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Everywhere you look on teacher oriented websites and journals, you see the maker movement. This year, I decided to create a makerspace in my own classroom. Here is how it worked.

I started by asking questions:

1. What would my students make? I teach marketing, not science. It seems that every website or article focuses on STEM ideas.
2. What would I put in the space? What type of resources would my students want or need?
3. How would my students react?

I decided to create cards with ideas for the students to look over and choose a project theme. For instance, a student could choose a card saying “make a gift” or “make a cellphone case” and that would be the theme of the project. From these two examples, you can see that some themes were more specific and some were very general. The end result of the project will be to create a product, along with a written document answering questions directly related to our marketing concepts. Students can work as individuals or in pairs (they must try both ways) and complete four projects per quarter. I implemented this project with second year students first and plan to introduce first year students during the second semester.

Because I teach marketing, the students have to describe the rationale as to why someone would buy their “product” and how they would market it. Students must create a feature and benefit chart and marketing mix. I created a rubric and set of guidelines so students had an idea what I expected from the written portion of the project, but the product portion is free for them to design as they wish. However, the written portion requires some explanation of the product and encourages students to stay on track.

After I created the note cards with themes, I gathered random materials that I thought might be useful. I also told the students to make a list if they needed additional items, or to bring items from home. I saved plastic containers, toilet paper rolls, and bottle caps. I found people to donate ribbon, pipe cleaner, and various size wooden blocks and rods. I added glues, markers, and colored paper. It was hard to anticipate what they might want.

After the completion of our first project day, I consider the space a huge success. All students chose to work in pairs. They worked diligently, discussing ideas and took the rubric into account making decisions. They were excited, they talked about all the concepts we have worked on in the past and I was impressed with both the products and the written reports. The students were happy to be out of their seats and using their creativity. They have already asked when they get to use the space again.

Wendy Robichaud, Ed.D., Marketing Instructor, Oxford Hills Technical School, Maine

Best practices to CTE are like Fish to Water…they are a necessity for survival! Best practices of any kind are tested, tried and true, meaning they are sound and grounded in research. They are practices that impact positive change, growth and intellectual tenacity. TechTarget defines “best practices” as a technique or methodology that, through experience and research, has proven to reliably lead to a desired result. In CTE, the desired results are best accomplished through an intentional and purposeful commitment. Be willing to delve into the>#0160;best practices>#0160;based on business, industry and educational trends using all the knowledge and technology available to ensure success, which is our survival. A promising best practice (technology tool) to be integrated in CTE pathways such as Programming, Automotive, and Healthcare Science is Virtual Reality (VR) and Augmented Reality (AR) applications.

Imagine changing the traditional teacher-student relationships; imagine technology that allows “the teacher to take students to places a school bus could never go, with panaromas and points of interest to make it easy for them to integrate it into existing curriculum and bring lessons to life>quot; (TechEd); and imagine CTE concepts and tasks in an environment>#0160;where a real life>#0160;problem to be solved or investigated is enhanced by virtual elements in real time. Lastly, imagine the profound impact on the way we interact with technology and the way we do our jobs for many years to come (EdTech Trends).

So what is the purpose of VR/AR? >#0160;The research presents us with these ideas: changing the learning environment by enhancing the information we naturally receive through our five senses, by adding superimposed, constructed virtual elements to bring complementary information and meaning that may not be possible to see by natural means. VR/AR creates an interactive environment between computer system and user bringing to life abstract concepts to enhance understanding. While you delve into the>#0160;best practices for VR/AR technologies, resources that will allow you to continue the conversation and possible implementation in your school district or CTE classrooms are EdTech, Virtual Reality Education Pathfinder, Verizon, Unity Software and innovators Dieter Schmalstieg>#0160;and>#0160;

The biggest challenge in life is to be yourself in a world that is trying to make you like everybody else! >quot;We cannot solve our problems with the same thinking we used to create them,>quot; is a mantra used many times in life. >#0160;

