Begin Here
Begin Here by completing the following activities:
Read the Welcome Letter by Mark Johnson
Introduce Yourself to the Class
Print and Review the Syllabus and Course Calendar
Complete the Pre-Assessment
Welcome!Please read the welcome letter from Mark Johnson,Education Director, Adult Secondary,Developmentaland General College Education. Attached Files: wtcs welcome letter (20.919 KB)
Introduce Yourself
Introduce yourself to your classmates. Share what College you are associated with, the department/program you are a part of, and how much experience have you had with Career Pathways, Team Teaching, and Integrated Instruction. Feel free to include any additional personal information that you would like to share.
Course Syllabus and CalendarPrint and review the syllabus and course calendar. Please contact your trainer with any questions. Attached Files: syllabus (21.967 KB)
Pre-Assessment Pre-Assessment for Introduction to Integrated Instruction and Team Teaching
Please complete the following survey honestly. This survey will assess your current knowledge base, understanding, and impressions of Career Pathways, Integrated Instruction, and Team Teaching. Survey results are anonymous and will not be shared with your peers or leaders.
Activity: Start Your Learning in Class Materials
Congratulations! You have completed the Begin Here requirements. Click the Activity: Start Your Learning in Class Materials link above to start your learning!
Class Materials
Top of Form
Learning Plan 1: Overview of Wisconsin Career Pathways
Learning Plan 2: Integrated Instruction vs. Team Teaching
Learning Plan 3: Building Your Support Network
Learning Plan 4: Comparing Notes: Teaching Styles, Beliefs, and Preferences
Learning Plan 5: Create a Collaborative Environment
Learning Plan 6: Facing Challenges and Overcoming Obstacles
- Learning Plan 7: Celebrating Your Success
Learning Plan 1: Overview of Wisconsin Career Pathways
Overview of Wisconsin Career Pathways
To truly appreciate why we here and what we are working for, we need to have an understanding of what Career Pathways is and why it is so important to the Wisconsin Technical College System, students, and the state of Wisconsin as a whole.
To learn about Wisconsin Career Pathways and how it has impacted our economy, workforce, and College, please complete the following activities:
- Review the Course Competency, Learning Objectives, and Performance Standards associated with this Learning Plan.
- View the Overview of Career Pathways powerpoint
- Visit additional Website resources from Overview of Career Pathways powerpoint
- Read Building Bridges in Wisconsin: Connecting Working Adults with College Credentials and Career Advancement
- View the Wisconsin Career Pathways video
- View student and instructor testimonials
- Complete Impact of Career Pathways Blog
- Complete LP1: Reflection
Course Competency, Learning Objectives, Performance Standards
Overview of Career PathwaysPlease view the following PowerPoint which provides an overview of Career Pathways in Wisconsin.
Attached Files: Career Pathway Overview.ppt (5.455 MB)
- WTCS Adult Career Pathways
The above link will take you directly to the website shown on Slide 8 of the Overview of Career Pathways presention. This website provides a variety of resources about Career Pathways Initiatives, Developing Career Pathways, and Student Support Services for Career Pathways.
- RISE Partnership
The RISE Partnership website is featured on Slide 9 of the Overview of Career Pathways presentation. The RISE Partnership is a partnership betwen the Wisconsin Department of Workforce Development and the Wisconsin Technical College System to make college and workplace success a reality through the implementation of Career Pathways.
Building Bridges in Wisconsin: Connecting Working Adults with College Credentials and Career Advancement
Building Bridges in Wisconsin: Connecting Working Adults with College Credentials and Career Advancement provides an excellant overview of the history and development of Wisconsin's Career Pathways and Career Pathway Bridges. Notice that even in Spring 2010, Wisconsin already had numerous Bridge Programs throughout its Technical College System. Pages 11-16 highlight five Bridge programs from the WTCS: Production MIG Welding Bridge Chippewa Valley Technical College, Science/Math Developmental-Post Secondary Bridge Madison Area Technical College, Artisian Baking/Culinary Bridge Moraine Park Technical College, English Language Learning/Certified Nursing Assistant Bridge Northcentral Technical College, and the CNC Skills Institute Western Technical College.
WISCONSIN CAREER PATHWAYS
Watch Video
In 2013, the WTCS, Workforce Development, and Employers from throughout the state collaborated to make a promotional video about Wisconsin Career Pathways. The video highlights Career Pathways and Career Pathways Bridge Programs success stories from throughout the state. Learn more about current Wisconsin Career Pathways programs and the impact they are having on students, colleges, and the local economy by watching this great video.
Welding
Watch Video
Duration: (5:46)
User:sandhue - Added: 9/2/10
Student and Instructor testimonials from Moraine Park Technical College Career Pathways (I-Best) Welding Program.
- MPTC Instructional Assistant
Watch Video
Duration: (5:17)
User:sandhue - Added: 9/2/10
Instructor and student testimonials from the Moraine Park Technical College Career Pathways (I-Best) Instructional Assistant Program.
