Issue link: http://educator.cta.org/i/1060790
as analysis, observation, memory, prob- lem-solving, spatial learning, logic, flexibility, empathy, collaboration, communication and leadership. Having students rely on each other for different strengths fosters team- work and mutual respect. "The part that shines for me is that every child feels included, because they brought their individual strengths to the table," says Hyun, a teacher for 15 years. "Every student's input and voice matters. And students under- stand that there can be more than one way to solve a problem." PRiSM also has the goal of fostering a growth mindset in students that Hyun believes pre- pares them for the workplace. "If we can teach children how to find their talent and move it from good to better to best, we are preparing them for the future. I believe that's what future employers will want to see." Naturally the students are not thinking about fancy terms such as strength-based learning or growth mindset because they are keeping their eyes on the prize and learning things in a way that is fun and engaging. Muhammud Khan is the first member on the winning team to guess the clue that unlocks the box that opens the candy. "OMG this class is fun," he says. "English class can be so boring, and this is great because we have teamwork and deductive reasoning." "It's definitely a fun way to learn because stu- dents are happier, and there's an energetic vibe in the room," says Joya Blaho, an eighth-grader who went through the program last year and is now a student coach. "Instead of just taking notes, we use our brains in interesting ways that help us learn." The strength-based approach of PRiSM has transformed the way Hyun looks at stu- dents. "It's an instructional shift. It's a way of seeing the whole child versus seeing them as a test score." It has also rejuvenated FETA teaching styles and strategies. "Sometimes you have teachers reach a state of monotony because they stick to the status quo," Hyun says. "PRiSM has been a creative way for teachers to exit that and think outside the box." Dan Frank Manufacturing student success Ro cklin Teachers Professional Asso ciation ver the next decade, an estimated 3.5 million manu- facturing jobs will be needed, and 2 million jobs are expected to go unfilled due to the skills gap. Today, more than 80 percent of manufacturers cannot find skilled workers to fill their production jobs. The stakes are high: For every $1 spent in manufacturing, another $1.89 is added to the economy, which is the highest multiplier effect of any economic sector, according to the National Association of Manufacturers. Dan Frank, who runs Rocklin High School's Engineering Technology Program, is helping to fill the gap using curriculum he developed with industry partners. Frank's shop, a state- of-the art facility built with more than $1.2 million in grants he secured, uses the most up-to-date software for engineer- ing and manufacturing and has a robotic welder, which he believes to be the only one on a California high school cam- pus, plus other machinery. "We have kids who can't drive, but they are working on machines that cost more than a Porsche," comments Frank, a member of Rocklin Teachers Professional Association. "Many of my students have gone on to earn degrees in engi- neering or start their own businesses." The computer-controlled technologies his students use to develop, design and produce products has indeed put Rocklin High on the map. His school received the 2018 Clips & Clamps Industries Educational Institution Award for enhancing student experience through hands-on educational opportu- nities. His program has been featured twice in CNC West, a major trade magazine for machinists. Last May, he and his students received a visit from Donna Wyatt, director of Career and College Transitions for the state, who watched students demonstrate their skills with 3-D printers, welding, laser cutting and robotic design. In addition, the school was o 23 D E C E M B E R 2 018 / J A N U A R Y 2 019