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An Integrated Learning Model for High School Students

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Presentation on theme: "An Integrated Learning Model for High School Students"— Presentation transcript:

1 An Integrated Learning Model for High School Students
ENDEAVOR An Integrated Learning Model for High School Students Opening slide Tahoma High School Maple Valley, Washington

2 Introductions Barry Fountain (
35th Year/Social Studies Fourteen years working with integrated programs Bill Weis 11th year/Science Nine years working with integrated programs Leif Heins 9th Year/Language Arts Two years working with integrated programs National Board Certified Terry Duty Principal, 12th year Tahoma High School TD

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 Seattle Grades 10-12 Single high school district 1600 students 91% Caucasian; 13% free/reduced lunch 127 staff; 85 certificated teachers TD Block Schedule (101 minute periods) Periods 1, 2, and 3 on Blue Day Periods 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. 10:41-2:45 Rotation 1 (65 minutes) Rotation 2 (65 minutes) Rotation 3 (65 minutes) BENEFITS: Flexibility and Efficiency BW (LH on flexibility & efficiency) Verbally explain 9:56-10:41 (break and common read) Students are together all together all day every other day Schedule may change the day-of depending on how well large group is going.

6 Rigor/Relevance Framework
Relationships Relationships Essential D Relationships Important R IGOR C High Relationships of Little Importance A B TD Moving from learning transfer to meaning making the 3-R’s Quadrant D—Relationships Moving from low rigor, low relevance to high Quad D How does program like Endeavor support the 3 R Low Low High RELEVANCE

7 Four Learning Criteria
School Others Core Learning Stretch Learning Student Engagement TD – 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

8 Alan Mullaly BF Allan Mullaly example

9 Personal Skills (Habits of Mind) Arthur L. Costa
Thinking Flexibly Persisting Managing Impulsivity Applying Past Knowledge to New Situations Striving for Accuracy Questioning and Problem Solving Gathering Data Through the Senses Creating, Imagining, Innovating Metacognition: Thinking About Thinking Listening with Understanding and Empathy Thinking Interdependently Taking Responsible Risks Thinking and Communicating with Clarity and Precision Responding with Wonderment and Awe Finding Humor Remaining Open to Continuous Learning BF Property 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 View Science Genetic engineering and stem cell technology Language Arts My Sister’s Keeper Social Studies Senate Hearing – genetic engineering BF, BW, LH Castagna’s video Explain how content is a vehicle.

12 Personal Skill: Creating Imagining and Innovating
Personal skills and thinking skills development without content integration Personal Skill: Creating Imagining and Innovating Thinking Skill: Problem Solving Science Chemistry of molecular structure Language Arts Buff project Social Studies Darfur and Rwanda BF, BW, LH transitions 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

14 BF 21st century skills

15 How we used A Whole New Mind to enrich personal skills
LH Examples?

16 Personal Skills Culminating Project
Guiding Questions Who 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 style Create a PowerPoint or a video to explain who you are and how your personality and learning style affect you Brainstorm 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. LH Insert video of Casini

18 In Closing Do 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 Einstein BF

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 Duty Barry Fountain Leif Heins Bill Weis

21 Supporting data





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