Manor New Technology High School st 21 Century Schools Strategies that Work Chrysta Carlin, Claudia Acevedo, Janice Trinidad, Sara Hawkins Manor New Technology High School 242 students 44% Latino 33% Caucasian 21% African American 2% Asian 55% free and reduced lunch Manor New Technology High School 22 Facilitators of Learning 8 master degrees 1 – Science 1 - Public Policy 3 – English 1 – Computer Science 1 – Kinesiology1 – Engineering 1Ph.D. Physics Manor New Technology High School YEAR ONE SUCCESSES Improved Student Academic Achievement 97% Student Attendance Rate for 07-08 97% Students returned for the 08-09 school year 96% Students advanced to next grade level Established MNTH Culture Achieved National Recognition Developed 20 Local & State Business/Education Partnerships Became a New Tech Foundation Demonstration School 100% Teacher Retention Manor New Technology High School Project Based Learning • Course content is embedded in projects. • Teachers incorporate state standards into projects. • Projects are linked to student needs and interest through real life application of concepts. • All projects are teacher facilitated and student managed. Manor New Technology High School School-Wide Learning Outcomes • Work Ethic • Collaboration • Oral Communication • Written Communication • Critical Thinking • Technology • Numeracy • Global & Community Engagement • Content Proficiency • Outcomes were designed by the staff to fit our goals. • They are all taught and assessed in every class. Collaboration & The Learning System Tools • Communication enabled: • student student • student teacher or teacher student • teacher teacher • On-line Discussion Boards • E-mail service is provided to students & staff. • On-line Collaboration Evaluations • Teacher Feedback Tool Online Collaboration Evaluations Between Students Online Discussion Board 21st Century Schools- Strategies that work in Integrated Math/Science Courses Janice Trinidad, Ph.D. \ THINK TANK LOGISTICS • Location: Room 121 MNTHS • 2 Teachers/Project Facilitators: • Dr. Trinidad (UTeach Science grad) • Ms. Craig (UTeach Math grad) • Course: Algebra 2/Physics • 62 Students, 3 Non-Tracked Sections. • Meeting Times: 5x Weekly (3 - 75 min sessions, 65 min, 50 min) Key Strategies in Yearlong Design of Algebra 2/Physics Course Research TEKS: TAKS Item Analysis (Nouns, Verbs, Contexts, Levels) Develop a yearlong plan that includes: • All TAKS SE’s • Clusters of Algebra/Physics TEKS that are linked through real world applications PBL Key Strategies in Designing/Facilitating Integrated Algebra 2/Physics Project • Engaging, Authentic Contexts • Rigorous, Authentic Products that are • Aligned to Alg2/Physics TEKS • Real World Applications • Both structured & open ended • Project Calendar that includes • Variety of Scaffolding (workshops, labs, checkpoints, hands-on activities) • Adequate Work Time • Diverse Formative & Cumulative Assessments Strategies for PBL Workshops • Pre/Post Quizzes & Differentiated Instruction • Clear objectives • Clear, timely feedback • Concise, interactive lessons • Preceded/Followed by Supporting Activities Strategies for Facilitating Work Days Clear feedback Clear expectations Facilitate activities that get groups to plan ahead and plan together Designing Curriculum that is Relevant and Engaging to Students Sara Hawkins, MNTH Biology Characteristics of Relevant and Engaging Projects -Authenticity -Application -Embedded in Current Events -Open-ended -Multiple Pathways to Success -Hands-on -Creative -Fun! Authenticity Students engage in tasks that people actually do in the real world and/or solve a problem that actually exists. When possible, students use the tools or processes used in the real world. Students create something more meaningful than a collection of facts. The project is embedded in current events. Evaluation of products incorporates community members, business partners, or experts. Hands-On and Creative Products Students create something that is new and unique. Whenever possible, students DO the thing that they are learning about. Knowledge is acquired and then repackaged. Students showcase talents that go beyond academics (artistic, musical, comedic, theatrical). Students persuade, hypothesize, demonstrate, teach, innovate. Open-ended Projects with Multiple Pathways to Success Products generated reflect the interests and style of the students. Optional content workshops and other differentiated scaffolding allow students to tailor classroom experience to their learning style. Students are provided with choices and twists within a project. Learning Outcome: Global and Community Engagement -Assesses students’ ability to take knowledge acquired in the classroom and apply it to community and global issues. -Recommending or taking action, establishing hierarchical decision rules, discussing ethics, and integrating other cultures or backgrounds are all part of this learning outcome. -Evaluated EITHER by using the school-wide rubric for the learning outcome, OR by teachers creating specific points on the rubric based on that school-wide rubric. Sample Rubric Descriptors Sample Rubric Descriptors Some Project Examples Speciation Nation Students select an existing species and imagine how evolution might occur in the future. Covers state standards about natural selection, taxonomy, species identification, phylogeny DNA for Dinner Students research Genetically Modified Organisms to prepare for a debate. Covers state standards for DNA, mutations, inheritance, gene flow, populations. MNTH Idol Students re-write lyrics to popular songs to be about Biology. Students can choose from multiple state standards in order to review many topics. Bee Newsworthy Students investigated the phenomenon of Honeybee Colony Collapse and created a newscast to inform the public about what they need to know. Covers Ecology state standards. Implications for College Readiness Students develop strategies to cater to their own learning styles. Students are used to applying the knowledge acquired in class. Students are free-thinkers who do not wait to be told information. Students are more accustomed to a system in which there is no “right” or “wrong” answer. Students more readily make connections between content and experience. Student think critically about current events. Students are innovators and creators, not just consumers.