EdVisions Japan 2.6

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  • Dee: Ohayou Gozaimasu, greetings from Minnesota, EdVisions, and the Minnesota New Country School. I have had the honor to be in Japan a number of times before and have been able to work with very dedicated educators. I have also been honored to host Japanese educators in Minnesota at the Minnesota New Country School.
  • EdVisions Japan 2.6

    1. 1. EdVisions: 21 st Century Learning Dee Thomas Mary Menne Aaron Grimm Tokyo Symposium
    2. 2. Welcome Educators <ul><li>Minneapolis, MN, USA – Tokyo, Japan * 9,471 kilometers * 5,885 miles </li></ul><ul><li>A world apart but together in educational work </li></ul><ul><li>We are thankful to be here with you </li></ul><ul><li>We are here to learn from each other </li></ul>
    3. 3. Overview <ul><li>Brief background of the speakers </li></ul><ul><li>History Lesson of EdVisions Schools </li></ul><ul><li>Design Essentials </li></ul><ul><li>Assessment </li></ul><ul><li>Teachers’ and Students’ Role in Advisories </li></ul><ul><li>Project Based Learning </li></ul><ul><li>Small Learning Community </li></ul><ul><li>Academics vs. Adolescence </li></ul><ul><li>Teacher Ownership </li></ul><ul><li>Favorite All Time Projects </li></ul><ul><li>Question and Answer Session </li></ul>
    4. 4. History Lesson <ul><li>John Dewey (1900) </li></ul><ul><li>Ted Sizer (1980s & 90s) </li></ul><ul><li>Practical lessons from the open school movement of the 1960s & 70s </li></ul><ul><li>Student interests and performance assessment with high standards and the latest technology </li></ul><ul><li>Minnesota New Country School </li></ul>
    5. 5. Old Paradigm vs. New Paradigm <ul><li>Traditional Programs </li></ul><ul><li>Rigid schedules </li></ul><ul><li>Classes and bells </li></ul><ul><li>Forward planning </li></ul><ul><li>Disciplinary boundaries </li></ul><ul><li>Surface connections </li></ul><ul><li>Group learning </li></ul><ul><li>Technology labs </li></ul><ul><li>Desks and rows </li></ul><ul><li>PBL Programs </li></ul><ul><li>Flexible scheduling </li></ul><ul><li>Scheduled work time </li></ul><ul><li>Backwards planning </li></ul><ul><li>Interdisciplinary </li></ul><ul><li>Deep connections </li></ul><ul><li>Personalized Learning </li></ul><ul><li>Immersion of technology </li></ul><ul><li>Personal work stations </li></ul>
    6. 6. MNCS <ul><li>An open, flexible space </li></ul><ul><li>Flexible scheduling </li></ul><ul><li>Project based learning focusing on an interdisciplinary approach </li></ul><ul><li>Student-driven curriculum providing intrinsic motivation </li></ul><ul><li>Student workstations provide ownership and sense of value </li></ul><ul><li>The small size (advisory groups of 15-18) provide family atmosphere </li></ul><ul><li>Demonstration of learning </li></ul><ul><li>Changing role of teacher to advisor </li></ul><ul><li>15 th year </li></ul><ul><li>125 students </li></ul><ul><li>20 staff </li></ul>
    7. 7. EdVisions Cooperative <ul><li>Developed at same time as MNCS </li></ul><ul><li>What if teachers were owners rather than employees? </li></ul><ul><li>Created staff development opportunities, connections, collaboration with peers, and coaching </li></ul><ul><li>Created a non-profit entity to accept Bill and Melinda Gate’s grant dollars to replicate model </li></ul>
    8. 8. EdVisions Schools <ul><li>Regional EdVisions Project </li></ul><ul><ul><li>Create 15 small, project-based, autonomous schools in Minnesota & Wisconsin </li></ul></ul><ul><li>EdVisions Schools National </li></ul><ul><ul><li>Create 20 small, project-based, autonomous schools nationally </li></ul></ul><ul><li>EdVisions Leader’s Center </li></ul><ul><ul><li>Learning Community Institutes, connected to University programs, for innovative teacher leadership </li></ul></ul><ul><li>EdVisions Cooperative Consultants </li></ul><ul><ul><li>Helping districts, states, or autonomous schools develop project-based learning and/or teacher-led schools </li></ul></ul><ul><ul><li>Developing school-improvement via the Hope Study </li></ul></ul>
