designing the 21 st century secondary schools: reinventing the high school experience bob pearlman...
TRANSCRIPT
Designing the 21st Century Secondary Schools:
Reinventing the High School Experience
Bob Pearlman [email protected]
http://www.bobpearlman.org
Building Learning Communities Conference
July 23, 2003
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Released
Monday,
July 7,
At NECC
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Who is Bob Pearlman?…
•Teacher of High School Mathematics and Computers, 1969-88
•Coordinator of Educational Reform Initiatives, Boston Teachers Union, 1987 to 1996
•President, Autodesk Foundation, 1996-2000
•Director of Education & Workforce Development, Joint Venture: Silicon Valley Network, 2000-2001
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…and why is he talking about 21st century skills and changing the high school experience?
•National Consultant on Educational Technology, American Federation of Teachers, 1988-91 (Dade County, St. Paul Saturn School)
•“New School Travel Agent”, 1990-94
•Associate Director, Co-NECT School New American School Design, 1992-93
•Director of Strategic Planning, New Technology Foundation (Napa, CA)
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Your High School, 1964-- ???
Where were you in 1964?
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Penncrest High School, Media, PA
9th grade house
Flexibility to adapt to departmental or team structure
Flexible classrooms that can be adapted to different instructional uses
Community Center
Capacity 1600
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What if we asked the kids?
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“To Kate especially, for reminding me by means of concrete detail just how horrible high school can be, and how lucky we all are to escape more or less intact.”
AcknowledgmentsRichard RussoEmpire Falls (2001)
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School I'd Like competitionThe Guardian Newspaper http://education.guardian.co.uk/schools/story/0,5500,501374,00.html
High Schools are
“Institutions of today run on the principles of yesterday”
-- 15-year old British girl, 1967
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School I'd Like competitionThe Guardian Newspaper http://education.guardian.co.uk/schools/story/0,5500,501374,00.html
The school we'd like is (2000):
A beautiful school with glass dome roofs to let in the light, uncluttered classrooms and brightly coloured walls.
A safe school with swipe cards for the school gate, anti-bully alarms, first aid classes, and someone to talk to about our problems.
A listening school with children on the governing body, class representatives and the chance to vote for the teachers.
A flexible school without rigid timetables or exams, without compulsory homework, without a one-size-fits-all curriculum, so we can follow our own interests and spend more time on what we enjoy.
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The School that I’d Like, 2000
A relevant school where we learn through experience, experiments and exploration, with trips to historic sites and teachers who have practical experience of what they teach.
A respectful school where we are not treated as empty vessels to be filled with information, where teachers treat us as individuals, where children and adults can talk freely to each other, and our opinion matters.
A school without walls so we can go outside to learn, with animals to look after and wild gardens to explore.
A school for everybody with boys and girls from all backgrounds and abilities, with no grading, so we don't compete against each other, but just do our best.
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The School that I’d Like
Safe
Respect
Personal
Interests
Experience
Real World
Workspace
Tools
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“If I Could Make a School”by student Pooja Agarwal, (Learning and Leading with Technology, November 2001), Student Technology Leadership Symposium, June 23-24, 2001, held in conjunction with NECC, by the International Society of Technology in Education (ISTE)
U.S. student leaders want schools that :
•Are Fun
•End lecturing from a textbook
•Institute problem-based, discovery-based, and inquiry-based curricula
•Implement “real life” situations and hands-on learning
•Shape the curriculum with student internship experiences
•Build relationships and “animated mutual learning” between adults and students
•Provide an “inviting” physical environment
•Provide the technology tools for students and teachers to do their work.
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•Changing Reality
•Changing Skills
•Design Criteria
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Changing Reality
Will your Region circa 2030 be vastly different from today?
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Fall, 2000 – The Dot.Com bust
Spring, 2001 – The Technology and Telecommunications sectors go bust
Fall, 2001 to present – The Blue Chips drop 50%
The First Recession of the New Millennium
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What region or regions will be best poised to grow during the next recovery?
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Internet Cluster Regions – U.S.Boston
“Route 128”Boston
“Route 128”
New York —“Silicon Alley”New York —
“Silicon Alley”
Washington, D.C. “Silicon Dominion”Washington, D.C.
