Changed Instruction - University of California, Berkeley
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Transcript Changed Instruction - University of California, Berkeley
Pure Academy Classes
Why and How?
Erin Fender
College & Career Academy Support Network (CCASN),
UC Berkeley, Graduate School of Education
Produced for presentation at the
National Career Academy Coalition Annual Conference
Phoenix, AZ
October 2013
Erin Fender
Former whitewater rafting guide
Former high school science teacher
Former Assistant Principal
Former Small Learning Community Project
Director
With CCASN for 5 years
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Who is in the Room?
Name
Where from
Role
About CCASN
Formed in 1998 by a group of practitioners and researchers
A secondary school reform center based at UC, Berkeley & Irvine
Promotes researched-based practice to improve students’
preparation for college and careers through direct technical
support to states, districts, schools and teachers
Conducts practice-based research and documentation
Informs local, state and national policy
Worked in over 20 states
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http://casn.berkeley.edu
– Over 20 implementation guides
– National repository with 650+ lesson plans, units and
projects that link academic disciplines to specific
industry sectors
– Research reports
– National directory of academies
– Toolbox of downloadable materials
– Videos, and more
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Currently revising CCASN Master Scheduling Guide
On the CCASN website
– casn.berkeley.edu
Resources tab
Guides, articles,
presentations
Academy Design
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What do we mean by “pure” classes?
Where 100% of the
students are scheduled into
the same classes as a cohort
I have to go play on the soccer
team now. See you in the 5th
inning.
Students have at least 3 of
the same classes – ideally
blocked together
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Why Pure Academy Classes Matter
Integrated Projects
Study/Field trips – decreases disruption to
other teachers
Creates a cohesive family atmosphere
Students can lean on each other for help and
to figure out what they missed if absent
Teachers know who students have for other
classes
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Why Pure Academy Classes Matter
Teachers know when students have tests,
projects, other big assignments in other
classes
What can you add to this list?
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How many periods do you have to work with?
The more the better.
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As always – start with the end in mind
Master Schedule considerations:
Program of Study
Cohort size
Cohort structure
Coding of courses
Coding of students
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Design a Program of Study to:
Avoid tracking
Provide the full complement of options for
acceleration and remediation
Promote student interest
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To Avoid Tracking
Take stock of what levels of courses do you currently offer?
“Regular” English
College-prep English
Honors English
AP Language
AP Literature
Expository Writing
English Language Development Levels 1,2,3 4
Academy themed English
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What about Advanced Placement ?
The big hiccup is English and social studies
Embedded Honors/AP with zero period and/or
afterschool support
The amazing teacher that can do AP and
embed a career theme
Double up – kids take both the themed and AP
version
Online courses – Apex, Straighterline, etc.
What else?
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What about International Baccalaureate (IB)?
New IB Career-related Certificate (IBCC)
Built around three interconnected elements:
– at least two Diploma Programme courses
– an IBCC core that includes approaches to learning,
community and service, language development
and a reflective project
– an approved career-related study.
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Brain Research says…
When people learn in an applied context they
access many more neural networks, hooking new
knowledge more deeply into existing schema.
Translation – students learn more and it sticks
when learning is connected and applied in
authentic contexts.
Newmann, F.M. Smith, B, & Allensworth, E (2001) Instructional
program coherence: what is it and why it should guide school
improvement policy. Educational Evaluation and Policy
Analysis, 23/4 (297-321) .
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Think about the prior slide in context of ELL
Level 1 students need ELD courses outside the
academy-themed courses
Level 2 & 3 students will benefit from learning
English in context and with increased
relevancy, may need additional support
Level 4 and up should be in all academy
classes
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Integration of CTE and Academic Courses
UC Integration Institute Courses provides a 2
for 1 in the Master Schedule
Check out the UCCI Course Catalog on the web
Allows acceleration and/or remediation
courses in a students schedule
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Cohort Size and Structure
Let’s examine the effect of the number of
students in an academy/cohort and the
effect of the master schedule structure on
the academy/cohort.
