Edlt528 group3 vision_learningproject

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Edlt528 group3 vision_learningproject

  1. 1. 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
  2. 2. Vision Leaders Eliseo De Pietto Evaluation David Hille Development Tracey Lofton Design & Implementation
  3. 3. Project Description <ul><li>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 </li></ul><ul><li>The program impacts students and the local community in the areas of education, workforce development, and other areas of the local economy </li></ul>
  4. 4. A Vision for 21 st Century Literacy http://www.21stcenturyskills.org/documents/frameworkflyer_072307.pdf
  5. 5. Stakeholders
  6. 6. <ul><li>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. </li></ul><ul><li>To meet an academic need for high school students and dropouts enrolled in GED classes </li></ul><ul><li>To provide 21 st century learning opportunities using web 2.0 tools </li></ul><ul><li>To increase student access to eLearning opportunities that improve student learning </li></ul>Strategic Goals
  7. 7. <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>Design
  8. 8. Design <ul><li>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 </li></ul><ul><li>Across the country, 68 percent of state prison inmates have not received a high school diploma </li></ul><ul><li>According to researchers, 10 percentage-point increases in graduation rates have historically been shown to reduce murder and assault rates by approximately 20 percent. </li></ul><ul><li>Increasing graduation rates by 10 percentage points would prevent over 3,000 murders and nearly 175,000 aggravated assaults in America each year </li></ul>http://www.fightcrime.org/reports/fcik-dropout-nat.pdf
  9. 9. Design <ul><li>Lack of connection to the school environment </li></ul><ul><li>Perception that school is boring </li></ul><ul><li>Feeling unmotivated </li></ul><ul><li>Academic challenges </li></ul><ul><li>The weight of real world events </li></ul><ul><li>Bridgeland, J.M., Dilulio, J.J., & Morison, K.B. (2006). The silent epidemic: perspectives of </li></ul><ul><li>high school dropouts Retrieved December 20, 2007, from Civic Enterprises, LLC Web site: </li></ul><ul><li>http://civicenterprises.net/pdfs/thesilentepidemic3-06.pdfs </li></ul>
  10. 10. Development
  11. 11. Development <ul><li>The web as a platform: </li></ul><ul><ul><li>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). </li></ul></ul><ul><ul><li>The Peace WebQuest </li></ul></ul>
  12. 12. <ul><li>Using the United Nations Cyberschoolbus online Global Teaching and Learning Project to bridge the gap between achieving and underachieving students </li></ul><ul><li>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 </li></ul><ul><li>The web-based curriculum facilitates the participation in local and global learning communities by using creative applications of technology to improve student learning </li></ul>Implementation – VLP Wiki
  13. 13. Evaluation <ul><li>The United Nations Educational, Scientific and Cultural Organization (UNESCO), defines literacy as: </li></ul><ul><li>“… 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.” </li></ul><ul><li>UNESCO recognizes that there are many practices of literacy embedded in different cultural processes, personal circumstances and collective structures. </li></ul>http://portal.unesco.org/education/en/ev.php-URL_ID=53803&URL_DO=DO_TOPIC&URL_SECTION=201.html
  14. 14. <ul><li>Learning and Innovation Skills </li></ul><ul><li>Creativity and Innovation </li></ul><ul><li>Critical Thinking and Problem Solving </li></ul><ul><li>Communication and Collaboration </li></ul><ul><li>Information, Media and Technology Skills </li></ul><ul><li>Information Literacy </li></ul><ul><li>Media Literacy </li></ul><ul><li>ICT (Information, Communications, & Technology) Literacy </li></ul><ul><li>Life and Career Skills </li></ul><ul><li>Flexibility and Adaptability </li></ul><ul><li>Initiative and Self-Direction </li></ul><ul><li>Social and Cross-Cultural Skills </li></ul><ul><li>Productivity and Accountability </li></ul><ul><li>Leadership and Responsibility </li></ul>http://www.21stcenturyskills.org/documents/frameworkflyer_072307.pdf Evaluation
  15. 15. Evaluation & Reflection <ul><li>The indicators of engaged learning act as a “compass” </li></ul><ul><li>for helping our Academic Mentors chart an </li></ul><ul><li>instructional course and maintain an orientation based on a vision of engaged learning and what it looks like in the classroom and community </li></ul><ul><li>We define academic excellence as the exchange within the continuum of learning </li></ul><ul><li>Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994). </li></ul><ul><li>Designing Learning and Technology for Educational Reform . Oak </li></ul><ul><li>Brook, IL: North Central Regional Educational Laboratory. </li></ul>

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