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Meeting Students at their point of need
- 1. Instructors: Dustin Bickley, AST JustinRoberts, AST David Venard, ACT Meeting Students at their Point of Need
- 2. The Secrets toOur Success ● Three Interviews ● Basic Layout of the program ● Opening & Closing ● Career Major Outline ● Task sheets ● Live Crew ● Progress Report ● Certifications & Success
- 3. 3 InterviewsAll studentsmust complete all three interviews throughout the 9 week sessions. 1st Interview ● Completed in the 1st week ● Students will meet with the instructor to find out what area they would like to go through first ● Discuss their goals after the program
- 4. Basic Layout ofthe Program ● Classroom management ● Assist Instructors in knowing what Students they have in each section ● Allows Students to know where they are at in the program ● Students learn to collaborate within their group
- 5. Opening Class ● BellWork ● Allows Instructors & Students to have a daily plan ● Allows Instructors to know where Students will be working ● Changes the culture ● Allows Students to understand time management ● Communication piece
- 6. ● Covers the9 week outline for the program ● Includes: Online Training ASE type questions Task sheets Career Major Outline
- 7. ● Terminology What isthe name of the part ● Function How does it operate ● Diagnosis How can a part fail ● Repair How can you repair it Task Sheets
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- 9. Live Crew ● Alevel of 3 or 4 in all areas ● Changes Culture ● Provides feedback ● Live crew list is placed in front of the classroom
- 10. Essay Test ● Requiresstudents to demonstrate a holistic knowledge of a learning objective by describing content knowledge in a creative way ● Moves students into Quadrant D learning by requiring them to explain and apply the information they’ve learned
- 11. ● Tech Tipfor the day ● What did you learn for the day ● Complications for the day ● Abbreviations ● Name part / Fluid ● Name the tool ● Diagnosis tips ● Feedback for Students Closing Class
- 12. 3 InterviewsAll studentsmust complete all three interviews throughout the 9 week sessions. 2nd Interview ● Completed in the 5th week ● Progress Report ● If unsatisfactory grade, student completes a progress report form and the parent will be contacted ● If grades/progress don’t improve, student will meet with administration
- 13. ● Provides meaningful feedbackto students and parents ● Automatically generated from information in gradebook Progress Report
- 14. ● Standards BasedGrading using NATEF Task List ● Focuses on tasks students can perform ● Competency = 80% Employability = 10% Exams = 10% Gradebook
- 15. 3 InterviewsAll studentsmust complete all three interviews throughout the 9 week sessions. 3rd Interview ● Completed in the 8th week ● Students see final test score and final program grade ● Students know if area has been completed ● Discuss studying for the competency test ● Feedback on performance and how to improve
- 16. Certifications & Success ●Each is a prerequisite to the next test ● Celebrate Success!!!!
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- 18. Student Self Assessment ●Students perform tasks and rate themselves ● Scale of 1-4 ● The classroom standard is set first ● As the students become more competent the standards are raised ● The standard set on day 1 will probably be below average on day 5
- 19. Weekly Journals Working withOthers – Imagine that you have a full-time job making good money, but one of your coworkers is rude and disrespectful to you. How could you resolve this issue? Controversial topics – Write down a minimum of THREE controversial topics of discussion (politics is an example of a controversial topic). Describe why these topics are controversial and discuss why it is unwise to discuss these topics in the workplace. How would you redirect someone who tried to start a discussion about one of those topics? ● Focuses on employability ● Weekly writing assignments help to improve students’ literacy, regardless of the length or subject matter of the writing
- 20. ACT - DiscussionForum Directions: 1. Read the following review that was posted online about an auto collision repair shop. 2. Imagine you are the owner of the shop about which the review was written. 3. Write a response to the customer that you intend to post online as a reply, being sure to address the customer's complaints in your response. 4. In your response, discuss what your shop will do differently in the future to avoid a similar issue. "The body shop did good work, but it took entirely too long. It took them 2 weeks to repair our car that didn't even have much damage. Also, they would never call to update me and they acted annoyed and bothered whenever I called to get an update. For the first 3 days they had the car, it just sat there because they didn't send off the request for more funds from the insurance until I called to check on it. If you bring your car here, prepare to call a lot to check up on them otherwise there is no telling how long they will let your car sit there. The actual work they did looks really good - like nothing ever happened to the car, but it shouldn't have taken 2 full weeks to repair a door that was hit by a car going under 5mph.”
- 21. Using Social Mediain Your Classroom
- 22. Social Media ● Recruitingfor Your Program ● Teaching Soft Skills ● Assignments - Industry Trends ● Building Industry Relationships ● Celebrate Student Success
- 23. Social Media: RecruitingTool Traditional Recruiting ● Counselor’s Recruit in large group setting ● Interested students meet instructor in group setting ● No contact after school visit ● Still necessary but social media can extend your reach
- 24. Social Media: RecruitingTool Social Media Recruiting ● Students and parents follow your social media account(s) ● Individual & personal connection ● Building relationships before they begin in your class ● Parents and students can see the culture of your classroom and if it is a good fit for them
- 25. Social Media: 21stCentury Skills What are 21st century skills vs soft skills? Why are they important?
- 26. Social Media: 21stCentury Skills ● Continue teaching soft skills ● Extends soft skills to online ● Professional online presence
- 27. Social Media: 21stCentury Skills Example: student twitter account
- 28. Social Media: Assignments ●Articles to read ● Videos to watch ● Students read/watch outside of class and then we have a class discussion
- 29. Social Media: Industry Relationships ●Local and Global ● Job Placement ● Product Information ● Sharing Industry Standards
- 30. Social Media: Industry Relationships ●Local and Global ● Job Placement ● Product Information ● Sharing Industry Standards
- 31. Social Media: Industry Relationships ●Local and Global ● Job Placement ● Product Information ● Sharing Industry Standards
- 32. Social Media: Industry Relationships ●Local and Global ● Job Placement ● Product Information ● Sharing Industry Standards
- 33. Social Media: CelebrateSuccess ● Parents/community can see student work ● Students get recognition for accomplishments ● Tag students in posts
- 34. Social Media: CelebrateSuccess ● Students use Twitter/IG to document learning ● Students create a social media portfolio and document their projects ● I can re-post and share with my industry contacts
- 35. Follow Us onTwitter or Contact Us through Email Dustin Bickley, @mrbickleycvtc [email protected] Justin Roberts, @mrrobertscvtc [email protected] David Venard, @mrvenardact
- 36. You can accessmany of the resources discussed by going to: goo.gl/knQbm8 Resource Materials