No organization has ever been successful without new and innovative ideas. Innovation, be it in business or education, is all about challenging the status-quo. >#0160;Before an organization can begin to innovate, it must answer a few difficult questions. >#0160;The most important questions are: “What does innovation mean to your institution? >#0160; Does your institution enable or stifle innovation? >#0160;What about your competitors…how innovative are they?” >#0160; >#0160;

Sometimes, colleges and universities have to remind themselves that they don>#39;t have to do what everyone else is doing. >#0160;So, how do you accomplish that task? >#0160;You accomplish innovation by going through 4 stages: generate ideas; refine your ideas; select the specific ideas that you want to try; and lastly, implement the ideas. >#0160;The problem with many institutions is they want the BIG ideas, but never have a plan to see them come to fruition. >#0160;In other words, they may be good at listening to the innovative ideas of their employees, but never research them enough to say, >quot;I think we want to go with that idea and run with it.>quot; >#0160;

Many times, innovators see the biggest enemy as the institution itself, the reason being that institutions are not designed for innovation, they are designed for ongoing operations. >#0160;In education, we serve our stakeholders, who might be students, boards, trustees, taxpayers, or any number of customers or patrons. >#0160;In the end, we strive for productivity and efficiency; therefore, we evolve and deliver what is being sought by them. >#0160;When it comes down to it, educational institutions have to focus on serving their students BETTER than other schools, or stakeholders will spend their hard-earned money somewhere else. >#0160;With that being said, there is continuous pressure to be more efficient and profitable and to continue to advance in new areas. >#0160; When institutions want to be >quot;innovative>quot; there will inevitably be conflict within. ‘Repeatable’ and ‘predictable’ are the stakeholders’ friends.>#0160; Predictability is especially powerful because it serves as a baseline for future expectations and holding people accountable. >#0160;In many organizations, budgets are set based largely on predictable outcomes. >#0160;

Ultimately, when any educational institution decides to pursue innovation, the leadership must have a vision for the future. >#0160;When you think about it, titles or positions don>#39;t really matter though, ideas do! >#0160;If you want people who possess the skills to innovate, they have to be the faculty and staff who remember why you are in business in the first place…for the student. >#0160; They must be open-minded enough to new ideas and resist the urge to say, >quot;We have tried that before and it didn>#39;t work.>quot; >#0160;In the end, when we want innovation…we must THINK DIFFERENTLY!

Rich Flotron, 2016 Region III Leadership Fellow

As the 2016-17 school year begins, I am thinking about what tools I will use to best help my students connect with the material, provide feedback about their understanding, and aid their ability to retain information. There are two tools that I know I will consistently integrate to help make this happen.>#0160; One is a relatively low tech tool, visual note-taking. The other is high tech and called Nearpod.

LOW TECH

I’ll start with low tech. I have tried to use the idea of sketching in my classroom to help students see ideas and connected concepts. However, this May I read the book, Visual Notetaking for Educators: A Teacher’s Guide to Student Creativity by Wendi Pillars. Sure, it mentioned some strategies that I already use, such as using simple graphic organizers that then have some color added, or taking breaks in the lesson to sketch out key ideas. The book also stressed some other important ideas with visual notetaking as well such as “process over pretty” (making the sketch about what you are learning and not worrying about the artistic nature of it), using sketches to predict and then adding to the sketch once further study happens, building on sketches throughout a unit, and even sketching words to help give them connection to the lesson.

As I read, I began thinking about ways I could incorporate lessons from this book into my practice. (Note to reader: If you are thinking of investing in the book up, I would encourage getting a print version. I drew in and wrote all over mine to truly embrace the experience.) This summer, I carried a notebook in my purse that I called my “Practice and Play” book where I could jot down ideas for visual notetaking and also toy with sketching ideas myself. This year, I hope to strengthen some of my lessons by more purposefully incorporating the idea of visual notetaking and “edu-sketching.”

