Partnership for Powerful Learning Pilot Project Guide 2

8/8/2019 Partnership for Powerful Learning Pilot Project Guide 2

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Partnership for Powerful Learning Pilot Project

Forest Hills School District

Cincinnati, OH


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Table of Contents

Section 1: Partnership for Powerful Learning: A Snapshot

y Historical Backgroundy Overview of Partnership for Powerful Learningy Beliefs and Vision of Learningy Partnership for Powerful Learning Overarching Goaly Essential Guiding Questionsy Evaluation Framework for PPL

Section 2: Compelling Case for Change

Section 3: Pilot Project Timeline

Section 4: Pilot Project Structure

Section 5: Project Impact

Section 6: Project Index


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Section 1: Partnership for Powerful Learning-A Snapshot

Historical Background

2005-2006

Board of Education requests that a committee be formed to study 1:1 laptop programs.

2006-2007

The 1:1 technology committee presents a proposal to the Board of Education in support of a

program to prepare teachers for a future 1:1 laptop initiative. The T.A.B.L.E.T. Project isapproved with an official launch of August 2006.

2007-2008

Board of Education asks for a proposal outlining a 1:1 laptop initiative. Proposal is cost

prohibitive and no action is carried forth.

April 2009

The Board of Education requests another program that would move us towards a 1:1

environment. Access 21 Project is presented to the Board of Education; a hybrid program, the

school would increase the number of devices currently available at the high schools, as well as

allow for the use of personal devices.

Overview of Partnership for Powerful Learning

Pilot project: Used to undertake research to verify that the core ideas are functional and

feasible before going further.

The Board of Education again requests an updated plan for moving the Forest Hills School

District towards greater access to technology. In April, 2010, Board approved The Partnershipfor Powerful Learning Project. A six-month action-research pilot project slated to begin

sometime in January 2011, all seventh grade students will be permitted to use their personally

owned netbook, notebook, or tablet pc throughout the school day. The overall goal of this

project is to increase access to technology to better understand how we can use these tools to

customize learning to the particular needs and abilities of individual students. What follows will

provide a comprehensive view of the work being done to ensure the success of this project.


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Beliefs and Vision of Learning

We Believe...

y all students can learn and deserve an education that respects their individuallearning strengths, interests, and developmental needs

y core academic subjects remain the foundation of a comprehensive education andare more important than ever

y to achieve success, our students will need to develop new skills and attainproficiency in different areas than in the past

y we must increase access to technology to bridge rigorous academic standards and21

stcentury skills

Characteristics of Learning in the 21st

Century:

y personalized learningy student-driveny focused on essential understandingsy multiple literacies including financial, global, environmental, digital, multi-cultural and

visualy 24/7, inside and outside of schooly global collaborationy authentic assessments/audiencesy authentic and relevanty real-world tools, resources and methodologies, creating multiple paths to learningy a rich continuum of teaching and learning strategiesy rich content with a 21st Century contexty networkededy participatoryy

creative and critical thinking

Compiled by FHSD Staff


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Partnership for Powerful Learning Overarching Goal

To Increase computer access to better educate students for a technology- rich world.

Big Ideas/Enduring Understandings

1 This is a world marked by increasing change, evolving technologies, and the phenomenalgrowth of information. How we educate must reflect how our students learn and the world in

which our students will emerge.

y 21st Century learning environments are systems that organize the condition in whichhumans learn best systems that accommodate the unique learning needs of everylearner and support the positive human relationships needed for effective learning.

Essential Questions Guiding Our Work

1.) How has the world changed, and what does this mean for education?

2.) How is 21st Century learning different from learning in the 20th Century and what does it

look like?

3.) What is high quality teaching and learning?4.) What does the classroom look like in the 21st Century?

5.) What supports are necessary for teachers and students to grow in an increasingly digital

world?


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Evaluation Framework for the Partnership for Powerful Learning Project

Critical Features of the Pilot

Technology Used

What are the technologies used in the 1:1 initiative? Technology refers to the hardware

platform and operating system, the software, peripheral devices (e.g., printers), and the

network(s), if any.

How do the impacts of 1:1 initiatives depend on or vary according to the technologies used?

What are the strengths and weaknesses of different technologies, as reflected in answers to

research questions about implementation, intermediate outcomes, and ultimate outcomes?

Implementation Plan

What are the characteristics of the implementation plan? These include: the preparation ofadministrators, teachers, parents, and students; insurance concerns; policies for permissible

use of the computers; timetables; et cetera.

