1 Tokyo Symposium EdVisions: 21 st Century Learning Dee Thomas Mary Menne Aaron Grimm
Oct 31, 2014
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.