EDUTOPIA - Tusculum University



EDUTOPIA

Success Stories for Learning in the Digital Age

Practice What We Preach

Try to add depth to educational experiences

Develop new kinds of schools with a vision of the future

Digital technology transforms processes

New sources of knowledge and expertise (internet accessible)

New partnerships with schools/communities

New roles for teachers

Text provides success stories of pioneers in this area

EDUTOPIA

Introduction

Where students

Are motivated to learn

Study subjects in depth and over time

Display initiative and independence

Where teachers are energized and excited

Keys to Edutopia

Technology enables transformation

Students and teachers reach out beyond the building

True learning must voluntarily engage students’ hearts and minds

G. Lucas Foundation ()

Websites, films, books, videos, CDs to help move schools forward

Keys to Edutopia

Internet has opened schools to the world

Emotional intelligence is becoming increasingly important

Everyone needs to see innovative ways of teaching and learning

Computer is becoming part of our brains

PART 1

Innovative Classrooms

Students work on challenging projects, ask questions, review each other’s work, refer each other to new sources of information

Teachers know when to provide direct instruction and when to allow discovery

Others are involved – team work is big

Digital age redefines classroom boundaries

Curiosity and collaboration in learning communities

Section A

Project-Based Learning

(STUDENTS)

Students investigate topics in context and integrate multiple subjects

Coordinate time and schedules

Develop real products

Present to teachers and community

Concrete experiences lead to abstract thinking

Knowledge and skills are gained

Project-Based Learning

(EDUCATORS)

Commit to one in-depth project-based learning experience for your students

Ongoing projects to participate in are available (see pr)

Share information about your class projects using your own website

Administrators and policy makers

Reorganize schools; provide funding for projects

Develop programs in standards and curriculum to support project-based learning

Chapter 1

NASA Initiatives Turn Students into Scientists

NASA’s K-12 Quest Initiative

Rural Virginia school, 4th grade

Collected, analyzed, and shared information (star counts)

Had a parent’s night at the school (including interactivity with NASA astronomers)

Josh – low parental involvement and support – transformed by the project, aspires to be a scientist

Technology has become the equalizer between urban and rural schools that are culturally disadvantaged

Universal internet access in schools has transformed teaching and learning (5:1 student to computer ratio)

Chapter 2

Project-Based Learning Online

Use of the internet extends walls of the classroom

INTERNATIONAL SCHOOLS CYBERFAIR

Global SchoolNet Foundation contest that challenges students to share and unite with local communities to publish information on the net

Over half a million students from 1500 sch in 70 countries

Eight categories encourage students to find out about people, places, projects, and events

Students deepen interest about where they live, build website development skills, and help provide meaningful info to the world

Peer review–students evaluate each other’s sites and give feedback

cf

Chapter 2 - Continued

Project-Based Learning Online

GEOGAME (Similar to Where in the world is…)

Students use atlases, maps, almanacs, and other tools to identify a city

gg

GLOBAL SHOPPING LIST

Students learn what things cost in local area and upload it – available worldwide

Learn to compare, analyze, develop theories

ggl/index.html (site provides lessons)

Chapter 2 - Continued

Project-Based Learning Online

HOLOCAUST/GENOCIDE PROJECT

iEARN International Education & Resource Network

For students aged 12+; builds global citizens

Interdisciplinary (history, language, fine arts, critical thinking skills)

400,000+ participants from 100 countries in 29 languages



Chapter 2 - Continued

Project-Based Learning Online

JASON PROJECT

Titanic discoverer Bob Ballard developed this

Yearly expeditions to various sites for selected students and teachers; available to all via online network, live

Interactive broadcasts (can question participants)



Chapter 2 - Continued

Project-Based Learning Online

JOURNEY NORTH

Tracking, via email and internet of migratory path of North American species such as Monarch butterflies

6,000+ schools participate

north

Chapter 2 - Continued

Project-Based Learning Online

SPACE DAY

Held yearly at the Smithsonian Museum of Air and Space to culminate yearlong activities about space

Visit in person or on-line interactive

Design challenge feature as well as other lessons available via the website



Chapter 2 - Continued

Project-Based Learning Online

TEACHING/LEARNING BENEFITS

Research shows it engages students, cuts absenteeism, boosts cooperative learning skills, and improves achievement

Benefits are enhanced when technology is used to promote critical thinking and communication

Specific research studies – students show improvement in communication skills, teamwork, problem solving and for low achievers, greater academic gains, peer collaboration, and responsibility for learning

Effectiveness of computers depends on how they are used (drill and practice=negative effect; real world applications=positive effect)

Curriculum changes focused on disciplined inquiry works best

Chapter 3

Laptops for Learning

(High-tech equipment with laptops extends

what can be done in a classroom)

HARLEM TECHNOLOGY PIONEERS

Every student and teacher has a laptop (payment plan for parents, who see the value for their children)

Reading and math scores have risen as has attendance

Adopted project-based learning using laptops as tools (to design kites, study poetry, create business plans, study methane gas emissions, etc.)

Teachers – build skills from ground up, prof. devel w/ local mentors; partnerships with community & local colleges

Replicated across the U.S.

Chapter 3 - Continued

Laptops for Learning

Positive effects found (matched experiment)

Student achievement

On student writing from first draft to presentation

On collaboration – peer teaching, organization, responsibility

Deeper involvement with school work - 80% explore on their own

Students work at their own pace

Teacher instruction

Chapter 3 - Continued

Laptops for Learning

Positive effects found (matched experiment)

Teacher instruction

Moving from lecture to in-depth student learning using constructivist approach

Active involvement results in better learning than passive reception of information

Participants lectured only once per week on average

Students began to teach each other

Teachers had greater confidence in the use of technology (feeling more empowered)

Chapter 4

Handhelds Go to Class

Personal Digital Assistants (PDAs)

Used by administrators, teachers, and students

Portable, versatile, and affordable

At approximately $100, cheaper than laptops

Bulk buying possible for schools, payment plans for students

Palm Pilot and other brands available

Chapter 4 - Continued

Handhelds Go to Class

Ecological Footprint Project

Carl Sandburg High School

Teacher beams assignments to students

Students enthusiastically record data on PDAs

How much they and family members ate, how much garbage they produced/energy they used, etc.

Input data (with hot sync) into computer to calculate how much land is needed to support them and their families

Chapter 4 - Continued

Handhelds Go to Class

Outdoor Laboratory Project

Students use PDAs to monitor oxygen concentration in pond

PDAs instantly graph info

Students introduce variables to see graph of impact

Addresses students’ problems with time lag in measuring effects in experiments (no wait)

Chapter 4 - Continued

Handhelds Go to Class

Used for subjects besides science

English

Flashcards program that tracks students’ right/wrong

Aids students with vocabulary (shows pictures)

Encourages peer editing of writing

Business

Connecting to Wall Street (students simulate buying/selling stocks, graph results)

Special Education

Assignment and project planner helps keep students organized

Chapter 5

More Fun than a Barrel of…Worms?

Discovery Learning – projects mean learning takes twists and turns

Classmate’s Cystic Fibrosis led to investigation of genetics

Interest in producing a yearbook led to a study of refraction and other properties of light

Discovery that the World Wrestling Federation was listed on the NYSE led to a business newspaper and an in depth study of the Great Depression

Test scores rose substantially in school which had 60% low income and 50% Black students

Chapter 5 - Continued

More Fun than a Barrel of…Worms?

Enthusiastic Learners

School programs are developed that meet students’ academic, emotional, and creative needs

Uses looping (teachers stay with students for two years), community service, professional development, and state-of-the-art technology

Students display a visible hunger to learn

Chapter 5 - Continued

More Fun than a Barrel of…Worms?

