Guided Response: Respond to at least two peers

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Guided Response: Respond to at least two peers. In responses, evaluate how your understanding of 21st-century skills, UDL and career and technical education is either in concert with or contrasts from the discussion presented by your peers. Paying close attention to the evaluation they presented on how UDL can be incorporated to support career and technology education. Again, although two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you to further the conversation. The continued conversation provides you with opportunities to further demonstrate your content expertise, critical thinking, and real world experiences with the topics of career and technical education and UDL

PEER1

 

    Career and Technical Education provide students with skill-based knowledge for technical careers. Students can access this CTE learning in high school through a vocational program with a community college. This provides students with the experience needed to start a technical career after high school or gives them the foundation to go to college. Many jobs require some sort of training to start in the technical field so this would give them an edge up on the competition. Many high schools also count these courses as dual credit so you can earn a degree while still in high school. There is a shortage of technical workers in the past few years. “There was an estimated six million jobs vacant in 2018” (Sublett, Tovar, 2021, p.178). Many students can have a great career right out of high school by using the CTE.

          The principles of UDL are used to encourage students to be creative with learning and express their interests. This supports the CTE because it uses students’ interests to encourages focusing their learning on a technical career. Representation is supported by the CTE by providing multiple ways of learning, online and in person. Action supports the CTE by allowing the student to show what they know by taking exit exams in the form of skill assessments to complete. Most colleges have a competency-based test that allows students to test out of stages of the technical certificate. “This competency-based approach allows students to master workplace skills at a rate that suits their individual needs regardless of seat time defined by traditional academic terms” (White, 2005, p.6). This also allows them the action and expression to show you what they know on their timeline. It is important to let the students grow in their own time, which will make the learning process more enjoyable.

          The relationship between the CTE goals, learner motivation, and 21st-century skills is that it is important to motivate the students and give them the tools needed to enjoy learning while keeping the learning methods relevant. 21st-century skills have brought a lot of motivating and innovation to the education field by making the school accessible, and not dependent on time, or location. Students can go to school in their spare time and earn the same degree as someone who sits in a classroom for 6 hours a day. Critical thinking applies to different ways to address a problem. For instance, when asking the question of how a student can be motivated, there are multiple ways to gain background information to answer the question. You could look online, in a book, take a poll. Communication is key in all of these methods because there are many different ways of communicating with the teacher, as well as other students in the form of discussion boards, group assignments, and students as teachers. Creativity and Collaboration can be seen in the form of a class assignment in all of these. For example, you could say, “class, please prepare good content, students explain that the other students can ask questions to the interpretation of the content, and the discussion, make the students' classroom learning from passively accept knowledge into active thinking, and finally, by teachers on the teaching content to supplement and summary” (Hou Yaling, 2013, p. 383).

          The state of Mississippi Department of Education is very active in supporting the CTE in schools. The Mississippi State Auditor, Shad White stated that “schools received $43.2 million in taxpayer dollars during the school year 2018-2019 for the Career and Technical Education program” (White, McKenzie, 2020, p.1). There is access in most high schools to these vocational/ technical training and can begin training in 9th grade. The Mississippi Department of Education fully supports the CTE and shown in the picture below you can see the number of technical scholarships for each school within the district.

 

(Powell, 2019)

“The statewide goal is to make available a quality K-12 public education for all Mississippians, upon high school graduation, to either enter the workforce with an employable skill or to successfully complete a higher education program” (White, McKenzie, 2020, p.4).

 

 

 Peer 2

Analyze in a paragraph Career and Technical Education (CTE) by giving a succinct summary of your understanding of this area of education.

Career and Technical Education focuses on allowing students to view other options after graduating high school. CTE prepares students for hands-on jobs requiring a skill set that focuses on critical thinking, creativity, and communication, all while not requiring college-level work and debt. CTE allows students to get the training needed to continue seeking jobs that need their skill set. Students are still required to have common classes that all students take, for example, math, science, and English. However, they do not have to spend years of school to get started on their careers. CTE is created for students who want on-the-job training and can begin to be part of the workforce right after high school.

Evaluate in a paragraph how the principles of UDL (representation, action, and expression and engagement) support career and technical education.  Each principle should be evaluated as you discuss how UDL supports CTE.

