Copyright © 2002-2003 New Technology Foundation. All rights reserved. A WALK-THROUGH OF THE NTH...

transcript

A WALK-THROUGH OF THE NTH LEARNING

SYSTEM™

www.newtechhigh.org

technology toolseducational

principles

Welcome to a walk-through of the New Tech High Learning System™. Because so much

of what we do is based on a unique combination of educational principles and

technology tools, we are glad you are taking the time to learn more about how we

teach and learn in New Technology High Schools.

COMMUNICATION TOOLS

STUDENT DATA COLLECTION

CURRICULUM LIBRARY

DIGITAL PORTFOLIONTHS 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.

A COMMON MISCONCEPTION

Many people think New Technology High Schools are designed to train armies of technology experts who

build, program and network computers.

Fewer than 20 percent of our students are interested in pursuing a career in technology.

THE REALITYTechnology is the tool, not the focus

Learning Outcomes

METHODOLOGY

RESULTS

Learning Outcomes

Teaching Strategies

CONTENTS

Assessment Tools

Instruction Tools

Anecdotal Data

Statistics and Research

Assessment

Picture symbolizing

learning system …what would be our book cover

It’s not about the technology

Communication Tools

What do we want students to know and be able to do when

they graduate?

Methodology: Learning Outcomes

ReadingWriting

Arithmetic

Politicians like to focus on the 3 R’s…

Most people would also want students to know about

other important subjects like history, science and art.

American High School Transcript

World HistoryEnglish LiteratureBiologyEconomicsHealthAlgebraAuto ShopU.S. History

Physical EducationSpanishAmerican LiteratureLeadershipPhysicsKeyboardingYear BookAgriculture

ChemistryGovernmentGeographyPoetryGeometryCeramicsBusinessLife Science

ACADEMIC CONTENT

We agree. Students should graduate with a certain body of knowledge based on content standards.

But is this enough?

Employers would like to see schools focus on skills useful in the workplace such as collaboration, presentation, time management, and problem solving.

ACADEMIC CONTENT

LIFE AND CAREER SKILLS

ACADEMIC CONTENT

Again, we agree.

But vocational programs and trade schools often minimize the importance of academic content.

ACADEMIC CONTENT

The New Tech Learning System™ seeks to unify rigorous academic standards with relevant life and career skills.

In addition, the Learning System employs a variety of techniques that makes learning more authentic, personal and fun.

ACADEMIC CONTENT

PERSONALIZED

LEARNING

POSITIVE PEER INTERACTION

ACTIVE LEARNING

ENGAGED STUDENTS

AUTHENTIC

ASSESSMENT

PRESENTATIONS AND RECOGNITIONS

ACADEMIC CONTENT

PERSONALIZED

LEARNING

POSITIVE PEER INTERACTION

ACTIVE LEARNING

ENGAGED STUDENTS

AUTHENTIC

ASSESSMENT

PRESENTATIONS AND RECOGNITIONS

The result is a POSITIVE LEARNING ENVIRONMENT that engages the student to become an active learner.

Teaching Strategies

METHODOLOGY

RESULTS

Learning Outcomes

Teaching Strategies

CONTENTS

Assessment Tools

Instruction Tools

Anecdotal Data

Assessment

Picture symbolizing

Communication Tools

Methodology: Teaching Strategies

How are our classrooms different

from traditional schools?

At the core of the NTH Learning System’s methodology is a

student centered, project and problem based teaching strategy

that is tied to both content standards and school wide

learning outcomes.

listening to a lecture on monetary and fiscal policy

INSTEAD OF… NTHS STUDENTS…

are trying to save the nation from an economic crisis similar

to the 1970’s oil embargo

filling out a worksheet on Newton’s Laws

are trying to develop a new sport to be played on the

writing a research paper on the Great Depression

are building a museum exhibit that captures the experiences

of minority groups in the 1930’s

“Will this be on the test?”

This question is so painful for teachers because it reminds us that students are not really interested in the subject, or in expanding their knowledge base, or anything but doing the absolute minimum. It also makes it clear that we have done little to motivate students to become the lifelong learners we want to create.

“Will this be on the test?”

In most cases, the motivation for student learning is the grade. Traditional teaching strategies do little to foster the natural curiosity of the human species and instead rely on a system of rewards and punishments to motivate students to study.

PROJECT AND PROBLEM BASED LEARNING

The New Technology Learning System™ is powered by an instructional strategy called project- and problem-

based learning (PBL).

PBL engages students in the curriculum by putting them in the center of a project or problem that requires students to learn the course materials to complete or

solve.

