Enhancing and assessing your work based learning plan nyc series #2
- 1. Work-Based Learning: Enhancing and Assessing your plan Laura Fidler, Instructional Manager laura@naf.org
- 2. 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
- 3. What I LearnedWhat I Want to Know: What I Know:
- 5. How’s it going? Success(es) Challenge(s)
- 6. Supporting the Work-based Learning Plan in the Classroom
- 7. 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
- 8. 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 Example AOHT Principles of Hospitality and Tourism Lesson 8 Entertainment
- 9. Integration Considerations (per grade level) • Skills and Attributes • Student Learning Outcomes • Work-Based Learning „activities‟ • Advisory Board • Natural overlaps
- 10. 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
- 11. Connecting work-based learning to your students career goals
- 12. 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?
- 13. 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
- 14. Assessing your Work-Based Learning Plan
- 15. 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
- 16. Student Certification and Assessment System naf.programworkshop.com
- 17. 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 ? ?
- 18. 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. Persistence Persistence is needed to support long-term commitment to educational goals through a positive mindset and self-efficacy. Engagement Engagement 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-Regulation Self-regulation is key to resiliency. Students must develop coping skills, self-control, and confidence to work through challenges.
- 21. • “… 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.” Reminders EdWeek 2013
- 22. 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
- 23. Let NAF know about your events! We can publicize your great work via our website and Facebook page! Contact Dana Pungello, Communications Manager dpungello@naf.org
- 24. What I LearnedWhat I Want to Know: What I Know: