High School Curriculum for the 21st Century

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Presentation for 22nd Conference of ESP. Coruna, Spain. March 5- 9, 2008

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  • High School Curriculum for the 21st Century

    1. 1. High School Curriculum for the 21st Century : The Big Six and KP-Lab at Neveh Channah Reuven Werber [email_address]
    2. 2. Living in the Information Age Information Glut
    3. 3. <ul><li>“ the information literacy of young people, has not improved with the widening access to technology: in fact, their apparent facility with computers disguises some worrying problems.” </li></ul><ul><li>“ internet research shows that the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority.” </li></ul>The Google Generation
    4. 4. The Google Generation - 2 <ul><li>“ Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.” </li></ul><ul><li>“… the key point is that information skills have to be developed during formative school years and that remedial information literacy programmes at university level are likely to be ineffective.” </li></ul><ul><ul><li>Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future . London: University College. Retrieved on February 2, 2008 from http://www.ucl.ac.uk/slais/research/ciber/downloads/ </li></ul></ul>
    5. 5. Neveh Channah HS for Girls Alon Shvut, Israel <ul><li>Girls HS – grades 9-12, 250+ students, Modern Orthodox Jewish, partial dorming, rich social & community activities. Infolit – ICT based curriculum. Located 20 kms. South of Jerusalem. </li></ul>
    6. 6. KP-Lab International <ul><li>KP-Lab = Consortium of over 20 academic, educational and commercial bodies throughout Europe which focuses on creating a learning system aimed at facilitating innovative practices of sharing, creating and working with knowledge in education and workplaces. </li></ul>
    7. 7. KP-Lab Israel School Contest <ul><li>KP-Lab Israel = Located at School of Education at Hebrew University, Jerusalem. </li></ul><ul><li>Creating community of educators sharing, creating and working with knowledge in education. </li></ul><ul><li>National Contest – lesson plans with shared learning and ICT based learning. </li></ul>
    8. 8. Aims of Integrated Information Literacy – Inquiry Learning Curriculum at NC <ul><ul><li>Acquiring and improving Information Processing skills </li></ul></ul><ul><ul><li>Efficient usage of ICT skills </li></ul></ul><ul><ul><li>Acquiring Inquiry Research skills in a wide range of subjects </li></ul></ul><ul><ul><li>Developing Collaborative Work skills </li></ul></ul>
    9. 9. Acquiring and Improving Information Processing Skills <ul><ul><li>Asking meaningful questions – Defining the problem </li></ul></ul><ul><ul><li>Defining the type of information necessary to solve the problem </li></ul></ul><ul><ul><li>Choosing sources of reliable and relevant information. </li></ul></ul><ul><ul><li>Locating and evaluating the information </li></ul></ul><ul><ul><li>Classifying and saving the information </li></ul></ul><ul><ul><li>Utilizing the information, synthesizing it into a coherent knowledge product which solves the information problem. </li></ul></ul><ul><ul><li>Presenting the product in an esthetic, coherent way. </li></ul></ul>
    10. 10. Acquiring and Improving Information Processing Skills <ul><ul><li>Utilizing Eisenberg & Berkowitz' Big Six Information Skills – Information Problem Solving Process Model http://big6.com/ </li></ul></ul>
    11. 11. Intelligent Use of ICT Skills <ul><ul><li>Open Applications </li></ul></ul><ul><ul><ul><li>word processor </li></ul></ul></ul><ul><ul><ul><li>electronic spreadsheet </li></ul></ul></ul><ul><ul><ul><li>presentation software </li></ul></ul></ul><ul><ul><li>Digital databases </li></ul></ul><ul><ul><ul><li>electronic library catalogue </li></ul></ul></ul><ul><ul><ul><li>digital encyclopedias </li></ul></ul></ul><ul><ul><ul><li>bibliographic databases </li></ul></ul></ul>
    12. 12. Intelligent Use of ICT Skills <ul><ul><li>Internet Sources – Presented in Digital School Campus </li></ul></ul><ul><ul><ul><li>Email,online forums, discussion groups, social networks </li></ul></ul></ul><ul><ul><ul><li>Use of web pages, online internet databases, blogs </li></ul></ul></ul><ul><ul><ul><li>Publishing web pages, blogs and wikis, </li></ul></ul></ul><ul><ul><ul><li>Use of online web2.0 applications </li></ul></ul></ul><ul><ul><li>Producing Multimedia </li></ul></ul><ul><ul><ul><li>Digital photography, scanning and processing digital images </li></ul></ul></ul><ul><ul><ul><li>Recording and editing audio and video clips </li></ul></ul></ul><ul><ul><ul><li>Publishing and online embedding of multimedia products </li></ul></ul></ul>
