EDUTOPIASuccess Stories for Learning in the Digital AgePractice What We Preach

Try to add depth to educational experiences Develop new kinds of schools with a vision of the future Digital technology transforms processes New sources of knowledge and expertise (internet accessible) New partnerships with schools/communities New roles for teachers Text provides success stories of pioneers in this area

EDUTOPIAIntroduction

Where students Are motivated to learn Study subjects in depth and over time Display initiative and independence Where teachers are energized and excited

Keys to Edutopia Technology enables transformation Students and teachers reach out beyond the building True learning must voluntarily engage students’ hearts and minds G. Lucas Foundation (www.glef.org) Websites, films, books, videos, CDs to help move schools forward

Keys to Edutopia Internet has opened schools to the world

Emotional intelligence is becoming increasingly important Everyone needs to see innovative ways of teaching and learning Computer is becoming part of our brains

PART 1 Innovative Classrooms

Students work on challenging projects, ask questions, review each other’s work, refer each other to new sources of information Teachers know when to provide direct instruction and when to allow discovery Others are involved – team work is big Digital age redefines classroom boundaries Curiosity and collaboration in learning communities

Section AProject-Based Learning

(STUDENTS) Students investigate topics in context and integrate multiple subjects Coordinate time and schedules Develop real products Present to teachers and community Concrete experiences lead to abstract thinking Knowledge and skills are gained

Project-Based Learning(EDUCATORS)

Commit to one in-depth project-based learning experience for your students Ongoing projects to participate in are available (see www.globalschoolhouse.org/pr) Share information about your class projects using your own website Administrators and policy makers

Reorganize schools; provide funding for projects Develop programs in standards and curriculum to support project-based learning

Chapter 1NASA Initiatives Turn Students into

Scientists NASA’s K-12 Quest Initiative Rural Virginia school, 4th grade Collected, analyzed, and shared information (star counts) Had a parent’s night at the school (including interactivity with NASA astronomers) Josh – low parental involvement and support – transformed by the project, aspires to be a scientist Technology has become the equalizer between urban and rural schools that are culturally disadvantaged Universal internet access in schools has transformed teaching and learning (5:1 student to computer ratio)

Chapter 2Project-Based Learning Online

Use of the internet extends walls of the classroom INTERNATIONAL SCHOOLS CYBERFAIR Global SchoolNet Foundation contest that challenges students to share and unite with local communities to publish information on the net Over half a million students from 1500 sch in 70 countries Eight categories encourage students to find out about people, places, projects, and events Students deepen interest about where they live, build website development skills, and help provide meaningful info to the world Peer review–students evaluate each other’s sites and give feedback www.globalschoolhouse.org/cf

Chapter 2 - ContinuedProject-Based Learning Online

GEOGAME (Similar to Where in the world is…) Students use atlases, maps, almanacs, and other tools to identify a city www.globalschoolhouse.org/gg GLOBAL SHOPPING LIST

Students learn what things cost in local area and upload it – available worldwide Learn to compare, analyze, develop theories www.landmark-project.com/ggl/index.html (site provides lessons)

Chapter 2 - ContinuedProject-Based Learning Online

HOLOCAUST/GENOCIDE PROJECT iEARN International Education & Resource Network For students aged 12+; builds global citizens Interdisciplinary (history, language, fine arts, critical thinking skills) 400,000+ participants from 100 countries in 29 languages www.iearn.org

Chapter 2 - ContinuedProject-Based Learning Online

JASON PROJECT Titanic discoverer Bob Ballard developed this Yearly expeditions to various sites for selected students and teachers; available to all via online network, live Interactive broadcasts (can question participants) www.jason.org

Chapter 2 - ContinuedProject-Based Learning Online

JOURNEY NORTH Tracking, via email and internet of migratory path of North American species such as Monarch butterflies 6,000+ schools participate www.learner.org/north

Chapter 2 - ContinuedProject-Based Learning Online

SPACE DAY Held yearly at the Smithsonian Museum of Air and Space to culminate yearlong activities about space

Visit in person or on-line interactive Design challenge feature as well as other lessons available via the website www.spaceday.com

Chapter 2 - ContinuedProject-Based Learning Online

TEACHING/LEARNING BENEFITS Research shows it engages students, cuts absenteeism, boosts cooperative learning skills, and improves achievement Benefits are enhanced when technology is used to promote critical thinking and communication Specific research studies – students show improvement in communication skills, teamwork, problem solving and for low achievers, greater academic gains, peer collaboration, and responsibility for learning Effectiveness of computers depends on how they are used (drill and practice=negative effect; real world applications=positive effect) Curriculum changes focused on disciplined inquiry works best

Chapter 3 Laptops for Learning

(High-tech equipment with laptops extends what can be done in a classroom)

HARLEM TECHNOLOGY PIONEERS Every student and teacher has a laptop (payment plan for parents, who see the value for their children) Reading and math scores have risen as has attendance Adopted project-based learning using laptops as tools (to design kites, study poetry, create business plans, study methane gas emissions, etc.) Teachers – build skills from ground up, prof. devel w/ local mentors; partnerships with community & local colleges Replicated across the U.S.

