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Edutopia: Creating Authentic Assignments and a Sense of Community in CTE

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Edutopia: Creating Authentic Assignments and a Sense of Community in CTE

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Creating Authentic Assignments and a Sense of Community in CTE

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Setting up community partnerships and tasks that simulate real jobs creates a solid foundation for a career and technical education program.

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Edutopia: Tapping into Community Connections to Improve CTE

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Edutopia: Tapping into Community Connections to Improve CTE

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Tapping Into Community Connections to Improve CTE

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When career and technical education teachers partner with local industry leaders, students gain valuable contacts and experience.

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Edutopia: Community Builders for CTE Classrooms

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Edutopia: Community Builders for CTE Classrooms

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Spending the beginning of the year building community and setting class norms can have a big impact on your classroom.

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Edutopia: Teaching CTE Students about Work-Related Uses of AI

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Edutopia: Teaching CTE Students about Work-Related Uses of AI

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Teachers can show students responsible uses of AI for situations like preparing for interviews and writing résumés and cover letters.

The rise of artificial intelligence (AI) can better position career and technical education (CTE) teachers to prepare their students for the future. From helping students hone interview skills and articulate their abilities on résumés to fine-tuning cover letter copy customized to a particular job description and enhancing professional and industry language, there are many ways to leverage AI tools to build students' career readiness in the CTE classroom.

Before using AI with your CTE students, remind them that they should not add personal information into AI, including business names, their name, the name of your school, locations, phone numbers, or other personally identifiable information. Students and teachers should always consider that online tools collect information, and in order to keep student information private, refraining from inputting this information into AI platforms is paramount.

It's also good practice to require parent or guardian permission and notify parents or guardians of AI integration in the classroom. Teachers should share with parents and guardians projects their teens will work on and explain how (and why) they will use AI to complement their workflow. Transparency is key to a successful implementation.

Sharing with Students the Benefits of Using AI in CTE

Establish the "why" with your students by considering the role of artificial intelligence when preparing a job application.

Share that, when prompted well, artificial intelligence can review a job posting and extract the details that students might want to include in their résumé, cover letter, and/or interview. Students can paste their résumés into the AI platform (deleting any personal information) and ask the AI to act as the prospective employer. Then, the AI tool can suggest different additions or omissions based on the job posting or description.

Students can also interact with AI as if it were an interviewer and prepare to answer questions on the spot. The AI can ask students questions and help them think of specific responses for those questions, unique to the student's résumé. This will increase students' confidence entering the interview process.

Ethical Uses

Emphasize ethical use of AI. Students should not simply copy and paste the information from AI into their résumé or cover letter. It's crucial to communicate that students can use AI to help build the items mentioned above, but it is not a replacement for original thinking and writing.

Insist that students edit and add to the AI's responses. Prompting AI to ask them questions, rather than provide answers, is another way to prevent students' rote copy-and-pasting, positioning the technology as a guide or tutor.

Avoid asking students to use AI to compose a full cover letter or résumé. Instead, use specific wording that prompts AI to develop questions that help students brainstorm and draft a cover letter or résumé. This step is meant to assist students in developing ideas and personalizing their tone. Students can even ask AI to help them "say this more clearly and concisely," but they should edit the final copy to include their voice.

Sample Prompt Exchanges

Notice how the following prompt asks AI to develop lists of questions to help students brainstorm: "I am a high school student in an HVACR class. I am preparing for an interview as a (job title) at a heating business. Ask me questions as if you were the interviewer."

Once the platform generates questions, students can review them and gauge whether they feel fit to respond. When they find a question that is too difficult, they can use this prompt: "Can you develop questions to help me formulate a response to (copy and paste the question)?" The AI will share questions for the student to help them formulate a response. Students can also prompt the AI to develop a list of industry-specific terms to help them prepare responses.

For cover letters, an AI-as-tutor prompt might look like this: "Can you develop questions to help me draft a cover letter based on this job description?" Students should input the job description for a position they're interested in applying for. The AI will provide a series of questions to help the student develop a cover letter.

