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 Career/Technical Education Framework (CA Dept. of Education)
the following: • Hypothetical situations • Simulated conditions • Projects within an authentic activity, with limited engagement • Full participation in a real-world activity The continuum is similar to that presented in Willard Daggett’s model o...
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the following: • Hypothetical situations • Simulated conditions • Projects within an authentic activity, with limited engagement • Full participation in a real-world activity The continuum is similar to that presented in Willard Daggett’s model of rigor and relevance (see Chapter 5) moving from quadrant C to quadrant D. For CTE that continuum might be represented in the following experiential activities that build the foundation for full work-based learning. Experiential Activities The foundation for work
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=49
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=49
the following: • Hypothetical situations • <span class="highlight">Simulated</span> conditions • Projects within an authentic activity, with limited engagement • Full participation <span class="highlight">in</span> <span class="highlight">a</span> real-world activity The continuum is similar to that presented <span class="highlight">in</span> Willard Daggett’s model of rigor and relevance (see Chapter 5) moving from quadrant C to quadrant D. <span class="highlight">For</span> CTE that continuum might be represented <span class="highlight">in</span> the following experiential activities that build the foundation <span class="highlight">for</span> full work-<span class="highlight">based</span> learning. Experiential Activities The foundation <span class="highlight">for</span> work
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