Flower Power (4th graders raised and sold plants and became interested in business)

Led to a study of the depression and economy

Started a business newspaper, developed interest in stock market

Sold stock in the plant business

Met 24 state standards (e.g. measuring weight and mass, writing narratives, using evidence to support opinions, understanding the role of plants in the ecosystem, etc.)

Chapter 5 - Continued

More Fun than a Barrel of…Worms?

While You Were Sleeping – A Project About Night (kindergarteners)

Field trips to Virginia Living Museum and a planetarium

Studied nocturnal animals to find out what happens at night

Interviewed 4th graders about their project on bats

Chapter 5 - Continued

More Fun than a Barrel of…Worms?

Concern for Classmate

2nd graders interested in why classmate was often out for doctor visits

Studied Cystic Fibrosis and genetics

Raised $1200 for Cystic Fibrosis Research

Chapter 5 - Continued

More Fun than a Barrel of…Worms?

Real World Applications

All projects integrate math, writing, reading, etc.

Students use real world tools such as spreadsheets, word processing, PowerPoint, digital cameras, scanners, etc.

Planning by teachers ensures projects meet state academic standards

Chapter 5 - Continued

More Fun than a Barrel of…Worms?

The project approach:

Phase 1 – Engages students with discussion

Phase 2 – Field work (collect real data)

Phase 3 – Presentation

Community and parents are invited and frequently astonished with the level of student work

Students praise project work

“it stays in your brain”

Administrators and teachers say projects reduce discipline problems & absenteeism

Chapter 5 - Continued

More Fun than a Barrel of…Worms?

Students learn to count on each other and to see that their efforts make a difference in the real world

It is easy to evaluate teachers since students’ work is so public

Hard to convince teachers to teach in a way so foreign from their schooling BUT once they try it they are convinced by the students and their own experiences

Chapter 6

BUGSCOPE

Magnifying connections between students, science, and scientists

Government (NSF)/business funding provides access to technology via the internet

Students capture insects and send to U of Illinois

Allows students to do REAL SCIENCE

Students get 2 hours on environmental scanning electron microscope ($600,000 instrument…see ant photo in textbook)

Requires one computer with internet access

Free (since 1999 1500+ students viewed thousands of images)

High school and college students serve as staff

Students have online discussions with staff while maneuvering scope

Images stored for later use

Bugscope.beckman.uiuc.edu

Chapter 7

Assistive Technology Enhances Learning for All

Assistive technology (AT) helps special needs students

Kindergartener with cerebral palsy who cannot speak and has limited movement uses talking switch

A student who can understand but cannot read has a computer that scans and reads text aloud (& displays material being read)

A child with severe dyslexia uses AlphaSmart with a laptop to take notes and edit them

A student who cannot listen and take notes at the same time gets notes from others who use carbonless paper

A one-handed typist uses a standard keyboard on which (via free software) frequently used keys are rearranged

Chapter 7 – Continued

Assistive Technology Enhances Learning for All

Everyone has special needs

From mainstreamed to special classes higher standards and expectations for all students

AT includes both tools and strategies

IDEA requires AT for eligible children

Shortage of funding and experienced personnel

Need for training in using AT

Chapter 7 – Continued

Assistive Technology Enhances Learning

San Francisco - 2nd grade reading

One student uses a yellow film overlay to increase contrast; another uses a black card with a long window so he sees only one line at a time

Another student uses the computer to hear difficult words pronounced

Freemont CA – 14 disabled students in one class

2 with poor vision, 4 in wheelchairs, 3 cannot speak, several with developmental disabilities

Delta talker used; teacher signs instructions; aides assist

Students helping students – older students trained as volunteers (use MathPad to display numerals clearly)

Using slantboards, Velcro strips, and parent binders

Math bingo on slantboard, paper dolls with velcro clothes

Parents get binder each day with progress report and summary of work

Chapter 8

Looping – The Best Kind of Déjà Vu

(aka continuous learning/ multiyear placement/ family style learning)

