1 108319_macros designing the 21st century secondary schools bob pearlman director of strategic...

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1 Designing the 21st Century Secondary Schools Bob Pearlman Director of Strategic Planning, New Technology Foundation [email protected] http://www.bobpearlman.org Building Learning Communities Conference July 20, 2004 Designing the 21 st Century Secondary Schools: Reinventing the High School Experience

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108319 _Macros

Designing the 21st Century Secondary Schools

Bob Pearlman Director of Strategic Planning, New Technology Foundation

[email protected]://www.bobpearlman.org

Building Learning Communities Conference

July 20, 2004

Designing the 21st Century Secondary Schools:

Reinventing the High School Experience

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Dongguan

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Dongguan•7 million people. Grew from less than 1 million in 1979

•15,000 International Companies

•25,000 companies total -- 10,000 of them are computer related manufacturers, representing 40% of all international computer part market

•Ranked 7th in overall municipal competitiveness in China

•Ranked 3rd in goods exported, behind Shanghai and Shenzhen

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Bangalore

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Bangalore•Silicon Valley of India

•7.2 million people, 5th largest city in India (+ 1 billion people)

•86% literacy

•1154 IT SW companies in 2003, up from 29 in 1993

•116 new SW technology part units established in 2002-3Top Ten SW Exporters, 2002-03:

Infosys Technologies Ltd.

Wipro Ltd.

IBM Global Services India Pvt. Ltd.

Tata Consultancy Services Ltd.

Digital Global Soft. Ltd.

I-Flex Solutions Ltd.

Texas Instruments

Cisco Systems (India) Pvt. Ltd.

Mphasis BFL Ltd.

Philips Software Centre

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Small and Smaller: The third era of globalization is shrinking the world from size small to a size tiny.

By THOMAS L. FRIEDMAN, March 4, 2004

Globalization 1.0

From the late 1800's to World War I, was driven by falling transportation costs, thanks to the steamship and the railroad. shrank the world from a size large to a size medium.

Globalization 2.0

From the 1980's to 2000, was based on falling telecom costs and the PC, and shrank the world from a size medium to a size small.

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Small and Smaller: The third era of globalization is shrinking the world from size small to a size tiny.

By THOMAS L. FRIEDMAN, March 4, 2004

Globalization 3.0

Produced by three forces:

•Massive installation of undersea fiber-optic cable and bandwidth (thanks to the dot-com bubble) that have made it possible to globally transmit and store huge amounts of data for almost nothing.

•Second, the diffusion of PC's around the world.

•Third, the convergence of a variety of software applications — from e-mail, to Google, to Microsoft Office, to specially designed outsourcing programs — that, when combined with all those PC's and bandwidth, made it possible to

create global "work-flow platforms."

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Your High School, 1964-- ???

Where were you in 1964?

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Penncrest High School, Media, PA

9th grade house

Flexibility to adapt to departmental or team structure

Flexible classrooms that can be adapted to different instructional uses

Community Center

Capacity 1600

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What if we asked the kids?

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“To Kate especially, for reminding me by means of concrete detail just how horrible high school can be, and how lucky we all are to escape more or less intact.”

AcknowledgmentsRichard RussoEmpire Falls (2001)

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School I'd Like competitionThe Guardian Newspaper http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

High Schools are

“Institutions of today run on the principles of yesterday”

-- 15-year old British girl, 1967

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School I'd Like competitionThe Guardian Newspaper http://education.guardian.co.uk/schools/story/0,5500,501374,00.html

The school we'd like is (2000):

A beautiful school with glass dome roofs to let in the light, uncluttered classrooms and brightly coloured walls.

A safe school with swipe cards for the school gate, anti-bully alarms, first aid classes, and someone to talk to about our problems.

A listening school with children on the governing body, class representatives and the chance to vote for the teachers.

A flexible school without rigid timetables or exams, without compulsory homework, without a one-size-fits-all curriculum, so we can follow our own interests and spend more time on what we enjoy.

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The School that I’d Like, 2000

A relevant school where we learn through experience, experiments and exploration, with trips to historic sites and teachers who have practical experience of what they teach.

A respectful school where we are not treated as empty vessels to be filled with information, where teachers treat us as individuals, where children and adults can talk freely to each other, and our opinion matters.

A school without walls so we can go outside to learn, with animals to look after and wild gardens to explore.

A school for everybody with boys and girls from all backgrounds and abilities, with no grading, so we don't compete against each other, but just do our best.

