BREAKING DOWN COURSE STANDARDS TEKS – Texas Essential Knowledge and Skills Sometimes referred to as “Standards” Last rewritten/revised for CTE in 2010 TEKS for all courses can be found at the following link: http://www.tea.state.tx.us/index2.aspx?id=6148 Breaking down the TEKS Knowledge and Skills statements can be broken down into three parts: 1. Concept 2. Context 3. Cognitive Level Concept – an abstract or generic idea What we often call “the topic” It’s the generic ‘what’ we are going to teach For example: place value, main idea “The student is expected to practice equipment maintenance and sanitation procedures” Context: the interrelated conditions in which something exists The degree to which we will teach the concept The conditions in which the concept is presented For example, using pictures, numbers, words “The student is expected to demonstrate personal fire prevention precautions while working in natural environments” Cognitive Level – the verb Performance Level The skill level to which the student must be able to show mastery For example ‘the verb’….use, describe, explore The student is expected to identify plants poisonous to domestic livestock Pair and Share Pair up with another teacher who teaches the same subject as you Go to the TEKS for a course you both teach Find one Knowledge and Skill statement and identify the Concept, Context, and Cognitive Level Be prepared to share you findings with the group! Pair and Share Go to the TEKS for a core academic subject (math, science, ELAR, SS) Select a knowledge and skill statement that’s closely related to the CTE subject TEKS you broke down earlier Identify the concept, context, and cognitive level for this core academic knowledge and skill statement Determine how you could teach this core academic concept in your CTE subject instruction Questions for thought, discussion & action How can we teach breaking down CTE and Core Academic TEKS and make it appealing to the majority of BISD CTE Instructors? What activities can we develop that will demonstrate and reinforce integration of Core Academic TEKS with CTE TEKS? How can we motivate teachers to continually strive to integrate core academic TEKS with their CTE subject matter?