“Silicon Dominion”
Austin — “Silicon Hills”
Austin — “Silicon Hills”
Seattle —“Silicon Forest”
Seattle —“Silicon Forest”
ResearchTriangle
“Silicon Triangle”
ResearchTriangle
“Silicon Triangle”
Chicago“Silicon City”
Chicago“Silicon City”
Miami“Silicon Beach”
Miami“Silicon Beach”
Atlanta“Capital of the
New South”
Atlanta“Capital of the
New South”
Los Angeles “Digital Coast”Los Angeles
“Digital Coast”
San Francisco“Multimedia
Gulch”
San Francisco“Multimedia
Gulch”
Silicon ValleySilicon Valley
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Global Internet Cluster Regions
Japan“Bit Valley”
Canada“Silicon Valley North”
United Kingdom“Silicon Kingdom”
Scandinavia“Wireless Valley”
Germany“Silicon Saxony”
France“Telecom Valley”
Israel“Silicon wadi”
China/Hong Kong“Cyber Port”
India
Singapore“Intelligent Island”
United States
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Silicon Valley, 2000Silicon Valley, 2000
40% of workforce
in 7 high-tech clusters
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VALLEY OF HEART’S DELIGHT
Silicon Valley, 1970
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Workforce Gap
What Workforce Gap?
The
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The workforce gap in the Silicon Valley has widened from 160,000 in 1997 to 216,000 in 2000. Most alarming is the increase in the levels of unfilled positions
Note: (1) Data is as of 10/2000. The total demand for high-tech industry clusters was 468,000 in 1997Source: A.T. Kearney Analysis, Workforce Study
1997 2000
Commuters
Outside Recruits
Unfilled Positions
160
216
Estimated Gap For High-TechIndustry Clusters - 2000(In Thousands)
Total Demand For High-TechIndustry Clusters - 2000
Local Labor and Voluntary Movers
62%
Unfilled Positions
11%
Outside Recruits
7%
Commuters 21%
100% = 570,000(1)
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The incremental costs to businesses in the Silicon Valley due to this workforce “gap” have escalated to over $6 billion annually
Hi Gap Lo Gap Min Gap
9.2
2.6
7.8
Opportunity Costs
56% Hiring Costs 2%
Turn-over Costs 16%
Salary Premium
26%
Opportunity Costs
Turn- over Costs
Hiring Costs
Salary Premium
Source: A.T. Kearney Analysis, Workforce Study
Annual Workforce Gap Costs ($ Billions)
Incremental Cost Components (%)
100% = $5.2-$6 .6 billions
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What’s the connection between economic success and student success?
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Education => Student Success
The Old Formula:
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So what do kids need to know and be able to do?
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SCANS Workplace Know-How (1991)Competencies – effective workers can productively use:
•Resources -- identifying, organizing, planning, and allocating time, money, materials, and workers;
•Interpersonal Skills -- negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member;
•Information Skills -- using computers to process information and acquiring and evaluating, organizing and maintaining, and interpreting and communicating information;
•Systems Skills -- understanding systems, monitoring and correcting system performance, and improving and designing systems; and
•Technology utilization skills -- selecting technology, applying technology to a task, and maintaining and troubleshooting technology.
Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor
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SCANS Workplace Know-How (1991)The Foundation – competence requires:
•Basic Skills -- reading, writing, speaking, listening, and knowing arithmetic and mathematical concepts;
•Thinking Skills -- reasoning, making decisions, thinking creatively, solving problems, seeing things in the mind's eye, and knowing how to learn; and
•Personal Qualities -- responsibility, self-esteem, sociability,
self-management, integrity, and honesty.
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Written for NCREL by Cheryl Lemke, Metiri Group
Sources: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor A Nation of Opportunity: Building America's 21st Century Workforce, 2000, 21st Century Workforce Commission, U.S. Congress Preparing Students for the 21st Century, 1996, American Association of School Administrators
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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
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Released
Monday,
July 7,
At NECC
www.21stcenturyskills.org
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How do students get these skills?
Do students want to get these skills?
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Summary of findings The workforce gap in Silicon Valley, comprised of unfilled positions,
outside recruits and commuters, has increased by over 25% since 1997 and cost business more than $6 billion a year in 2000.
High access does not appear to translate into high awareness of or motivation to pursue technology careers.
Motivation to pursue technology careers is less among females than males. Social networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers
There are fewer technology related networking opportunities for Hispanics and African Americans than for Asians and Whites.
“Social networks that can bridge across geography, race and class are key to success in the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring that provide information about what skills are necessary and a vision of how acquiring them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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… and how will they get these skills?
Awareness Interest Motivation Preparation
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Strategies that Make a Difference
Engagement
Hands-on
Adult connections
Internships
Real World immersion
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Education => Student Success
+ Skills (Hard + Soft)
+ Social Networks
The New Formula:
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There is a big difference between a successful school and a school of successful students!