Chapter 3 - ContinuedLaptops for Learning

Positive effects found (matched experiment) Student achievement On student writing from first draft to presentation

On collaboration – peer teaching, organization, responsibility Deeper involvement with school work - 80% explore on their own Students work at their own pace Teacher instruction

Chapter 3 - ContinuedLaptops for Learning

Positive effects found (matched experiment) Teacher instruction Moving from lecture to in-depth student learning using constructivist approach Active involvement results in better learning than passive reception of information Participants lectured only once per week on average Students began to teach each other Teachers had greater confidence in the use of technology (feeling more empowered)

Chapter 4Handhelds Go to Class

Personal Digital Assistants (PDAs) Used by administrators, teachers, and students Portable, versatile, and affordable At approximately $100, cheaper than laptops Bulk buying possible for schools, payment plans for students Palm Pilot and other brands available

Chapter 4 - ContinuedHandhelds Go to Class

Ecological Footprint Project Carl Sandburg High School Teacher beams assignments to students Students enthusiastically record data on PDAs How much they and family members ate, how much garbage they produced/energy they used, etc. Input data (with hot sync) into computer to calculate how much land is needed to support them and their families

Chapter 4 - ContinuedHandhelds Go to Class

Outdoor Laboratory Project Students use PDAs to monitor oxygen concentration in pond PDAs instantly graph info Students introduce variables to see graph of impact Addresses students’ problems with time lag in measuring effects in experiments (no wait)

Chapter 4 - ContinuedHandhelds Go to Class

Used for subjects besides science English Flashcards program that tracks students’ right/wrong Aids students with vocabulary (shows pictures) Encourages peer editing of writing Business Connecting to Wall Street (students simulate buying/selling stocks, graph results) Special Education Assignment and project planner helps keep students organized

Chapter 5More Fun than a Barrel of…Worms?

Discovery Learning – projects mean learning takes twists and turns Classmate’s Cystic Fibrosis led to investigation of genetics Interest in producing a yearbook led to a study of refraction and other properties of light Discovery that the World Wrestling Federation was listed on the NYSE led to a business newspaper and an in depth study of the Great Depression Test scores rose substantially in school which had 60% low income and 50% Black students

Chapter 5 - ContinuedMore Fun than a Barrel of…Worms?

Enthusiastic Learners School programs are developed that meet students’ academic, emotional, and creative needs

Uses looping (teachers stay with students for two years), community service, professional development, and state-of-the-art technology Students display a visible hunger to learn

Chapter 5 - ContinuedMore Fun than a Barrel of…Worms?

Flower Power (4th graders raised and sold plants and became interested in business) Led to a study of the depression and economy Started a business newspaper, developed interest in stock market Sold stock in the plant business Met 24 state standards (e.g. measuring weight and mass, writing narratives, using evidence to support opinions, understanding the role of plants in the ecosystem, etc.)

Chapter 5 - ContinuedMore Fun than a Barrel of…Worms?

While You Were Sleeping – A Project About Night (kindergarteners) Field trips to Virginia Living Museum and a planetarium Studied nocturnal animals to find out what happens at night Interviewed 4th graders about their project on bats

Chapter 5 - ContinuedMore Fun than a Barrel of…Worms?

Concern for Classmate 2nd graders interested in why classmate was often out for doctor visits Studied Cystic Fibrosis and genetics Raised $1200 for Cystic Fibrosis Research

Chapter 5 - ContinuedMore Fun than a Barrel of…Worms?

Real World Applications All projects integrate math, writing, reading, etc. Students use real world tools such as spreadsheets,

word processing, PowerPoint, digital cameras, scanners, etc.

Planning by teachers ensures projects meet state academic standards

Chapter 5 - ContinuedMore Fun than a Barrel of…Worms?

The project approach: Phase 1 – Engages students with discussion Phase 2 – Field work (collect real data) Phase 3 – Presentation

Community and parents are invited and frequently astonished with the level of student work

Students praise project work “it stays in your brain”

Administrators and teachers say projects reduce discipline problems & absenteeism

Chapter 5 - ContinuedMore Fun than a Barrel of…Worms?

