_Macros Learning and Teaching in the New Small High School Bob Pearlman Director of Strategic Planning, New Technology Foundation Small Schools Workshop Conference St. Petersburg, Florida January 12, 2005 Learning and Teaching in the New Small High School

_Macros Learning and Teaching in the New Small High School What knowledge and skills do students need for the 21st Century?

_Macros Learning and Teaching in the New Small High School SCANS U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills COMPETENCIES - Effective workers can productively use: Resources - allocating time, money, materials, space and staff. Interpersonal Skills - working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds. Information - acquiring and evaluating data, organizing and maintaining files, interpreting and communication, and using computers to process information. Systems - understanding social, organizational and technological systems, monitoring and correcting performance, and designing or improving systems. Technology - selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies. FOUNDATIONS - Competence requires: Basic Skills - reading, writing, arithmetic and mathematics, speaking and listening. Thinking Skills - thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning. Personal Qualities - individual responsibilities, self-esteem, sociability, self-management, and integrity. 1992

_Macros Learning and Teaching in the New Small High School Job Outlook 2002, National Association of Colleges and Employers (NACE)

_Macros Learning and Teaching in the New Small High School Working in the Real World (i.e. California?) Projects, projects, projects Teamwork and collaboration Self-direction Interpersonal skills and Networking No one asks about your formal education Project Management, Leadership

_Macros Learning and Teaching in the New Small High School Released June 21, 2004 at NECC, New Orleans

_Macros Learning and Teaching in the New Small High School

_Macros Learning and Teaching in the New Small High School

_Macros Learning and Teaching in the New Small High School

_Macros Learning and Teaching in the New Small High School

_Macros Learning and Teaching in the New Small High School New Technology HS LEARNING OUTCOMES TECHNOLOGY LITERACY COLLABORATION CRITICAL THINKING ORAL COMMUNICATION WRITTEN COMMUNICATION CAREER PREPARATION CITIZENSHIP AND ETHICS CURRICULAR LITERACY (CONTENT STANDARDS)

_Macros Learning and Teaching in the New Small High School So what does learning look like where students get 21 st Century Knowledge and Skills?

_Macros Learning and Teaching in the New Small High School How do we get them here?

_Macros Learning and Teaching in the New Small High School Strategies that Make a Difference Engagement Hands-on Adult connections Internships Real World immersion

_Macros Learning and Teaching in the New Small High School At the core is a student centered, project and problem based teaching strategy that is tied to both content standards and school wide learning outcomes.

_Macros Learning and Teaching in the New Small High School PROJECT BASED LEARNING PBL vs. Doing Projects The Project is the Curriculum Creating a “Need to Know” Teacher Acts as a Coach Focus on Skills (ESLRs)

_Macros Learning and Teaching in the New Small High School The Buck Institute for Education Novato, California TRAINING DEVELOPMENT RESEARCH

_Macros Learning and Teaching in the New Small High School Project Management Teamwork

_Macros Learning and Teaching in the New Small High School Oral Communication/Presentation Exhibition Assessment and Feedback

_Macros Learning and Teaching in the New Small High School New Technology High School Napa, California  Integrating technology into every class  Interdisciplinary and project-based  Internship class consisting of classroom curriculum and unpaid work in technology, business or education  Digital Portfolio

_Macros Learning and Teaching in the New Small High School THE BIG PICTURE LEARNING OUTCOMES EVALUATION RUBRICS CURRICULAR UNITS (PBL) REPORTING/STUDENT FEEDBACK PROFESSIONAL PORTFOLIO

_Macros Learning and Teaching in the New Small High School CHALLENGE PBL instruction is not as linear as traditional instruction. How can we organize our project materials for student access, action, self- direction, and project management?

_Macros Learning and Teaching in the New Small High School The Project Briefcase allows teachers to put all project materials in one spot for easy student access and to share with other teachers.

_Macros Learning and Teaching in the New Small High School All items are immediately and dynamically published to the web for access to the curriculum anywhere, anytime.

_Macros Learning and Teaching in the New Small High School They include everything from the entry document that launches the project to the rubrics used to assess the student’s performance.

_Macros Learning and Teaching in the New Small High School Teachers can easily lock items from the student view.

_Macros Learning and Teaching in the New Small High School Teachers can easily lock items from the student view. The Briefcase holds individual project documents. It can contain text, images, web links, and links to other NTH tools.

_Macros Learning and Teaching in the New Small High School CHALLENGE How can we help students stay on task and develop self-direction?

_Macros Learning and Teaching in the New Small High School The Course Agenda helps keep complicated projects organized.

