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• OBJECTIVES FOR CLASS
• Define integration
• List 3 goals of integration
• Explore examples of integration
• Define communication and listening
• Identify 5 basic communications needed and ways
  to teach them.
• Explore the need for math and ways to actively
  teach with context.
• Define RIGOR in academics
• List strategies to increase academic rigor

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In preparation to restructure a new Vocational
Perkins Bill, congressional research committees
found the following

• Today's and future job markets are changing away
  from the traditional blue collar
• Academic studies with solid practical
  applications is the most educationally sound
  approach
• A decline in Vocational Educations because of 20
  fewer students in the nation's high school
  Increased graduation requirements
• Students being graduated are less than what
  employers want in both Vocational and Academic
  Preparation

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EIGHT KEY AREAS MOST VALUED BY BUSINESS
(1) Learning to Learn desire and capability to
continually absorb new knowledge (2)
Competence reading, writing and computation (3)
Communication oral and listening skills (4)
Creating Thinking ability to generate new ideas
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(5) Problem Solving critical thinking and
analytical skills (6) Personal Mgt. Skills sense
of self-esteem, motivation and ability to set
goals (7) Group Effectiveness ability to work
in teams Skills (8) Influence
Skills ability to work through organizational and
social structures
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• are technologically up to date
• integrate rigorous academics with knowledge and
  skills needed for careers
• have a good career pathway
• planned-with and for students and their parents

• prepare students concomitantly for employment and
  higher education and
• are well respected in the community.

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GOALS OF INTEGRATED ACADEMICS The expanded
mission will be achieved in concert with
educational and business communications by
offering comprehensive education, training, and
support services to develop... Occupational
skills---Technical skills and abilities required
by the workplace, including problem solving and
critical thinking. Academic skills---core
competencies necessary to prepare for and secure
a career, facilitated life-long learning, and
assure success in a global economy. Employability
skills---personal development and leadership
abilities essential for increased productivity.
KNOWN AS THE TRIO OF GOALS TO SUCEED IN THE
WORKPLACE.
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ALL CAREER AND TECHNICAL EDUCATION TEACHERS HAVE
THE RESPONSIBILITY AND WILL BE HELD ACCOUNTABLE
FOR CONTRIBUTING SIGNIFICANTLY TO STUDENT'S
ACADEMIC ACHIEVEMENT.
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Reinventing the American High School for the 21st
Century

• Strengthening a New Vision for the American High
  School through the Experiences and Resources of
  Career and Technical Education

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Recommendation 4 Dramatically improve how
academic content is taught
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Key Practice 1 Set high expectations and
get students to meet them.
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Rigor - As a nation, we appear to have come to a
consensus that all children deserve a
"challenging and rigorous" education. The problem
is, we have no common agreement about what
constitutes rigor'. Source Tony Wagner
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Strategies to Increase Academic Rigor in CTE -
Standards

• Develop power standards based on industry or
  state CTE standards
• Prioritize and move standards into
  curriculum-more than crosswalks

• Make academic connections explicit in course
  syllabus.
• Develop essential questions to organize
  instructional units or lesson plans.

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Technical Literacy

• Read, understand, and communicate in the language
  of a career field.
• Use mathematical reasoning and understanding to
  solve problems found in a career field.
• Understand scientific and technical concepts,
  principles, and processes for application in a
  career field.
• Use technology to complete projects and authentic
  tasks in a broad career field.

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• Strategies to Increase Academic Rigor in CTE
  Instruction
• Require students to read technical materials in
  the career field weekly and teach comprehension
  strategies
• Require students to write in the language of the
  career field weekly.

• Writing to learn
• Writing to demonstrate learning
• Authentic writing

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• Strategies to Increase Academic Rigor in CTE
  Instruction
• Require students to solve contextual mathematics
  problems weekly.
• Design courses using problem- and project-based
  learning.

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• Strategies to Increase Academic Rigor in CTE
  Instruction
• Create challenging assignments.

