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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation
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Authentic, Hands-on Learning with Career and Technical Education

Jim Berman

Chef Instructor working with 10th, 11th & 12th graders; Wilmington, DE
I am a daily witness to outlandish potential and even more incredible reality as I see students fabricating complicated ductwork, reworking the plugs and wires on a V8 engine and interpreting the bitewing X-rays of dental patients. Career and technical education is about differentiated instruction, higher levels of thinking and essential questions. Can it be more? Is it more?
Exploring. Examining. Questioning.

When I construct a lesson for my crew, of course I focus on ushering them to comprehend the elements we are exploring. Applying those pieces and, subsequently, analyzing their products are part of the construct of a lesson. And, most often, creating anew and passing reflective measures to ensure mastery are critical pieces of what we do. All this as we are working with chicken or pasta or mussels.

Collaboration to set a course; cooperation and more questioning.

How does the career arena compare to its academic counterpart? I think CTE instructors have a unique venue and -- damn right! -- we exploit every square inch of it. My students are hands-on, upright and dug in. The day-to-day in-class activities are anything but. There is authentic problem solving in the form of collaboration, troubleshooting and brainstorming. There is sampling, rendering an opinion, soliciting feedback, revising work and starting all over again. Through relevant, hands-on engagement, this crew is ripping through Bloom's Taxonomy with authentic experiences.

End product. Or not. Subject to peer and self evaluation.

I remember my education psych class (which I was forced to take when I left the cooking field) and the very last words the instructor offered us. We had these long, sweeping lectures; preposterously long assignments; tome after tome of reading; and a capstone project to end the class that involved individual presentations fully equipped with hand outs, the requisite PowerPoint and philosophy of teaching. After all that haranguing and dancing about, she closed the class with:

Sampling. Evaluating. Starting over.

"Just keep it relevant and everything else will take care of itself."

That was it. No Zen-like revelation or time-tested sage advice from a seasoned veteran. Just a little prompt to keep it real. And she could not have been more right. You see, in the CTE realm, we don't have room (or time) for exercises with little to no relevancy to the career calling that intrinsically drives our students. So when we are examining mussels, there are stacks of teachable moments that bring the learning to life at every turn of the gas knob, grip of the knife and sample consumed.

And it is all happening in real time. All of what CTE does is authentic and grounded in a reality that is functional and formative. The skills that students work to refine are portable and almost always instantly recognizable as such. Which brings me back to the question of whether CTE more than just another piece of the academic mountain-scape? Maybe it's the path that is lit for students to recognize what is beyond all those tough climbs. Scalpel, spatula or saw in hand, the CTE experience can be the real-world preparation part of the puzzle.

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Laura V Rhinehart's picture

Thanks for the post, and the pictures. I enjoyed the part about how important it is that students, and even teachers, feel like their work is relevant. In your classes, not only are your students learning relevant skills like baking and building, they are also learning many relevant and transferable skills like creativity and problem solving.

Jim Berman's picture
Jim Berman
Chef Instructor working with 10th, 11th & 12th graders; Wilmington, DE
Blogger

Thank you, Laura. I am a firm believer that keeping the day-to-day real and relevant makes for a generally better experience, for teachers and students alike.
Thanks for your nice words!

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