Strengthens student-teacher bonds

Improves test scores

Expands time for instruction

Increases parent participation

Reduces behavior problems

Reduces placement in special education

Chapter 8 – Continued

Looping – The Best Kind of Déjà Vu

(aka continuous learning/ multiyear placement/ family style learning)

Good for students, teachers, and budget

Costs districts virtually nothing

Teacher does prep for two grade levels

Attracts most energetic teachers

No lost time in Sept. (students know teacher and routines)

Pros and Cons

Parents worry about possible effects of weak teacher for two years

Teachers worry about two years with a difficult group

Chapter 9

A Dozen Promising Practices

THAT WORK

Peer Instruction

Peers are closer to students’ level of knowledge

Try to convince each other of their point of view which builds engagement, conceptual understanding, problem solving, and self-assessment

Cross-Age Tutoring (middle → elementary)

Transforms tutors from shy to confident

Younger students look up to tutors

Reduces drop-out rates of tutors

Chapter 9 - Continued

A Dozen Promising Practices

THAT WORK

Bringing Local Experts Into The Classroom

Experts from business/academe evaluate students’ work

Students present projects

Community members come and lead discussions

Students exposed to variety of life experiences

4. Multi-age Classrooms (K, 1st, 2nd)

Younger learn from older students

Older help out and thus cement their knowledge

Allows for differences in learning styles and pace

Creates environment with less competition and more cooperation

Chapter 9 - Continued

A Dozen Promising Practices

THAT WORK

Cooperative Learning (not group grades nor unequal participation)

Builds teamwork skills

Full class participation…not just high achievers

Student-to-student learning occurs

6. Class-size Reduction

15:1 student to teacher ratio in lower grades

Allows individual attention to students AND their families

Chapter 9 - Continued

A Dozen Promising Practices

THAT WORK

7. Team Teaching

Two teachers in a classroom of 32

One teaches while the other gives individual attention

Less isolation of teachers

Teachers gets feedback on lessons

Models adults interacting respectfully

8. Looping

Teacher stays with same group for two or more years

Chapter 9 - Continued

A Dozen Promising Practices

THAT WORK

9. Block Scheduling

Not six 40-50 minute classes, but four 90 minute

More comprehensive lessons

More time for hands-on learning

Reduction of lecturing and memorization

10. Schools Within A School (GMS)

Break larger schools into smaller academies

Realize benefits of small schools (everyone can be known and can be someone)

Chapter 9 - Continued

A Dozen Promising Practices

THAT WORK

11. School Teams

Grades form teams of students and faculty members

Teams housed together

Faculty team members know each student

12. Community Service

Help students develop skills and commitments

Every teacher (K-12) can integrate service learning into curriculum

Teaches lifelong skills in making a difference in the world

Section B

Social/Emotional Learning

(School violence has focused attention on need for this)

Paying attention to social/emotional needs of students reduces violence and aggression

This improves test scores and achievement

Students learn respect, communication skills, to take responsibility for their actions

Develop into good global citizens

Section B – Continued

Social/Emotional Learning

(How changes can occur in schools)

Parents can

Provide an environment of trust, respect, and support in the home

Educators can

Model emotional intelligence in communicating and relating to students, faculty, and colleagues

Institute classroom policies that support building communities

Policy makers can

Recognize the link between soc/emo learning in schools and learning/achievement

Visit schools to see their products/fund ongoing programs

Chapter 10

An Ounce of Prevention

(is worth a pound of metal detectors)

Developing Emotional Intelligence

Identifying feelings and recognizing pain of negative comments leads to skills to get along well with others, solve disputes peacefully, and concentrate on schoolwork

Resolving Conflict Creatively (RCCP) [nationwide program]

Regular classroom instruction in violence prevention, in empathy, cooperation, negotiation, appropriate expression of feelings, appreciation of diversity

