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 ( ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- missouri library association a 501 c 3 nonprofit
- james river baptist association
- september 2010 lebanon borough elementary school
- kindergarten emergent
- grade 1
- kindergarten foundational skills instruction whole and
- elements of high quality kindergarten 2 0
- edutopia tusculum university
- health framework chapter 3 curriculum frameworks ca
Related searches
- university city education foundation
- city university high school memphis
- why this university essay sample
- university city schools mo
- university of minnesota education department
- university school district jobs
- university city high school mo
- university city public schools
- university city st louis
- university city mo school district
- university place school district jobs
- university city high school missouri