Students learn to count on each other and to see that their efforts make a difference in the real world

It is easy to evaluate teachers since students’ work is so public

Hard to convince teachers to teach in a way so foreign from their schooling BUT once they try it they are convinced by the students and their own experiences

Chapter 6BUGSCOPE

Magnifying connections between students, science, and scientists Government (NSF)/business funding provides access to technology

via the internet Students capture insects and send to U of Illinois

Allows students to do REAL SCIENCE Students get 2 hours on environmental scanning electron microscope

($600,000 instrument…see ant photo in textbook)

Requires one computer with internet access Free (since 1999 1500+ students viewed thousands of images) High school and college students serve as staff Students have online discussions with staff while maneuvering scope Images stored for later use Bugscope.beckman.uiuc.edu

Chapter 7Assistive Technology Enhances Learning

for All Assistive technology (AT) helps special needs students

Kindergartener with cerebral palsy who cannot speak and has limited movement uses talking switch

A student who can understand but cannot read has a computer that scans and reads text aloud (& displays material being read)

A child with severe dyslexia uses AlphaSmart with a laptop to take notes and edit them

A student who cannot listen and take notes at the same time gets notes from others who use carbonless paper

A one-handed typist uses a standard keyboard on which (via free software) frequently used keys are rearranged

Chapter 7 – ContinuedAssistive Technology Enhances Learning

for All Everyone has special needs

From mainstreamed to special classes higher standards and expectations for all students

AT includes both tools and strategies IDEA requires AT for eligible children

Shortage of funding and experienced personnel Need for training in using AT

Chapter 7 – ContinuedAssistive Technology Enhances Learning

San Francisco - 2nd grade reading One student uses a yellow film overlay to increase contrast; another uses a black

card with a long window so he sees only one line at a time Another student uses the computer to hear difficult words pronounced

Freemont CA – 14 disabled students in one class 2 with poor vision, 4 in wheelchairs, 3 cannot speak, several with developmental

disabilities Delta talker used; teacher signs instructions; aides assist

Students helping students – older students trained as volunteers (use MathPad to display numerals clearly)

Using slantboards, Velcro strips, and parent binders Math bingo on slantboard, paper dolls with velcro clothes Parents get binder each day with progress report and summary of work

Chapter 8Looping – The Best Kind of Déjà Vu

(aka continuous learning/ multiyear placement/ family style learning) Strengthens student-teacher bonds Improves test scores Expands time for instruction Increases parent participation Reduces behavior problems Reduces placement in special education

Chapter 8 – ContinuedLooping – The Best Kind of Déjà Vu

(aka continuous learning/ multiyear placement/ family style learning) Good for students, teachers, and budget

Costs districts virtually nothing Teacher does prep for two grade levels Attracts most energetic teachers No lost time in Sept. (students know teacher and routines)

Pros and Cons Parents worry about possible effects of weak teacher for two

years Teachers worry about two years with a difficult group

Chapter 9

A Dozen Promising Practices THAT WORK

Peer Instruction Peers are closer to students’ level of knowledge Try to convince each other of their point of view which

builds engagement, conceptual understanding, problem solving, and self-assessment

Cross-Age Tutoring (middle → elementary) Transforms tutors from shy to confident Younger students look up to tutors Reduces drop-out rates of tutors

Chapter 9 - ContinuedA Dozen Promising Practices

THAT WORK Bringing Local Experts Into The Classroom

Experts from business/academe evaluate students’ work Students present projects Community members come and lead discussions Students exposed to variety of life experiences

4. Multi-age Classrooms (K, 1st, 2nd) Younger learn from older students Older help out and thus cement their knowledge Allows for differences in learning styles and pace Creates environment with less competition and more

cooperation

Chapter 9 - ContinuedA Dozen Promising Practices

THAT WORK Cooperative Learning (not group grades nor

unequal participation) Builds teamwork skills Full class participation…not just high achievers

Student-to-student learning occurs6. Class-size Reduction

15:1 student to teacher ratio in lower grades Allows individual attention to students AND their

families

Chapter 9 - ContinuedA Dozen Promising Practices

THAT WORK7. Team Teaching

Two teachers in a classroom of 32 One teaches while the other gives individual attention Less isolation of teachers Teachers gets feedback on lessons Models adults interacting respectfully

8. Looping Teacher stays with same group for two or more years

Chapter 9 - ContinuedA Dozen Promising Practices

THAT WORK9. Block Scheduling

Not six 40-50 minute classes, but four 90 minute More comprehensive lessons More time for hands-on learning Reduction of lecturing and memorization

10. Schools Within A School (GMS) Break larger schools into smaller academies Realize benefits of small schools (everyone can be

known and can be someone)

Chapter 9 - ContinuedA Dozen Promising Practices

THAT WORK11. School Teams

Grades form teams of students and faculty members Teams housed together Faculty team members know each student

12. Community Service Help students develop skills and commitments Every teacher (K-12) can integrate service learning into

curriculum Teaches lifelong skills in making a difference in the world

Section BSocial/Emotional Learning

(School violence has focused attention on need for this) Paying attention to social/emotional needs of students reduces violence and aggression This improves test scores and achievement Students learn respect, communication skills, to take responsibility for their actions Develop into good global citizens