Professional development for teachers, staff, and admin

Parent training as well as peer mediation programs

2 year study of 5,000 stu & 300 tchrs: RCCP participants were less aggressive, chose more non-violent solutions, had better test scores (“schools develop NEW cultures”)

Chapter 11

A Culture of Caring and Civility

(Ben Franklin Middle School in New Jersey)

Believes social/emotional learning (SEL) is the most important component in schooling

School sets an encouraging tone each day and SEL is present in all aspects

Ben Franklin Broadcast News (BFBN) daily TV show

Produced by 8th grades, goes to school and comm.

Production requires team work, goal setting, planning, listening, cooperation

Program content features positive character development

Each class starts day with BFBN and has lessons designed to build empathy, cooperative learning skills, or community service

Chapter 11 - Continued

A Culture of Caring and Civility

(Ben Franklin Middle School in New Jersey)

School is divided into two “houses”

Each house has 7 faculty members – 4 core subject teachers, 1 counselor, 1 learning specialist, 1 vice principal

Students in teams of 100

Full faculty team meets with students and parents; provides a balanced picture of students

An emphasis on cooperation and communication

No student denied access to athletic teams

Student bank and store create sense of community

Students come early to hang out, study, etc.

Administrators teach; counselors wander through cafeteria/halls; “we’re here to raise kids”

Chapter 12

Reading, Writing, and Social Development

(Wilbur Cross High School in Connecticut)

Starting in kindergarten students learn and practice stoplight exercise:

Red=stop;

Yellow=slow down and think;

Green=Go with an action plan

Helps students control impulses/anger; solve problems without violence; cooperate, behave; be self motivated; excel in school

Practice makes perfect

Need to practice it every day just like math skills

Visualize MAJIC BUBBLES (imaginary bubble around you…to avoid invading others’ personal space)

Chapter 12 - Continued

Reading, Writing, and Social Development

(Wilbur Cross High School in Connecticut)

Peer Pressure and Hip Hop

Students learn to focus on thinking before acting

Social development is necessary for all students to be successful

If address emotional issues up front, it means better classroom learning in every subject

Research of Wilbur Cross HS by Yale indicated:

Reduced violence, sex, drug use, drinking, smoking

Increases in percent going to college, as well as SAT scores and Connecticut Mastery Test scores

Chapter 13

Growth of Emotional Intelligence Programs

(Teaching Children to manage feelings and relationships)

In 1995, less than 6 EI programs found in U.S.; by 2000, hundreds in U.S./world

Being aware of feelings and handling disruptive emotions well are crucial for effective learning

Research indicates EI on a decline worldwide

Best SEL programs teach skills ranging from self awareness to social problem solving

Collaborative for Academic, Social, and Emotional Learning (CASEL) is a clearinghouse to help with curricula worldwide

Chapter 13 - Continued

Growth of Emotional Intelligence Programs

(Teaching children to manage feelings and relationships)

Our Experience Shapes Our Brains

SEL programs are based on research which revealed that centers in the brain that regulate emotion keep growing through adolescence

Schools can influence EI throughout children’s school years

Neural plasticity refers to repeated experiences that shape the brain (childhood experiences have special potency)

Childhood is a neurological window of opportunity when schools can help shape children by ensuring they get the right emotional experiences

Section C

Assessment

Traditionally used grades and multiple-choice tests

Traditional methods weak for diagnosing weakness and improving teaching and learning

Alternatives may improve understanding of learning as well as provide more useful feedback:

Student portfolios

Oral presentations/ multimedia presentations

Review by experts/peers

Section C – Continued

Assessment

(How assessment methods can be changed in schools)

Parents can

Become familiar with alternative forms of assessment

Serve as expert or review committee member to assess student projects

Advocate for assessments that promote deeper learning

Educators can

Analyze forms of assessment used and advocate for strategies tied to curriculum and instruction that provide useful feedback

