for Effective PD

Ford PAS Professional Development

Collaborative with multiple opportunities for sharing & ongoing dialogue

Ford PAS Professional Development

Collaborative with multiple opportunities for sharing & ongoing dialogue

Ford PAS Professional Development

Reflective practiceActive learning & teacher inquiry

Ford PAS Professional Development

Reflective practiceActive learning & teacher inquiry

Goals and ExpectationsGoals and Expectations

• Examine effective instructional strategies to prepare students for success in college and 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

VideoVideo

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 do you already know about Ford PAS Next Generation Learning (from experience, website, or pre-reading)?

2. What is one burning question you have about Ford PAS Next Generation Learning and why is it a burning question for you?

3. What do you personally hope to gain from this Ford PAS workshop?

Microlab RoundsMicrolab Rounds

1. What did you learn?

2. So what is it good for?

3. Now what are you going to do?

Report OutReport Out

• How did the process feel?

• Key learnings?

Protocol ResourcesProtocol Resources

www.nsrfharmony.org

Why use protocols?

1.To promote participation

2.To ensure equity

3.To build trust

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?

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

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 to the chart paper.

Skills for Success DebriefSkills for Success Debrief

• What?

• So What?

• Now What?

Break TimeBreak Time

Coordinated Learning ExperiencesCoordinated Learning Experiences

• Students learn first hand about real-world applications of what they are learning

• Help students connect their learning to their life , see how it applies to life beyond school

• Can include:Classroom speakersField tripsJob shadowingCommunity/business experience

Preparing for a CLEPreparing for a CLE• What topics might the speaker know about that

relate to the learning we just did?

• What other topics are you interested in that you can apply in your own lives?

• What questions could you ask the guest speaker?

Table Groups

• Review Ford Motor Credit Company Information.

• Chart 3 new things you learned about the company.

• Develop 3-4 questions to ask the guest speaker

Creating Meaningful Coordinated Learning Experiences

Creating Meaningful Coordinated Learning Experiences

Session GoalsSession Goals

• Define coordinated learning experience (CLE)

• Understand the rationale for integrating CLEs into classroom learning

• Identify strategies for helping students make connections between classroom learning and real-world learning

• Become familiar with sessions/activities from Calculating your Future

What you will do in this sessionWhat you will do in this session• Experience a Ford PAS activity as professional

development

• Participate in a “Connected Learning Experience” / also known as CLE (Coordinated Learning Experience)

• In small groups, Learn how to connect Ford PAS to all the strands of Ford PAS NGL

• In the whole group, reflect on the session and debrief

To Lend or Not to LendTo Lend or Not to Lend

from Activity 4 Borrowing for the Future: Managing Credit and Debt

from the module

Calculating Your Future

from Activity 4 Borrowing for the Future: Managing Credit and Debt

from the module

Calculating Your Future

What you will do in this sessionWhat you will do in this session

• Engage in “To Lend or Not to Lend”

Take on the role of lender and decide who should receive credit

• Participate in a CLE with a representative of the Ford Motor Credit Company

• Reflect on the simulated CLE and discuss strategies for making them an effective learning experience

Have you ever lent anything to anybody?Have you ever lent anything to anybody?

• If so, did you have reservations about lending it? Why or Why not?

• If not, why not?

• What did you know about the borrower that influenced your decision?

The 3 C’s of CreditThe 3 C’s of Credit

• Character

• Capacity

• Capital

• A 4th C: Conditions

Analyze the Credit Candidate ProfileAnalyze the Credit Candidate Profile

1. What information would have a positive effect on you as a lender? Why? Which C does it relate to?

2. What information would have a negative effect on you as a lender? ? Why? Which C does it relate to?

3. What information would have no effect on whether you grant this person credit? Why?

4. On a scale from 0-5 (with 0 being a terrible candidate for credit and 5 being an excellent candidate, how would you rate this candidate?

During the CLE, you will: During the CLE, you will:

• Talk with an employee of a credit company

• Learn how they would rate the borrowers

• Discuss the skills, formal education, work experience, and other qualifications that employees need for this job

• Discuss the types of skills and knowledge that different employees use on the job

• Observe the Ford PAS learning pillars in action

Lunch TimeLunch Time

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

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CLE DebriefCLE Debrief

• What did you learn from the Ford Motor credit Company that surprised you?