To further personalize a résumé to a specific job, students can prompt the AI to help them develop phrases for their résumé. Once students incorporate the phrases into their résumé, they can then put the text from their résumé back into the AI platform and ask it to provide feedback.

Throughout these exercises, discuss with students the importance of editing AI output to ensure that it matches their voice, reiterating the importance of their original thought and personality.

Enhancing Preparation

AI offers numerous possibilities for CTE students who, within just an hour, could use the technology to help them create a cover letter, build a résumé, and practice interviewing with an industry expert.

By practicing the above strategies while also honing critical thinking skills by checking for errors, adding industry terms and knowledge, and supplementing the text with their unique voice and tone, we can support students by building career readiness skills and preparing them to ethically use AI in their lives beyond school.

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Teaching CTE Students About Work-Related Uses of AI

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In situations ranging from interviews to résumé and cover letter writing, here are ways to teach CTE students work-related uses of AI.

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This is a good foundational article on getting started in PBL...and it has links to lots of project ideas!

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Project Based Learning: Start Here | Cult of Pedagogy

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Maybe you’ve always wanted to try PBL, but you just haven’t gotten around to it yet. Here’s a set of beginner-level resources to get you started.

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Asia Society: Global CTE Classroom Projects

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Asia Society: Global CTE Classroom Projects

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Below are links to sample CTE classroom projects as well as tips on how to create your own classroom activities to help students become career ready in a global economy. This page includes:

Embedding Global STEM Projects into a CTE Instructional Sequence

How does a global project fit into my instructional plan? It's not as difficult as you think-here are the steps to help you get started:

Step 1: Align the global project to CTE standards and career-ready practices.

Step 2: Design the global project to be student led.

Students take the lead in their learning. Here, they research an issue and propose solutions. Your role is to facilitate the learning.

Need help? Review the SAGE method of project development.

Step 3: Adapt and adjust your global project for your situation.

You can adjust the pace of the project to fit your instructional plan and program.

Need ideas? Review global CTE projects and their modifications in this toolkit.

Step 4: Include differentiation in your global project.

Adjust student products to align to, and account for, specific student requirements.

Need ideas? Review global CTE projects and their ideas for differentiation in this toolkit.

Want to learn how to get started with integrating global content into your CTE program? Take Module 1: Global Career Readiness - A New Imperative, a short 15-minute online professional development module that is part of the Career Readiness in a Global Economy: STEM and CTE program. The module is available free of charge with registration.

How to Facilitate a Global Project: Do's and Don'ts

When using a project-centric approach in your program, it will be important to assume the role of a facilitator of learning instead of the sole source of knowledge for your students. In making this shift, you will empower your students to expand their global competence, technical proficiency, and project management skills. In order to make this transformation, consider:

Do

Use questions to ensure thinking, understanding, and application.

Provide support and inspiration when students get stuck or lose their way.

Build daily activities that engage and challenge students.

Explore answers, concepts, and ideas with your students.

Encourage students to follow the "three before me" rule and ask at least three other students a question before seeking your help.

Don't

Feel like you need to answer all questions.

Direct students in every step of the project.

Tell your students what they need to know.

Do the project for the students.

HQPBL Framework and Example Projects

High Quality Project Based Learning (HQPBL) is a consortium of organizations that, based on research, defined what a high-quality project-based learning experience should look like. The HQPBL Framework helps teachers demonstrate deeper learning outcomes as they design PBL experiences. Explore project examples from around the world.

Want to learn more about how to design high-quality PBL to increase student engagement, learning, and application? Take Module 3: Designing Your Global STEM Project, a free, short 15-minute online professional development module that is part of the Career Readiness in a Global Economy: STEM and CTE program.

Additional Projects and Ideas

Links to other global projects:

Project Planning Template

Use this blank project planning template to plan your own global CTE project! (Can be used on your own, or in conjunction with Module 2 of the Global CTE PD Course).