Have student projects assessed by parents/community experts

Invite policy makers to exhibition nights and other student demos

Policy makers can

Analyze current assessments to ensure measurement is in depth

Become familiar with new forms of assessment based on real world tasks

Create policies that support use of alternative assessment methods

Chapter 14

Geometry in the Real World

(Students as school architects – Mountlake Terrace H.S. Seattle)

Designing a a 2,000-student high school for year 2050

Requires site plan, scale model, floor plans, perspective drawings, cost estimate, written proposal, oral presentation to local school architects who judge and award contract

Six weeks timeframe – teaches geometric/math concepts

Each student has design file with working drawings, notes, group contract (Team Operating Agreement)

Teams of 2-4 students work together

Teacher stresses importance of hands-on real world applications of math concepts as well as teamwork

Ability to work collaboratively is a learned skill that requires practice

Chapter 14 - Continued

Geometry in the Real World

(Students as school architects – Mountlake Terrace H.S. Seattle)

Multiple forms of assessment

Students are given scoring rubric that shows how work is measured (rubric demystifies grading and allows students to separate their personal worth from quality of work)

Each part of project is judged on 1) quality and accuracy, 2) clarity and presentation, 3) concepts

Team work also judged (participation, level of involvement, quality of work as team member)

Reflection at the end is a key part (what would we do differently?)

Professional architects fill out score sheets

Judge concept, site planning, educational vision, technology use, environmental impact, teamwork (work is often on level of first year university student architects)

Architects have learned from students and redesigned real schools

Chapter 15

Urban Academy - Laboratory High School

(Where Testing is Anything but Standard)

32 second chance (alternative) schools in NYC (for students who have dropped out, failed out, or been kicked out)

Good alternative to impersonal one-size-fits-all education

Graduates must complete 6 academic project-based proficiencies

In literature, science, math, social studies, creative arts, and criticism

120 students, 12 teachers (principal teaches as well) who designed curriculum to be project based and use discussion groups

Constitutional Law class prepares case for Supreme Court (local attorneys critique; many outside experts involved with all projects)

Uses performance assessment (measures, over time, what students know and can do)

Individualized approach to teaching, learning, assessment

Assessment based on state standards/rubrics (culture of mastery)

91% accepted at college (versus 62% citywide)

Chapter 16

Toward Genuine Accountability

(Why current state assessments won’t work; what they need)

Current tests take too long to get results and provide only a snapshot of information; missing how people improve and are motivated to improve

8 point plan to improve system (requires local, state, national assessments that make up student portfolios assessed by regional team of educators)

Measure student performance in credible/user friendly ways

Provide teachers/students with timely feedback

Ensure teachers from all grades/subjects work as a team to meet standards

Provide parents user friendly/helpful info and show how they can help

Be minimally intrusive (not one-shot testing week)

Constantly strengthen and offer incentives for high-quality students

Provide incentives for local districts to improve student achievement

Enable policy makers to know how students are doing relative to state standards with confidence in results

Chapter 16 - Continued

Toward Genuine Accountability

(Making it work)

Part of teachers’ job becomes local assessment and evaluation (this would be teacher professional development)

State office must support with resources

Students must use and reflect on knowledge, not just recall it

Five principles for credible/effective state assessment

Good accountability system that does more than audit performance (designed to improve it by giving timely, ongoing, user friendly feedback)

Assessment must be credible and triangulate local, state, national data and rely on real-world assessments

Local is better – trust but verify – state should focus resources here

Must build local capacity for high quality assessment, not just test once a year…teachers must be in the scoring loop

State accountability must be designed to instigate local creativity…teachers/schools practice continuous improvement

Chapter 17

Appropriate Assessments for Reinvigorating Science Education

Science education should emphasize inquiry-based learning and problem solving

Students learn what is assessed so be exceedingly careful to make sure we are measuring what counts

Classes will be noisy and active

Knowing science words is not knowing science

Assessment as investigation (see text p. 114)

Higher education sets the model for K-12

Stop lecturing every 15 minutes and ask a conceptual question that class must reach consensus answer on…let them argue about it then vote…keeps students alert and invigorated (they thus learn more, not just surface level)

PART 2

Involved Communities

Most knowledge lies beyond the classroom walls

Must dismantle barriers between classrooms and communities

Best schools have active involvement of business, universities, libraries, museums, science centers, hospitals, etc.

