Engaging instruction is one of 12 elements of high-quality CTE, defined in the comprehensive, research-based ACTE Quality CTE Program of Study FrameworkTM. This element addresses instructional strategies within a student-centered learning environment that support student attainment of relevant knowledge and skills. The following reports, articles, guides and toolkits can help you provide high-quality, engaging instruction.

Instructional Strategies and Tools

Join Carlie Harris and Jeffrey Crapper, health science CTE instructors from Beaverton, Oregon, as they share creative methods they have used in order to supplement their instruction, helping make enhanced real-life connections for students. Generously sponsored by Xello.

Teachers in Florida’s St. Lucie Public Schools are using zSpace, which combines elements of virtual reality and augmented reality, to create interactive experiences for a diverse group of CTE students.

The author describes how to deliver project-based learning in a fabrication or fab lab setting.

Health care educators are using simulators and other high-tech tools to engage new generations of students.

This article discusses the benefits of incorporating varied levels of inquiry-based learning in the CTE classroom.

This trio of publications defines the skills and mindsets needed for a project-based world, and explores how teachers and students can be prepared for this world. Preparing Students for a Project-based World includes recommendations and a project-based learning quick start guide.

This case study describes how Columbia Area Career Center implemented project-based learning schoolwide in less than a year.

An equitable problem-based learning approach can positively affect marginalized groups. This publication provides strategies that educators can use to make their problem-based learning practices more equitable. It incorporates detailed professional learning community guides and a reflection tool to support evaluation.

This report examines contextualized teaching and learning as a promising set of strategies and practices, with particular reference to California’s Basic Skills Initiative. It reviews a range of contextualized teaching and learning practices from the faculty/program director perspective, and includes a set of considerations for community college faculty and leaders.

This journal article reviews the body of research on teaching critical thinking and problem solving and identifies overarching themes, including student involvement, learning styles, student motivation and instructor perceptions and behaviors.

The researchers analyzed how secondary CTE teachers are using technology in instruction. Technology training sources, technology available, technology adoption, technology anxiety and barriers to technology integration were compared by CTE program area.

Used effectively, journal writing as a teaching method promotes critical thinking and learning skills in CTE students.