UDL and CTE share one main goal: to bridge gaps that students struggle with along the way to success. Many students struggle to understand what they are passionate about and UDL, along with CTE, allows students to experiment with their own learning in a way that helps them. Students can take so many kinds of courses in high school and are given many approaches to new information. Having information presented to you in a hands-on learning environment or through traditional instruction helps students understand and grasp the concepts they need to succeed in school and after. Students enrolled in CTE programs can witness how and what skills they need in the real world. This gives them the freedom to experiment with their learning abilities and interest. When students can see how education can help them thrive in their personal lives and after they graduate, they become more involved and engaged in their education.

Summarize in a paragraph the relationship between the goals of CTE, learner motivation, and acquisition of 21st-century skills (critical thinking, communication, creativity, and collaboration). Be sure to use evidence from the readings and/or outside sources to support your summary.

CTE wants to prepare students for a career after they graduate or help them discover their interests and passions to pursue post-secondary education. As we know, learner motivation is strengthened when we can see a purpose as to why we are learning about certain subjects. CTE gives students reasons to stay focused and motivated to remain passionate about what they are learning. CTE prepares students with the 21st-century skills that are needed for all students today. Students are now more than ever required to be critical thinkers, creative, and have great communication skills. CTE prepares students for the environment that they will be facing when they begin their careers.

Describe in a paragraph, or by using a table or some other visual, what you learned by reviewing your state’s Department of Education webpage on CTE and/or your local school district’s utilization of CTE.

I was able to see that in North Carolina, CTE programs are focused on helping students become ready for life after high school and motivating them all while emphasizing the purpose of learning. I think that that is something that many public schools do not focus on, giving students the purpose for why learning is important. With programs such as CTE, students can use their 21st-century skills and achieve their goals, all while witnessing the purpose of the learning that is taking place. It is hard sometimes to keep the motivation for learning going especially when it becomes overwhelming. However, for students in CTE programs, learning becomes natural as, in North Carolina, the why of learning is emphasized and encouraged.

 

References

NC DPI. (n.d.). https://www.dpi.nc.gov/districts-schools/classroom-resources/career-and-technical-education (Links to an external site.) .

Stauffer, B. (n.d.). What is career & technical Education (CTE)? Digital Curriculum for CTE & Elective Teachers. https://www.aeseducation.com/blog/career-technical-education-cte (Links to an external site.) .

PEER 3

Career and Technical Education enhances the chances of getting a job after high school and college. This gives the students a chance to interact using real-world connections and apply those skills to the decision of their choice. The students are interacting and also using skills that would have been learned through general education. The skills that they learn will be beneficial to them for the rest of their lives. Students will also have the privileges' of having credits, which is beneficial to learning and applying those skills. 

Principles of the UDL, allows students to see and do hands-on materials with those courses, show an explanation of what they have learned and how to apply it to those skills, and they are able to interact with one another. For representation, the students are able to actually do hands-on materials and learning styles. While general education is being implemented, students are still able to use those connections and interact with teaching and learning in the 21st century. Students are being engaged and participating throughout engaged norms. Students are able to engage and perform practices on others as well as utilize equipment. With action and expression, the students will utilize technology and present understanding of those skills that are pre-mastered.

The goals of the CTE is to enhance students capabilities and understandings while applying real-world connections, as previously stated. ). "Current scholarship and educational policy, prompted by P-20 reform initiatives, have led to careful examinations of students’ readiness levels in their transitions from high school to college, " (Armstrong, p 32). Education and learning skills are enhance to increase mastery of skills while applying real-world connections. Students have the chance to learn and use materials. 

I know that in my hometown, our CTE programs are very beneficial for students. Students are able to process and communicate with each and teachers, showing their performances of mastering the skills. General education is also applied due to the understanding and lack of general education. It is important to allow students to earn credits ahead of time and utilize those materials to classroom applications.

https://www.mdek12.org/CTE (Links to an external site.)

Armstrong, S. L., Stahl, N. A., & King, J. R. (2021). What Does It Mean to Be College-Ready for Career Technical Education? Community College Review, 49(2), 131–155.

 

 

 

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