1 108319_macros learning and teaching in the new small high school bob pearlman director of...

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Learning and Teaching in the New Small High School

Bob Pearlman Director of Strategic Planning, New Technology Foundation

[email protected]://www.bobpearlman.org

Small Schools Workshop Conference

St. Petersburg, FloridaJanuary 12, 2005

Learning and Teachingin the New Small High School

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What knowledge and skills do students need for the 21st Century?

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SCANS U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills

COMPETENCIES - Effective workers can productively use:

Resources - allocating time, money, materials, space and staff.

Interpersonal Skills - working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds.

Information - acquiring and evaluating data, organizing and maintaining files, interpreting and communication, and using computers to process information.

Systems - understanding social, organizational and technological systems, monitoring and correcting performance, and designing or improving systems.

Technology - selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies.

FOUNDATIONS - Competence requires:

Basic Skills - reading, writing, arithmetic and mathematics, speaking and listening.

Thinking Skills - thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning.

Personal Qualities - individual responsibilities, self-esteem, sociability, self-management, and integrity.

1992

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Job Outlook 2002, National Association of Colleges and Employers (NACE)

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Working in the Real World (i.e. California?)

•Projects, projects, projects

•Teamwork and collaboration

•Self-direction

•Interpersonal skills and Networking

•No one asks about your formal education

•Project Management, Leadership

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http://www.21stcenturyskills.org

Released June 21, 2004 at NECC, New Orleans

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New Technology HS

LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• COLLABORATION

• CRITICAL THINKING

• ORAL COMMUNICATION

• WRITTEN COMMUNICATION

• CAREER PREPARATION

• CITIZENSHIP AND ETHICS

• CURRICULAR LITERACY (CONTENT STANDARDS)

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So what does learning look like where students get 21st Century Knowledge and Skills?

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How do we get them here?

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Strategies that Make a Difference

Engagement

Hands-on

Adult connections

Internships

Real World immersion

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At the core is a student centered, project and problem based

teaching strategy that is tied to both content standards and

school wide learning outcomes.

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PROJECT BASED LEARNING

PBL vs. Doing Projects

The Project is the Curriculum

Creating a “Need to Know”

Teacher Acts as a Coach

Focus on Skills (ESLRs)

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The Buck Institute for EducationNovato, California

www.bie.org

TRAINING DEVELOPMENT RESEARCH

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Project Management

Teamwork

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Oral Communication/Presentation

Exhibition

Assessment and Feedback

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New Technology High SchoolNapa, California

http://www.newtechhigh.org/

Integrating technology into every class

Interdisciplinary and project-based

Internship class consisting of classroom curriculum and unpaid work in technology, business or education

Digital Portfolio

http://www.newtechfoundation.org/nthlearning.html

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THE BIG PICTURE

LEARNING OUTCOMES

EVALUATION RUBRICS

CURRICULAR UNITS (PBL)

REPORTING/STUDENT FEEDBACK

PROFESSIONAL PORTFOLIO

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CHALLENGE

PBL instruction is not as linear as traditional instruction. How canwe organize our project materials for student access, action, self-direction, and project management?

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The Project Briefcase allows teachers to put all project materials in one spot for easy student access and to share with other teachers.

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All items are immediately and dynamically published to the web for access to the curriculum anywhere, anytime.

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They include everything from the entry document that launches the project to the rubrics used to assess the student’s performance.

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Teachers can easily lock items from the student view.

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Teachers can easily lock items from the student view.The Briefcase holds individual

project documents. It can contain text, images, web links, and links to other NTH tools.

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CHALLENGE

How can we help students stay on task and develop self-direction?

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The Course Agenda helps keep complicated projects organized.

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Teachers enter activities for each day including links to resources and homework assignments.

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Like the other tools, this agenda also publishes to the web for students and parents to view anywhere they have a web connection.

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CHALLENGE

How can we better hold students accountable for their collaboration skills while working in a group?

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At the end of each project, students evaluate their group members using this collaboration rubric database.

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Students submit evaluations using a standardized rubric for the whole school.

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Students can view how their peers rated them (although the evaluations are anonymous).

Teachers can view, edit, and delete evaluations as necessary. They can also print a report that averages the evaluations for a given project.

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The evaluations are accessible on the web.

Students have the option to “publish” the evaluations for use as evidence of their collaboration skills.

This is the key to allowing students to demonstrate their performance of our learning outcomes.

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CHALLENGE

How can we capture evidence for skills such as Oral Communication so that students have something to put on their portfolios?

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The Presentation Database is a place to record and display evaluations of student performance on presentations. Collecting data on our learning outcomes is critical for the student’s Professional Portfolio.

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The evaluations are accessible from the web after the student has marked the evaluation “public”.

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CHALLENGE

How can we give students and parents clear feedback on student performance that better reflects our authentic assessment practices?

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What do traditional teachers do with a major research paper that has been turned in late?

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More than likely, the teacher will take off points for each day the paper is late.

ASSESSMENT

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More than likely, the teacher will take off points for each day the paper is late.

As soon as the teacher puts that lowered grade in the grade book, we lose important data about the skills and abilities of the student.

ASSESSMENT

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Using the NTH Gradebook, teachers can enter multiple grades for each assignment.

They can accurately record that the paper was late without losing data on how well the student understood the content.

Research Paper 38 50/

/

/

Spelling and Grammar

42 50/

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/

Content

18 20/

/

/

Critical Thinking

50 100/

/

/

Work Ethic

Sample Student

NTH GRADEBOOK

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CHALLENGE

How can we give students a way to demonstrate their proficiency on the learning outcomes and then how can we assess them?

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The resulting portfolios are as diverse as the student body but with similar layouts and organization to aid in evaluation by staff and community members.

To see student portfolios under construction… Go to http://www.newtechhigh.org and click on “Students and Parents”

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The Professional Portfolio is the capstone of the NTHS Learning System. NTHS’s entire curriculum serves eight overall learning outcomes. In their portfolios, students demonstrate their proficiency in all eight outcomes.

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Learning and Teaching in the New Small High SchoolTOOLS: DIGITAL PORTFOLIO GUIDELINES

These guidelines provide structure around what is otherwise a student-managed collection of projects, evaluations, and documents organized into a web site.

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COMMUNICATION TOOLS

STUDENT DATA COLLECTION

CURRICULUM LIBRARY

DIGITAL PORTFOLIO NTHS GRADEBOOK

COLLABORATION EVALUATOR

DISCUSSION BULLETIN BOARDS

What is the Learning System? The NTH Learning System™ is a set of tools and technologies that support a student-centered, project- and problem-based learning environment.

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PersonalizationProjectsExhibitionsDigital Portfolios InternshipsTechnology

Reinventing the Secondary School Experience

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THE BIG PICTURE

LEARNING OUTCOMES

EVALUATION RUBRICS

CURRICULAR UNITS (PBL)

REPORTING/STUDENT FEEDBACK

PROFESSIONAL PORTFOLIO

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Contact Information

New Technology Foundation

Susan Schilling - CEO

www.newtechfoundation.org

707-253-4287

1746 Yajome

Napa, CA 94559

Bob Pearlman

Director of Strategic Planning

[email protected]

www.bobpearlman.org

520-881-9965

PowerPoint Slides at www.bobpearlman.org/ssw2005.htm

1 108319_macros learning and teaching in the new small high school bob pearlman director of...

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