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High Schools That Work It’s About Implementation, Not Attendance! How can leaders support teachers to implement authentic project-based learning? Scott.

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Presentation on theme: "High Schools That Work It’s About Implementation, Not Attendance! How can leaders support teachers to implement authentic project-based learning? Scott."— Presentation transcript:

1 High Schools That Work It’s About Implementation, Not Attendance! How can leaders support teachers to implement authentic project-based learning? Scott Warren SREB 1

2 High Schools That Work What I Believe: It’s not college or careers, it’s both! Rigor is a term thrown about with little agreement on what it truly looks like. Professional development may be the greatest waste of money in education today. Give a man a fish and he eats today, teach a man to fish and …

3 High Schools That Work He will sit in a boat and drink beer all day!

4 High Schools That Work Today Why we need Authentic Project Based Learning The role of the leader in implementation

5 High Schools That Work Rising Workplace Requirements and Opportunities “The new economy requires not just white- collar workers but also workers with outstanding technical skills and highly developed problem-solving abilities. These workers will be the backbone of tomorrow’s prosperity.” Source: A Sharper Focus on Technical Workers How to Educate and Train for the Global Economy. NGA Center for Best Practices, 2010

6 High Schools That Work Middle Skill Jobs in Virginia 49% of the jobs in VA in 2012 were considered middle skill jobs It is estimated that 46% of the job openings through 2020 will be middle school jobs

7 High Schools That Work Business Today Requires Knowledge Workers Who: Use their brains every minute to get the job done; Understand complicated processes and systems; and Anticipate, predict, prevent, troubleshoot and solve problems in a high-pressure environment.

8 High Schools That Work Business Today Requires Strong Technical and 21st-Century Skills From hospitals to factories — fast-paced environments in which employees must know: how to function as individuals and as a team amid rapid technological changes; how to assess information; and how to diagnose problems quickly using problem- solving and critical-thinking skills to make split- second judgments.

9 High Schools That Work And We have to many GADLIMBs! We have too many graduates who look like this! https://www.youtube.com/watch?v=dY2 mRM4i6tY

10 High Schools That Work Implications for Career-Technical Education Reflect the requirements of the knowledge economy — e.g., critical thinking and problem solving — that are important in today’s manufacturing and other work settings. Collaborate with industry leaders to create authentic, intellectually demanding assignments, and align career programs with workforce need. Source: A Sharper Focus on Technical Workers How to Educate and Train for the Global Economy. NGA Center for Best Practices, 2010.

11 High Schools That Work What do New CTE Assignments Need to Look Like? Students: 1.Develop a logical argument for your solution to a problem or project 2.Make inferences from information provided to develop a solution for a problem or project 3.Use math to solve complex problems related to my CT area 4.Apply academic knowledge and skills

12 High Schools That Work 5.Apply technical knowledge and skills to new situations 6.Develop and test hypotheses 7.Complete extended projects that require planning, developing a solution or product and presenting the results orally or in writing 8.Use appropriate technology to complete assignments or projects What do New CTE Assignments Need to Look Like?

13 High Schools That Work Rigorous CTE Students experienced more than 4 of the 8 indicators Demographics CT Students Had Rigorous CTE No Rigorous CTE n = 7989n = % Male 49% 52% Female5148 White7361 Minority2739 Education after High School (high) No Education after High School (low) Education after high school is used as a proxy for socio-economic status. Source: 2012 HSTW Assessment

14 High Schools That Work Percentage of Students Meeting College- and Career-Readiness Goals CT Students Meeting College and Career Readiness Goals Percent Meeting HSTW Readiness Goals Student Experiences Had Rigorous CTENo Rigorous CTE n = 7989n = Reading 69% 46% Mathematics 6648 Science 6745 Source: 2012 HSTW Assessment Note: CTE Students only

15 High Schools That Work Meet 2012 HSTW College-Readiness Goals: Academic Core and Rigorous CT Rigorous CT Impacts Achievement CT Students HSTW Curriculum HSTW Curriculum + Rigorous CT Courses Difference Rigorous CT Courses Make n = 3438 n = 2760 Meet Reading Goal 63% 80% 17% Meet Mathematics Goal % Meet Science Goal % Source: 2012 HSTW Assessment Note: CTE Students only

16 High Schools That Work Authentic PBL: How Do We Get There? Shift the thinking that PBL is the dessert! Engage business and industry in a new way! Eliminate Spray and Pray! Create purpose driven students!

17 High Schools That Work More than dessert! The Old Model: Teach them and then give the project. Project Title: Soldering connects your world Essential Question: How do you choose the correct soldering alloy? Project Description: Take 6 different base materials and solder alloys; join materials using the soldering process. Evaluate the process for strength and connectivity as well as electrical conductivity.

18 High Schools That Work Making it the whole meal! Authentic Projects with authentic roles Use the appropriate problem-solving process Use the project-development process.