    9. 9. Design Essentials <ul><li>Self Directed Project Based Learning </li></ul><ul><li>Small Learning Community </li></ul><ul><li>Authentic Assessment </li></ul><ul><li>Teacher Ownership </li></ul>
    10. 10. Self Directed Project Based Learning <ul><li>Self-directed project-based learning, driven by constructivist pedagogy </li></ul><ul><li>Full time personalized workspace for each student with Internet access </li></ul><ul><li>Facility design and technology support the advisory structure, student generated curriculum, and decentralized lab/work areas </li></ul><ul><li>PLP emphasizing each student’s aspirations and academic interests, including post-secondary planning beginning in 9th grade. PLP is reviewed each quarter </li></ul><ul><li>In-depth Learning: Senior Projects, Capstone Projects, Internships, Field studies </li></ul><ul><li>Students and staff engage in quiet reading every day </li></ul>
    11. 11. Small Learning Community <ul><li>Small School with multi-age advisories </li></ul><ul><li>Personalized climate </li></ul><ul><li>Community connections with experts/elders. </li></ul><ul><li>Citizenship: Student voice/consultation is vital. </li></ul><ul><li>Parents and community are engaged. </li></ul><ul><li>Extended Day, year and variable scheduling design </li></ul><ul><li>Each advisory takes turns cleaning, rotating every week </li></ul><ul><li>Presentation Nights occur 7 times yearly </li></ul>
    12. 12. Authentic Assessment <ul><li>Accountability Plan </li></ul><ul><li>Project proposals articulate state, school, and self-developed standards. </li></ul><ul><li>21 st Century Skills as priority outcomes </li></ul><ul><li>Demonstrated Learning: Quality Public Presentations </li></ul><ul><li>Electronic Project/Portfolio Management </li></ul><ul><li>Growth model of value-added Testing and Hope Study </li></ul>
    13. 13. Authentic Assessment
    14. 14. Teacher Ownership <ul><li>Autonomous school management </li></ul><ul><li>Teachers/staff are full partners in the school vision and implementation </li></ul><ul><li>Teacher evaluations by peers, students, and parents; Coaching/ mentoring plan aligned with each teacher’s PLP </li></ul><ul><li>Administrative duties are shared </li></ul>
    15. 15. Other Teacher Cooperative Facts <ul><li>A “staff retreat” is done on a yearly basis for planning purposes </li></ul><ul><li>Staff meetings happen 1x per week, with the agenda is planned ahead of time </li></ul><ul><li>Schools work together to collaborate with students, staff and learning opportunities </li></ul><ul><li>Much like a business, school decisions are based on budget and what is best for students </li></ul><ul><li>School staff have extensive knowledge of the schools financial situation </li></ul>
    16. 16. New Roles for Teachers and Students <ul><li>Teachers are named “advisors” </li></ul><ul><li>Teachers and students maintain a different relationship </li></ul><ul><li>Curriculum is student driven </li></ul><ul><li>Students work at their own pace </li></ul><ul><li>Work is individualized to the student </li></ul><ul><li>Success of the school is a community effort </li></ul>
    17. 17. Other Learning Environment Characteristics <ul><li>Students can schedule time to meet with their advisor on a daily basis </li></ul><ul><li>Students and Advisors have to learn to communicate for the student to be successful </li></ul><ul><li>The Advisor is directly involved in their student’s recognition or discipline </li></ul><ul><li>Self awareness often occurs in real life learning situations (outside academic learning) </li></ul><ul><li>Advisors spend time daily checking in with each other (teacher talk) about student/school issues </li></ul>