Section B – ContinuedSocial/Emotional Learning

(How changes can occur in schools) Parents can Provide an environment of trust, respect, and support in the home Educators can Model emotional intelligence in communicating and relating to students, faculty, and colleagues Institute classroom policies that support building communities Policy makers can Recognize the link between soc/emo learning in schools and learning/achievement Visit schools to see their products/fund ongoing programs

Chapter 10An Ounce of Prevention

(is worth a pound of metal detectors) Developing Emotional Intelligence

Identifying feelings and recognizing pain of negative comments leads to skills to get along well with others, solve disputes peacefully, and concentrate on schoolwork

Resolving Conflict Creatively (RCCP) [nationwide program] Regular classroom instruction in violence prevention, in

empathy, cooperation, negotiation, appropriate expression of feelings, appreciation of diversity

Professional development for teachers, staff, and admin Parent training as well as peer mediation programs 2 year study of 5,000 stu & 300 tchrs: RCCP participants were

less aggressive, chose more non-violent solutions, had better test scores (“schools develop NEW cultures”)

Chapter 11A Culture of Caring and Civility

(Ben Franklin Middle School in New Jersey)

Believes social/emotional learning (SEL) is the most important component in schooling

School sets an encouraging tone each day and SEL is present in all aspects

Ben Franklin Broadcast News (BFBN) daily TV show Produced by 8th grades, goes to school and comm. Production requires team work, goal setting, planning, listening,

cooperation Program content features positive character development Each class starts day with BFBN and has lessons designed to

build empathy, cooperative learning skills, or community service

Chapter 11 - ContinuedA Culture of Caring and Civility

(Ben Franklin Middle School in New Jersey) School is divided into two “houses”

Each house has 7 faculty members – 4 core subject teachers, 1 counselor, 1 learning specialist, 1 vice principal

Students in teams of 100 Full faculty team meets with students and parents; provides a

balanced picture of students An emphasis on cooperation and communication

No student denied access to athletic teams Student bank and store create sense of community Students come early to hang out, study, etc.

Administrators teach; counselors wander through cafeteria/halls; “we’re here to raise kids”

Chapter 12Reading, Writing, and Social Development

(Wilbur Cross High School in Connecticut) Starting in kindergarten students learn and practice

stoplight exercise: Red=stop; Yellow=slow down and think; Green=Go with an action plan

Helps students control impulses/anger; solve problems without violence; cooperate, behave; be self motivated; excel in school

Practice makes perfect Need to practice it every day just like math skills Visualize MAJIC BUBBLES (imaginary bubble around you…to avoid invading

others’ personal space)

Chapter 12 - ContinuedReading, Writing, and Social Development

(Wilbur Cross High School in Connecticut) Peer Pressure and Hip Hop

Students learn to focus on thinking before acting Social development is necessary for all students to be successful If address emotional issues up front, it means better classroom

learning in every subject Research of Wilbur Cross HS by Yale indicated:

Reduced violence, sex, drug use, drinking, smoking Increases in percent going to college, as well as SAT scores and

Connecticut Mastery Test scores

Chapter 13Growth of Emotional Intelligence Programs

(Teaching Children to manage feelings and relationships) In 1995, less than 6 EI programs found in U.S.; by 2000,

hundreds in U.S./world Being aware of feelings and handling disruptive emotions well

are crucial for effective learning Research indicates EI on a decline worldwide Best SEL programs teach skills ranging from self awareness to

social problem solving Collaborative for Academic, Social, and Emotional

Learning (CASEL) is a clearinghouse to help with curricula worldwide http://www.CASEL.org

Chapter 13 - ContinuedGrowth of Emotional Intelligence Programs

(Teaching children to manage feelings and relationships) Our Experience Shapes Our Brains

SEL programs are based on research which revealed that centers in the brain that regulate emotion keep growing through adolescence

Schools can influence EI throughout children’s school years Neural plasticity refers to repeated experiences that shape the

brain (childhood experiences have special potency) Childhood is a neurological window of opportunity when

schools can help shape children by ensuring they get the right emotional experiences

Section C

Assessment Traditionally used grades and multiple-choice tests Traditional methods weak for diagnosing weakness and improving teaching and learning Alternatives may improve understanding of learning as well as provide more useful feedback: Student portfolios Oral presentations/ multimedia presentations Review by experts/peers

Section C – Continued

Assessment(How assessment methods can be changed in schools)

Parents can Become familiar with alternative forms of assessment

Serve as expert or review committee member to assess student projects Advocate for assessments that promote deeper learning Educators can Analyze forms of assessment used and advocate for strategies tied to curriculum and instruction that provide useful feedback Have student projects assessed by parents/community experts Invite policy makers to exhibition nights and other student demos Policy makers can Analyze current assessments to ensure measurement is in depth Become familiar with new forms of assessment based on real world tasks Create policies that support use of alternative assessment methods