>#0160;

>#0160;

HIGH TECH

For several years, I have been using an interactive learning tool called Nearpod which can be used on smartphones, tablets, ipads, etc. It is something I plan to continue using this school year as well. Although I do not teach with a flipped classroom approach, it could be used for that as students can go through lessons you create at their own pace. It even links to Google Classroom. I use Nearpod as live sessions which I pace in the classroom.

The reasons I like this tool: 1) It can put information right in front of the students 2) There are virtual field trips that I can take students on related to the topic 3) I can give quizzes or administer polls and get immediate feedback on students’ levels of understanding then address misconceptions immediately before they become ingrained 4) There are opportunities for what I call “brain breaks” where I can integrate sketches, concentration style games, and more.

Overall, I try to use multiple means of reaching my students to help them grasp course ideas and engage with course content. What are you favorite classroom tools?

Robin Claire McLean, Ed.D.
2013 Association for Career and Technical Education Teacher of the Year
Agriscience Educator, Northern Burlington County Regional Middle School
National Board of Professional Teaching Standards Certified – Career and Technical Education

When some teachers think about technology, they think of something out of a science fiction movie.>#0160; I view technology as a tool…something to help make my workload easier, faster, and more accessible. And it has to be engaging for students.>#0160;

The most significant technology tool that I use in my class is my website. >#0160;My site, AHSvideo.com started as a free Weebly site about 6 years ago.>#0160; I wanted a way for students to turn in their papers to me so I could see EXACTLY when they turned them in.>#0160; Then I used it as a way to post my lessons so I did not have students saying they never “received” the rubric that they left in class.>#0160; And now it’s a site that hosts our Morning Show (10,000 hits per month), a place to hold our students’ work; a place for students to learn via tutorials; and a place where administrators, colleagues, industry, parents and curious students can go to learn more about what we do.>#0160;

My website is the single most effective teaching tool I use because it allows me to adjust my lessons on the fly from anywhere I have an internet connection…and it’s helped grow my program to over 150 students per year!>#0160; Get your website done today whether you use Weebly or Wix, or even WordPress.

The trend I see as most important in CTE is workplace simulation.>#0160; Part of delivering workplace simulations is keeping pace with changing technology.>#0160;

In video/media our technology has changed so much in the past 5 years that I have very little, if any, of the equipment that I had in 2012. >#0160;>#0160;I think it’s important for teachers to be encouraged to learn more outside of the classroom.>#0160;

I stay current with today’s technology because I stay “in industry” by networking, actually producing media, and maintaining my relationships in industry.>#0160; Whether the CTE teacher teaches video, construction, automotive, digital design or hospitality, the teacher should be encouraged by all levels of administration to network and to learn new technologies outside of class in their industry.>#0160;

When I first started teaching video production in 2009, I was convinced that all the students in my class actually wanted to be there to learn.>#0160; And then I took it personally when some students did not want to learn what I had to teach.>#0160; Then, somewhere in my fourth year teaching, the seniors who had been in my program for 4 years started helping other students in the school with video projects; some of my students even helped out local police producing videos.>#0160;

It was then I learned to just be patient with my students and that education is a process that sometimes takes years to show its true results in students.>#0160; It took me 4 years to learn to be patient.>#0160; Learning how to be patient became instrumental to how I teach because it forced me to look at the student a few years down the road rather than right now.>#0160; It also helped my strategic planning efforts, my relationships with special need students and with students who excel everywhere in school.>#0160;

Rather than focusing on just today’s lesson, I can step back and see the potential in all of my students.