    13. 13. Acquiring Inquiry Research Skills in a Wide Range of Subjects <ul><ul><ul><li>Natural Sciences </li></ul></ul></ul><ul><ul><ul><li>History </li></ul></ul></ul><ul><ul><ul><li>Geography </li></ul></ul></ul><ul><ul><ul><li>Judaic Studies </li></ul></ul></ul><ul><ul><ul><li>Arts </li></ul></ul></ul><ul><ul><ul><li>English Language and Literature </li></ul></ul></ul>
    14. 14. Developing Collaborative Work Skills – Local & Distant <ul><ul><li>Building a work team </li></ul></ul><ul><ul><li>Distributing tasks </li></ul></ul><ul><ul><li>Making binding decisions </li></ul></ul><ul><ul><li>Creating collaborative products </li></ul></ul><ul><ul><li>Carrying out trialogic learning </li></ul></ul>
    15. 15. Course Delivery – &quot;Sulam&quot; Virtual Learning Environment <ul><ul><li>Collaborative Virtual Learning Community – 20 schools </li></ul></ul><ul><ul><li>Led by Technical Development Team at Har Vagai, School – Kibbutz Dafneh </li></ul></ul><ul><ul><li>Built on Microsoft MOSS ( M icrosoft O ffice S erver S harepoint S erver) 2007 platform </li></ul></ul><ul><ul><li>1500 registered teachers and virtual classrooms , 20,000 students </li></ul></ul>
    16. 16. Virtual Classroom Components <ul><ul><li>Learning Materials -documents, presentation slides, forums, surveys, embedded video and audio content, etc. </li></ul></ul><ul><ul><li>Online assignments – MS–Classerver – online creation, presentation, grading of assignments, online pedagogical management </li></ul></ul><ul><ul><li>Interactive Learning Environment – Student – teacher communication – notices, forums, email, instant messaging </li></ul></ul><ul><ul><li>Interactive Learning Environment – syllabus, learning materials, blogs, wikis </li></ul></ul><ul><ul><li>Collaboration Between Partner Schools – learning materials, entire virtual classrooms </li></ul></ul>
    17. 17. Our Virtual Campus
    18. 18. Our Virtual Classroo m
    19. 19. Online Syllabus and Learning Materials
    20. 20. InfoLit – ICT Projects at NC
    21. 21. Historical Geography Most Important Biblical Site <ul><li>Outcome – MS-Publisher Brochure about Biblical Site </li></ul><ul><li>Finding, Scanning Embedding Images </li></ul><ul><li>Conveying Non-Verbal Messages </li></ul><ul><li>Locating Sources of Information </li></ul><ul><li>Engaging the Sources </li></ul><ul><li>Evaluating Information Sources </li></ul>
    22. 22. Historical Geography Most Important Biblical Site <ul><ul><ul><li>Rules of Bibliographic Citation </li></ul></ul></ul><ul><ul><ul><li>Planning the MS-Publisher Publication – Creating Knowledge </li></ul></ul></ul><ul><ul><ul><li>Working and assessing from a rubric </li></ul></ul></ul>
    23. 23. Biology – Vitamins and the Human Body Project <ul><ul><li>Team chooses Vitamin or other nutritional supplement </li></ul></ul><ul><ul><li>Team does literature survey on effect of vitamins on humans </li></ul></ul><ul><ul><li>Team proposes research project about vitamin to receive research grant </li></ul></ul>
    24. 24. Weekly Bible Portions Wiki <ul><ul><li>Team chooses Bible Portion </li></ul></ul><ul><ul><li>Team researches internet and written sources for Bible Portion lessons </li></ul></ul><ul><ul><li>Team posts 3 annotated links to lessons on the wiki book </li></ul></ul><ul><ul><li>Team summarizes one lesson and writes a piece relating the Bible portion to their own lives </li></ul></ul><ul><ul><li>Outcome – Collaborative Online Bible Portion Book </li></ul></ul>
    25. 25. From Jerusalem to Montreal International Collaborative English Literature Project <ul><ul><li>English Matriculation Research Project </li></ul></ul><ul><ul><li>Collaboration with Lower Canada College – Montreal </li></ul></ul><ul><ul><li>Project interfaced on collaborative wiki </li></ul></ul><ul><ul><li>Students exchange profiles and get to know each other </li></ul></ul><ul><ul><li>Students study their own literature and then share with colleagues. </li></ul></ul><ul><ul><li>Students research topics and post to wiki </li></ul></ul><ul><ul><li>Students carry out formative peer reviewing and rewrite research </li></ul></ul>
