Presentation on theme: "An Integrated Learning Model for High School Students"— Presentation transcript:
1 An Integrated Learning Model for High School Students ENDEAVORAn Integrated Learning Modelfor High School StudentsOpening slideTahoma High SchoolMaple Valley, Washington
2 Introductions Barry Fountain (firstname.lastname@example.org) 35th Year/Social StudiesFourteen years working with integrated programsBill Weis11th year/ScienceNine years working with integrated programsLeif Heins9th Year/Language ArtsTwo years working with integrated programsNational Board CertifiedTerry DutyPrincipal, 12th year Tahoma High SchoolTD
3 …Provided we don’t have to change the schedule …Provided we don’t have to change any of our existing practices…Provided we don’t have to adopt any new practices.It is our mission to ensure the success of ALL our students. We will do WHATEVER IT TAKES to ensure their success!Change is difficult WIT Our mission is not to cover content but to help them make meaning and perspective with the content.TD if you have any questions during presentation feel free to ask.
4 Tahoma Senior High School: 30 minutes southeast of SeattleGrades 10-12Single high school district1600 students91% Caucasian; 13% free/reduced lunch127 staff; 85 certificated teachersTDBlock Schedule (101 minute periods)Periods 1, 2, and 3 on Blue DayPeriods 4, 5, and 6 on Gold Day
5 Typical Day 8:15-9:56 (101 minutes) Large Group (all students) Announcements, team building, reflection, discussion, practice, review, assessment, and other options.10:41-2:45Rotation 1 (65 minutes)Rotation 2 (65 minutes)Rotation 3 (65 minutes)BENEFITS: Flexibility and EfficiencyBW (LH on flexibility & efficiency) Verbally explain 9:56-10:41 (break and common read)Students are together all together all day every other daySchedule may change the day-of depending on how well large group is going.
6 Rigor/Relevance Framework RelationshipsRelationshipsEssentialDRelationshipsImportantRIGORCHighRelationships ofLittle ImportanceABTD Moving from learning transfer to meaning makingthe 3-R’sQuadrant D—RelationshipsMoving from low rigor, low relevance to high Quad DHow does program like Endeavor support the 3 RLowLowHighRELEVANCE
7 Four Learning Criteria SchoolOthersCore LearningStretch LearningStudent EngagementTD – Endeavor represents a good example of what we know about successful programs Describe the school and others responsibility.Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)Stretch Learning 1-1 Laptops (Demonstration of rigorous and relevant learning beyond the minimum requirements)Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)Personal Skill Development
9 Personal Skills (Habits of Mind) Arthur L. Costa Thinking FlexiblyPersistingManaging ImpulsivityApplying Past Knowledge to New SituationsStriving for AccuracyQuestioning and Problem SolvingGathering Data Through the SensesCreating, Imagining, InnovatingMetacognition: Thinking About ThinkingListening with Understanding and EmpathyThinking InterdependentlyTaking Responsible RisksThinking and Communicating with Clarity and PrecisionResponding with Wonderment and AweFinding HumorRemaining Open to Continuous LearningBFProperty of Tahoma SD
10 Types of Integration Content Personal Skills and Thinking Skills BW Let it rip! We consistently integrate these thinking skills and personal skills – here are some examples.POV - empathy
11 Personal skills and thinking skills development with content integration Personal Skill: Listening and Understanding with Empathy Thinking Skill: Point of ViewScienceGenetic engineering and stem cell technologyLanguage ArtsMy Sister’s KeeperSocial StudiesSenate Hearing – genetic engineeringBF, BW, LHCastagna’s videoExplain how content is a vehicle.
12 Personal Skill: Creating Imagining and Innovating Personal skills and thinking skills development without content integrationPersonal Skill: Creating Imagining and InnovatingThinking Skill: Problem SolvingScienceChemistry of molecular structureLanguage ArtsBuff projectSocial StudiesDarfur and RwandaBF, BW, LHtransitions and habits of mind video; large group to classrooms
13 "The future belongs to a different kind of person," Pink says, “designers, inventors, teachers, storytellers — creative and empathetic right-brain thinkers whose abilities mark the fault line between who gets ahead and who doesn't."BF
15 How we used A Whole New Mind to enrich personal skills LH Examples?
16 Personal Skills Culminating Project Guiding QuestionsWho am I and how do I learn?What is school?How do we incorporate Daniel Pink’s ideas?How do we incorporate Habits of Mind?What is the future of school?LH– If we have more time, Barry and Bill will give examples. Student surveys: Myers-Briggs, brain dominance, learning styleCreate a PowerPoint or a video to explain who you are and how your personality and learning style affect youBrainstorm a list of your activities during the school day. Highlight the activities that develop your right brain v. your left brain. Graph the results.Survey a person over 30 about how high school has changed or stayed the same.Discussion: What is the purpose of school?Use MovieMaker to create a video explaining what school is now.Discussion: What changes would Pink make to Tahoma?Create a podcast summarizing Pink’s claims about the future of right brain thinking and what questions you can infer that he would have about how your high school is conducted.Create a film demonstrating how one of the Habits of Mind is important in the world beyond school.
17 Creating, Imagining, Innovating Create the school of your dreams, synthesizing your ideas, Pink’s ideas, and the district’s Habits of Mind. Include a diagram or model of the school, a visual aid to explain logistics, and an informational brochure.LHInsert video of Casini
18 In ClosingDo we believe the following?“Imagination is more important than knowledge… The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift.“ ~Albert EinsteinBF
19 Qualitative Data Student Testimonials “After being in Endeavor for nine weeks, I feel that I have become more confident talking in front of people, and I am a risk taker. Last year, I wouldn’t even raise my hand to answer a question, even if I knew it was correct, but now, only after nine weeks, I am answering questions that I don’t know, and I’m building off of other people’s thoughts…”“After being in Endeavor for nine weeks, I am extremely happy that I am in it. I like the way everything is run. It is so much easier to learn when everything is all tied together rather than three separate classes…”“After being in Endeavor for nine weeks, I feel that my mind has opened up and I can speak freely. I used to be very shy and would never speak my opinions. Endeavor has got me thinking more…”
20 Thank you for attending! Terry DutyBarry FountainLeif HeinsBill Weis