Components of the Tech Prep Philosophy
Applied academics
Research shows that learning is far more efficient
and effective if content, application, and meaning are part of the learning process. Applied academics refers to
the teaching of academic core courses in a vocational setting, making learning understandable, achievable, and
attractive for experiential learners. It is a non-traditional approach which focuses on core academic instruction
through the use of class projects, examples from business and industry, and community service. Using this methodology
avoids isolated content instruction and focuses on real-world application of the content. Students are motivated
to learn academically rigorous science and math if these subjects are taught in a hands-on setting and if subject
matter is presented in the context of how it is used in the workplace, home, and community.
Articulation
Articulation is a process for linking two or more
educational systems within a community to help students make a smooth transition from one level to another without
experiencing delays, duplication of courses, or loss of credit, and which sometimes results in free college credit
work. Faculty at both institutions work together to design curriculum that flows seamlessly, by ensuring that successive
courses build upon previous ones. Horizontal
articulation generally refers to student
transfer of credit from one institution to another at the same level. Vertical
articulation refers to the transfer of credits
from a lower level institution to a higher level one. A Tech Prep program links the last two years of secondary
education with the first two years of post-secondary education to produce a strong curriculum containing competencies
not possible to achieve in a two year program.
Integration
Integration is the linking of academic instruction
to vocational applications to enhance student learning. Connections across the curriculum enhance the instruction
that takes place in both academic and vocational classrooms. Finding business applications for academic skills
requires that business and academic instructors work together to develop the curriculum with input from business
and industry. This team-teaching requires teachers to change their instruction to incorporate more of each other's
disciplines within their own courses. Both the teachers and the students benefit from the expanded viewpoints presented.
Partnerships
The success of Tech Prep is dependent upon the development
of successful partnerships. There are three critical primary partnerships:
- academic and technical educators
- secondary and post-secondary educators
- educators and representatives of business and industry
Workplace Learning
A wide variety of workplace learning strategies
are possible depending on the school, students, and industries involved. Examples of such strategies include job
shadowing, mentoring, community classrooms, cooperative work experience, internships, and youth apprenticeship.
All require the active involvement of industry in order to be successful. (See the Workplace Learning Strategies
documents on this Web site.)
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