Phil’s Master Schedule Team Calculator
(show excel table)
Let’s look at an academy with the following:
•
•
•
•
•
•
A 6 period student day
Faculty that teach 5 periods per day
An academy/cohort with 120 students
An academy with 4 teachers
A class size of 30 students
The 120 students are divided into 4 groupings of 30
each: A, B, C, D
Pathway with 120 students
(Each Letter Represents a Group of 30 Students in this Pathway)
Aspects of this structure:
• Common prep
• Teachers teach one
period out of the
academy
• Students take 4
classes in academy
and 2 out
• Students in
academy can go out
for classes during
period 1 & 6
• Academy field trips
complicated by 6th
period outside class
(students in
academy periods 36 improves the
ability to take field
trips)
Per 1 Per 2 Per 3 Per 4 Per 5 Per 6
Course 1 PREP
Course 2 PREP
A
B
B
C
C
D
D
A
Course 3 PREP
C
D
A
B
Course 4 PREP
D
A
B
C
A
A
B
B
C
C
D
D
Now let’s see what happens with 30 more students
Pathway with 150 students
(Each Letter Represents a Group of 30 Students in this Pathway)
Aspects of this structure:
• Common prep
• Teachers teach all 5
periods in the
academy
• Students take 4
classes in academy
and 2 out
• Students in academy
can go out for classes
during any period 1 –
6 (a student can
change group to go
out any period)
• Academy field trips
complicated by
students taking
classes outside of the
academy during all
periods of the day
Per 1 Per 2 Per 3 Per 4 Per 5 Per 6
Course 1 PREP
Course 2 PREP
A
B
B
C
C
D
D
E
E
A
Course 3 PREP
C
D
E
A
B
Course 4 PREP
D
E
A
B
C
A
A
B
C
D
E
B
C
D
E
Now let’s see what happens with 300 students
The 300 Student Model
The 300 student model on the next page has the following attributes:
• 8 teachers all with common prep
• Teachers teach all 5 periods in the academy
• Each teacher teaches 150 of the 300 students – internal rotation of
classes will allow all teachers to work with all students
• Students take 4 classes in academy and 2 out
• Students in academy can go out for classes during any period 1 – 6
(a student can change group to go out any period)
• Academy field trips complicated by students taking classes outside
of the academy during all periods of the day
Now we will take a look at this model and follow a band student in
group A who also takes Algebra 2
Pathway with 300 students
(Each Letter Represents a Group of 30 Students in this Pathway)
Per 1
Per 2
Per 3
Per 4
Per 5
Per 6
English
Prep
English
Prep
History
Prep
A
F
B
B
G
C
C
H
D
D
I
E
E
J
F
History
Prep
Science
Prep
G
C
H
D
I
E
J
F
A
G
Science
Prep
H
I
J
A
B
Tech
Prep
Tech
Prep
D
I
E
J
F
A
G
B
H
C
All Out
E&J
A&F
B&G
C&H
D&I
Band
Alg 1
Alg 2
Geom
Chem
Physics
Alg 2
AP
Course
World
AP
Course
World
AP
Course
World
Language
Language
Language
Coding Courses in your SIS
Set up separate course codes for each
academy course
Example
English 11 Engineering = E11ENG
English 11 Health – E11HEL
English 11 Hospitality – E11HOS
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Course Selection Sheets
Pre-program so students make the fewest
choices possible
– Example - A student bubbles choice of academy
this automatically triggers your SIS to enroll them
in the academy cohort courses
– Example – Students are forced to choose from a
limited menu
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Coding Students
Students should
be “tagged” by
Academy in the
SIS
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Communication b/t Academy and Counselor
Collaborate to figure it out together when
students need to move courses for any
number of reasons
– Beginning of year balancing
– Not a fit for student interest
– Not a fit for student needs
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Strategies to keep purity to avoid/when
students fail courses
Communication with families/students
Standards-based grading
Afterschool options
Summer School
Independent Study
Massive Open Online Courses (MOOCs)
Community College courses
Stand alone make-up courses during the
school year
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Communication with Families
As an academy you have an increased ability to
communicate and with your students and their
families when students are falling short and
heading toward a D or F grade – divide and
conquer
Provide support structures so students don’t fail
– Afterschool tutoring
– (Peer) Mentoring
– Revision and redemption
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Standards-based grading
Students pass benchmarks aligned to the
standards.
If a student fails a benchmark they are given a
chance to remediate during the school year for
that particular standard(s)
If students need to continue to work on a
standard during summer school or through
independent study they only have to show they
have learned the specific standard(s) – not an
entire semester that may or may not line up with
what they failed.
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Online Coursework
BYU, Apex (AP), OdysseyWare, Pearson, etc.
Massive Online Open Courses (MOOCs)
– Udemy
– iTunes U
– Stanford, UC Berkeley, MIT, Duke, Harvard, UCLA,
Yale, Carnegie Mellon
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Q&A
Thank you
Erin Fender
[email protected]
http://casn.berkeley.edu
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