Chapter 14Geometry in the Real World

(Students as school architects – Mountlake Terrace H.S. Seattle) Designing a a 2,000-student high school for year 2050

Requires site plan, scale model, floor plans, perspective drawings, cost estimate, written proposal, oral presentation to local school architects who judge and award contract

Six weeks timeframe – teaches geometric/math concepts Each student has design file with working drawings, notes, group contract

(Team Operating Agreement) Teams of 2-4 students work together Teacher stresses importance of hands-on real world applications of math

concepts as well as teamwork Ability to work collaboratively is a learned skill that

requires practice

Chapter 14 - ContinuedGeometry in the Real World

(Students as school architects – Mountlake Terrace H.S. Seattle) Multiple forms of assessment

Students are given scoring rubric that shows how work is measured (rubric demystifies grading and allows students to separate their personal worth from quality of work)

Each part of project is judged on 1) quality and accuracy, 2) clarity and presentation, 3) concepts

Team work also judged (participation, level of involvement, quality of work as team member)

Reflection at the end is a key part (what would we do differently?) Professional architects fill out score sheets

Judge concept, site planning, educational vision, technology use, environmental impact, teamwork (work is often on level of first year university student architects)

Architects have learned from students and redesigned real schools

Chapter 15

Urban Academy - Laboratory High School(Where Testing is Anything but Standard)

32 second chance (alternative) schools in NYC (for students who have dropped out, failed out, or been kicked out)

Good alternative to impersonal one-size-fits-all education Graduates must complete 6 academic project-based proficiencies

In literature, science, math, social studies, creative arts, and criticism 120 students, 12 teachers (principal teaches as well) who designed

curriculum to be project based and use discussion groups Constitutional Law class prepares case for Supreme Court (local attorneys critique;

many outside experts involved with all projects) Uses performance assessment (measures, over time, what

students know and can do) Individualized approach to teaching, learning, assessment Assessment based on state standards/rubrics (culture of mastery) 91% accepted at college (versus 62% citywide)

Chapter 16Toward Genuine Accountability

(Why current state assessments won’t work; what they need) Current tests take too long to get results and provide only a

snapshot of information; missing how people improve and are motivated to improve

8 point plan to improve system (requires local, state, national assessments that make up student portfolios assessed by regional team of educators)

Measure student performance in credible/user friendly ways Provide teachers/students with timely feedback Ensure teachers from all grades/subjects work as a team to meet standards Provide parents user friendly/helpful info and show how they can help Be minimally intrusive (not one-shot testing week) Constantly strengthen and offer incentives for high-quality students Provide incentives for local districts to improve student achievement Enable policy makers to know how students are doing relative to state standards

with confidence in results

Chapter 16 - ContinuedToward Genuine Accountability

(Making it work) Part of teachers’ job becomes local assessment and evaluation

(this would be teacher professional development) State office must support with resources Students must use and reflect on knowledge, not just recall it Five principles for credible/effective state assessment

Good accountability system that does more than audit performance (designed to improve it by giving timely, ongoing, user friendly feedback)

Assessment must be credible and triangulate local, state, national data and rely on real-world assessments

Local is better – trust but verify – state should focus resources here

Must build local capacity for high quality assessment, not just test once a year…teachers must be in the scoring loop

State accountability must be designed to instigate local creativity…teachers/schools practice continuous improvement

Chapter 17Appropriate Assessments for Reinvigorating

Science Education Science education should emphasize inquiry-based

learning and problem solving Students learn what is assessed so be exceedingly

careful to make sure we are measuring what counts Classes will be noisy and active Knowing science words is not knowing science Assessment as investigation (see text p. 114)

Higher education sets the model for K-12 Stop lecturing every 15 minutes and ask a conceptual question

that class must reach consensus answer on…let them argue about it then vote…keeps students alert and invigorated (they thus learn more, not just surface level)

PART 2 Involved Communities

Most knowledge lies beyond the classroom walls Must dismantle barriers between classrooms and communities Best schools have active involvement of business, universities, libraries, museums, science centers, hospitals, etc. Virtual communities are created via internet Students see learning has a purpose and is used every day in every field of human endeavor

Section AParent Involvement

(Parents are students’ first and most important teachers) When parents partner with educators it supports student learning and gives increased achievement and self confidence

Parents can…discuss with teachers how home environment can support student learning; volunteer time; advocate for reform with school board members, principals, etc. Educators can…invite parents to play a bigger role; reach out by mail/email; call or visit homes to strengthen connections Policymakers can…meet with and include parents; have parents serve on committees; create policies that encourage stronger parent participation

Chapter 18Cultivating Parent Leaders

(Parent education programs can help parents better support schools) ABCs of Parent Involvement

Parent leaderships conferences, workshops on communication skills, anger management, strategies for supporting gifted students, use of technology to support achievement

