2 Graduate Credit Option

[Various Class Locations] [Class Meeting time(s) 5 Tuesday Tours]

Instructor: [Gary Scofield] 633 17th Street - Suite 700 Denver, CO 80202

Office Phone 303-318-8937

Office Hours: 7:30 a.m. - 4:00 p.m.

Grading: Letter Grade

We have a real emergency today in a lack of home-grown talent exiting the Pre-K12 education pipeline. Increasing deficiencies exist between the supply and demand of employable talent exiting the educational system in science, technology, engineering and math skills. Also there is a noticeable lack of basic soft skills needed to be successful in the modern workforce.

This course promotes awareness of current and projected skills needed by the students entering the 21^st century workforce. No matter if the participating teacher deals with the subject of art, science, social studies, health, etc. or what the age of the Pre-K12 student is, a business ready workforce is in need of teachers who can help direct students to be prepared for the future workforce.

Students participating in this course will hear clear and concise messages from the leaders in business. These messages will provide the student with the understanding of the needed skills that youth within the educational pipeline will be required to possess to be considered a top candidate for a position in various industries.

Teachers and counselors, within the educational pipeline, no matter what their specialty, can assist the youth of today more effectively by understanding the talents they need to succeed in the economy and perform at high levels.

Specific Learning Objectives:

By the end of this course, students will:

• Be able to promote science, technology, engineering, and math (STEM) to the Pre-K12 students they teach, and provide reasons the PreK-12 student should gain these skills. Be able to converse with parents to assist them in gaining insight into the factors that will enable success for their children in the 21st century economy.

• Form relationships with business leaders that will assist in strengthening the content of lesson plans.

• Be able to understand the projected future of the knowledge-based economy of the business world.

• Be able to describe why it is necessary for youth to understand important STEM related subjects regardless of the industry, from agriculture, manufacturing, game developer to bio-technology.

• Be able to describe to PreK12 students items employers of today research about their potential employee including students school attendance, My Space accounts and other character describing social skills that either make them or break them as a candidate for employment.

• Students will be required to complete a written report that provides insight into the common threads detailed by business leaders of various industries that comprise the highest caliber employee.

Course Requirements:

• This course is comprised of participation and completion of no less than 5 separate Tuesday Tours resentations as offered by the Business and Education Talent Readiness Project (BETR).

• One final (2 page) written assignment is required to describe gained insight into the common threads detailed by business leaders of various industries that comprise the highest caliber employee.

• One written lesson plan on how the factors presented during the presentations can be incorporated in their classroom environment.

• The lesson plan should be written for whatever grade level or course in which the participating teacher is currently assigned.

Create a Lesson Plan Using the Format Below:

• Purpose of this lesson plan

• Thinking Parts

• This thinking process basically is completed in four parts.

• First, determine the curriculum; that is, what the children will learn what they will be able to do upon completing the activities or work of the lesson.

• Second, determine what the students already know, before beginning the lesson that can lead into the new curriculum of the day.

• Third, determine at least one way to assist the students in learning the new curriculum.

• Fourth, determine at least one way to evaluate the learning outcomes of the students.

Written Format

• First, write the student academic behavioral learning objective based on the thinking parts above (especially the first and fourth steps; that is, what the students will be able DO upon completing the lesson, and what student academic knowledge will be evaluated as a result).

• Second follow steps A, B, and C as follows:

• A: What the students enter the lesson already knowing (prerequisites) Review any prerequisite knowledge that will lead easily into the new curriculum.

• B: Core lesson (what the teacher and the students do) Be sure to include the exact examples, problems, projects, or activities that will be used.

• C: The NEW curriculum that the students exit the lesson knowing (objective of the lesson) EXAMPLE OF THE ENTIRE PROCESS Lesson topic and situation

Thinking Parts

• First, determine the curriculum; that is, what the children will learn what they will be able to do upon completing the activities or work of the lesson.

• Second, determine what the students already know, before beginning the lesson that can lead into the new curriculum of the day.

• Third, determine at least one way to assist the students in learning the new curriculum.

• Fourth, determine at least one way to evaluate the learning outcomes of the students.

Student Academic Behavioral Learning Objective (what the students will be able to do upon completing the lesson):

• A: What the students enter the lesson already knowing (prerequisites)

• B: Core lesson (what the teacher and the students do)

• C: The NEW curriculum that the students exit the lesson knowing (objective of the lesson)

Grading Procedures: Letter Grade