DOING PROJECTSTraditional teachers often try to engage students in projects, but

usually use the project as a culminating event after the unit has been taught traditionally.

Because teachers know what the students need to know to complete the project, the attempt to teach the material before the project is

introduced.

The problem: Students don’t know they need the information and

therefore are not engaged in the learning process.

DOING PROJECTSTraditional teachers often try to engage students in projects, but

usually use the project as a culminating event after the unit has been taught traditionally.

Because teachers know what the students need to know to complete the project, the attempt to teach the material before the project is

introduced.

The problem…students don’t know they need the information and

therefore are not engaged in the learning process.

PBLThe project or problem is

introduced at the beginning of the unit, not at the end.

The projects and problems are real-world applications of the course

content and often require students to work in groups, analyze and

synthesize information, and present their findings.

The role of the teacher becomes a guide or coach to the student, who now has a need to know the course

materials.

The problem with PBL…

Creating a fully developed PBL unit can take from 15 to 30 hours. Most teachers do not have the time to build new units from scratch.

The solution…

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.

Assessment

METHODOLOGY

RESULTS

Learning Outcomes

Teaching Strategies

CONTENTS

Assessment Tools

Instruction Tools

Anecdotal Data

Assessment

Picture symbolizing

Communication Tools

What do traditional teachers do with a

major research paper that has been turned

in late?

Methodology: Student Assessment

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.

Using the NTH Gradebook, teachers can enter multiple grades for each assignment.

Research Paper 38 50/

Spelling and Grammar

42 50/

Content

18 20/

Critical Thinking

50 100/

Work Ethic

Sample Student

NTH GRADEBOOK

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 Paper 38 50/

Spelling and Grammar

42 50/

Content

18 20/

Critical Thinking

50 100/

Work Ethic

Sample Student

NTH GRADEBOOK

While a test is primarily a measure of one thing only – academic content…

…a project might be evaluated for presentation skills, collaboration skills, critical thinking/problem solving, work ethic/time management and content.

While a test is primarily a measure of one thing only – academic content…

TRADITIONAL HIGH SCHOOL COURSE PROGRESS REPORT

Tests (40%) . . . . . . 86%Homework (30%) . . . . . 72%Papers (30%) . . . . . . 78%

TOTAL . . . 79.4%

What can you learn about the skills and abilities of this student using a traditional course progress report?

What can you learn about the skills and abilities of this student using the Learning System’s progress report? More importantly, if you were this student’s parent, how could you help?

IN CONTRAST…

CLICK TO ENLARGE

Did we mention that the progress report is available on the web?

And there’s more…

CLICK TO ENLARGE

…with links to the course curriculum?

…and teacher contact information?

CLICK TO ENLARGE

Instruction Tools

METHODOLOGY

RESULTS

Learning Outcomes

Teaching Strategies

CONTENTS

Assessment Tools

Instruction Tools

Anecdotal Data

Assessment

Picture symbolizing

Communication Tools

What other tools does the Learning System use to support the

methodology?

Tools That Support The Methodology

NTH Learning System™

TOOLBOX

INSTRUCTIONAL TOOLS

ASSESSMENT TOOLS

COMMUNICATION TOOLS

Tools That Support The Methodology

The Learning System also offers…

NTH Learning System™ TOOLBOX

INSTRUCTIONAL TOOLS

Project Briefcase

Student Journal

Course Agenda

Tools: Instructional

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.

All items are immediately and dynamically published to the web for access to the curriculum anywhere, anytime.

They include everything from the entry document that launches the project to the rubrics used to assess the student’s performance.

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.

TOOLS: STUDENT JOURNAL

The digital Student Journal allows teachers to enter prompts for student response. Entries can be grouped by topics, projects, or any other category.

The journals are used by teachers to monitor student progress on projects, as warm-up activities to start class, and as content and topic reflection journals.

Students can view only the prompts and their own entries. Teachers can respond to student entries.

TOOLS: COURSE AGENDA

The Course Agenda helps keep complicated projects organized.

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

Like the other tools, this agenda also publishes to the web for students and parents to view anywhere they have a web connection.

Assessment Tools

METHODOLOGY

RESULTS

Learning Outcomes

Teaching Strategies

CONTENTS

Assessment Tools

Instruction Tools

Anecdotal Data

Assessment

Picture symbolizing

Communication Tools

NTH Learning System ™ TOOLBOX ASSESSMENT TOOLS

NTHS Gradebook

Collaboration Evaluator

Portfolio Guidelines

Presentation Evaluation Database

Tools: Assessment

TOOLS: PEER COLLABORATION EVALUATOR

At the end of each project, students evaluate their group members using this collaboration rubric database.