•Academics, technology access, and career information are the foundation, but they are not enough
•Equally important is student motivation stimulated by experience, adult and real world immersion, and an expanding social network
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So what do schools look like where students get 21st Century Knowledge and Skills?
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Design Criteria
Design Principles
Design
Elements
Kids Needs: •Safe •Respect •Personal •Interests
Program, Facility, Transitions, Exhibitions, Advisories, Technology, Projects, Portfolios, Internships, Size and Teams
•Personalization
•Common Learning Goals
•Adult World Immersion
•Performance-Based Student Work & Assessment
•Experience•Real World•Workspace•Tools
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Target Tech 1 -- Ubiquitous
2 to 1 or less
100% or more; Direct connectivity and Adequate Bandwidth
Large numbers of Computers for both teachers and students. Use in most classes and subjects on a daily basis.
Target Tech 2 -- Early Network Effects
1 to 1Widespread use of common platforms like student lessons and administrative applications. Common network folders.
Target Tech 3 -- Significant Network Effects
1 to 1
100% or more; Direct connectivity, Adequate Bandwidth, Home Access
Managed e-Learning Environment. Schoolwide Intranet for all programs and access from home for students and parents. Integration across courses and common development of student’s 21st century skills.
Target Tech 4 -- Replication and Dissemination
1 to 1
100% or more; Direct connectivity, Adequate Bandwidth, Home Access, Web Hosting
Mature managed e-Learning Environment. School instructional and communication resources available 24/7 to students, teachers, and parents. Ready for replication to and use by other schools.
Stages of Educational Technology Implementation
http://www.bobpearlman.org/BestPractices/Stages.htm
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Providence, RI http://www.bigpicture.org
•Learning Through Internships (LTI). A Big Picture innovation that places students with mentors in "real world" settings
•Family Engagement . The family is the child's primary teacher and is the consistent element throughout the child's schooling
•One Kid at a Time
•Projects in Real-World Settings
•Model for using physical space to facilitate learning. The facility includes spaces for team building, for technology, for study, and for large and small conversations
Dennis Littky Elliot Washor
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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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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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Designing the 21st Century Secondary Schools Methodology: Teaching Strategies
At the core of the NTH Learning System’s methodology 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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January 15, 2003
Project-Based Learning: a Primer
By Gwen Solomon
Walk into team teachers Mike Smith and Jetti Matzke’s interdisciplinary classroom at Napa New Technology High School in California and you will see students at work-writing in online journals, doing research on the Internet, meeting in groups to plan and create Web sites and digital media presentations, and evaluating their peers for collaboration and presentation skills. This setting and these types of activities have a name and a purpose. It's called project-based learning, and it's designed to engage students and empower them with responsibility for their own education in ways unheard of in traditional classrooms.
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COMMON MISCONCEPTION
Technology is the Tool, Not the Focus
Less than 20% of our students are interested in
pursuing a career in technology.
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AMERICAN STUDIESUnited States History American Literature
SCIENTIFIC STUDIESAlgebra IIPhysics
POLITICAL STUDIESGovernment/EconomicsPolitical Literature
2 teachers, 40 students, meeting for 2 hour blocks each day
INTEGRATED COURSES
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DIGITAL MEDIA
COLLEGE COURSES
SENIOR PROJECTS
PROFESSIONAL PORTFOLIOS
INTERNSHIPS & COMMUNITY SERVICE
ADDITIONAL REQUIREMENTS
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TECHNOLOGY TOOLS
FOR …
Learning
Curriculum
Communication
Assessment
Scalability*
• Computerized Tutorials• On-Line Curriculum
• E-Library• Academic Systems
• Document Libraries• Project Design Template
• Project Standardization• Digital Textbooks
• Student E-Mail• Parent E-Bulletin
• Online Curriculum• Internship Coordination
• Digital Gradebooks• Student Journals
• Collaboration Database• Learning Logs
• PBL Unit Library• Customizable Templates
• Support Databases• Account Management
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TOOLS: PROJECT BRIEFCASE
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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The New Technology Project Library
We have assembled a collection of projects created by teachers trained in PBL unit development, reviewed, and tested in the classroom. These projects can be downloaded and modified by any teacher with a connection to the internet.
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TOOLS: COURSE AGENDA
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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TOOLS: PEER COLLABORATION EVALUATOR
Students submit evaluations using a standardized rubric for the whole school.
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TOOLS: PRESENTATION EVALUATION DATABASE
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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
Reinvent the High School Experience!
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http://www.bobpearlman.org
"New Ingredient for Student Success: Social Networks" http://www.bobpearlman.org/Articles/Student_Success.htm
“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html