Presentation is loading. Please wait.

Presentation is loading. Please wait.

A program offering of Southeast Service Cooperative.

Similar presentations

Presentation on theme: "A program offering of Southeast Service Cooperative."— Presentation transcript:

1 a program offering of Southeast Service Cooperative

2  Connected to real work in the community and beyond?  Re-engaged in their own learning?  Connecting their interests to what they are learning in school?  Understand the integrated, inter-related nature of the disciplines?  Recognize opportunities for entrepreneurship?  Increase their GPA, take higher level courses, and pursue post-secondary learning? WOULD YOUR SCHOOL/COMMUNITY LIKE TO SEE KIDS...

3 A transformational, “producer-oriented” approach to learning and school.

4  Skipping class to go down to music room and practice the drums.  Mischievous - irritates teachers & administrators. Why? THIS IS TYLER... AND THIS IS HIS STORY... 9 th grader in 2005 – 2006



7 A “Consumer Orientation” to Learning.  Learner motivation and interest secondary to adult-defined process for learning and content to be learned.  Ability to integrate and apply discipline knowledge is not required for success.

8 Kill me now!! Sample of notes from traditional class: good handwriting & note format.

9 Adult-driven Clearly defined scope & sequence Outlined tasks w/one or few “right” answers Linear & de-contextualized Motivation assumed: “you’ll need this later” Consume information provided you Standardized “means” – variable “ends” Didn’t learn it? Your fault ‘cause we taught it! External locus of control: grade, credits awards, privileges, approval. Disruption & dissonance = “bad school” TRADITIONAL VIEW OF SCHOOL

10 THIS IS THE “SCHOOL” THAT TYLER WAS BORED WITH AND SAW LITTLE REASON OR RELEVANCE FOR SPENDING MUCH TIME ON IT. Enter a “new” model and example for what school can be – a truly “disruptive” innovation:

11 Rex: “Tyler, will you start going to the VR room and figure out that machine we were given?” Tyler: “Who’s teaching it?” Rex: “No one - you need to figure out how it works and how we can use it in school.” Tyler: “No teacher?! Cool - I’m in!!” HOW IT BEGAN…

12 Virtual Reality Educational Pathfinders A simple concept: Put a 3D/VR system with modeling software in the hands of students without a formal “teacher”. Tell students they must connect with an adult on a project of interest that shows what they know and/or helps other students grasp important concepts. Give them unfettered access to the system. The system: A 3D computer, projector, goggles, and open source, free software all costing less than $4,000. An administrator and/or teacher with a “Producer” orientation to schooling and learning.

13  An expert in 3D/VR programming and technology.  Regularly leads visitors through the VREP program.  With friend and using 3D technology, designs a hologram that can be manipulated as if you were holding it.  Rockwell engineers verify the design – he patents it.  ISU has to change its rules about who gets in their high- end VR lab to include freshman – Tyler knows more about 3D/VR than any of the graduate students studying in the program. TYLER, SENIOR YEAR...

14 TYLER, TODAY...  Regularly contributes to our efforts to improve and advance VREP.  A senior at ISU in engineering and computer science.  Our Lead Guide for VREP – trains and consults across the country, including teaching apprentice guides.  With business partner and friend, Joshua Weuve, founded Cryogen Design – a computer company that designs and manufactures low and mid-range cost VR equipment. Is now the preferred equipment provider to VREP.  Got married this past summer.

15 We are on our way to hundreds and then thousands of Tylers:  Over 80 schools in Iowa from 5 th to 12 th grade (a year ago today there were 11 VREP schools).  115 total schools involved with VREP schools including 10 districts in SE Minnesota and schools in Ohio, Michigan, Connecticut and Wisconsin.  Strong business support, including Rockwell Collins, and nearing completion for becoming a 501c3.  Over 2,500 students involved in VREP this past year – AND many, many more “Tyler” stories. TODAY...

16 East Marshall (founding VREP school):  20 of 67 graduates the spring of 2011 indicated they were pursuing engineering related careers.  Average 1.0 GPA increase by students in VREP  Strong connection between student success and student engagement in VREP  Students are taking harder classes than prior to being involved with VREP IMPACT ON KIDS

17  “Eli” Senior, Class of 2011  1.4 GPA entering senior year, college not in vocabulary  Today: full ride scholarship to Kirkwood CC and leads their VREP program.  “Bruce” Current Sophomore  Selective mute who never spoke at school  Today is recognized VREP leader in his school IMPACT ON KIDS – POWERFUL STORIES

18  “Forrest” Senior, Class of 2011  High achiever, very bright.  VREP made school meaningful – Rockwell intern over summer in VR Advanced Manufacturing lab  “Tiffany” Current College Freshman  Unchallenged, lack of confidence  College and city hired her to work on 3D/VR projects, strong career path. IMPACT ON KIDS – POWERFUL STORIES

19 VREP IS A “PRODUCER ORIENTATION” TO LEARNING Learner motivation & interest assumed to be central to the learning process. Integration of discipline knowledge is purposeful and required for success.

20 Kill me now!! Sample of notes from traditional class: good handwriting & note format.

21 Or this... A 3D, fully controllable, actual MRI of the heart.

22  A 3D rendering of orbitals used in science class.  A virtual art museum.  Graphing calculus equations in 3D.  A full-motion, 3D solar system.  The mechanics of an internal combustion engine.  Travel as a ray of light through the human eye.  Working with entrepreneur to provide view of new diesel injection system.  Group of Iowa VREP students working with script writer to create a short movie highlighting the story line to pitch to Hollywood executives.  Group of students building a simulation of train/car collisions for non-profit railroad safety group. OTHER EXAMPLES...

23  Student-driven  Significant problems to be explored and solved  Non-linear  Connected and integrated  Contextualized and nuanced  Learner motivation of primary concern  “Producer” orientation – create value for self and others  Variable means/processes, clear unwavering ends  Disruption and dissonance encouraged DESIRED VIEW OF SCHOOL

24 1.A commitment to providing “producer-oriented” learning. 2.Sign the Letter of Commitment. 3.Purchase a VREP system: training is included in price. 4.Enroll in an upcoming VREP Institute to get students up and running. 5.Get out of the way! HOW TO BECOME A MINNESOTA VREP SCHOOL

25  Co-curricular – independent study – course offering.  Competency-based – credit given when it is earned.  Traditional grading incompatible but can be used.  Role of teacher – guide, facilitator, questioner.  Students must be asked to continually share their work with varying audiences.  Best effect – connecting kids to real-world projects. SOME BASICS

26  Dover-Eyota  Fillmore Central  Goodhue County Ed District  Houston  Kasson-Mantorville  Kingsland  Plainview-Elgin-Millville  Randolph  Stewartville  Zumbrota-Mazeppa SE MN VREP DISTRICTS


28 Katie Sue Cunningham, VREP Coordinator Kari Kubicek, VREP Coordinator SOUTHEAST SERVICE COOPERATIVE

Download ppt "A program offering of Southeast Service Cooperative."

Similar presentations

Ads by Google