South Carolina Education & Business Summit Greenville, South Carolina ~ June 27, 2007 Presenter: Brenda Hattaway Assistant Executive Director VTECS Developing Scenarios ─ Do Your Scenarios Need a Little Caffeine?
Mar 27, 2015
South Carolina Education & Business Summit
Greenville, South Carolina ~ June 27, 2007
South Carolina Education & Business Summit
Greenville, South Carolina ~ June 27, 2007
Presenter:
Brenda HattawayAssistant Executive Director
VTECS
Presenter:
Brenda HattawayAssistant Executive Director
VTECS
Developing Scenarios ─
Do Your Scenarios Need a
Little Caffeine?
Developing Scenarios ─
Do Your Scenarios Need a
Little Caffeine?
A Consortium for Innovative
Career and WorkforceDevelopment Resources
A Consortium for Innovative
Career and WorkforceDevelopment Resources
Since 1973 . . .
Since 1973 . . .
A Consortium of A Consortium of StatesStates
A Consortium of A Consortium of StatesStates
Ms. Amy McCaskill
Office of Career & Technology Education
Columbia, South Carolina
Phone: 803 – 734 – 4901
E-mail: [email protected]
Ms. Amy McCaskill
Office of Career & Technology Education
Columbia, South Carolina
Phone: 803 – 734 – 4901
E-mail: [email protected]
VTECS develops resources . . .VTECS develops resources . . .
. . . for CTE. . . . for CTE.
Graphic Representation of a Cluster
Graphic Representation of a Cluster
Academic, technical, and workplace knowledge and skills that cut across all Pathways in the Career Cluster.
A sector of a Career Cluster in which occupational specialties share a common set of academic, technical, and workplace knowledge and skills.
The Occupational Specialties that constitute a pathway.
SCENARIODEVELOPMEN
T
SCENARIODEVELOPMEN
T
From The VTECS Perspective
A realistic work situation with
pre-established criteria that
measures an individual’s
achievement of career cluster
foundation, pathway, or specialty
knowledge/skills.
What are scenarios?What are scenarios?
Why use scenarios?Why use scenarios?
“How many buses does the
army need to transport 1,128
soldiers, if each bus holds 36
soldiers?”
• This is from a national mathematics
assessment for 8th grade students.
• Almost one-third of the 8th graders
answered the question:
“31 remainder 12”
So, why use scenarios?
Use scenarios . . .
. . . for instruction to help students put what they learn into a context.
. . . for assessment to provide evidence of learning that reflects worthwhile content.
Three Principles for
Developing Well Designed
Scenarios
Three Principles for
Developing Well Designed
Scenarios
# 1 Require learners to transfer knowledge and skill learned in school to real life work situations.
# 1 Require learners to transfer knowledge and skill learned in school to real life work situations.
# 2 Place learners in a
simulated job role
and setting.
# 3 The measurement criteria
is critical to the
evaluation of the scenario
and provides the basis for
the scoring guide (rubric
or checklist).
SCENARIODEVELOPME
NT:4 Phases
SCENARIODEVELOPME
NT:4 Phases
• Identify Knowledge/Skill(s)
• Identify Business/Industry
Contacts
1. Plan/Organize1. Plan/Organize
• Identify a real situation through face to face contact with business/industry representative
• Obtain employer expectations for successful completion of tasks in the scenario.
(continued)
2. Create the Scenario2. Create the Scenario
• Write the workplace content and identify knowledge/skills, set-up requirements, academic and workplace skills.
• Determine performance elements & measurement criteria
• Develop scoring guide—rubric or performance checklist based on measurement criteria.
2. Create the Scenario2. Create the Scenario(continued)
3. Pilot Test
and
Revise
4. Validate with
business/industry
and/or other school
situations.
SCENARIO FORMAT
A. Scenario Title
B. Foundation Knowledge/Skills Pathway Knowledge/Skills
Specialty Knowledge/Skills
C. Workplace Context/Situation
SCENARIO FORMAT (continued)
D. Time for Completion
E. Academic Skills Required
F. Workplace Skills
SCENARIO FORMAT (continued)
G. Notes to the Teacher
H. Performance Elements & Measurement Criteria
I. Scoring Guide (Rubric/Checklist)
We’ve learned that . . . We’ve learned that . . .
• workplace context,
• performance elements,
• measurement criteria, and
• scoring rubric or checklist
• workplace context,
• performance elements,
• measurement criteria, and
• scoring rubric or checklist
It is It is criticalcritical that the . . . that the . . . It is It is criticalcritical that the . . . that the . . .
. . . Are . . . Are alignedaligned... . . Are . . . Are alignedaligned..
We’ve learned that . . .
Scenarios should allow
enough to be
implemented in different
localities or situations
without compromising the
content and criteria.
Scenarios should allow
enough to be
implemented in different
localities or situations
without compromising the
content and criteria.
Let’s create
one right now!!
So, how do you make a cup of coffee?
Visit the VTECS Web Site
http://www.vtecs.org
Visit the VTECS Web Site
http://www.vtecs.org