    18. 18. School Schedule Example <ul><li>7:45 – 8:15: Students arrive </li></ul><ul><li>8:30 – 9:00: Advisory Time </li></ul><ul><li>9:00 – 11:00: Individual Work Time </li></ul><ul><li>11:00 – 12:00: Math Time </li></ul><ul><li>12:00 – 12:45: Lunch </li></ul><ul><li>12:45 – 1:30: Quiet Reading Time </li></ul><ul><li>1:30 – 3:00: Proposal Team/Group Work/Shop </li></ul><ul><li>2:45 – 3:20: Physical Activity </li></ul><ul><li>3:20 – 3:35: Time logs </li></ul>
    19. 19. Levels of Project Based Learning <ul><li>Project is curriculum controlled </li></ul><ul><li>Project is part of a class and teacher directed </li></ul><ul><li>Project is interdisciplinary and teacher directed </li></ul><ul><li>Project is authentic and created with the teacher </li></ul><ul><li>Project is authentic and self-directed </li></ul>
    20. 20. Academics and Adolescence <ul><li>It’s a whole new world for our children </li></ul><ul><ul><li>Abundance </li></ul></ul><ul><ul><li>Outsourcing </li></ul></ul><ul><ul><li>Automation </li></ul></ul><ul><ul><li>IQ accounts for what portion of career success? </li></ul></ul><ul><ul><ul><li>A. 50-60% </li></ul></ul></ul><ul><ul><ul><li>B. 35-45% </li></ul></ul></ul><ul><ul><ul><li>C. 23-29% </li></ul></ul></ul><ul><ul><ul><li>D. 15-20% </li></ul></ul></ul>
    21. 21. It is actually 4-10% <ul><li>The era of &quot;left brain&quot; dominance, and the Information Age that it engendered, are giving way to a new world in which &quot;right brain&quot; qualities- inventiveness, empathy, meaning - predominate. It is the new “conceptual” age. </li></ul><ul><li>New skills: </li></ul><ul><li>Entrepreneurs </li></ul><ul><li>Critical thinking </li></ul><ul><li>Problem Solving </li></ul><ul><li>Cooperation </li></ul><ul><li>Team work </li></ul><ul><li>Self-actualisation (Maslow) </li></ul><ul><li>Goal Setting </li></ul>
    22. 22. Teacher Ownership <ul><li>Autonomous school management </li></ul><ul><li>School board – 4/7 members are teachers </li></ul><ul><li>Responsible and accountable for financial and educational success of the school </li></ul><ul><li>Teacher ownership and shared leadership, rather than a hierarchy </li></ul><ul><li>Inspire students, parents and the community </li></ul><ul><li>Serve as advocates for this model of school </li></ul><ul><li>Be open to continuous change and professional development </li></ul>
    23. 23. Examples of School Committees <ul><li>Community Involvement </li></ul><ul><li>Personnel (Hiring/Staff Issues) </li></ul><ul><li>Finance </li></ul><ul><li>Parent Involvement </li></ul><ul><li>Technology </li></ul><ul><li>Curriculum </li></ul><ul><li>Building </li></ul><ul><li>Transportation </li></ul><ul><li>Behavior </li></ul><ul><li>Basic Skills </li></ul><ul><li>Special Education </li></ul><ul><li>All staff are expected to serve on at least 2 -3 committees </li></ul><ul><li>Staff try to pick areas of strength or a willingness to learn </li></ul><ul><li>Academic and non-academic goals are used to guide committees </li></ul><ul><li>Committees meet outside of the regular school day </li></ul><ul><li>Staff try to build committee work into their professional development plan. </li></ul>
    24. 24. All Time Projects: Much More Than A Passing Grade <ul><li>Video Gaming, Learning and Society </li></ul><ul><li>Building a Chopper (motorcycle) </li></ul><ul><li>Impact of the U.S. Economy on Clothing Design </li></ul><ul><li>Growing Organic Food </li></ul><ul><li>Psychology of Color </li></ul>
    25. 25.
    26. 26. Time for Questions??? We thank you for listening. Tokyo Symposium

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