19 High Schools That Work SREB Design Process Engineering Design Process Troubleshooting Process Life Cycle Design Business Scientific Method Ask/Inquire Identifying the problem Diagnose the Problem Define Requirements DefineQuestion Imagine MeasureResearch Plan Relevant Information Find Possible Solutions DesignAnalyzeHypothesis Create ConceptualizationTake ActionBuildDevelop Test Experiment/ Evaluate Evaluation and Analysis Evaluate and Analyze TestEvaluate ImproveImplementationReviseAnalyze CommunicateImplementation Deliver Final Product EvolutionDeliverCommunicate Problem-Solving Design Processes

20 High Schools That Work Identify what students must know and be able to do to obtain and keep a job in the business that will support a family of four. Step One – A new way to engage Business Assess Business and Industry Needs

21 High Schools That Work Step Two Brainstorm Ideas What authentic project will require students to master appropriate technical, academic and 21st-century skills to complete successfully?

22 High Schools That Work Choose one project idea from your list and develop a draft project description: Project Title Brief description of what students will perform or produce Step Three Develop a Project

23 High Schools That Work Project Template You are a (insert a real-workplace role). You are faced with (insert a problem). You must (insert what must be done to solve the problem). Once you have decided on a course of action, you will (insert an opportunity for presentation to an authentic audience).

24 High Schools That Work Project Description: Workplace role or job title Authentic problem to be solved Identify what students will do Tell students how to document solutions (e.g., presentations, reports, etc.) Authenticity: Authentic to the field? Prepare students for the future? Doable in high school? Academics: Does the project require practice of science, mathematics, and language arts skills?

25 High Schools That Work Authentic Projects Include: Technical Prompt: Design, build and test OR investigate, conduct, analyze Writing Prompt: Research/Report; history; theory; contemporary use; design and how to construct electrical motors Science Prompt: Design and conduct inquiry of a testable hypothesis on motor performance under a variety of conditions Math Prompt: Test motor under various conditions; collect, analyze and chart on performance and conditions

26 High Schools That Work Make it the meal! Project Title: Soldering connects your world Essential Question: How do you choose the correct soldering alloy? Project Description: Take 6 different base materials and solder alloys; join materials using the soldering process. Evaluate the process for strength and connectivity as well as electrical conductivity.

27 High Schools That Work Key Phrase: Design, Build, Evaluate

28 High Schools That Work PFT Phase One Science Prompt

29 High Schools That Work Math Prompt

30 High Schools That Work PFT Phase One Literacy Prompt

31 High Schools That Work PA Example: Blowing in the Wind Essential Question: Is the answer really blowing in the wind? You are a wind turbine technician and you are faced with working with a design team of wind turbine technicians to research, design, build and test a working wind turbine from a ceiling fan rotor (CWFT: ceiling fan wind turbine) that will charge a battery array and help to reduce the operating cost of a greenhouse. Your team will need to research the various designs for wind turbines and build the most effective, as well as, least expensive wind turbine possible from a ceiling fan. 31

32 High Schools That Work Each member of the team must maintain a professional log of daily activity and each team will be responsible for a presentation of the procedures they followed in designing and building and subsequently testing their wind turbine. The team must describe the algebraic formulas and show calculations used to measure the success of their wind turbine in power production during testing. An inventory of parts used and accurate costs must be submitted in the form of a bid proposal that serves as a final analysis cost estimate of production for their wind turbine. 32

33 High Schools That Work Results Before we did Authentic Projects, we had “Math Monday” and “Literacy Wednesday,” most of my students would be absent. Now they are in class everyday and not realizing they are doing math and literacy in the project. NOCTI pretest – 5% at proficiency After Project Unit NOCTI Assessment – 100% proficient Dan Shorthouse, Electrical Instructor, Forbes Road Career and Technology Center, Monroe, PA 33

34 High Schools That Work Three Graphic Arts Teachers Three School in Three Counties One Project Plan 34

35 High Schools That Work 35 You are a graphic designer working for an advertising agency. You are faced with the complete branding of a cereal company. You have been asked to create images for the corporate logo, the name and logo of the kid’s cereal itself, a mascot/character to promote the cereal, the box/container the cereal will be sold in, and the product magazine advertisement. You must research existing past and present kid’s cereals and develop a corporate logo, product logo, mascot/character figure design, product box/container for the cereal, and the product magazine advertisement to publicize the product. West Virginia Graphic Arts Teachers - Rick Bay, Doug Martin, and Jeff Wamsley Cereal Box Product Branding

36 High Schools That Work

37 With Teachers …. Have them get in groups by like content, look at additional examples and begin to generate potential authentic projects using the Project Design Template Turn to a neighbor and see if you can come up with a project idea? Remember, an authentic role and problem. For a group of leaders, we are going in a different direction.

38 High Schools That Work Why Focus on The Leaders SREB has provided Literacy (LDC), Math (MDC) and/or Enhanced CT Training at over 400 sites in the past three years The process and the PD are the most standardized we have ever used All workshops the same Job-embedded follow-up Yet, this support is changing the way teachers teach at some places and floundering at others? Why? Turn to a neighbor, introduce yourself and discuss

39 High Schools That Work The Big Surprise #1! We observed almost no instances where, in the same school, the LDC/MDC or Enhanced CT (Project-based Learning) was working well for one teacher but not for others. The trend was that the training was impacting all or none in any single school! Why? Turn to a neighbor!