Goals and Objectives

What are the goals and objectives of the 1:1 initiative?

Are data collected to measure achievement of the various goals and objectives?

Interactions and Intermediate Outcomes

Teaching and Instruction

Impacts on teaching and instruction

What is the impact on teaching behaviors, the curriculum, and instructional practices?

1.) For what sorts of tasks do teachers use technology, and in what subjects?2.) For what sorts of tasks are students asked to use technology, and in what subjects?

3.) How often and for how long do teachers and their students use technology?4.) How does classroom culture change (e.g., relationships between teacher and students)?

Acceptable Evidence:

y Teacher surveyy Teacher walk-through observationsy 21st Centurized Lessony Teacher Focus Groupsy Computer usage data


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1.) Do teachers have the technical skills they need to use technology effectively? Are theyengaged in professional development to learn needed skills and strategies?

Acceptable Evidence

y Teacher Surveyy Nagel PD Plany Graduate Credit/CEUs

2.) What is the impact on teachers interactions with one another and on teachercommunities? Are teachers sharing what they are learning?

Acceptable Evidence

y Ningy Content Area Team Minutesy Interdisciplinary Team Minutes

3.) What are the most promising instructional applications of technology (e.g., specificpieces of software, or specific Web sites) used within this pilot project?

Acceptable Evidence

y Tool surveyy Evaluation of Schoologyy Evaluation of Toolbox

School Leaders

a. How have the roles of school leaders changed?Acceptable Evidence

y Interviews with District and Nagel leadersy Focus Groupsy Evaluation of Toolbox

2.) How do different types of leadership affect the impacts?

Acceptable Evidencey Interviews with District and Nagel leadersy Focus Groupsy Evaluation of Toolbox


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o Learning Experiencesy What are the impacts on students engagement with school, their motivation and

attendance? What are the impacts on students responsibility for their own learning?

o Acceptable Evidenceo Survey of feelings about school, motivationo Attendance recordso Use of school portal, tool belt, portfolioo Involvement in pilot project (student voice, student sandbox)

o Learning Experiencesy Do students collaborate and construct knowledge in different ways when they use

computing devices in a 1:1 environment? Does the availability of technology change

what can be learned or when it can be learned?

oAcceptable Evidenceo Record of ways students collaborate and construct knowledge-pre and posto Documentation of learning happening during and after schoolo Documentation of students reaching out to other students and professionals

o Learning Experiencesy What types of representations of knowledge do students and teachers use when they

make use of digital computing devices in specified ways (e.g., using specific software)?

o Content Creation toolso Communication toolso Collaboration toolso Information Management tools

The Digital Divide

y What is the impact on equity of access to technology and information (the digitaldivide)?

Economic

y What are the impacts on school finances? Parent finances?

his comes from another document but I really like it. Can we figure out a place for it, possibly

rewriting it to fit our project? Ive worked a bit more with the Ultimate Outcomes. CSH


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Timeline

August 10-December 10

y Teacher Professional Development (June-May)y Network Infrastructure (September-December)y Parent/Student Device Meeting (October)y Parent Meeting Web 2.0 Expoy Student Bootcamps (January)y Planning for management of devices and security (August-December)

January 11-May 11

y Official launch of project-7th grade students bring in devicesy Evaluation of Project (May)

For more information about the Partnership for Powerful Learning, visit our wiki:

http://fhsdppl.wetpaint.com


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Section 2 : The Compelling Case for Change

According to the 2010 National Technology Education Plan:

Many students lives today are filled with technology that gives them mobile access toinformation and resources 24/7, enables them to create multimedia content and share it with

the world, and allows them to participate in online social networks where people from all over

the world share ideas, collaborate, and learn new things. Outside school, students are free to

pursue their passions in their own way and at their own pace. The opportunities are limitless,

borderless, and instantaneous.

The challenge for our education system is to leverage the learning sciences and modern

technology to create engaging, relevant, and personalized learning experiences for all learners

that mirror students daily lives and the reality of their futures. In contrast to traditional

classroom instruction, this requires that we put students at the center and empower them totake control of their own learning by providing flexibility on several dimensions. A core set of

standards-based concepts and competencies should form the basis of what all students should

learn, but beyond that students and educators should have options for engaging in learning:

large groups, small groups, and work tailored to individual goals, needs, interests, and prior

experience of each learner. By supporting student learning in areas that are of real concern or

particular interest to them, personalized learning adds to its relevance, inspiring higher levels of

motivation and achievement.