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The School that I’d Like

Safe

Respect

Personal

Interests

Experience

Real World

Workspace

Tools

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“If I Could Make a School”by student Pooja Agarwal, (Learning and Leading with Technology, November 2001), Student Technology Leadership Symposium, June 23-24, 2001, held in conjunction with NECC, by the International Society of Technology in Education (ISTE)

U.S. student leaders want schools that :

•Are Fun

•End lecturing from a textbook

•Institute problem-based, discovery-based, and inquiry-based curricula

•Implement “real life” situations and hands-on learning

•Shape the curriculum with student internship experiences

•Build relationships and “animated mutual learning” between adults and students

•Provide an “inviting” physical environment

•Provide the technology tools for students and teachers to do their work.

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Design Criteria

Design Principles

Design

Elements

Kids Needs: •Safe •Respect •Personal •Interests

Program, Facility, Transitions, Exhibitions, Advisories, Technology, Projects, Portfolios, Internships, Size and Teams

•Personalization

•Common Learning Goals

•Adult World Immersion

•Performance-Based Student Work & Assessment

•Experience•Real World•Workspace•Tools

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What region or regions will be best poised to grow during the next recovery?

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Internet Cluster Regions – U.S.Boston

“Route 128”Boston

“Route 128”

New York —“Silicon Alley”New York —

“Silicon Alley”

Washington, D.C. “Silicon Dominion”Washington, D.C.

“Silicon Dominion”

Austin — “Silicon Hills”

Austin — “Silicon Hills”

Seattle —“Silicon Forest”

Seattle —“Silicon Forest”

ResearchTriangle

“Silicon Triangle”

ResearchTriangle

“Silicon Triangle”

Chicago“Silicon City”

Chicago“Silicon City”

Miami“Silicon Beach”

Miami“Silicon Beach”

Atlanta“Capital of the

New South”

Atlanta“Capital of the

New South”

Los Angeles “Digital Coast”Los Angeles

“Digital Coast”

San Francisco“Multimedia

Gulch”

San Francisco“Multimedia

Gulch”

Silicon ValleySilicon Valley

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Global Internet Cluster Regions

Japan“Bit Valley”

Canada“Silicon Valley North”

United Kingdom“Silicon Kingdom”

Scandinavia“Wireless Valley”

Germany“Silicon Saxony”

France“Telecom Valley”

Israel“Silicon wadi”

China/Hong Kong“Cyber Port”

India

Singapore“Intelligent Island”

United States

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Silicon Valley, 2000Silicon Valley, 2000

40% of workforce

in 7 high-tech clusters

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VALLEY OF HEART’S DELIGHT

Silicon Valley, 1970

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Source: Internet Cluster Analysis, 1999, A.T. Kearney, published by Joint Venture: Silicon Valley Network

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Czech students pose at a fast food restaurant in Fremont, Ohio

USA Work and Travel Programs

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TEC, Monterrey, Mexico

90,000 students in higher education learning technical and 21st Century Skills

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What knowledge and skills do students need for the 21st Century?

“Will this generation of learners have the skills and preparation to innovate?”

-- Barry Schuler, Former CEO, AOL

At NTHS Founder’s Day Event

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SCANS Workplace Know-How (1991)Competencies – effective workers can productively use:

•Resources -- identifying, organizing, planning, and allocating time, money, materials, and workers;

•Interpersonal Skills -- negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member;

•Information Skills -- using computers to process information and acquiring and evaluating, organizing and maintaining, and interpreting and communicating information;

•Systems Skills -- understanding systems, monitoring and correcting system performance, and improving and designing systems; and

•Technology utilization skills -- selecting technology, applying technology to a task, and maintaining and troubleshooting technology.

Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor

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SCANS Workplace Know-How (1991)The Foundation – competence requires:

•Basic Skills -- reading, writing, speaking, listening, and knowing arithmetic and mathematical concepts;

•Thinking Skills -- reasoning, making decisions, thinking creatively, solving problems, seeing things in the mind's eye, and knowing how to learn; and

•Personal Qualities -- responsibility, self-esteem, sociability,

self-management, integrity, and honesty.

 

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Job Outlook 2002, National Association of Colleges and Employers (NACE)

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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

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http://www.21stcenturyskills.org

Released June 21, 2004 at NECC, New Orleans

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So what do schools look like where students get 21st Century Knowledge and Skills?

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Designing the 21st Century Secondary Schools They don’t look like this!

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Teachers talk and students listen.

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Designing the 21st Century Secondary Schools The teacher has a monopoly on information

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Students learn by not doing

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How do we get them here?

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Strategies that Make a Difference

Engagement

Hands-on

Adult connections

Internships

Real World immersion

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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.

