Transcript Learning and Teaching in the New Small High School _Macros Learning and Teaching in the New Small High School Bob Pearlman Director of Strategic Planning,

Learning and Teaching in the New Small High School
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Learning and Teaching
in the New Small High School
Bob Pearlman
Director of Strategic Planning, New Technology Foundation
[email protected]
http://www.bobpearlman.org
Small Schools Workshop Conference
St. Petersburg, Florida
January 12, 2005
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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
•Project Management, Leadership
•No one asks about your formal education
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Released June 21, 2004 at NECC, New Orleans
http://www.21stcenturyskills.org
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New Technology HS
LEARNING OUTCOMES
• TECHNOLOGY LITERACY
• WRITTEN COMMUNICATION
• COLLABORATION
• CAREER PREPARATION
• CRITICAL THINKING
• CITIZENSHIP AND ETHICS
• ORAL COMMUNICATION
• 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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Learning and Teaching in the New Small High School
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 Education
Novato, 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 School
Napa, 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
PROFESSIONAL PORTFOLIO
REPORTING/STUDENT FEEDBACK
CURRICULAR UNITS (PBL)
EVALUATION RUBRICS
LEARNING OUTCOMES
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CHALLENGE
PBL instruction is not
as linear as traditional
instruction. How can
we organize our project
materials for student
access, action, selfdirection, 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
The Briefcase
holds
items from
the individual
student view.
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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ASSESSMENT
More than likely, the
teacher will take off points
for each day the paper is
late.
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ASSESSMENT
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.
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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.
NTH GRADEBOOK
Sample Student
Spelling and
Grammar
Research Paper
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/
/
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Content
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/
/
/
50
Critical
Thinking
18
/
/
/
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Work Ethic
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/
100
/
/
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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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TOOLS:
DIGITAL in
PORTFOLIO
GUIDELINES
Learning
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High School
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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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CURRICULUM
LIBRARY
DIGITAL PORTFOLIO
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NTHS GRADEBOOK
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.
COMMUNICATION
TOOLS
COLLABORATION
EVALUATOR
DISCUSSION
BULLETIN BOARDS
STUDENT DATA
COLLECTION
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Reinventing the Secondary School Experience
Personalization
Projects
Exhibitions
Digital Portfolios
Internships
Technology
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THE BIG PICTURE
PROFESSIONAL PORTFOLIO
REPORTING/STUDENT FEEDBACK
CURRICULAR UNITS (PBL)
EVALUATION RUBRICS
LEARNING OUTCOMES
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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
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