By Tracy Misner

Alpharetta High School

Audio Video Film >amp; Technology

http://www.ahsvideo.com/

Being a Work-Based Learning (WBL) Coordinator has provided me the opportunity to witness the immediate benefits of the CTE classroom being directly applied in the workplace.>#0160; I have spent 11 years as a Work-Based Learning Coordinator and these placements exemplify career and college readiness.>#0160; Students are able to relate the academic, technical, and employability skills learned in the classroom and directly apply them to the worksite.>#0160; This is a continuation of the students’ education and learning experience, it is an opportunity for students to utilize their talents to advance an employer and themselves.>#0160;

I have been fortunate to work with employers that have provided instruction, support, supervision, and guidance to these students.>#0160; I have been fortunate to work with students that bring their knowledge, enthusiasm, energy, and innovation to the employer.>#0160; There is also an advantage to the school district.>#0160; We are able to have a direct connection to the business community and to determine their interests and needs for their workforce and assure we are properly preparing our students for this.>#0160;

Students are applying their skills learned from the CTE classroom, are engaged in the workplace, are passionate to further progress, and are demonstrating the rigor and relevance all educators seek to achieve.>#0160; This validates the WBL program!>#0160;

I have worked with all levels of students from special education through honors students, each of which excel in these placements.>#0160; I have also seen all levels of students develop, progress, and transform in these experiences.>#0160; I have witnessed students determine their aptitudes and abilities, set future goals, develop career plans, and gain the necessary employability skills sought by employers.>#0160;

I am fortunate to have worked with such dedicated employers who partner in this opportunity for students!>#0160; I am fortunate to have worked with such impressive students who take this opportunity to excel!

I cannot think of any other position I have held that has allowed me to be a part of such collaboration, cooperation, and productive and direct results!>#0160; I cannot think of any other program that demonstrates more the motto “CTE Learning that Works for America!”

Nicole Lord the CTE Director of Flushing High School in Flushing, MI and ACTE Region I Fellow

When is the last time you have gone “on-screen” to connect with the people you know… or maybe don’t know? Whether it’s email, skype, text messages, or social media sites, screens have become the new medium for connecting with other human beings. I read an article today that discussed JOMO, or the Joy of Missing Out. Author and career coach Maite Baron uses this acronym in the context of digital detox.

In Barons Words, “establish your own clear boundaries for technological use… This will enable you to be as productive as possible, without becoming overwhelmed by the invasive online environment that’s all around you.”

After reading this on my flight to DC this morning, the idea resonated with me and my immediate and overwhelming reaction was… this is something I need to post!  I then realized how difficult the task of missing out is… a digital detox might just be more difficult than a juice detox!

How do we create boundaries for ourselves in technological use when so much of our life and productivity revolves around our online tools? The world is at our fingertips and the digital world has become our reality. It’s easy to allow hours to pass that feel like mere minutes as we find ourselves “sucked in” to the digital realm.

The answer to the digital dilemma is not only to establish boundaries but clear priorities and awareness. When spending time with family and friends, pay attention to how often devices come out. Be present and give your full attention to the three-dimensional folks around you.

As educators, our classroom should resemble the world we are preparing our students to not only live in, but to create. “No Cell Phone Zone” signs should be banned from every school.  How do we teach students to be responsible digital citizens if we ban technology in our education systems? Are we taking a chance that a student might misuse the technology, click on an inappropriate link, or god forbid, look up an answer and “cheat” on a test?  What better place to teach them than in the safety of the school environment how to have self-control and focus on the task at hand? As far as using technology to “cheat,” when is the last time your boss scolded or fired an employee for looking up an answer they didn’t know? In real life, this is called being resourceful and taking initiative. In the classroom it is cheating. In the real world, we can text or email someone to ask a question and teamwork is a sought-after skill.

How do we prepare students for jobs that don’t exist?  By preparing them to create those jobs. By teaching them that they are creating their own reality each and every day with every decision they make.  These are the minds that will be and currently are creating the future of our society and our world.  We cannot take this lightly. Let’s embrace the brilliance of our digital age AND give ourselves fully to those in our presence. Let’s teach the youth by giving them opportunities to explore and to create. To make mistakes and to fix them.

JOMO, or better, the joy of the present moment, and embracing the world around you.

“People today are more dedicated to their distractions than they are to their destinies!”