MPTCBakingEssentials
Watch Video
Duration: (10:45)
User:sandhue - Added: 9/2/10
Instructor and student testimonials from Moraine Park Technical College Career Pathways (I-Best) Culinary Arts Program.
Impact of Career Pathways Blog
Identify current trends in your college's local economy, demographics, and workforce skills distribution. Describe how these current trends are shaping the Career Pathways and Career Pathways Bridge Programs at your College. Respond to a minimum of two blog entries.
This activity is worth 10 points.
- Original Blog Entry - 6 points
- Respond to a minimum of two blog entries - 2 points each.
LP1: Reflection
Take time to reflect on all the information you have learned in this learning plan. Reflect on how Career Pathways Bridge looks at your college and how you would like to see the program evolve. What things are your college doing well and where are some areas of improvement? This is a great opportunity to reflect on areas you may not feel comfortable sharing in the blogs. All reflection papers are confidential.
Learning Plan 2: Integrated Instruction vs. Team Teaching
Integrated Instruction vs. Team Teaching
Both Integrated Instruction and Team Teaching require a partnership between two or more instructors. Throughout the WTCS, we have seen successful pairings of Technical Content Instructors, ABE Instructors, ELL Instructors, Developmental Education Instructors, and General Education or General Studies Instructors. As you read about Integrated Instruction and Team teaching, you will see these instructors referred to as Content Experts, Support Instructors, and Co-Instructors. Please keep in mind that whomever is leading instruction at that specific time in the classroom is considered the Content Expert. The other instructor will fall into the role of Support or Co-Instructor.
Often, both instructors may feel comfortable with the content that is being taught in the classroom; however, it is important to remember that content can only be taught by the certified instructor. For example, the Technical Content Instructor cannot teach Development Education content unless the instructor is certified to do so and vice versa. This can be difficult to remember and maintain from time to time, but it cannot be forgotten, as is may result in the loss of an instructor or a program. In some occasions, both instructors may be certified to instruct the same materials. This is often seen with soft skills. In these cases, it is o.k. for both instructors to be content experts at the same time.
To learn more about Integrated Instruction and Team Teaching, complete the following activities:
- Review the Course Competency, Learning Objectives, and Performance Standards associated with this learning plan.
- Review the powerpoint on Integrated Instruction
- Review the powerpoint on Team Teaching
- Complete the assessment on Integrated Instruction and Team Teaching
- Read about the Golden Rules of Team Teaching
- Complete the blog on the Golden Rules of Team Teaching
- Complete the LP2: Reflection
Competencies, Learning Objectives, and Performance Standards
Define Integrated Teaching Review the powerpoint slides on Integrated Teaching.
Attached Files: Integrated Instruction (258.413 KB)
Define Integrated Instruction - audio and videoClick on the above link to listen and view the presentation on Integrated Instruction.
Define Team Teaching Review the powepoint slides on Team Teaching.
Attached Files: Team Teaching Models (283.798 KB)
Define Team Teaching - audio and video Click on the link above to listen and view the Define Team Teaching presentation.
Integrated Instruction and Team Teaching.
Complete the quiz on Integrated Instruction and Team Teaching. You must earn a score of 80% to complete this assessment. You may complete the quiz multiple times until the minimum 80% is achieved.
Golden Rules of Team Teaching Professors Lanier Anderson and Joshua Landy from Stanford University have team taught several classes together. Read about their experiences and the 10 lessons they learned in the "Golden Rules" of team teaching. Can you incorporate some of these "Golden Rules" to make your Career Pathways and Integrated Curriculum more successful?
- After reading Anderson and Landy's "Golden Rules", choose the rule you think is most important. In your blog entry, state which rule you chose and explain why.
- Original Post (6 points)
- Respond to two classmates (4 points)
Take time to reflect on all the information you have learned in this learning plan. Reflect on how Integrated Teaching is the same as Team Teaching, how is it different? In a perfect world, what would be your preferred type of teaching (integrated or team teaching). Why? This is a great opportunity to reflect on areas you may not feel comfortable sharing in the blogs. All reflection papers are confidential.
Learning Plan 3: Building Your Support Network
- Activities Beginning a new adventure can be a little scary, a bit overwhelming, and very exciting! It is important to remember that you aren't alone. You have a large Support Network that is there to help you succeed in this new adventure.
To learn more about Building Your Support Network, complete the following activities:
- Review the Course Competency, Learning Objectives, and Performance Standards for this learning plan.
- Define your Support Network
- Complete Communicating within Your Support Network
- Complete the LP3: Reflection
- Course Competency, Learning Objectives, and Performance Standards
Defining your Support Network
Your Support Network consists of all of the individuals who are essential to your success in the classroom. Often, when we define our Success Network, we think only of our co-instructor, but our Success Network is much larger than that.
Brainstorm a list of individuals to include in your Success Network. Think outside the box - substitute instructors, support staff, leadership, etc.
Communicating within Your Support Network
Attached Files:Communicating within my Support Network.docx (15.31 KB)
Now that you have identified the members of your Support Network, complete the following chart to help you develop a communication plan within your Support Network.