Differentiation Resources

Partners with Share My Lesson

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Below are links to sample CTE classroom projects as well as tips on how to create your own classroom activities to help students become career ready in a global economy. This page includes: How does a global project fit into my instructional plan?

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Printable- What To Say Instead of I Don't Know 

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Printable- What To Say Instead of I Don't Know 

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The Decision Lab- The Spacing Effect Explained

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The Decision Lab- The Spacing Effect Explained

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The research behind why learning is more effective when repeated in spaced repetitions.

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The Decision Lab - Behavioral Science, Applied.

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A behavioral design think tank, we apply decision science, digital innovation & lean methodologies to pressing problems in policy, business & social justice

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This is a printable poster for accountable talk stems for student collaboration, which will aid in building a productive, respectful classroom culture.

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Here is a link to the slideshow from my presentation with the Manufacturing cluster instructors, which includes several engagement strategies that can be adapted to any CTE classroom.

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This has some great curriculum maps, lesson plans, videos, and more for incorporating math into your programs!

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The NRCCTE has moved the compelling results of its scientifically based research study of Math-in-CTE into classroom practice with the Math-in-CTE curriculum integration professional development model.

In the original Math-in-CTE research study, students in the classrooms of teachers trained in the model performed significantly better on standardized math tests and community college math placement tests than students who received the regular CTE curriculum. Students also improved their math skills without losing the technical skills needed for college and career readiness.

Math-in-CTE is not a curriculum but a process through which the math that naturally occurs in the CTE curriculum is enhanced. CTE teachers are never asked to replace what they already teach or to superimpose math that does not belong in their courses.

A full implementation of Math-in-CTE involves year-long work with state or district leadership teams; expert NRCCTE facilitators provide teachers with extended, intensive professional development and work directly with site leadership teams to build their capacity to lead and expand the model. During the process, CTE teachers work with math teacher partners in professional learning communities to interrogate their curricula and identify the intersection of CTE and math concepts. This work leads to the development of curriculum maps, from which teachers then create math-enhanced CTE lessons using a seven-element pedagogic framework and develop a plan for integrating those lessons naturally into their courses. Between workshops, CTE teachers meet regularly with their math teacher partners as they prepare to teach lessons.

Learn more about Math-in-CTE professional development by contacting james.stone@sreb.org

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Math-in-CTE Resources - Southern Regional Education Board

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The NRCCTE has moved the compelling results of its scientifically based research study of Math-in-CTE into classroom practice with the Math-in-CTE curriculum integration professional development model. In the original Math-in-CTE research study, students in the classrooms of teachers trained in the model performed significantly better on standardized math tests and community college math placement tests than students who received the regular CTE curriculum.

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The workforce demands for students with technical STEM (Science, Technology, Engineering, Mathematics) skills continue to drive our global economy. In an effort to prepare our students to meet these demands, Career and Technical Education (CTE) in Davidson County has implemented various initiatives to provide students the opportunity to excel in the development of these skills. The "Math in CTE" initiative is intended to equip students and further strengthen their technical problem solving and critical thinking skills.

CTE teachers have the opportunity to attend various professional development sessions to learn math strategies to integrate within their curriculum. The professional development is two-fold:

1. To gain a better understanding of students' math skills and identify opportunities for improvement.

2. To share problem solving and numeracy strategies that can be integrated in any classroom.

The following are examples of numeracy strategies to integrate within the curriculum:

Teach and Learn-is a strategy that is based on research indicating that the best learning method to increase retention is to teach someone else. Teaching someone else may be done by expressing ideas or methods in one's own words, thereby, clarifying and reinforcing one's own understanding.

Math to Self/Math to Life-is a strategy to see a relationship between a math concept and a real life situation or one's own prior learning. Finding math to self/math to life connections greatly increases the relevance of new information and skills being learned.

Fast Write-is a strategy that allows the teacher to quickly assess a student's understanding of a concept through a brief writing explanation.