In addition, technology provides access to more learning resources than are available in

classrooms and connections to a wider set of educators, including teachers, parents, experts,

and mentors outside the classroom. On-demand learning is now within reach, supporting

learning that is life-long and life-wide (Bransford et al., 2006).


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Section 3: Partnership for Powerful Learning Project Structure

Nagel Professional Development Plan

2010-2011

Setting the Scene:

"The world itself holds a different lesson for us; a lesson about the importance of teaching the

young to live well when the very shape of the world emerges everyday in ways that are unlike

anything we have ever known before."

Michele Jacobsen

One of the primary responsibilities of education in todays world is to ensure that students are

prepared for a future where the "four classroom walls and impermeable boundaries have

disappeared forever, replaced by global interdependencies and complex systems that require

flexibility, responsiveness, and imagination." (Jacobsen) To help us re-envision what we do in

our schools in order to prepare our students for this changing world, our work for the 2010-

2011 school year will be focused on the following:

Content

I. Developing Your Professional Learning Community (August-September)Understanding the importance of personal learning is the first step towards

understanding the shifts occurring in education. We hope to create a hothouse

where great ideas begin, new methods of learning are shared and communities are

rooted.

y PLCsy CoPsy PLNs

II. A Flattening World: Establishing the Compelling Case for Change (September)We will focus on promoting the knowledge, skills and sense of urgency for 21

st

Century teaching and learning. Some of the forces we will explore include

y Globalizationy Off-shoringy Glocalization


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III. What do you mean 21st Century Skills? (October)Using what we learned about the flattening world, well take a look at the skills

needed to succeed in the 21st

Century and attempt to clarify the differences

between 20th

Century and 21st

Century skills.

y Partnership for 21st Century Skillsy Engaugey ISTE NETS

IV. 20th Century Classrooms vs. 21st Century Classrooms (October)We will sharpen our focus of the role of teacher and learner in the 21

stCentury

classroom. What are the characteristics of a 21st

Century learning environment?

V. R

e-envisioning Learning at Nagel in the 21

st

Century (November-May)

Finally, this phase will dig deeply into 21st

Century lesson planning. What do

Enduring Understandings and Essential Questions have to do with good teaching?

How do we leverage 21st

Century tools to support and enhance student learning?

How will we reach beyond the four classroom walls to foster collaborative learning

networks?

y TPCKy Shirkeys Share, Cooperate, Collaborate, Collective Actiony Project-Based Learning/Challenge-Based Learningy UbD, differentiation, Blooms Taxonomyy Assessment

Structure

Cultivate a professional learning community (Ning, Twitter, Diigo, Skype, f2f meetings)

y Practice social learningy Hands-on immersion in a 21st Century learning environment

Provide for sustained practice and anytime learning (Ning, Twitter, Diigo, Skype)

y Workshops that take place over timey Peer support sessions to plan the implementation of new strategies in the classroomy Access to expert databases & multimedia throughout the year for self-directed

professional development

Model Inquiry Learning

y Staff investigate what is personally relevant to their individual professional contexts


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Provide Coaching (Natasha, Cary, Ellie, Trisha)

y Trained facilitators create a supportive, collegial atmospherey Optimize participation with feedback, encouragement, and redirection as needed

Model Effective Collaboration (Natasha, Cary, Ellie, Trisha)y Reflective dialoguey Web 2.0 toolsy Knowledge building

Develop Theoretical & Practical Understanding (Natasha, Cary, Ellie, Sheryl)

y Changes in teaching practices needed to engage 21st Century learnersy How professional learning communities functiony Educators learn actively-the same ways they are expected to work with students


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Assessment/Action Research

Assessment of selected 21st

century skills will be integrated with core subjects through a digital

portfolio. Additionally, we will collect perception survey data from students, parents and staff

and conduct building walk-through observations to evaluate student and teacher use.

Given that technology tools are critical for educating todays student, we will be successful

when we find answers to our essential questions that help us to determine added professional

development needs, supports needed for students, staff, and parents and when we find

additional means to increase access for students.

Success will mean Nagel has been able to maintain an effective environment, climate and

culture that support teaching and learning. Success will mean we have expanded our ability to

be academically challenging, developmentally responsive, and socially equitable based on the

Schools to Watch Rubric.

Information we gather from this pilot will be used to plan the next steps for 8th

grade students

and teachers as well as the high schools so that these students will have increased access to the

tools throughout the remainder of their career in Forest Hills.