Virtual communities are created via internet

Students see learning has a purpose and is used every day in every field of human endeavor

Section A

Parent Involvement

(Parents are students’ first and most important teachers)

When parents partner with educators it supports student learning and gives increased achievement and self confidence

Parents can…discuss with teachers how home environment can support student learning; volunteer time; advocate for reform with school board members, principals, etc.

Educators can…invite parents to play a bigger role; reach out by mail/email; call or visit homes to strengthen connections

Policymakers can…meet with and include parents; have parents serve on committees; create policies that encourage stronger parent participation

Chapter 18

Cultivating Parent Leaders

(Parent education programs can help parents better support schools)

ABCs of Parent Involvement

Parent leaderships conferences, workshops on communication skills, anger management, strategies for supporting gifted students, use of technology to support achievement

Without parents schools cannot be successful

PESA (Parent Expectations Support Achievement)

Over 1,000 parents participate; learn homework strategies, communication skills, power of positive reinforcement

Big Investments Yield Big Payoffs

Focus on middle school parents

Parents who feel supported support their children

Chapter 19

The Many Meanings of Community Involvement

(Sherman Oaks Community Charter School in San Jose - Designed this school to be a hub where you “feel the heartbeat of the community”)

Making House Calls - Teachers visited the families of students

Developed parent wish lists (for art, music; access to social services; native language instruction; for technology available to parents/students outside of class time)

Had workshops for and sent newsletters to parents to present plans

From dream to reality – school fulfilled wish list

Includes after-school technology access for parents/students plus 4-wk workshop on Technology for Communication w/ parents setting up free email accounts and learning video conferencing

Social services pervasive – fulltime family services advocate; food distribution; 2-way bilingual immersion (Spanish>English & Eng.>Sp.)

Strong bonds between teachers/parents; teachers regularly involved in the community; parents grow and learn just like their children

Expanded to neighborhood revitalization

Chapter 20

Making Connections Between Home and School

(Susan B. Anthony School in Sacramento)

1998, new principal came to SBA (had lost touch w/ comm.)

450 students from 21 countries, non-English speaking; low income; parents average education 6th grade…did not feel welcome in schools

Stu performed below grade level; high suspensions; parents=spectators

By 2002, achievement skyrocketed; suspensions eliminated; parents partners (change resulted from commitment to build relationships between home/school)

Teachers/staff started home visits, in pairs w/ interpreter –told parents of a new game plan (where parents serve as partners in their kids’ education)

Effects immediate/profound-600 came to potluck celebration to learn of new plan for school (parents as partners-welcomed and not intimidated)

3,000 visits in 9 Sacramento schools; state provided $15mil for home visits by 400 schools; now home visit program has expanded to other states

Research supports community schools where entire family is welcome

Section B

Business Partnerships

(Many resources to improve schools, e.g. school-to-career programs)

Parents can

Become acquainted with their employer’s policies on donations (including time) for schools

Acquaint teachers with their professional and personal interests and skills that are available as a resource

Educators can

Be acquainted with resources of parents and businesses

Include business and parents in planning

Policy makers can

Be familiar with business involvement success stories in U.S.

Create policies to support bus/school exposure including school-to-career programs with internships, mentoring, job shadowing, experts, etc.

