Social Ecology Model

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Social Ecology Model

  1. 1. Social Ecology Model Unifying our educational approach at Dr. Pedro Albizu Campos HS
  2. 2. Why social ecology and education? <ul><ul><li>To provide a framework for understanding how the following are interdependent parts to a whole: </li></ul></ul><ul><ul><ul><li>The student </li></ul></ul></ul><ul><ul><ul><li>The community </li></ul></ul></ul><ul><ul><ul><li>The city </li></ul></ul></ul><ul><ul><ul><li>The world </li></ul></ul></ul><ul><ul><ul><li>Social conditions </li></ul></ul></ul><ul><ul><ul><li>Classroom relationships </li></ul></ul></ul><ul><ul><ul><li>Knowledge production </li></ul></ul></ul><ul><ul><ul><li>Classroom content </li></ul></ul></ul>
  3. 3. Why social ecology and education? Cont.’d <ul><ul><li>Understanding interconnectedness of parts to a whole, teachers/staff/students can see themselves as a part of an ecosystem. </li></ul></ul><ul><ul><li>Being a part = having impact </li></ul></ul><ul><ul><li>With conscious impact comes a level of social responsibility. </li></ul></ul>
  4. 4. Social Ecology and Education <ul><ul><li>An educational model of social ecology engages teacher/learners in critical thought to understand the importance of ethical action toward social transformation. </li></ul></ul><ul><ul><li>Social ecology and education = a pedagogy of freedom. </li></ul></ul>
  5. 5. How will we ensure a social ecology model in Dr. Pedro Albizu Campos HS? <ul><ul><li>Creating Academies </li></ul></ul><ul><ul><li>Linking Academies to the vision and mission of La Escuelita </li></ul></ul><ul><ul><li>Linking Academies to the senior portfolio project (Defense of Graduation) </li></ul></ul><ul><ul><li>Grouping the content areas within the Academies </li></ul></ul><ul><ul><li>Incorporating agriculture in multiple ways </li></ul></ul>
  6. 6. Creating an Academy <ul><ul><li>Definition </li></ul></ul><ul><ul><ul><li>An organized set of coursework connected to the Vision and Mission of Pedro Albizu Campos, where students progress in cohort form from one thematic level to the next. </li></ul></ul></ul><ul><ul><ul><li>Each Academy would touch on all six content areas: Math, Science, Language Arts, Social Studies, Dual Language and Elective </li></ul></ul></ul>
  7. 7. Academy Connection to Vision, Mission and Portfolio <ul><ul><li>Dr. Pedro Albizu Campos Puerto Rican High School’s mission is to provide a quality educational experience needed to empower students to engage in critical thinking and social transformation, from the classroom to the Puerto Rican community, based on the philosophical foundation of self-determination, a methodology of self-actualization, and an ethics of self-reliance. </li></ul></ul>
  8. 8. Academy Connection to Vision, Mission and Portfolio Cont.’d <ul><ul><li>Senior portfolio project has three themes: </li></ul></ul><ul><ul><ul><li>Community Building </li></ul></ul></ul><ul><ul><ul><li>Justice and Solidarity </li></ul></ul></ul><ul><ul><ul><li>Evolution and Transformation </li></ul></ul></ul><ul><ul><li>These three themes can be tied to the vision and mission of La Escuelita </li></ul></ul>
  9. 9. Academy Connection to Vision, Mission and Portfolio Cont.’d <ul><ul><li>None are mutually exclusive, yet help to offer a focus. </li></ul></ul><ul><ul><li>Academy 1 : Community Building/Self-Actualization </li></ul></ul><ul><ul><li>Academy 2 : Justice and Solidarity/Ethics </li></ul></ul><ul><ul><li>Academy 3 : Evolution and Transformation/Self-Determination </li></ul></ul>
  10. 10. Academy Connection to Vision, Mission and Portfolio Cont.’d <ul><ul><li>Each Academy will include “graduation” into next Academy. </li></ul></ul><ul><ul><li>To move on, students must produce a “mini-portfolio” to prove that they have attained the necessary outcomes from each content area. </li></ul></ul>
  11. 11. Grouping Content Areas in Academies <ul><ul><li>Each Academy will organize its coursework to reflect the IL State Standards from “Early High School” to “Late High School” (i.e. Academy 1 = more “Early HS”, etc.) </li></ul></ul><ul><ul><li>Within each grouping, faculty will answer question, “How will students grapple with theme from a content area perspective?” </li></ul></ul>
  12. 12. Grouping Content Areas in Academies Cont.’d <ul><ul><li>For example: </li></ul></ul><ul><ul><ul><li>In Academy 1, the Math and Science content area grouping will engage students in community building and self-actualization using the tools of hydroponics and a rooftop gardening. </li></ul></ul></ul>
  13. 13. Grouping Content Areas in Academies Cont.’d Aesthetics Community land Greenhouse Each academy will have access to the following: TBD TBD Tropical soil-based agricultural experiment station 3. Evolution and Transformation -Dual enrollment -Puerto Rico TBD TBD Urban soil-based agricultural experiment station 2. Justice and Solidarity/Ethics TBD TBD Urban hydroponics-based agricultural experiment station 1. Community Building/Self-Actualization Dual Lan./Elec. LA/Soc. Stud. Math/Science Focus/Academy
  14. 14. Next Steps <ul><ul><li>Planning how the Academies will work in the school. </li></ul></ul><ul><ul><li>Staffing the classrooms, and curriculum mapping to align the work horizontally and vertically. </li></ul></ul><ul><ul><li>Determining how students are placed into Academies (Matrix of Assessment) </li></ul></ul><ul><ul><li>Determining who will go to PR next school year. </li></ul></ul>
  15. 15. Planning Academies and Staffing the Classrooms <ul><ul><li>For each Academy, we will need two teachers per content area (not taking into consideration Dual Enrollment and teachers in Puerto Rico) = 12 full time teachers. </li></ul></ul><ul><ul><ul><li>We almost have this amount now, if we combine the hours of our “part-timers”. </li></ul></ul></ul>
  16. 16. Planning Academies and Staffing the Classrooms Cont.’d <ul><ul><li>Each academy will have 50 students, allowing for 3 groups of about 17. The three groups will rotate through the different content areas during the week. </li></ul></ul><ul><ul><li>This will also allow for, for example, Academy 3 to have three groups completing different aspects of the Academy throughout the year. </li></ul></ul><ul><ul><ul><li>That is: </li></ul></ul></ul><ul><ul><ul><ul><li>group 1—Dual Enrollment, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>group 2—Puerto Rico, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>group 3—Advanced classes </li></ul></ul></ul></ul>
  17. 17. Matrix of Assessment <ul><ul><li>Still don’t have mechanism to place students, yet have developed a criteria: </li></ul></ul><ul><ul><li>IEP students not included in “test score” assessment. </li></ul></ul><ul><li>Academy 1 Academy 2 Academy 3 </li></ul>Rubric from Autobiography Writing 10-12 7-9 4-6 TABE Credits evenly distributed in core areas 15-21 8-14 0-7 Credits Maybe GED, ACT Science
  18. 18. Who will go to Puerto Rico in ’08? <ul><ul><li>Needs to be determined NOW! </li></ul></ul><ul><ul><ul><li>Fundraising </li></ul></ul></ul><ul><ul><ul><li>Parent/School communication </li></ul></ul></ul><ul><ul><ul><li>Academic preparation </li></ul></ul></ul>

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