"Students can do no better than the assignments
they're given."
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Strategies to Increase Academic Rigor in CTE
Instruction

• Assess academic and technical skills.
• "What we assess signals what we value. How it is
  assessed signals how it should be taught. Jay
  McTigue
• More formative assessments assessment for learning

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Regarding ITACS . . .
The arts---understanding the role of arts in
people's lives Communicating through the arts
(presentation skills) Math---Algebra, data
analysis and probability, estimations, patterns,
relations, and functions, geometry Social
studies---decision making and resources (economic
activities, market place analysis, government
regulations and impact, American heritage,
citizenship rights and responsibilities
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Language arts--- oral, written, listening,
reading Science---inquiry (problem-solving),
investigate, research, Foreign
language---Multidisciplinary connection,
information, and knowledge (examples of social,
political, economic interdependence of the home
and target cultures), cultural knowledge
(diversity)
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"Integration is a process of blending content and
methods."
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Integrating
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Integrating
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• WHERE DO YOU BEGIN
• Show learners that you have confidence in their
  abilities to solve math.
• Learn about work keys applied math skill levels.
• Teach test-taking strategies.
• Determine each learner's current math skill level
  with a pretest.
• Determine how you will group learners and at what
  level you will start.

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6. Look at the instructional strategies that will
help learners develop effective problem-solving
skills. 7. Structure the classroom
environment. 8. Help learners understand why
math is important. 9. Make sure learners have
background skills. 10. Ask questions. 11. Pract
ice do different approaches and more than one
hands-on activity.
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Concepts
Quantity Employees often need to determine the
number of items sold, produced, or purchased, or
to figure totals on a per unit basis. Money Work
ing with monetary units is a central part of
business and is tangential to virtually every
job, if in no other way than to understand a
paycheck. Tasks involving monetary units include
figuring sales, costs, wages, and expenses.
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Time Some tasks involve figuring elapsed time.
Other problems are also frequently figured in
terms of time (e.g., production, sales, costs,
distance, area). In many of these tasks,
employees must be familiar with conversion of
time units. Measurement Calculating distance,
area, weight, and volume is crucial to most work
situations. Again, employees must be familiar
with conversions, as well as the appropriate
degree of accuracy needed for different
situations.
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Proportions and Percentages Proportions can be
used in many tasks that require making
predictions (e.g., if this is
the amount for X units. how much is needed for Y
units?). Percentages are used in the workplace to
calculate commissions, discounts, taxes, price
increases, changes in sales, and wage changes.
Averages Many records in the workplace arc
expressed in terms of averages (e.g., those
involving sales records, wages, costs, hours
worked). These averages become tools in the
decision-making processes of the business.
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A fun math problem to make you think Your house
number multiplied by 2 plus 5 multiplied by
50 plus your age plus days in year (365) minus
615 (always) The answer

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• Ten teams in the league each played 12 games
  during the season.
• The Steelers lost 10 games.
• The Raiders won and lost the same number of
  games.
• The Jaguars won one third of their games, and the
  Bears won twice as many as the Jaguars.
• The Patriots won 1 out of every 4 games.
• The computer listing showed the Bengals as
  winning .583 of their games.
• The Browns won .083 of their games, and the Colts
  won .83 of theirs.
• The 49ers won less than half of their games but
  more than the Jaguars.
• The Saints won 3 more games than the Raiders.
• Beginning with the first place team, list their
  rank order at the end of the season.