Chapter 21

Supporting Good Schools is Good Business

(Future of U.S. lies in improving quality of education)

Dispelling classic myths

Business involvement in education is motivated by self-interest…the real beneficiaries are the individual & society

Most important thing business can do is give money…better to have direct involvement, expose teachers/students to real world; exploit new technologies

School counts for college and jobs

Business has asked for H.S. transcripts to be more useful, including work experience/portfolios

Policies that count…business can work with government on behalf of schools

Chapter 21-Continued

Supporting Good Schools is Good Business

(The Investing-in-Teachers Revolution)

5,000 member National Alliance of Business focuses solely on improving education ()

Convinced by research, the NAB sees teachers as the single most important factor is improving teacher quality

2001 report, Investing in Teachers (by NAB, National Association of Manufacturers, Business Roundtable, U.S. Ch. of Commerce)

Asserted need for social, financial, political investment to provide teachers with pay, professional development, career opportunities, performance accountability, portability of credentials/pensions

All recommendations based on successful programs such as Cincinnati Public Schools where salary/bonuses are based on performance and classification as apprentice, novice, career, advanced, accomplished

Chapter 22

School-to-Work Programs

(Route to more than just a job)

Philadelphia, with 208,000 students, has district-wide program grew from manufacturing apprent.

Engaged employers in school; changed school practices

Makes learning more hands on/relevant - less lecture

1994 federal School-to-Work Opportunity Act provided $1.6 billion to set up programs

Includes internships, job shadowing, apprenticeships, etc.

Expanding in states now using state funds

Research by Columbia University and others

Reduced dropout rates, improved college readiness, participants more likely to attend college

Chapter 23

Build a Bridge to Science & Technology

(Frick Middle School, CA - Techbridge program for girls)

Funded by NSF, provides hands-on science

Girls built AM/FM radios, wired circuit boards, visited science centers, etc.

Meets before school, during lunch, etc.

Must apply and be accepted (desirable program)

Antidote for peer pressure that says it’s not cool to be a girl and be smart

Female instructors model being scientists

Girls are more interested, motivated, and self confident

Chapter 24

Scientists in the Classroom Makes Sense

(School/Business Partnerships)

Bayer’s Making Science Make Sense (MSMS) (msms/about)

Scientists do demonstrations at schools

1,200 employees in 22 locations participate

Employees get time off to work in schools

“Kids love science if they realize it’s hands-on”

Volunteering benefits students, teachers, and volunteers

Chapter 25

The Virtual Mentor

(Business professionals go online with students)

Mentors provide one-on-one advice, role modeling, training, and encouragement

Telementoring provides virtual space so everyone everywhere can have a mentor

International Telementor Program (ITP) - 1995 at HP

18,000 students participate; expanded to state programs from HP (average of 6 min. to find a mentor)

Technology allows efficient and productive connection

Writing, math, science, etc. – mentors from 8 nations

Success is measured by how effectively student is leveraging resources at home, school, in local community, and globally to pursue interests ()

Section C

Community Partnerships - Make Learning Dynamic

(w/ parents & community orgs-nature/science ctrs., hospitals, colleges, etc.)

Parents can

Explore ways that community orgs can be included in school programs

Invite community groups to attend meetings/share ideas to improve schools

Consider ways schools can expand into community centers

Educators can

Encourage stronger community partnerships and use of school facilities to help communities

Consider how technology can support involvement of orgs (access websites and experts)

Encourage orgs to advocate for schools

Policy makers can

Be familiar with partnerships in schools, support them, involve orgs in decision making

Consider how schools can work to build stronger communities

Chapter 26

IT Takes Many Villages

(International Education and Resource Network…iEARN)

Object is to prepare students who are motivated, respectful and active participants in the world

Working together to enhance quality of life on earth

Uses WWW to exchange info ()

Network of teachers and students who use the net and email to carry out collaborative projects (see pp. 179-180)

350,000 students in 4,000 schools in 90 countries (29 languages)

Projects are on every imaginable topic (art, music, video, holidays, environment, math, hunger, war, labor, religion, violence, food…)

Requires technology as a tool ( ................
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