By Rachael Mann the 2016 Region V Fellow

Benjamin Disraeli said it best: “Upon the education of the people of this country, the fate of the country depends.” In a recent meeting with ACTE members from around the state, we all got on the subject of employee appreciation.>#0160; It is becoming a lost art.>#0160; In our discussions, many stated that their respective schools/colleges were losing quality educators, which is resulting in a brain drain and low morale.>#0160; I thought I would look into this anomaly a little more and here is what I found.>#0160;

In a study of Employee Engagement in the workplace, when employees were asked what educational leaders could do to improve employee engagement, 58% responded, “Give Recognition.”>#0160; Employees who are not adequately recognized at work are three times more likely to leave the following year.>#0160; A recent Gallup poll stated, “The number one reason most Americans leave their jobs is that they don’t feel appreciated.”>#0160; I have always been one to say, “If you take care of your employees, your employees will walk through walls for you.”>#0160; All you have to do is look at statistics to see that disengaged workers cost the economy over $300 billion every year (Gallup, 2010).>#0160;

Too many times in education, it comes down to an “Us vs. Them” mentality between administration and faculty and staff…with only the student losing.>#0160; Education, when you think about it, is a lesson in mediocrity.>#0160; Now, before you throw something at the computer, let me explain.>#0160; You have some extremely dedicated educators who absolutely have an undeniable passion for what they do.>#0160; They volunteer for any extra teaching loads, serve on numerous committees, offer their services writing grants, and go above and beyond what is listed in their job description.>#0160; Then, on the flip side, you have the “others.”>#0160; The ones who see their job as nothing more than a paycheck.>#0160; They only show up to teach what they have to: don’t you dare ask them to serve on any committees and you have to be crazy to ask for help planning any activities.>#0160; Yet, when it is time for raises, we all get the ol’, across the board increase. This obviously results in a deteriorating effect on the morale.>#0160;

So, with dwindling budgets and unhappy educators, what is the answer?>#0160; The answer is a resounding EMPLOYEE APPRECIATION!>#0160; According to SHRM/Globoforce Employee Recognition Survey (2012), 85% of the companies spending a mere 1% or more of payroll on recognition see a positive impact on engagement. It should be simple.>#0160; Motivated employees invest more effort and enthusiasm in their work since they feel they have a purpose.>#0160; This should be an extremely important part in any educational institution’s goals as well as fresh in an administrator’s vision for their institution.>#0160;

So, to all my fellow faculty, staff and administrators…I want to recognize you and say a resounding THANK YOU.>#0160; Thank you for what you do each day, educating the next generation of smart and talented individuals.>#0160;

Rich Flotron a 2016 Region III ACTE Fellow

“What do we need any other classes for? We>#39;ve had geography, math, and science all in one
week and you even make us do reading and writing.” I remember the day one of my students walked in and posed that question and then rattled off how much her agriculture class offered.

That young lady was right: agricultural education, as well as all of our career and technical education courses, provide the opportunity to apply what students are learning in their academic classes to life and career skills.>#0160; It is important to me as an agricultural educator to integrate a multitude of academic concepts because it helps these students gain an appreciation for what their academic courses are providing them as a skill set.>#0160; However, in order to do that, I cannot isolate in my classroom during prep periods, even if that seems like the more favorable option in terms of juggling all my responsibilities.

One of the biggest challenges I face is the fact that I don>#39;t have common planning time with my academic colleagues to be able to partner with the language arts teacher or share with the science teacher. I envy teachers who work in programs which are part of academy models where they see the same students that the English teacher, Mathematics teacher, Social Studies teacher and Science teacher see, which allows them to develop cross-curricular partnerships. I have seen this model create problems, situations and real-life scenarios that apply the career and technical education areas and infuse those themes into the other content areas. As a middle school program, I try to do that where I can but face the challenge that the students I have in one class might be taught by four or five different math teachers.

