EdVisions: 21 st Century Learning Dee Thomas Mary Menne Aaron Grimm Tokyo Symposium

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

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

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

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

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

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

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

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

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 15 th year 125 students 20 staff

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

15 th year

125 students

20 staff

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

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

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

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

Design Essentials Self Directed Project Based Learning Small Learning Community Authentic Assessment Teacher Ownership

Self Directed Project Based Learning

Small Learning Community

Authentic Assessment

Teacher Ownership

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

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

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

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

Authentic Assessment Accountability Plan Project proposals articulate state, school, and self-developed standards. 21 st Century Skills as priority outcomes Demonstrated Learning: Quality Public Presentations Electronic Project/Portfolio Management Growth model of value-added Testing and Hope Study

Accountability Plan

Project proposals articulate state, school, and self-developed standards.

21 st Century Skills as priority outcomes

Demonstrated Learning: Quality Public Presentations

Electronic Project/Portfolio Management

Growth model of value-added Testing and Hope Study

Authentic Assessment

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

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

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

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

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

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

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

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

School Schedule Example 7:45 – 8:15: Students arrive 8:30 – 9:00: Advisory Time 9:00 – 11:00: Individual Work Time 11:00 – 12:00: Math Time 12:00 – 12:45: Lunch 12:45 – 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

7:45 – 8:15: Students arrive

8:30 – 9:00: Advisory Time

9:00 – 11:00: Individual Work Time

11:00 – 12:00: Math Time

12:00 – 12:45: Lunch

12:45 – 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

Levels of Project Based Learning Project is curriculum controlled Project is part of a class and teacher directed Project is interdisciplinary and teacher directed Project is authentic and created with the teacher Project is authentic and self-directed

Project is curriculum controlled

Project is part of a class and teacher directed

Project is interdisciplinary and teacher directed

Project is authentic and created with the teacher

Project is authentic and self-directed

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%

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%

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

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

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

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

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.

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.

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

Video Gaming, Learning and Society

Building a Chopper (motorcycle)

Impact of the U.S. Economy on Clothing Design

Growing Organic Food

Psychology of Color

Time for Questions??? We thank you for listening. Tokyo Symposium