Without parents schools cannot be successful PESA (Parent Expectations Support Achievement)

Over 1,000 parents participate; learn homework strategies, communication skills, power of positive reinforcement

Big Investments Yield Big Payoffs Focus on middle school parents Parents who feel supported support their children

Chapter 19The Many Meanings of Community Involvement

(Sherman Oaks Community Charter School in San Jose - Designed this school to be a hub where you “feel the heartbeat of the community”)

Making House Calls - Teachers visited the families of students Developed parent wish lists (for art, music; access to social services; native

language instruction; for technology available to parents/students outside of class time)

Had workshops for and sent newsletters to parents to present plans From dream to reality – school fulfilled wish list

Includes after-school technology access for parents/students plus 4-wk workshop on Technology for Communication w/ parents setting up free email accounts and learning video conferencing

Social services pervasive – fulltime family services advocate; food distribution; 2-way bilingual immersion (Spanish>English & Eng.>Sp.)

Strong bonds between teachers/parents; teachers regularly involved in the community; parents grow and learn just like their children

Expanded to neighborhood revitalization Chapter 20

Making Connections Between Home and School(Susan B. Anthony School in Sacramento)

1998, new principal came to SBA (had lost touch w/ comm.)

450 students from 21 countries, non-English speaking; low income; parents average education 6th grade…did not feel welcome in schools

Stu performed below grade level; high suspensions; parents=spectators By 2002, achievement skyrocketed; suspensions eliminated; parents partners

(change resulted from commitment to build relationships between home/school) Teachers/staff started home visits, in pairs w/ interpreter –told

parents of a new game plan (where parents serve as partners in their kids’ education)

Effects immediate/profound-600 came to potluck celebration to learn of new plan for school (parents as partners-welcomed and not intimidated)

3,000 visits in 9 Sacramento schools; state provided $15mil for home visits by 400 schools; now home visit program has expanded to other states

Research supports community schools where entire family is welcome

Section BBusiness Partnerships

(Many resources to improve schools, e.g. school-to-career programs) Parents can Become acquainted with their employer’s policies on donations (including time) for schools Acquaint teachers with their professional and personal interests and skills that are available as a resource Educators can Be acquainted with resources of parents and businesses Include business and parents in planning Policy makers can Be familiar with business involvement success stories in U.S. Create policies to support bus/school exposure including school-to-career programs with internships, mentoring, job shadowing, experts, etc.

Chapter 21Supporting Good Schools is Good Business

(Future of U.S. lies in improving quality of education) Dispelling classic myths

Business involvement in education is motivated by self-interest…the real beneficiaries are the individual & society

Most important thing business can do is give money…better to have direct involvement, expose teachers/students to real world; exploit new technologies

School counts for college and jobs Business has asked for H.S. transcripts to be more useful,

including work experience/portfolios Policies that count…business can work with government

on behalf of schools Chapter 21-Continued

Supporting Good Schools is Good Business(The Investing-in-Teachers Revolution)

5,000 member National Alliance of Business focuses solely on improving education (www.nab.com)

Convinced by research, the NAB sees teachers as the single most important factor is improving teacher quality

2001 report, Investing in Teachers (by NAB, National Association of Manufacturers, Business Roundtable, U.S. Ch. of Commerce) Asserted need for social, financial, political investment to provide teachers

with pay, professional development, career opportunities, performance accountability, portability of credentials/pensions

All recommendations based on successful programs such as Cincinnati Public Schools where salary/bonuses are based on performance and classification as apprentice, novice, career, advanced, accomplished

Chapter 22School-to-Work Programs

(Route to more than just a job) Philadelphia, with 208,000 students, has district-wide

program grew from manufacturing apprent. Engaged employers in school; changed school practices Makes learning more hands on/relevant - less lecture

1994 federal School-to-Work Opportunity Act provided $1.6 billion to set up programs

Includes internships, job shadowing, apprenticeships, etc. Expanding in states now using state funds

Research by Columbia University and others Reduced dropout rates, improved college readiness, participants

more likely to attend college Chapter 23

Build a Bridge to Science & Technology(Frick Middle School, CA - Techbridge program for girls)

Funded by NSF, provides hands-on science Girls built AM/FM radios, wired circuit boards, visited

science centers, etc. Meets before school, during lunch, etc. Must apply and be accepted (desirable program) Antidote for peer pressure that says it’s not cool to be

a girl and be smart Female instructors model being scientists

Girls are more interested, motivated, and self confident

Chapter 24Scientists in the Classroom Makes Sense

(School/Business Partnerships)

Bayer’s Making Science Make Sense (MSMS) (www.bayerus.com/msms/about)

Scientists do demonstrations at schools 1,200 employees in 22 locations participate Employees get time off to work in schools “Kids love science if they realize it’s hands-on”

Volunteering benefits students, teachers, and volunteers

Chapter 25The Virtual Mentor

(Business professionals go online with students) Mentors provide one-on-one advice, role modeling,

training, and encouragement Telementoring provides virtual space so everyone

everywhere can have a mentor International Telementor Program (ITP) - 1995 at HP 18,000 students participate; expanded to state programs from

HP (average of 6 min. to find a mentor) Technology allows efficient and productive connection Writing, math, science, etc. – mentors from 8 nations Success is measured by how effectively student is leveraging

resources at home, school, in local community, and globally to pursue interests (www.telementor.org)

Section CCommunity Partnerships - Make Learning Dynamic(w/ parents & community orgs-nature/science ctrs., hospitals, colleges, etc.)