Mental Calculations-allows students to think through a problem mentally. This strategy allows students to build their thinking skills and their sense of numerical relationships. It also allows them to quickly analyze the correctness or accuracy of their solution.

Think Aloud-is a strategy that can be used two ways. First, the teacher could model problem solving skills to a class by thinking aloud. This allows the class to see the thinking that is involved behind the problem. Second, the student could solve a problem by thinking aloud. This will allow the teacher to better understand the student's thought process.

Think-Pair-Share-is a strategy that allows students to work in groups of two. Paired students work the problem, then take turns sharing their work with each other.

KWC (Know, Want, Conditions)-is a strategy used while solving a problem. It allows students to filter the information that they already know about the problem, what they want or need to know, and what rules or conditions they may need to apply.

Pictorial Representations and Physical Representations-is a strategy that allows students to draw out their answer or use manipulatives such as tooth picks, jelly beans, etc. to assist in solving the problem.

Graphic Organizers-Students often have trouble organizing information. Graphic Organizers are tools that allows students to organize information in a meaningful way.

Chunking-is any strategy that organizes complex content into smaller, more manageable, "chunks". It begins with the end in mind and separates the lesson into smaller mini-lessons.

Vocabulary Magnet-is a strategy that allows students to write the math vocabulary word above a picture of a magnet. They will then think about and look for words or ideas that relate to the word or phrase in the magnet. Once the ideas are developed, students will write the words and ideas on the lines around the magnet.

To learn more about numeracy strategies please visit our Math in CTE resource page. I encourage you to look specifically at "The Elephant Problem" to test your problem solving skills!

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The workforce demands for students with technical STEM (Science, Technology, Engineering, Mathematics) skills continue to drive our global economy. In an effort to prepare our students to meet these demands, Career and Technical Education (CTE) in Davidson County has implemented various initiatives to provide students the opportunity to excel in the development of these skills.

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Another great resource hub

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CTE classes are a great place for literacy lessons as students are presented with authentic texts like technical manuals, computer programs, and blueprints.

© iStock.com/Steve Debenport

In 2015, the majority of high school seniors performed at or below basic on the reading assessment section of the National Assessment of Educational Progress. The results of the writing assessment administered in 2011 were similar. This means that 50 to 60 percent of students had difficulty reading passages and performing tasks like interpreting information, making inferences, and drawing conclusions. While I do not want to place too much emphasis on standardized assessments, I do think they shine a light on an area that needs our attention.

Efforts to improve adolescent reading and writing skills are numerous, but few focus on increasing literacy through career and technical education (CTE). It is a common misconception that literacy instruction should occur only in English class. CTE teachers can teach literacy quite effectively-it is normal in the CTE classroom for students to be presented with a range of authentic texts, such as blueprints, technical manuals, computer programs, profit-loss statements, lab reports, and floor plans. Presenting students with texts that align with their interests has been proven to inspire even the otherwise unengaged student to actively participate in reading and writing activities.

Incorporating literacy strategies in CTE classes can be difficult at first for both teacher and student. When I taught business classes, there were always a few students who would say, "Why are we doing so much writing? This isn't English class." Nevertheless, it was my duty to teach the course content and provide students with the strategies needed to read, write, listen, design, and speak in a manner that prepared them for life after high school.

Here are four literacy strategies that I found to be useful in CTE classes, though I know they can be used in any classroom. Please note that these strategies are intended to be temporary literacy scaffolds; thus, students no longer need to be provided the strategy when they naturally begin to use the related skills on their own. For instance, the first example is showing students how to summarize an article using a graphic organizer. Once they master how to find the right information and arrange it in a logical manner, the scaffold (i.e., the graphic organizer) is no longer needed. This is a great sign that students are strengthening their literacy skills.

Four Literacy Strategies for the CTE Classroom

1. Read and summarize an article. This may seem like a simple task, but I have received papers in which students either missed the key points or nearly plagiarized an entire article. A graphic organizer helps solve those problems. The organizer allows students to identify the right information, place it in the correct order, and synthesize their thoughts before writing a formal summary.

