Edlt528 group3 vision_learningproject
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Edlt528 group3 vision_learningproject Edlt528 group3 vision_learningproject Presentation Transcript

  • The Vision Learning Project “ I am not a teacher…I am an awakener.” -Robert Frost, American Poet EDLT528 M70 Spring 2010 Curriculum Design Project – Group 3
  • Vision Leaders Eliseo De Pietto Evaluation David Hille Development Tracey Lofton Design & Implementation
  • Project Description
    • The Vision Learning Project is an interdisciplinary academic mentorship program that provides a research - based public policy and leadership development program using a multiple intelligences approach
    • The program impacts students and the local community in the areas of education, workforce development, and other areas of the local economy
  • A Vision for 21 st Century Literacy http://www.21stcenturyskills.org/documents/frameworkflyer_072307.pdf
  • Stakeholders
    • To teach students who are growing up in a world undergoing increased globalization to use technology to draw upon research-based solutions to global issues to improve student learning.
    • To meet an academic need for high school students and dropouts enrolled in GED classes
    • To provide 21 st century learning opportunities using web 2.0 tools
    • To increase student access to eLearning opportunities that improve student learning
    Strategic Goals
    • According to the 2006 report, The Silent Epidemic: Perspectives of High School Dropouts, conducted for the Bill & Melinda Gates Foundation by Civic Enterprises, there is a high school dropout epidemic in America.
    • Every year, about one-third of all public high school students – nearly one-half of all black, Hispanic, and Native American – fail to graduate with their class.
    • Although education reform has been a primary topic on the public agenda, according to the study, nearly 7 out of 10 students (69 percent) said that they were not motivated or inspired to work hard.
  • Design
    • High school dropouts are three and one-half times more likely than high school graduates to be arrested, and more than eight times as likely to be incarcerated
    • Across the country, 68 percent of state prison inmates have not received a high school diploma
    • According to researchers, 10 percentage-point increases in graduation rates have historically been shown to reduce murder and assault rates by approximately 20 percent.
    • Increasing graduation rates by 10 percentage points would prevent over 3,000 murders and nearly 175,000 aggravated assaults in America each year
  • Design
    • Lack of connection to the school environment
    • Perception that school is boring
    • Feeling unmotivated
    • Academic challenges
    • The weight of real world events
    • Bridgeland, J.M., Dilulio, J.J., & Morison, K.B. (2006). The silent epidemic: perspectives of
    • high school dropouts Retrieved December 20, 2007, from Civic Enterprises, LLC Web site:
    • http://civicenterprises.net/pdfs/thesilentepidemic3-06.pdfs
  • Development
  • Development
    • The web as a platform:
      • Tim O’Reilly said: “You can visualize Web 2.0 as a set of principles and practices that tie together a veritable solar system of sites that demonstrate some or all of those principles, at varying distance from the core” (as cited in Solomon & Schrum, 2007, p.46).
      • The Peace WebQuest
    • Using the United Nations Cyberschoolbus online Global Teaching and Learning Project to bridge the gap between achieving and underachieving students
    • Creating educational action projects to show students that they have a role in finding solutions to problems in their community and developing future leadership opportunities
    • The web-based curriculum facilitates the participation in local and global learning communities by using creative applications of technology to improve student learning
    Implementation – VLP Wiki
  • Evaluation
    • The United Nations Educational, Scientific and Cultural Organization (UNESCO), defines literacy as:
    • “… Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.”
    • UNESCO recognizes that there are many practices of literacy embedded in different cultural processes, personal circumstances and collective structures.
    • Learning and Innovation Skills
    • Creativity and Innovation
    • Critical Thinking and Problem Solving
    • Communication and Collaboration
    • Information, Media and Technology Skills
    • Information Literacy
    • Media Literacy
    • ICT (Information, Communications, & Technology) Literacy
    • Life and Career Skills
    • Flexibility and Adaptability
    • Initiative and Self-Direction
    • Social and Cross-Cultural Skills
    • Productivity and Accountability
    • Leadership and Responsibility
    http://www.21stcenturyskills.org/documents/frameworkflyer_072307.pdf Evaluation
  • Evaluation & Reflection
    • The indicators of engaged learning act as a “compass”
    • for helping our Academic Mentors chart an
    • instructional course and maintain an orientation based on a vision of engaged learning and what it looks like in the classroom and community
    • We define academic excellence as the exchange within the continuum of learning
    • Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994).
    • Designing Learning and Technology for Educational Reform . Oak
    • Brook, IL: North Central Regional Educational Laboratory.