Parents can Explore ways that community orgs can be included in school programs Invite community groups to attend meetings/share ideas to improve schools Consider ways schools can expand into community centers Educators can Encourage stronger community partnerships and use of school facilities to help communities Consider how technology can support involvement of orgs (access websites and experts) Encourage orgs to advocate for schools Policy makers can Be familiar with partnerships in schools, support them, involve orgs in decision making Consider how schools can work to build stronger communities

Chapter 26IT Takes Many Villages

(International Education and Resource Network…iEARN) Object is to prepare students who are motivated,

respectful and active participants in the world Working together to enhance quality of life on earth

Uses WWW to exchange info (www.iearn.org) Network of teachers and students who use the net and email to

carry out collaborative projects (see pp. 179-180) 350,000 students in 4,000 schools in 90 countries (29 languages) Projects are on every imaginable topic (art, music, video, holidays,

environment, math, hunger, war, labor, religion, violence, food…) Requires technology as a tool (<10% of teachers w/ tech access are active

in collaborative projects) Online training is available

Chapter 27Back to School for School Board Members

(West Virginia has 3 days mandatory classes for all SB members) U.S. has 15,000 boards w/ 95,000 members

Research indicated only 3% of board time is spent on policy (most time on day-to-day operations)

Training is now required in 12 states and many others provide it

Key topics are school budgeting, conflicts of interest, federal v. state authority, religion, safety, etc.

Tech-savvy board members are essential Use websites to support boards (w/ Q&A format) Board leadership must include technology and use email

Chapter 28The Whitefoord Community, Atlanta

(Bringing school and services together) New model for community development with services built around

schools (offer at the community schools Early HeadStart, HeadStart, summer reading, after school tutors, pediatric clinics, job counseling, parenting classes)

Goal is to provide children with whatever it takes to succeed in school Students must be healthy, well-fed, and surrounded by caring adults

Whole family approach - Family Learning Center offers GED classes, job training, computer courses, etc. FAST – families and students together – weekly family meal at school to build family

bonds Area residents work with and support programs the community wants

Research shows nationwide that community schools work Must have academics, family support services, and enrichment activities

Chapter 29Community Technology Centers

(National movement to close the digital divide) Public access to computers granted Networking centers on the net (www.ctcnet.org)

Network of community access centers (NSF funded) 600 affiliates with 4,000 locations including after school programs, church

programs, adult literacy, alternative schools, Boys/Girls Club CTC offers community based environment in which young

people (many low income) use technology to create learning experiences Plugged in Greenehouse (www.pluggedin.org) promotes creativity and

innovation using projects in art, literature, photography, etc. Science quest (www.thinkquest.org) promotes science with after school

projects at community technology centers in MA

PART 3 Skillful Educators

Single most important aspect in student success is teacher quality Improving teaching is complex Teachers need knowledge, teaching skills, psychologist skills to address students’ soc/emo needs, fluency in technology Skillful educators include principals, administrators, sch board members

Section ATeacher Preparation

(Revolution in teacher preparation – more practice, less theory) Parents can Support opportunities for new teachers to be mentored Encourage schools to establish teacher prep partnerships w/ colleges Encourage principals to look for extensive teaching and tech. experience Discuss teaching as a career option with children Educators can Create local professional development school (w/ teacher prep colleges) Develop programs to encourage professionals in other fields to switch Integrate technology in preparation programs for new teachers Policy makers can Ensure field experience and mentoring programs in place Support policies/funding to integrate technology Ensure schools meet national standards for accreditation of teacher prep programs

Chapter 30

The Right Stuff(UVA’s graduates leave college prepared to teach)

Curry College of Education overhaul in mid 80s to 5 year program with early and frequent classroom experiences

Teacher program: subject matter major, teacher ed classes, cutting edge technology, emphasis on real classroom experiences, provides mentors in first 3 years teaching

Treats teachers as professionals; classes in prep program use PowerPoint, distance learning, electronic portfolios, case mgmt simulations, interactive collaboration, research

Leader in technology (use technology in classrooms to do things you could not do without technology)

Faculty at UVA develop new technologies (NetFrog dissection prog) Pair tech-savvy students with in-field teachers to improve tech experience

teachers’ technology skills Chapter 31

”Beyond Ready” to Teach(Cincinnati Initiative for Teacher Education, CITE)