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Communication
THE TRANSFER OF IDEAS FROM ONE PERSON TO
ANOTHER. TO GIVE AND GET INFORMATION
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ATTENTION The 1st Rule of Communication
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Together with the state Department of Education,
the Roundtable commissioned a study of nearly
15,000 high school seniors in 119 schools to
determine whether students have a grasp of the
problem-solving skills companies are
demanding. The study by ACT Inc. wasn't
interested in he students of the basics, such as
reading, writing and simple math. Instead, the
first-of-its-kind study was designed to find out,
for example, whether a student could interpret
information on a complicated graph or
chart. State Schools Superintendent said the
study, will be used to redesign the way students
are taught in Ohio as well as how teachers are
trained. Also key to closing the skills gap
asking businesses to become more involved in the
public school system and steadily increasing
academic standards.
?COLUMBUS
High school seniors show poor job skills Only one
in 14 high school seniors has the skills needed
to compete in today's job market, says a study
recently released by state education officials
and some of Ohio's largest employers. Very
simply, Ohio has a significant skills gap,"
Richard Stoff, president of the Ohio Business
Roundtable said at a news conference. "Too many
job candidates are unable to read instruction
manuals, complete simple forms or apply
fundamental mathematical or scientific principles
to work related problems."
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Five types of communication
Verbal Communication - the process of exchanging
information, ideas, and feelings through spoken
word. Written Communication - the process of
exchanging information, ideas, and feelings
through written word. Nonverbal communication -
the process of exchanging information etc.
through body language as facial expression,
gestures, movements, and mannerisms. Electronic
communication - the process of exchanging
information through the use of technology. Listen
ing - process of receiving information, and then
processing the information
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Illiterate ? Write today for free help. Auto
repair service. Free pick up and delivery. Try us
once, you'll never go anywhere again. Our
experienced mom will care for your child. Fenced
yard, meals, and smacks included. Dog for sale
eats anything and is fond of children. Man
wanted to work in dynamite factory. Must be
willing to travel. Stock up and save. Limit
one. Semi - annual after Christmas Sale.
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3-year old teacher needed for pre-school.
Experience preferred. Mixing bowl set designed
to please a cook with round bottom for efficient
beating. Wanted. Widower with school age
children requires person to assume general
housekeeping duties. Must be capable of
contributing growth of family. Dinner Special -
Turkey 2.35 Chicken or Beef 2.25 Children
2.00 We do not tear your clothing with
machinery. We do it carefully by hand.
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Great Dames for sale Tired of cleaning
yourself. Let me do it. The hotel has bowling
alleys, tennis courts, comfortable beds, and
other athletic facilities. Man, honest. Will
take anything. Used Cars Why go elsewhere to be
cheated. Come here first. Wanted man to take
care of cow that does not smoke or drink.
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LISTENING Isn't Taught
LEARNED USED TAUGHT LISTENING 1st 45
LEAST SPEAKING 2nd 30 LITTLE READING 3rd 16
MUCH WRITING 4th 9 MOST
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• LISTENING IS TEACHABLE - ??? HOW???
• REQUIRE NOTETAKING
• 2. USE GUIDED NOTE TAKING TECHNIQUES
• 3. QUESTIONING STUDENTS FOR IMMEDIATE RESPONSE
• 4. ADJUST THE PACE OF YOUR TEACHING
• 5. USE TALK/WRITE TECHNIQUE - GIVE ORAL
  INSTRUCTION AND REQUIRE STUDENTS TO WRITE OUT THE
  INSTRUCTIONS TO FOLLOW.
• 6. PERSONALIZE DETAILS IN YOUR LESSONS WITH
  STUDENTS NAMES TO LET THEM KNOW YOU HEARD WHAT
  THEY SAID THAT DAY OR BEFORE.
• 7. MODELING YOU DO WHAT YOU ASK THEM TO DO

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Five basic things we teach in communication... Pe
rforming introductions Placing telephone
calls Take and deliver messages Giving
directions Giving instructions
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THE COMMON DENOMINATORS OF SUCCESSFUL PEOPLE 1.
Communication Skills Successful people have the
ability to talk to anyone, anywhere, about
anything, anytime. 2. Large Vocabulary Successful
people know lots of words, not just big words.
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3. Knowledge of Current Events Successful people
are current on current events - it's the major
subject of most conversations in the real
world. 4. Listening Skills Successful people are
good listeners. You only learn when you listen.
You learn nothing when you talk. 5. Diverse
Knowledge Successful people know something about
a lot of subjects - this makes them more
interesting to talk to.
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6. Personal Contacts Successful people have
hundreds of personal contacts, from all walks of
life. 7. Community Involvement Successful people
are involved in their community through volunteer
work and other community organizations. 8.
Professional Fulfillment Successful people like
what they do for a living. They didn't just get
any job, they got the right job.
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Count the Fs
FINISHED FILES ARE THE RE- SULT OF YEARS OF
SCIENTIF- IC STUDY COMBINED WITH THE EXPERIENCE
OF MANY YEARS.
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Speaker-Listener
After a speaker and listener are selected, the
listener leaves the room while the class is
informed about the design. The speaker will
verbally describe the figures the listener will
draw on the on board. The speaker will follow the
basic concepts below. The purpose is to help
people realize the importance of feedback. The
speaker needs a good listener, and the listener
needs a good speaker.
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The words are Mickey Mantle
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