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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)

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The Buck Institute for EducationNovato, California

www.bie.org

TRAINING DEVELOPMENT RESEARCH

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Project Management

Teamwork

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Oral Communication/Presentation

Exhibition

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PersonalizationProjectsExhibitionsDigital Portfolios InternshipsTechnology

Reinventing the High School Experience

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Providence, RI http://www.bigpicture.org

•Learning Through Internships (LTI). A Big Picture innovation that places students with mentors in "real world" settings

•Family Engagement . The family is the child's primary teacher and is the consistent element throughout the child's schooling

•One Kid at a Time

•Projects in Real-World Settings

•Model for using physical space to facilitate learning. The facility includes spaces for team building, for technology, for study, and for large and small conversations

Dennis Littky Elliot Washor

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New Technology High SchoolNapa, California

http://www.newtechhigh.org/

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

http://www.newtechfoundation.org/nthlearning.html

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New Technology HS

LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• COLLABORATION

• CRITICAL THINKING

• ORAL COMMUNICATION

• WRITTEN COMMUNICATION

• CAREER PREPARATION

• CITIZENSHIP AND ETHICS

• CURRICULAR LITERACY (CONTENT STANDARDS)

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COMMON MISCONCEPTION

Technology is the Tool, Not the Focus

Less than 20% of our students are interested in

pursuing a career in technology.

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AMERICAN STUDIESUnited States History American Literature

SCIENTIFIC STUDIESAlgebra IIPhysics

POLITICAL STUDIESGovernment/EconomicsPolitical Literature

2 teachers, 40 students, meeting for 2 hour blocks each day

INTEGRATED COURSES

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DIGITAL MEDIA

COLLEGE COURSES

SENIOR PROJECTS

PROFESSIONAL PORTFOLIOS

INTERNSHIPS & COMMUNITY SERVICE

ADDITIONAL REQUIREMENTS

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TECHNOLOGY TOOLS

FOR …

Learning

Curriculum

Communication

Assessment

Scalability*

• Computerized Tutorials• On-Line Curriculum

• E-Library• Academic Systems

• Document Libraries• Project Design Template

• Project Standardization• Digital Textbooks

• Student E-Mail• Parent E-Bulletin

• Online Curriculum• Internship Coordination

• Digital Gradebooks• Student Journals

• Collaboration Database• Learning Logs

• PBL Unit Library• Customizable Templates

• Support Databases• Account Management

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Target Tech 1 -- Ubiquitous

2 to 1 or less

100% or more; Direct connectivity and Adequate Bandwidth

Large numbers of Computers for both teachers and students. Use in most classes and subjects on a daily basis.

Target Tech 2 -- Early Network Effects

1 to 1Widespread use of common platforms like student lessons and administrative applications. Common network folders.

Target Tech 3 -- Significant Network Effects

1 to 1

100% or more; Direct connectivity, Adequate Bandwidth, Home Access

Managed e-Learning Environment. Schoolwide Intranet for all programs and access from home for students and parents. Integration across courses and common development of student’s 21st century skills.

Target Tech 4 -- Replication and Dissemination

1 to 1

100% or more; Direct connectivity, Adequate Bandwidth, Home Access, Web Hosting

Mature managed e-Learning Environment. School instructional and communication resources available 24/7 to students, teachers, and parents. Ready for replication to and use by other schools.

Stages of Educational Technology Implementation

http://www.bobpearlman.org/BestPractices/Stages.htm

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TOOLS: PROJECT BRIEFCASE

The Project Briefcase allows teachers to put all project materials in one spot for easy student access and to share with other teachers.

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The New Technology Project Library

We have assembled a collection of projects created by teachers trained in PBL unit development, reviewed, and tested in the classroom. These projects can be downloaded and modified by any teacher with a connection to the internet.

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TOOLS: COURSE AGENDA

The Course Agenda helps keep complicated projects organized.

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Teachers enter activities for each day including links to resources and homework assignments.

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TOOLS: PEER COLLABORATION EVALUATOR

Students submit evaluations using a standardized rubric for the whole school.

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TOOLS: PRESENTATION EVALUATION DATABASE

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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.

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Napa

Vallejo

Rohnert Park

Novato

Sacramento

Oakland (conversion)

Davis

Anderson

REPLICATION PROGRESS

Anchorage (AK)

Portland (OR)

New Orleans

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NEW TECHNOLOGY HIGH SCHOOL

Study Tours and Visits

http://www.newtechfoundation.org

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Bob [email protected]

http://www.bobpearlman.org

"New Ingredient for Student Success: Social Networks" http://www.bobpearlman.org/Articles/Student_Success.htm

“Reinventing the High School Experience“

http://www.ascd.org/readingroom/edlead/0204/pearlman.html