1Tokyo Symposium

EdVisions: 21st Century Learning

Dee ThomasMary MenneAaron Grimm

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Welcome Educators Minneapolis, MN, USA –

Tokyo, Japan * 9,471 kilometers * 5,885 miles

A world apart but together in educational work

We are thankful to be here with you

We are here to learn from each other

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Overview

Brief background of the speakers

History Lesson of EdVisions Schools

Design Essentials Assessment Teachers’ and

Students’ Role in Advisories

Project Based Learning

Small Learning Community

Academics vs. Adolescence

Teacher Ownership Favorite All Time

Projects Question and

Answer Session

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History Lesson John Dewey (1900) Ted Sizer (1980s & 90s) Practical lessons from the

open school movement of the 1960s & 70s

Student interests and performance assessment with high standards and the latest technology

Minnesota New Country School

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Old Paradigm vs. New Paradigm

Traditional Programs Rigid schedules Classes and bells Forward planning Disciplinary boundaries Surface connections Group learning Technology labs Desks and rows

PBL Programs Flexible scheduling Scheduled work time Backwards planning Interdisciplinary Deep connections Personalized Learning Immersion of technology Personal work stations

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MNCS An open, flexible space Flexible scheduling Project based learning focusing on

an interdisciplinary approach Student-driven curriculum providing

intrinsic motivation Student workstations provide

ownership and sense of value The small size (advisory groups of

15-18) provide family atmosphere Demonstration of learning Changing role of teacher to advisor

15th year125 students20 staff

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EdVisions Cooperative

Developed at same time as MNCS What if teachers were owners rather than

employees? Created staff development opportunities,

connections, collaboration with peers, and coaching

Created a non-profit entity to accept Bill and Melinda Gate’s grant dollars to replicate model

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EdVisions Schools Regional EdVisions Project

Create 15 small, project-based, autonomous schools in Minnesota & Wisconsin

EdVisions Schools National Create 20 small, project-based, autonomous schools

nationally EdVisions Leader’s Center

Learning Community Institutes, connected to University programs, for innovative teacher leadership

EdVisions Cooperative Consultants Helping districts, states, or autonomous schools

develop project-based learning and/or teacher-led schools

Developing school-improvement via the Hope Study

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Design Essentials

Self Directed Project Based Learning Small Learning Community Authentic Assessment Teacher Ownership

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Self Directed Project Based Learning

Self-directed project-based learning, driven by constructivist pedagogy

Full time personalized workspace for each student with Internet access

Facility design and technology support the advisory structure, student generated curriculum, and decentralized lab/work areas

PLP emphasizing each student’s aspirations and academic interests, including post-secondary planning beginning in 9th grade. PLP is reviewed each quarter

In-depth Learning: Senior Projects, Capstone Projects, Internships, Field studies

Students and staff engage in quiet reading every day

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Small Learning

Community

Small School with multi-age advisories

Personalized climate Community connections with

experts/elders. Citizenship: Student

voice/consultation is vital. Parents and community are

engaged. Extended Day, year and variable

scheduling design Each advisory takes turns

cleaning, rotating every week Presentation Nights occur 7 times

yearly

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Authentic Assessment Accountability Plan Project proposals articulate state, school,

and self-developed standards. 21st Century Skills as priority outcomes Demonstrated Learning: Quality Public

Presentations Electronic Project/Portfolio Management Growth model of value-added Testing and

Hope Study

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Authentic Assessment

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Teacher Ownership

Autonomous school management

Teachers/staff are full partners in the school vision and implementation

Teacher evaluations by peers, students, and parents; Coaching/ mentoring plan aligned with each teacher’s PLP

Administrative duties are shared

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Other Teacher Cooperative Facts

A “staff retreat” is done on a yearly basis for planning purposes

Staff meetings happen 1x per week, with the agenda is planned ahead of time

Schools work together to collaborate with students, staff and learning opportunities

Much like a business, school decisions are based on budget and what is best for students

School staff have extensive knowledge of the schools financial situation

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New Roles for Teachers and Students

Teachers are named “advisors”

Teachers and students maintain a different relationship

Curriculum is student driven

Students work at their own pace

Work is individualized to the student

Success of the school is a community effort

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Other Learning Environment Characteristics Students can schedule time to meet with their

advisor on a daily basis Students and Advisors have to learn to

communicate for the student to be successful The Advisor is directly involved in their

student’s recognition or discipline Self awareness often occurs in real life learning

situations (outside academic learning) Advisors spend time daily checking in with each

other (teacher talk) about student/school issues

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School Schedule Example

7:45 – 8:15: Students arrive 8:30 – 9:00: Advisory Time 9:00 – 11:00: Individual Work Time11:00 – 12:00: Math Time12:00 – 12:45: Lunch12:45 – 1:30: Quiet Reading Time 1:30 – 3:00: Proposal Team/Group Work/Shop 2:45 – 3:20: Physical Activity 3:20 – 3:35: Time logs

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Levels of Project Based Learning

1. Project is curriculum controlled2. Project is part of a class and teacher

directed3. Project is interdisciplinary and teacher

directed4. Project is authentic and created with

the teacher5. Project is authentic and self-directed

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Academics and Adolescence It’s a whole new world for our children

Abundance Outsourcing Automation

IQ accounts for what portion of career success?

A. 50-60% B. 35-45% C. 23-29% D. 15-20%

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It is actually 4-10% The era of "left brain"

dominance, and the Information Age that it engendered, are giving way to a new world in which "right brain" qualities- inventiveness, empathy, meaning- predominate. It is the new “conceptual” age.

New skills: Entrepreneurs Critical thinking Problem Solving Cooperation Team work Self-actualisation

(Maslow) Goal Setting

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Teacher Ownership

Autonomous school management School board – 4/7 members are teachers Responsible and accountable for financial and

educational success of the school Teacher ownership and shared leadership, rather

than a hierarchy Inspire students, parents and the community Serve as advocates for this model of school Be open to continuous change and professional

development

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Examples of School Committees

Community Involvement

Personnel (Hiring/Staff Issues)

Finance Parent Involvement Technology Curriculum Building Transportation Behavior Basic Skills Special Education

All staff are expected to serve on at least 2 -3 committees

Staff try to pick areas of strength or a willingness to learn

Academic and non-academic goals are used to guide committees

Committees meet outside of the regular school day

Staff try to build committee work into their professional development plan.

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All Time Projects: Much More Than A Passing Grade

Video Gaming, Learning and Society Building a Chopper (motorcycle) Impact of the U.S. Economy on Clothing Design Growing Organic Food Psychology of Color

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26Tokyo Symposium

Time for Questions???

We thank you for listening.