    26. 26. Student Peer Review on Jerusalem - MTL Project <ul><li>emassoud writes: </li></ul><ul><li>Hey Reut! I’m Erika and I read your research project. First of all, I’d like to say that you did a good job on your wiki page. You provided the reader with good information that was easy to read, and the pictures were great. I learned many different things about the Nachlaot Neighborhood. One of the things that struck me the most, was the significant history of the small neighborhood. Nachlaot Neighborhood has gone through so much: immigrants settling, overpopulation, renewing and rebuilding the city, etc. It also has many synagogues that all have their own styles, making each one of them unique. </li></ul>
    27. 27. Student Peer Review on Jerusalem - MTL Project - 2 <ul><li>After reading the research paper, I did have a few questions though. Do you know who founded the Nachlaot Neighborhood? I was also curious to know, why did the immigrants want to settle in Nachlaot (before the overpopulation); what was so special about it? I was wondering, why did they name the neighborhood Nachlaot; does it have a special meaning? I hope you are able to clear up these questions for me. As for the formatting, I thought it was perfect. A few suggestions would be to maybe add a bit more information, here and there. Also, be careful with organizing your info and one or two spelling mistakes. Apart from that it was fine, and I really liked the piece of literature about Jerusalem. I found it very interesting and significant. I would love to come and visit the Nachlaot Neighborhood one day. </li></ul>
    28. 28. Student Response on Jerusalem - MTL Project <ul><li>reutbruck writes: re: Comments </li></ul><ul><li>Dear Erica, Thank you for taking the time to read my paper. I was touched by your warm words and the gentle criticism. Yes, some of the spelling should be edited and I didn't want to burden the reader with too many details and information. People, who tour Nachlaot, come with a guide book or a guide who adds personal anecdotes and jokes to each of the sites. Today Nachlaot is being renovated. New ideas for protecting its unique beauty are combined with maintaining a memory of what it once was. The old and new are intertwined giving it a real touch of home. I would love to host you here in Jerusalem and to join you personally on a walking tour through the streets of Nachlaot. Thank you, And as we say on our holidays “Next Year in Jerusalem.” </li></ul>
    29. 29. Teacher’s Reflections Jerusalem - MTL Project <ul><li>Ms. Karen Guth – NC </li></ul><ul><li>I would say that this became a project that engaged the minds, skills, and hearts of our students. It turned the English Bagrut project into an international research, writing, thinking, and teaching opportunity. Thanks to Sharon Peters of LCC. Her input and participation has been essential to the success of our students' communication, learning, and inspiration. </li></ul>
    30. 30. Teacher’s Reflections Jerusalem - MTL Project <ul><li>Ms. Sharon Peters – LCC </li></ul><ul><li>Participation in this project was a definite highlight for my students last year. Knowing that they had an audience from a different culture to whom they had to explain and describe their own culture and literature transformed their own understanding of the literature and the theme of tolerance in society. My students also were asked to peer review the research projects of their Israeli partners and the critical thinking and cross-cultural communication skills expressed on both sides were truly exceptional. Having a real audience of peers made an incredible difference. The tools and spaces of the Internet have never been easier to use in order to facilitate such an enriching experience between global partners. </li></ul>
    31. 31. Summary – What Do You Need to Succeed? <ul><ul><li>Passion to help your students become 21 st century Life Long Learners </li></ul></ul><ul><ul><li>A school administration that believes in you and your vision </li></ul></ul><ul><ul><li>A professional staff (librarians, teachers, tech instructors) who are willing to &quot;get outside the box&quot;! </li></ul></ul><ul><ul><li>Students with curiosity and inspiration </li></ul></ul><ul><ul><li>Adequate tech infrastructure </li></ul></ul><ul><ul><li>A professional social network community with whom you can share your successes and failures </li></ul></ul>
    32. 32. Further Information <ul><li>Email – [email_address] </li></ul><ul><li>Skype Name – reuven100, Twitter Name - reuw </li></ul><ul><li>Presentation Wiki – http://reuw.wikispaces.com </li></ul>

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