CITE (www.education.uc.edu/about/cite) Program is 5 years, dual bachelors in major & education Field work starts 2nd year and increases until 5th which is year-

long internship of teaching half day w/ half pay Answers are not in the textbook…practice in

classrooms is essential for new teachers Best preparation for teaching is teaching itself 10 weeks student teaching not enough…not “in charge” Learn with support of master teachers; treated as real

teachers; earn confidence from constant mentoring Research says immersion programs work best

Chapter 32Making the Switch to Teaching

(Colorado’s Project Promise) Project Promise is a one year graduate level cohort program for

mid-career professionals with degrees Starts with trust building in cohort (develop peer support) Initial focus on Technology Boot Camp (learn skills to help in teaching) Combines theory with practice in small chunks (learn some theory, go

try it) Focus on student-centered instruction to address diverse students Heavy on peer support, mentors, involved professors Ends with 9 weeks mentored teaching in high school First year safety net – mentored throughout first year in schools; plus

cohort support still there Chapter 33

Versatile Handheld Computers Aid Mobile Student Teachers

Students in teacher prep programs learn to use PDAs (Palm, Blackberry, Handspring) to organize their lives as student teachers

Cheaper than computers ($100+) Jot notes, input grades, coordinate schedules, beam

assignments in/out, download webpages for later useSection B

Ongoing Professional Development(Education now requires lifelong learning among teachers…

with mentoring at first then training later) Parents can Advocate for ongoing professional development (PD) opportunities Discuss with teachers types of PD that are most valuable Provide teachers/principals with websites and online sources for PD Educators can Take advantage of PD opportunities in-person and on-line Communicate useful ideas from workshops/courses to colleagues Advocate for policies to make time and money available for PD Policy makers can Create policies to encourage a culture of learning (funding/time/opport.) Work with business, colleges, comm. orgs to develop PD opportunities Consider technology to support continuous learning

Chapter 34Supporting New Teachers During

Their First Year Status quo not working…novice teachers need an induction

phase New teachers (after teacher prep programs) are not prepared to be

alone with a class and its multiple responsibilities 50% of unsupported new teachers leave w/in 5 years

Santa Cruz New Teacher Project (marks a fundamental shift to keeping teachers)

94% retention (after 10 years) of new teachers Each new teacher has TALENTED mentor Mentors must be good, enthusiastic, and must be trained

Chapter 35Teachers Helping Teachers

(The path to school improvement) Univ. of Texas, El Paso (UTEP) and public school

partnership to integrate teaching and technology Mentoring classes at UTEP designed to enhance the

technology and leadership skills of teachers Teachers then mentor 3 or more others at their schools Mentors provide one-on-one training for other teachers…

this is the preferred method of teachers for learning to integrate technology into their classes

Chapter 36Information Literacy

(Students must be able to analyze what they see/hear) Information Literacy

Help students understand what they are told, and how to assess and use info

Traditional research cycle Students figure out what they need, where to find it,

evaluate to see if meets their needs Internet is an information explosion Start with what you know…if don’t know enough, hard to

formulate a research question Questioning process requires careful definition of topics to

be efficient

Chapter 36 - ContinuedInformation Literacy

(Students must be able to analyze what they see/hear) To evaluate information, students need to ask:

Who wrote the information? What is the purpose of the site? When was the site created/updated? What is the source of the information on the site? Why is the information useful?

Text pp. 248-249 gives sites for Search Tutorials Information Literacy websites

http://big6.com (super site for teachers!) http://www.questioning.org Text p. 249 has 2 bogus sites students can investigate

Chapter 37Tapped In – Connecting Communities

of Learners

ED’s Oasis (www.tappedin.org) Links to best educational sites Stories of teaching experiences Library of internet-based lesson plans

TAPPED IN looks like a chatroom, but not anonymous Special user groups for K-3 tchers, HS sci., arts, etc. Power of having someone to talk to Master teachers are honored online

Section C Leadership Development

(Professional Development is important to enhance professional skills and renew personal commitment as well as network)

Parents can Through PTA and other organizations, promote leadership development to encourage teachers, principals, other administrators to engage in PD Educators can Support leadership development in schools/districts, viewing all educators as lifelong learners Advocate for funds and programs Document benefits of professional development Policy makers can Become familiar with programs that provide professional development Support policies/funding for professional development

Chapter 38Becoming an Accomplished Teacher in

the 21st Century

Teaching has national standards and certification process (www.nbpts.org)

Since 1995, over 9,500 teachers have gotten National Board Certification

Many states pay extra for certification Year-long process to document excellence in teaching

Video of classroom teaching, portfolio of classroom practices, document contact with parents/colleagues, written exams

Technology supports process (electronic portfolio items demonstrating use of technology in class)