_Macros Learning and Teaching in the New Small High School Teachers enter activities for each day including links to resources and homework assignments.

_Macros Learning and Teaching in the New Small High School Like the other tools, this agenda also publishes to the web for students and parents to view anywhere they have a web connection.

_Macros Learning and Teaching in the New Small High School CHALLENGE How can we better hold students accountable for their collaboration skills while working in a group?

_Macros Learning and Teaching in the New Small High School At the end of each project, students evaluate their group members using this collaboration rubric database.

_Macros Learning and Teaching in the New Small High School Students submit evaluations using a standardized rubric for the whole school.

_Macros Learning and Teaching in the New Small High School Students can view how their peers rated them (although the evaluations are anonymous). Teachers can view, edit, and delete evaluations as necessary. They can also print a report that averages the evaluations for a given project.

_Macros Learning and Teaching in the New Small High School The evaluations are accessible on the web. Students have the option to “publish” the evaluations for use as evidence of their collaboration skills. This is the key to allowing students to demonstrate their performance of our learning outcomes.

_Macros Learning and Teaching in the New Small High School CHALLENGE How can we capture evidence for skills such as Oral Communication so that students have something to put on their portfolios?

_Macros Learning and Teaching in the New Small High School The Presentation Database is a place to record and display evaluations of student performance on presentations. Collecting data on our learning outcomes is critical for the student’s Professional Portfolio.

_Macros Learning and Teaching in the New Small High School The evaluations are accessible from the web after the student has marked the evaluation “public”.

_Macros Learning and Teaching in the New Small High School CHALLENGE How can we give students and parents clear feedback on student performance that better reflects our authentic assessment practices?

_Macros Learning and Teaching in the New Small High School What do traditional teachers do with a major research paper that has been turned in late?

_Macros Learning and Teaching in the New Small High School More than likely, the teacher will take off points for each day the paper is late. ASSESSMENT

_Macros Learning and Teaching in the New Small High School More than likely, the teacher will take off points for each day the paper is late. As soon as the teacher puts that lowered grade in the grade book, we lose important data about the skills and abilities of the student. ASSESSMENT

_Macros Learning and Teaching in the New Small High School

_Macros Learning and Teaching in the New Small High School Using the NTH Gradebook, teachers can enter multiple grades for each assignment. They can accurately record that the paper was late without losing data on how well the student understood the content. Research Paper3850 / / / Spelling and Grammar 4250 / / / Content 1820 / / / Critical Thinking / / / Work Ethic Sample Student NTH GRADEBOOK

_Macros Learning and Teaching in the New Small High School

_Macros Learning and Teaching in the New Small High School CHALLENGE How can we give students a way to demonstrate their proficiency on the learning outcomes and then how can we assess them?

_Macros Learning and Teaching in the New Small High School

_Macros Learning and Teaching in the New Small High School The resulting portfolios are as diverse as the student body but with similar layouts and organization to aid in evaluation by staff and community members. To see student portfolios under construction… Go to and click on “Students and Parents”

_Macros Learning and Teaching in the New Small High School The Professional Portfolio is the capstone of the NTHS Learning System. NTHS’s entire curriculum serves eight overall learning outcomes. In their portfolios, students demonstrate their proficiency in all eight outcomes.

_Macros Learning and Teaching in the New Small High School TOOLS: DIGITAL PORTFOLIO GUIDELINES These guidelines provide structure around what is otherwise a student-managed collection of projects, evaluations, and documents organized into a web site.

_Macros Learning and Teaching in the New Small High School COMMUNICATION TOOLS STUDENT DATA COLLECTION CURRICULUM LIBRARY DIGITAL PORTFOLIO NTHS GRADEBOOK COLLABORATION EVALUATOR DISCUSSION BULLETIN BOARDS What is the Learning System? The NTH Learning System ™ is a set of tools and technologies that support a student-centered, project- and problem-based learning environment.

_Macros Learning and Teaching in the New Small High School Personalization Projects Exhibitions Digital Portfolios Internships Technology Reinventing the Secondary School Experience

_Macros Learning and Teaching in the New Small High School THE BIG PICTURE LEARNING OUTCOMES EVALUATION RUBRICS CURRICULAR UNITS (PBL) REPORTING/STUDENT FEEDBACK PROFESSIONAL PORTFOLIO

_Macros Learning and Teaching in the New Small High School Contact Information New Technology Foundation Susan Schilling - CEO Yajome Napa, CA Bob Pearlman Director of Strategic Planning PowerPoint Slides at