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Nagel Technology Action Research Project

Consultant: Dr. Carla C. Johnson, University of Cincinnati

Purpose: To support the integration of laptops within Nagel Middle School 7th

grade classrooms and determine if the added technology enhancesstudent utilization of 21

stCentury Skills (Partnership for 21

stCentury

Skills, www.p21.org).

Research: 1. Collect data before and during technology infusion on

classroom characteristics (observations), student interest and

use of technology (survey, focus groups), teacher attitudes

toward and use of technology (observations and interviews).

2. Take a closer look at Team 7-2 who will receive additional

support (coaching) to purposefully teach and integrate 21st

Century Learning Skills into Encore year-long project. Phase

One students will work on teacher driven themed issue and

will learn skills in context of a problem. Phase Two (after

spring break) students will work in groups on their own

identified issue grounded in their local communities and will

utilize 21st

Century Skills to develop a solution to the problem.

Culminating Event students will share presentations of their

projects and products, deliverables with the public.

Product: 1. Data on the success of the technology integration project.

2. Development of peer leaders within the school (7-2) who canfacilitate growth of other teachers/teams in the next academic

year.

3. Pioneering a focus on 21st

Century Skills at Nagel changing

the way we do education to better prepare students for the

careers of tomorrow.


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Pilot Project Structure

Pilot Project Timeline

Resources


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ISTE NETS-Students

I. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes

using technology. Students:

A. apply existing knowledge to generate new ideas, products, or processes.B. create original works as a means of personal or group expression.

C. use models and simulations to explore complex systems and issues.

D. identify trends and forecast possibilities.

II. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to

support individual learning and contribute to the learning of others. Students:

A. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and

media.

B. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

C. develop cultural understanding and global awareness by engaging with learners of other cultures.

D. contribute to project teams to produce original works or solve problems.

III. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

A. plan strategies to guide inquiry.

B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and

media.

C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

D. process data and report results.

IV. Critical Thinking, Problem-Solving, and Decision-MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make

informed decisions using appropriate digital tools and resources. Students:

A. identify and define authentic problems and significant questions for investigation.

B. plan and manage activities to develop a solution or complete a project.

C. collect and analyze data to identify solutions and/or make informed decisions.

D. use multiple processes and diverse perspectives to explore alternative solutions.

V. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical

behavior. Students:

A. advocate and practice safe, legal, and responsible use of information and technology.

B. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

C. demonstrate personal responsibility for lifelong learning.

D. exhibit leadership for digital citizenship.

VI. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students:

A. understand and use technology systems.

B. select and use applications effectively and productively.

C. troubleshoot systems and applications.

D. transfer current knowledge to learning of new technologies.


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ISTE NETS for Teachers

Effective teachers model and apply the National Educational Technology Standards for Students (NETSS) as they

design, implement, and assess learning experiences to engage students and improve learning; enrich professional

practice; and provide positive models for students, colleagues, and the community. All teachers should meet the

following standards and performance indicators. Teachers:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences

that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. promote student reflection using collaborative tools to reveal and clarify students conceptual understanding

and thinking, planning, and creative processes

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in

face-to-face and virtual environments

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporatingcontemporary tools and resources to maximize content learning in context and to develop the knowledge, skills,

and attitudes identified in the NETSS. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student

learning and creativity

b. develop technology-enriched learning environments that enable all students to pursue their individual

curiosities and become active participants in setting their own educational goals, managing their own learning, and

assessing their own progress

c. customize and personalize learning activities to address students diverse learning styles, working strategies, and

abilities using digital tools and resources

d. provide students with multiple and varied formative and summative assessments aligned with content and

technology standards and use resulting data to inform learning and teaching

3. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and

digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and

situations

b. collaborate with students, peers, parents, and community members using digital tools and resources to support

student success and innovation

c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-

age media and formats

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use

information resources to support research and learning

4. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit

legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect

for copyright, intellectual property, and the appropriate documentation of sources

b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to

appropriate digital tools and resources

c. promote and model digital etiquette and responsible social interactions related to the use of technology and

information


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d. develop and model cultural understanding and global awareness by engaging with colleagues and students of

other cultures using digital-age communication and collaboration tools

5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their

school and professional community by promoting and demonstrating the effective use of digital tools and

resources. Teachers:a. participate in local and global learning communities to explore creative applications of technology to improve

student learning

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and

community building, and developing the leadership and technology skills of others

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of

existing and emerging digital tools and resources in support of student learning

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and

community

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Partnership for Powerful Learning Pilot Project Guide 2

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