{"id":476,"date":"2013-03-17T12:16:23","date_gmt":"2013-03-17T17:16:23","guid":{"rendered":"http:\/\/facultycorner.com\/main\/?p=476"},"modified":"2015-05-31T11:11:14","modified_gmt":"2015-05-31T16:11:14","slug":"reconciling-technical-education-and-the-common-core","status":"publish","type":"post","link":"http:\/\/facultycorner.com\/main\/2013\/03\/17\/reconciling-technical-education-and-the-common-core\/","title":{"rendered":"Technical Education and the Common Core"},"content":{"rendered":"

With so much emphasis being placed on common core standards and literacy, it almost seems that if you’re outside the math and English core subjects, then the new standards don’t really apply to you. \u00a0 In fact, other standards may be more of a focus for your particular area. \u00a0For instance, science has NGSS (Next Generation Science Standards) to address in addition to the literacy component outlined in the Common Core Standards.<\/p>\n

Career and Technical Education courses (CTE) (vocational education) also have a literacy component, \u00a0where emphasis would be placed on developing a deeper reading comprehension from within the technical discipline.<\/p>\n

CCSS and CTE leaders are suggesting eight strategies to bridge the gap between academic and CTE courses, the document titled “Bridging the Divide between College and Career Readiness<\/a>” offers some practical strategies for achieving this goal.<\/p>\n

Our vocational teachers already have a lot to do within their disciplines, so it is understandable that the idea of integrating common core standards into an already busy curriculum would cause some anxiety. \u00a0 \u00a0Fortunately, most of the students in these classes are getting much of what is outlined in the standards. \u00a0 Students are actively problem solving, taking measurements and learning how to use equipment and follow directions. \u00a0In fact, \u00a0you might not \u00a0know that GCHS currently has a 3D printer. \u00a0 \u00a0Students can learn to use this technology to create parts, pieces, models and prototypes of equipment that they will later build. \u00a0This is authentic learning, and not something students can do without skills in reading, problem solving, and even math, in other words, the skills promoted by the Common Core Standards.<\/p>\n

The 3D Printer<\/h2>\n

Mr. Laycock demonstrates the use of the 3D printer. \u00a0The program he is using sends a design to the room next door where the printer will create the object.<\/p>\n


\n<\/a>\"3D_printer<\/a><\/p>\n

The 3D printer resembles a large microwave. \u00a0The plate below is what is used when the item is created. \u00a0The plate can be reused, but each quadrant can only be used once. \u00a0 So, you can either make 16 small objects, or one large object. \u00a0You can see on the plate which quadrants have already been used.<\/p>\n

\"3D_printer<\/a><\/p>\n

\"3D_printer<\/a><\/p>\n

Here are two items created by the printer: \u00a0the first is a salt shaker which was made in two pieces and the second is a emblem that can be attached to a\u00a0key chain\u00a0or a lanyard.<\/p>\n

\"3D_printer<\/a><\/p>\n

\"3D_printer<\/a><\/p>\n

 <\/p>\n

The video below shows the 3D printer in action!<\/p>\n