• What did you learn that you can apply to your life?

• What skills did the speaker say were important?

• What new questions about credit do you have as a result of this meeting?

CLE DebriefCLE Debrief

What is a CLE? What are components of an effective CLE?

What is the purpose of a CLE?

What are the benefits and challenges of a CLE?

How can you strengthen the connection between schools and employers in your work with teachers, schools, businesses?

Concurrent Sessions : Choose 1Concurrent Sessions : Choose 1

• Critical Thinking through Inquiry-based Discussions: What is the American Dream? from People at Work, Building a Foundation in Research Skills (Module 3: Activity 1)

• Inquiry-based Learning: What is Energy, Anyway? from We All Run on Energy (Activity 3)

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

A Supply and Demand DramaA Supply and Demand Drama

•Form teams of six.

•Three will be “fans” and three will be “sellers.”

•Using the instructions and supplies in your envelope act out the role play.

•The time for the role play will be 10 minutes.

Team #

Price Paid for Ticket by Fan

Total Loss or Profit for Ticket Seller

Fan Got Needed Tickets (Y/N)?

Number of Tickets Seller Has Left Over

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.

Exploring Ford PAS Modules in Print

Teacher Guides & Student Guides

Exploring Ford PAS Modules in Print

Teacher Guides & Student Guides

Session GoalsSession Goals

• Understand the structure and layout of the Ford PAS curriculum materials

• Identify and be able to effectively use different curriculum elements, such as Tips and Teacher Information pages

• Understand the various components integral to the Ford PAS program on the Ford PAS Website

What You Will Do in This Session…

What You Will Do in This Session…

• Go through a Module Teacher Guide and learn about the elements of the curriculum

• Review the Ford PAS Website

• Register for an account at the Ford PAS Website if you have not already

Curriculum MaterialsCurriculum Materials

• One Student Guide per module

• Module Teacher Guide with Student Guide embedded

• Online resources on the Ford PAS Website

• Multimedia resources

Teacher Guide Module Overview

Teacher Guide Module Overview

T _ Introduction

T _ Activities at a Glance

T _ Planning Calendar

T _ Learning Goals

T _ Correlation with National Academic Standards

Teacher Guide Activity Overview (blue pages with T before the page #)

Teacher Guide Activity Overview (blue pages with T before the page #)

• Student Introduction

• Learning Goals

• For Your Glossary

Student Guide Activity Overview (white pages with regular page #)Student Guide Activity Overview (white pages with regular page #)

• Before You Teach

• Materials Needed

• Vocabulary

Teacher Guide IconsTeacher Guide Icons

• Teacher-Initiated Section

• Tip

• Web Site Resource

• Teacher Information

• Skill Resource

Teaching InstructionsTeaching Instructions

Product AssessmentsProduct Assessments

Reproducible Masters (RMs)Reproducible Masters (RMs)

Adapting with FidelityAdapting with Fidelity

Essential features that maintain the integrity of the curriculum

• Academic rigor

• Real world contexts

• Inquiry-based learning

• Integrating technology

• Assessable learning goals

• Teamwork

Ford PAS Website Overview

Ford PAS Website Overview

www.fordpas.org

Site-Coordinators w/ “exact” organization names

Site-Coordinators w/ “exact” organization names

• Houston County Career Academy

• Jenny Williams – Technical College System of GA

• Gilda Lyon – Georgia Department of Education

Preparations for TomorrowPreparations for Tomorrow

• Read ACME Soft Drink Company Information (2 pages)

• Read assigned department packet for ACME

• Register on the Ford PAS website if you haven’t yet

Group Assignments--For Department MeetingsCorporate Citizenship (1) :Tina RodriguezLequesha BrooksLarry WarrenLinda LewisLaura Lee Bernstein

Finance (2) :Shelly McPhailDerick AustinBill TrubyMelissa Hodge-PennDuke Wellington

Marketing & Sales (3) :Laura StandardKim BurgerSusie JarrettCindy O’MaraJimmie Fouts

Production (4) :John DonahuePhilip ManningMike ParkerSheila McDaniel

Reflections of the DayReflections of the Day

• What did you learn today that challenged you?

• What would you like more of tomorrow?