2. Think critically and ask questions. The world of work requires that students have critical thinking skills and, more specifically, critical questioning skills. Students need to learn how to properly question what they read, see, hear, and think. This skill comes naturally for some, but others may need help. I found that the Creative Questions section of this worksheet (page 8) was a quick and easy way for students to learn the language of critical questioning.

3. Reflect on and respond to what they see. Video clips were a large part of my instructional resource library, including everything from YouTube videos to documentaries to movies. I would often ask students surface-level questions about the content of the video (just to make sure they were paying attention), but I also wanted them to reflect on what they learned, connect it to prior knowledge, and create a proper written response. The art of reflection is a difficult one to teach, but it is vital to learning. Using Sentence Starters for Reader Response helped students find the appropriate words to reflect on and respond to videos, and helped the class have more genuine conversations about what they had just learned.

4. Take a stand and support it with evidence. A CTE curriculum is often problem-based; it challenges students to evaluate a problem, devise a solution, and present evidence to support the solution. Whether that means presenting safety-gear recommendations for a construction site or a new marketing campaign to revitalize an old brand, it is important for students to know how to articulate their ideas in a logical, clear manner. I found the Claim-Evidence-Reasoning framework to be a helpful strategy. Though this framework is usually associated with science, I found it applicable anytime students were asked to make an argument and support it with evidence.

Increasing adolescent literacy rates is a complex challenge that needs to be addressed from multiple perspectives. With 97 percent of students completing at least one CTE course by the time they graduate from high school, CTE programs are naturally positioned to help students build literacy skills in preparation for future success in college, careers, and life.

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Literacy Skills in Career and Technical Education Classes

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CTE classes are a great place for literacy lessons as students are presented with authentic texts like technical manuals, computer programs, and blueprints. © iStock.com/Steve Debenport In 2015, the majority of high school seniors performed at or below basic on the reading assessment section of the National Assessment of Educational Progress.

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The Right Question Institute: Question Formulation Technique (QFT)

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The Right Question Institute: Question Formulation Technique (QFT)

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Great resource for the powerful critical thinking (and literacy) skill of formulating questions.

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Developed by the Right Question Institute, the Question Formulation Technique, or QFT, is a structured method for generating and improving questions. It distills sophisticated forms of divergent, convergent, and metacognitive thinking into a deceptively simple, accessible, and reproducible technique.

The QFT builds the skill of asking questions, an essential - yet often overlooked - lifelong learning skill that allows people to think critically, feel greater power and self-efficacy, and become more confident and ready to participate in civic life.

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What is the QFT? - Right Question Institute

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The Question Formulation Technique (QFT) is a simple but rigorous step-by-step process designed to help […]

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These are ready-made, script-guided strategies for incorporating literacy standards into your classes. (FYI... TAPE Approved!)

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CoP- Kick the IDK Bucket: How to Rid Your Classroom of "I Don't Know"

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CoP- Kick the IDK Bucket: How to Rid Your Classroom of "I Don't Know"

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Sponsored by World101 and Listenwise

This post contains Amazon Affiliate links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you.

We have all experienced it: Your lesson is rockin' and you pause to check for understanding. Expecting to hear an elaborate student articulation of the deep learning occurring, you are jolted by three words: I don't know. Students sometimes use this as a free pass to avoid thinking, taking a risk, or even responding to a question that they should be able to answer with a bit of effort.

Wouldn't it be nice to eradicate "I don't know" from your classroom? I am not suggesting that it isn't acceptable for a student to literally not know. However, when a student recognizes they don't know something, it should be a transition to knowing, not a termination of thinking.

I often label a variety of responses as IDK Responses, even if a student doesn't actually utter the words. Shrugged shoulders, blank stares, or what I call "crooked eyebrows" are all indications to me that a student is not going to fare well on any check for understanding task that is given.