I could use this challenge as an excuse; however, I choose to do what so many of us in CTE do – overcome so we can best help our students. Helping them see the value of academics through application in CTE is part of what I see as “best.” Being aware of concepts and topics covered in other classes could be hugely beneficial, but I have to actively seek out my academic colleagues. Every so often, I mention something to hear a student say “We talked about that in . . .” This gives me a chance to ask the student what they are learning but also rise above the challenge of isolation and reach out via email to the academic teacher and inquire a little more. >#0160;>#0160;

I also break the isolation by following my colleagues on Twitter.>#0160; If they post a tweet or photo from a lesson that intrigues me, I seek them out to discuss it. One hundred forty characters might be good enough to share an idea, but a rich exchange takes more.>#0160; I read papers left behind in the copier room.>#0160; Sound nosy?>#0160; No. I’m just trying to see what they are doing and if I can make connections for my students. I wander the hall every so often. Besides getting some Fitbit step credit, I can hear and see what my colleagues are currently teaching.>#0160; I invite them in to see what we are learning. (Only one has taken me up on the offer so far.) I greet students at the door as class starts and ask about their other classes. All of these strategies help me to better make connections between what they are learning outside of my classroom and what is going on in it.

As career and technical educators, I believe we have a responsibility to actively communicate with our academic counterparts so that we can better integrate academic concepts as we teach, be aware of how students are using the skills, and help our students thrive.

I would love to see some comments on this post about how you communicate with your colleagues.

Robin Claire McLean, Ed.D.
2013 Association for Career and Technical Education Teacher of the Year
Agriscience Educator, Northern Burlington County Regional Middle School
National Board of Professional Teaching Standards Certified – Career and Technical Education

I was recently sitting in a room full of administrators participating in a professional learning meeting to attain credit to keep my administrative certification current and in good standing. I had had to attend several of these meetings over the course of the semester. While the content was relevant and included things each of us needed to know, I found myself being a little frustrated as I sat through them. I found myself thinking of all the things I could be doing back in my classroom. I guess I was feeling like my students may feel sometimes in their classes… just a bit bored.>#0160; That was until the presenter started a discussion on vocabulary as she moved through the presentation, when I found myself drawn in.

The presentation focused on how a student can’t learn (especially comprehend) what they read if they do not understand the words or vocabulary being used, and how the depth of a person’s vocabulary is influenced at an early age. She expressed to us that an administrator must encourage and expect their teachers to work with students on vocabulary in their content area. This started me thinking about how those of us in career and technical education have our own language that those outside of our profession, for the most part, do not understand. For example, in the state of Alabama all career tech programs are required to complete the ‘BIC process.’ Now those of us in career tech in Alabama understand what this process is, but say the word ‘BIC’ to anyone else they might think you are talking about a lighter. The Business and Industry Standards (BIC) process certifies career tech programs that are viable, have the required resources, meet credentialing standards for students, maintain current advisory committees and have active Career Tech Student Organizations. Most importantly, these standards ensure career tech programs are turning out students who are college and career ready and are ready to be a thriving part of a skilled workforce in the state of Alabama.

Just like it is important for students to understand the vocabulary in our courses to be successful, it is important for those outside of career tech education to better understand CTE and how important it is to students, communities and this country as a whole in order for CTE professionals to continue to succeed. We must continue to use our words as a power tool of sorts to break old stereotypes of what once was ‘vocational education.’ For example, when I tell others about what topics Family and Consumer Sciences now covers and how it integrates core subjects like math and science into its curriculum, many are surprised. This shows me that we have work to do, not just in FACS but in all other areas of CTE!

Career and technical education programs in the state of Alabama and across this country are giving thousands of students opportunities to learn and develop skills that will last a lifetime. We as CTE professionals must give those outside of CTE a vocabulary lesson.>#0160; We must choose our words wisely when speaking about our programs and train those in decision-making positions about all aspects and benefits of CTE. We need to use our voice to advocate for our programs, increase funding, and bring awareness to all that CTE has to offer. I encourage you as CTE professionals to be educators of parents, business leaders, decision-makers, and the public as a whole on how CTE has changed, what we do, and how vital our programs are so that they can fully comprehend what an important role we play in the education of America’s future generations. It’s up to us!

By Kimberly Mitchell a 2016 ACTE FACS Fellow