future pathways teaching and learning laboratory central campus—des moines public schools
DESCRIPTION
Future Pathways Teaching and Learning Laboratory Central Campus—Des Moines Public Schools Paul Ruby, Melanie Thompson, & Teresa Peterson. An Introduction. - PowerPoint PPT PresentationTRANSCRIPT
Future PathwaysTeaching and Learning Laboratory
Central Campus—Des Moines Public Schools
Paul Ruby, Melanie Thompson, & Teresa Peterson
An Introduction
“Ask any student what is wrong with education today and they will tell you the truth; it’s not that schools are no longer what they used to be, it’s that they are
precisely what they used to be.”
Des Moines Public SchoolsNew Ends for a New Century
The Future Pathways Model
Personal, Progressive, Project-Based
Future Pathways-By the Numbers2006-2007
Human Resources & Outcomes• 647 Students Served• 1,510 Courses Completions• 151 Graduates• 12 Discipline Referrals• 21 Staff Members• 4 School Improvement Teams• 1 Shared Vision
Documented Contacts Made by Advocates• 2,020 Phone Calls• 284 Emails• 1,159 Postcards
Mission
Future Pathways at Central Campusempowers young adults
in a progressive and personalized educational environment through project-based learning and technology.
Vision
• Every Future Pathways student will:• Have at least one Future Pathways adult who
knows them well• Master competencies in the courses, 21st
Century skills, and progressive technology through project-based learning
• Be challenged with rigorous coursework that honors their interests and is relevant to their lives
• Be engaged in learning and working toward graduation
Vision
• Every Future Pathways staff member will:• Convey professional integrity• Be an advocate for the whole student and their
personal success• Commit to educational innovation and
challenge tradition in education• Be dedicated to reflective practice,
professional growth, and peer coaching of colleagues
Learning Environment
• No group classes or class periods• Flexible scheduling • Open work space• No unnecessary rules
– “When you’re here, you’re learning and working toward graduation.”
Teaching and Learning at Future Pathways
Picture the Graduate
What characteristics do we want our graduates to have?
What adjectives do we want used to describe them?
What skills do they need to be successful in life?
If we truly value these things, how will we…• incorporate them into our students’ learning
experiences?• plan our curriculum, instruction, and assessments
around them?• incorporate them into our interactions with students
each day?• embed them in our program’s mission and vision?• make them a long-term priority?• create total alignment?
The Future Pathways Model• Marriage of Understanding by Design (UbD) and
The Buck Institute Project-Based Learning• 21st Century Skills• Co-curricular Learning• Infusion of Technology• Building on Established “Best Practices”• Supported by Advocacy• Grounded and Furthered in Research and Data• Ongoing Professional Development for
Continuous Improvement • Internal Accountability
Future Pathways Learning ProcessConference
Interests, future plans, past
experiences, brainstorm project
ideas.
Assessment & Reflection
Assessment using rubric, discussion,
teacher and student reflect
together.
ResearchResearch possible
ideas, Goal=Identify
project topic/focus.
GRASPSRegroup, discuss,
clarify, formally plan project,
identify essential or driving questions.
Project Management
Research, discussion, checks for understanding.
ProductCreating, revising,
technology-infused,
professional. *Must link directly
to GRASPS.
PresentationFormal display of
product and understanding to audience. *Must link directly to
GRASPS.
Knowing vs. Understanding(Adapted from Understanding by Design)
• Memorized facts• Proven claims• Right or wrong• Recalling facts to
answer short questions• Following teacher
directions• Measured in paper and
pencil tasks
• The meaning of facts• Creating theories• Both right and wrong• Using facts to solve
problems• Testing hypotheses;
Creating new solutions• Measured with
authentic tasks
The Ultimate Goal is Transfer
Picture the Graduate21st Century Skills• Communication• Critical Thinking• Problem Solving• Teamwork & Collaboration• Adaptability & Resiliency• International Perspective• Cultural Proficiency• Health & Wellness• Ethics• Democracy• Creativity & Innovation• Social Responsibility
MariaA Plan for New Orleans
MarkCivil War or Revolution?
Picture the Graduate21st Century Skills• Communication• Critical Thinking• Problem Solving• Teamwork & Collaboration• Adaptability & Resiliency• International Perspective• Cultural Proficiency• Health & Wellness• Ethics• Democracy• Creativity & Innovation• Social Responsibility
Picture the Graduate
• How were 21st Century Skills demonstrated throughout our students’ projects?
• How does our students’ work reflect our values and philosophy?– If there is a gap between our vision and our
reality, how will we close it?
Assessment
Project Defined
MinimalSloppy
IneffectiveConfusing
SimplisticLiteral
LacklusterUnimaginative
EffectivePrepared
MeaningfulCreative
ProfessionalRehearsedEngaging
EntertainingMoving
Performance
MinimalSloppy
IneffectiveConfusing
SimplisticLiteral
LacklusterUnimaginative
EffectivePrepared
MeaningfulCreative
ProfessionalRehearsedEngaging
EntertainingMoving
Product
RemovedScattered
IneffectiveThoughtless
DependentOrganizedInvolvedEffective
CarefulCoherent
SequentialEngaged
CohesiveMethodicalPurposeful
EfficientLogical
Directing
Learning Process
Qu
alit
y of
Pro
ject
Shows little apparent understanding of the
relevant ideas or processes. The concepts, evidence,
arguments, and methods are inadequate or faulty. Major misunderstandings of key
ideas are present.
Shows a basic understanding of the relevant ideas or
processes. The concepts, evidence, arguments, and methods are simple, but appropriate. Few minor
misunderstandings exist, which are easily clarified.
Shows a significant understanding of the
relevant ideas or processes. The concepts, evidence,
arguments, and methods are comprehensive, with no
misunderstandings or overly simplistic approaches.
Shows a profound understanding of the relevant ideas or processes. The concepts, evidence, arguments, and
methods are sophisticated, going well beyond the grasp of the subject
typically found.
Understanding65%
BeginnerApprenticePractitionerExpert
Qu
alit
y of
Un
der
stan
din
g
Pause for Reflection
Future PathwaysTeaching and Learning Laboratory
A Year of Evolution• Continued identification, study, &
implementation of 21st Century best practices in teaching and learning
• Build community, business, and college partnerships
• Promote the immersion of upcoming and practicing teachers in research-based education
Conference Resourcesavailable at
http://fpconferenceinfo.wikispaces.com/
• Select Future Pathways Model Resources• IAAE PowerPoint• Research Base/Recommended Readings• Student Orientation Podcast• Recommended Websites for Students