The Powerless "YET"

The growth mindset movement seems to have oversimplified the concept of perseverance. We see meme after meme that glorifies the power of YET. I'm just as supportive as the next person of students building a growth mindset when faced with a challenge. However, simply adding "yet" to IDK doesn't prompt next steps. Fine-you don't know yet. What are you going to do to fill that gap? Without a plan of action to overcome the IDK, y-e-t is just another three letter word with no action behind it.

Instead of letting students simply add "yet" to their "I don't knows," we'll help them grow much further as learners if we get rid of IDKs altogether and teach students how to approach those deer-in-headlights moments more constructively.

Ridding Your Classroom of the IDK

1. Start by Saying Goodbye

In order to put IDK to rest, we need to set a norm that prohibits its use in the classroom so that students stop seeing it as an option.

A ceremony to rid students of their IDKs offers a memorable way to formalize the abolishment. One idea is to invite students to write their IDKs on a piece of paper. Then, as a class, host a funeral for their "I don't knows."

If a ceremony is not your style, or if you think a "funeral" might hit too close to home for some students, try replacing the idea with burying, burning, or destroying IDKs. You can even tie it into recycling and repurpose the IDK into more productive phrases.

A class meeting about the limits IDK places on their opportunity to learn and grow can be a simple, clear way to communicate to your students that you're no longer going to accept it as an answer.

Any way to physically, visually, or verbally rid the classroom of the forbidden phrase is the first step in kicking the IDK bucket.

2. Explore the Reasons Behind the Response

When students are faced with a challenge that interferes with their ability to respond with ease, many don't know how to respond, so they default to the generic "I don't know." But there are many causes for a student to offer an IDK-and it isn't always because they actually lack understanding.

This makes it hard for us as teachers to know how to respond. A mismatched response to a student's IDK can make it worse for everyone. For example, if a teacher has a plan to wait out students, thinking we are providing learners with additional think time, we are going to be waiting a loooong time if the student didn't hear the question in the first place. Not knowing the antecedent creates challenges for both students and teachers, so start by helping students get clear on what's behind their "I don't know."

Brainstorm with students all the actual reasons they might use "IDK" as a response. You might hear responses like:

I didn't hear the question.

I didn't understand the question.

I couldn't think of the answer quickly enough.

I don't like talking in front of the class.

I am not sure if my answer is right.

I really don't know the answer.

3. Offer Alternatives

After helping students identify the reason behind their IDKs, have them come up with more precise language to describe the barrier they're facing, phrases or actions they can use in place of the generic "I don't know" that will help them with these speed bumps to learning and engaging. Posting these co-created alternatives to IDK in the room as a reminder for more productive responses can serve as a cue to students when tempted to use the banned phrase.

The last row of this chart is worth noting because of the opportunities it gives students for greater risk-taking, qualifying statements many of us use as adults to allow us to save face if our current thinking turns out to be wrong. Sharing these options with students might replace IDK with a verbal indication that the learner is about to go out on an academic limb.

On the path to mastery, we regularly encounter learning gaps. Allowing IDK to serve as a cognitive roadblock brings learning to a screeching halt. If we can recognize those moments as learning barriers that require us to find a more open road, we will keep student momentum progressing forward. Transforming "I don't know" into a detour from uncertainty to the attainment of new knowledge would give IDK a new meaning in our schools.

To learn more from Connie, browse the free resources and posters she offers on her website. There are downloadables for supporting IDK responses and other strategies. Also check out her book, Hacking Questions: 11 Answers that Create a Culture of Inquiry in Your Classroom.

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Kick the IDK Bucket: How to Rid Your Classroom of "I Don't Know"

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Sponsored by World101 and Listenwise This post contains Amazon Affiliate links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you. We have all experienced it: Your lesson is rockin' and you pause to check for understanding.

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SREB: Creative Literacy Strategies Teacher Handbook

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SREB: Creative Literacy Strategies Teacher Handbook