40 HSTW MMGW/TCTW High Schools That Work Big Surprise #2 Although the quality of the teacher is key for our design of developing teacher leaders, the actions that leaders took (big and small) had a bigger impact on implementation than the quality of the teachers who participated.

41 High Schools That Work Practices of Leaders in Schools Where it is Working Professional Development truly is a process, not an event (THINK BDA) Before the PD During After the PD Planned follow-up Collaboration Peer observations Focused Walkthrough Observations Effective Feedback

42 High Schools That Work Before the PD Answer the question why Link to teacher observations People pay attention when something is said that connects with something they desire. Provide CLEAR expectations (vision) Keep the main thing the main thing – Avoid the new toy approach Communicate it is not spray and pray

43 High Schools That Work Before PD: Remember the Change Process Move teachers from victims to owners of change! Establish a need for change among those who must change. Give them a vision for the change Involve them in building the plan Start small to ensure success Celebrate successes and provide feedback Continue the change process with data collection/adaptations

44 High Schools That Work Establishing Why - College and Career Readiness Reviews Multiple parts Desktop review of business/industry regional outlook Student/faculty surveys Facilitated self-study around Signature Features (see next slide) External Team Review Formal report to school/board/community

45 High Schools That Work Signature Features 1.Students are able to access high-quality career pathway programs of study that offer technical courses aligned with a college- ready academic core. 2.Career technical and high school leaders work to create an organization and scheduling structure that enable CT teachers to work frequently with other CT teachers, academic teachers and counselors to plan integrated technical assignments. 3.CT course sequences are derived from industry, reflect future employment needs

46 High Schools That Work Signature Features 4.Students are given authentic project-based assignments that require them to (1) apply their understanding of high school-level math, literacy and science; (2) demonstrate good habits of mind and behavior; and (3) exhibit problem- solving skills to complete. 5.Students are assessed using several strategies — rubrics, exams, written deliverables, teacher observations and external assessments. Students receive feedback and opportunities to relearn and master concepts and skills through authentic assignments. 6.Career pathway programs of study are supported with a counseling for careers approach to educational and career exploration that begins no later than the middle grades and continues through high school.

47 High Schools That Work Signature Features 7.CT courses are taught by highly qualified teachers who have demonstrated their mastery of the academic, technical and 21st-century standards and skills and teaching methods. 8.CT teachers work with both industry and postsecondary partners to create authentic projects and problems, assess the quality of student work against workplace and postsecondary requirements, offer students work-based learning experiences and provide students with information and advising that eases their transition from high school to further education, training and employment.

48 High Schools That Work During PD Participate – Participate – Participate Remember the old saying, “you learned more about ____ the first year you taught it than all the years of college?” You learn it by doing it. Be a mentor at a table (requires pre-work)

49 High Schools That Work A New Idea 1.Leaders come to PD session with their teacher eval/classroom obs tools. 2.Leaders create observation tools/walkthroughs that align with the PD 3.The PD session ends with the leader presenting the tool to the faculty.

50 High Schools That Work After PD What gets monitored, gets done – look for the new practices Walkthrough Forms Lesson Plans Other methods of monitoring Establish Demonstration Classrooms – the surgery model Recognize what you want to see more of in classrooms Invite business/industry in to observe/judge/ evaluate

51 High Schools That Work Ongoing Support is Essential: B – D - A Why Do Americans Stink at Math? In 1970’s Japan taught math like in the US NCTM recommended changes Japan implemented with ongoing support – Lesson Study format In US, teachers get one –four days of PD and it may be on multiple topics

52 High Schools That Work Organize and Expect Teacher Collaboration PLCs, Cross-disciplinary, Departments, other Finding time – the first leader challenge Setting expectations – the second leader challenge – collaboration by invitation does not work Providing support – the third leader challenge Common planning needs to become part of your professional development plan.

53 High Schools That Work Professional Dialogue: Using Protocols Common Protocols Tuning Protocol Five Why Praise – Question – Polish Consultancy Final Word Standards in Practice The Power of Protocols: An Educator’s Guide to Better Practice - By Joseph McDonald, Nancy Mohr, Alan Dichter, Elizabeth C. McDonald

54 High Schools That Work Multiple SREB Supports College and Career Readiness Reviews – Do your programs align with needs? Are programs rigorous? New Advanced Career Programs of Study Teach to Lead (T2L) NRCCTE Tools Math in CT Science in CT Literacy in CT Enhanced CT through Authentic Project- based Learning

55 High Schools That Work Final Thoughts Stealing from another Warren We need Purpose Driven Students Connect them to: A career goal A plan to achieve the goal An adult to help them achieve the goal Authentic instruction that reflects the career goal

56 High Schools That Work Thank you Remember, all schools and all teachers want to improve. However, few want to change. The fact remains that to improve, one MUST change.


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