Students submit evaluations using a standardized rubric for the whole 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.

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.

TOOLS: DIGITAL PORTFOLIO GUIDELINES

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.

These guidelines provide structure around what is otherwise a student-managed collection of projects, evaluations, and documents organized into a web site.

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…right-click THIS LINKand select “Open in new window.” Close the window to return to this walk-through.

TOOLS: PRESENTATION EVALUATION DATABASE

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.

TOOLS: PRESENTATION EVALUATION DATABASE

The evaluations are accessible from the web after the student has marked the evaluation “public”.

Communication Tools

METHODOLOGY

RESULTS

Learning Outcomes

Teaching Strategies

CONTENTS

Assessment Tools

Instruction Tools

Anecdotal Data

Assessment

Picture symbolizing

Communication Tools

NTH Learning System ™ TOOLBOX

COMMUNICATION TOOLS

Student Bulletin Board

Staff Agenda and Communication

Tools: Communication

TOOLS: DISCUSSION BULLETIN BOARDS

The Bulletin Board tool allows students to share ideas. This particular one is from a project where students were asked to create political parties. Often the parties had students from different periods.

TOOLS: STAFF AGENDA AND DISCUSSION

The staff agenda and discussion database helps create a culture of innovation and consensus. Issues are proposed and discussed online before staff meetings.

The technologies and tools that have evolved over the past seven years reflect the unique needs of students and teachers who are teaching in a student- centered,

project- and problem-based curriculum.

Tools: Summary

METHODOLOGY

RESULTS

Learning Outcomes

Teaching Strategies

CONTENTS

Assessment Tools

Instruction Tools

Anecdotal Data

Assessment

Picture symbolizing

Communication Tools

How have students using the NTH

Learning System™ performed compared

to other schools?

Results: Statistics and Research

EXTERNAL EVALUATIONS Western Association of Schools and Colleges (WASC)

Gave NTHS-Napa a six-year with no follow-up accreditation (their highest ranking – top 5%)

New American High SchoolDesignated by the federal government as a model for school reform.

California’s Academic Performance IndexRated 10 out of 10 in student performance, which takes economic and social issues into account.

Bill & Melinda Gates FoundationSelected to replicate the school in 10 Northern California locations, creating a network of similar schools.

STUDENT PERFORMANCE Post-Secondary Education

96% of NTHS graduates from 1998-2001 enrolled in some form of continuing education (compared to 38% in rest of district).

NTHS graduates have been accepted at a diverse set of schools including UC Berkeley, Grinnell, Cal Poly San Luis Obispo, Vassar, UC Santa Cruz, CSU San Diego, CSU San Jose, CSU Sonoma, Brigham Young University, Massachusetts Institute of Technology, Mills College, Boston University, and Franklin College-Switzerland.

36% of NTHS graduates continue their education at Napa Valley College.

Several students each year attend focused vocational programs such as the Expression Center for New Media or Heald College.

Anecdotal Data

METHODOLOGY

RESULTS

Learning Outcomes

Teaching Strategies

CONTENTS

Assessment Tools

Instruction Tools

Anecdotal Data

Assessment

Picture symbolizing

Communication Tools

What is the impact of the Learning System on student success?

Results: Anecdotal Data

STUDENT SUCCESSES Results: Anecdotal Data

• An NTHS graduate is running the Information Technology (IT) division of a local Napa business as a result of a successful internship experience. His college education is being paid for by his employer.

• An NTHS graduate interned in data processing division with a large Napa employer. She was promoted to manager of data processing after graduation and has since leveraged this position into a partnership with a start-up Web design company.

• An NTHS graduate was offered a $40,000 annual salary, plus stock options, immediately after graduation for a position with a local tech company.

• An NTHS graduate who came from a high risk environment is now IT Manager for a local employer.

We’ve come a long way…

• Building an education model that puts students at the center

• Creating curriculum and a set of tools that support this model

• Developing a plan to share what we have

Our Next Steps…• Continued development of PBL units for our

Project Library

• Making our tools and technology accessible by any teacher or school who is ready

• Build a learning community to capture best practices of small, technology rich schools.

A VIRTUAL TOUR OF THE NTH LEARNING SYSTEM™

www.newtechhigh.org END

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Copyright © 2002-2003 New Technology Foundation. All rights reserved. A WALK-THROUGH OF THE NTH...

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