- LP3: Reflection
Take time to reflect on all the information you have learned in this learning plan. How many members were you able to identify? Did you know all of the members of your Success Network prior to this activity? Did you expand your current Support Network to include people you hadn't considered before? Were you able to determine the best way to communicate within your Support Network? This is a great opportunity to reflect on areas you may not feel comfortable sharing in the blogs. All reflection papers are confidential.
Learning Plan 4: Comparing Notes: Teaching Styles, Beliefs, and Preferences
Activities Integrated Instruction and Team Teaching require that two instructors with potentially very different ideas and views on classroom management learn to work together to provide a positive learning environment. To do this successfully, it is essential that the instructors reflect on their own Teaching Beliefs, Preferences, and Styles. Instructors must then come together to determine where they have similarities and differences, and what can be done to make both the instructors and the students comfortable in the classroom.
To learn more about Comparing Notes: Teaching Beliefs, Preferences, and Styles, please complete the following activities:
- Review the Course Competency, Learning Objectives, and Performance Standards for this learning plan.
- Complete the Teaching Beliefs, Preferences, and Styles Inventory
- Compare your Inventory results within your Success Network
- Complete LP4: Reflection
- Competency, Learning Objectives, and Performance Standards
Teaching Beliefs, Preferences,and Styles
Attached Files:Teaching Beliefs, Preferences, and Styles (24.643 KB)
Identify your Teaching Beliefs, Preferences, and Styles by completing the Teaching Beliefs, Preferences, and Styles Inventory. Please complete honestly.
Compare your results within your Success Network
Compare your inventory results with your co-instructor and other members of your Success Network. Do your inventory results match? Are there areas that may need to be addressed before you enter the classroom?
- Take time to reflect on all the information you have learned in this learning plan. Reflect on areas from Teaching Beliefs of commonality and areas you may have to compromisewith your co-instructor. Do you think you can come to a compromise? What is a "deal breaker" for you? How would you handle this with your co-instructor? This is a great opportunity to reflect on areas you may not feel comfortable sharing in the blogs. All reflection papers are confidential.
Learning Plan 5: Create a Collaborative Environment
Activities In order for students to see both instructors as equals, instructors must work together to create a United Front and develop Contextualized Curriculum which will meet the needs of both instructors and keep student interested and excited in what they are learning.
To learn more about Creating A Collaborative Environment, please complete the following activities:
- Review the Course Competency, Learning Objectives, and Performance Standards for this learning plan.
- Review the powerpoint on Presenting a United Front and Contextualized Curriculum
- Create a Combining Syllabus
- Contextualize one activity to be used in your classroom.
- Post Contextualized Activity to the Blog and provide feedback
- Complete LP5: Reflection
- Competency, Learning Objectives, and Performance Standards
- Presenting a United Front
Attached Files:Present a United Front (271.316 KB)
Review the powerpoint slides on how to Present a United Front to your Students and ways to Contextualize your Curriculum.
- Presenting a United Front - audio and video
Click on the above link to watch and listen to the presentation on Presenting a United Front.
- Activity: Create a Combined Syllabus
You have established your Support Network. For this assignment, you will need to contact the appropriate person/persons in your Support Network to create a combined syllabus/syllabi for a course you will be teaching together (integrated or team teaching).
How will you present a united front with your syllabus?
- Integrated Learning Plan
Attached Files:
- Preparing a Team Lesson Plan.docx (13.58 KB)
- Team Lesson Plan Example.docx (19.488 KB)
- Preparing an Integrated or Team Taught Learning Activity.docx (15.077 KB)
Select a course where you are integrated or team teaching with a member of your Support Network. Select ONE activity to contextualized. Fill out the learning plan and identify what kind of teaching/module you are using.
Be creative! Think of activities that perhaps you have always wanted to do in your classroom but needed additional support.
Use the attached form to help you build your learning activity.
- Contextualized Learning Activity
Post a copy of your Contextualized Learning Activity to the class. You only need to post one activity per team; however, if you would like to submit more, please do! Then review and provide feedback on your classmates' activities. Please be honest and respectful. Ask questions for further clarification; provide helpful insight, and/or constructive criticism.
- Post a copy of your Contextualized Learning Activity (10 points)
- Provide feedback on at least two classmates' activities (3 points per response)
- LP5: Reflection
Take time to reflect on all the information you have learned in this learning plan. Reflect on how easy or difficult it was for you to combine your syllabi? Was your co-instructor willing to share the grading policy and points with you? How do you feel about your contextualized learning activity - nervous, excited? This is a great opportunity to reflect on areas you may not feel comfortable sharing in the blogs. All reflection papers are confidential.
Learning Plan 6: Facing Challenges and Overcoming Obstacles
Activities Every new endeavor has challenges and Career Pathways, Career Pathways Bridge Programs, Integrated Instruction, and Team Teaching are no different. In this learning plan we explore the challenges that accompany Career Pathways and Career Pathways Bridge Programs. We then take a closer look at the challenges that may occur between teammates and within the classroom. Almost all challenges can be overcome and with the use of the Conflict Resolution techniques provided, hopefully, you will be able to overcome any obstacles you will face.