1 108319_Macros Getting and Assessing 21st Century Knowledge and Skills Bob Pearlman Director of...
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1 Getting and Assessing 21st Century Knowledge and Skills Bob Pearlman Director of Strategic Planning, New Technology Foundation [email protected] http://www.bobpearlman.org Future Schools, Future Learning Conference Manchester, England Getting and Assessing 21 st Century Knowledge and Skills
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Transcript of 1 108319_Macros Getting and Assessing 21st Century Knowledge and Skills Bob Pearlman Director of...
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108319 _Macros
Getting and Assessing 21st Century Knowledge and Skills
Bob Pearlman Director of Strategic Planning, New Technology Foundation
[email protected]://www.bobpearlman.org
Future Schools, Future Learning Conference
Manchester, England
October 12, 2004
Getting and Assessing 21st Century
Knowledge and Skills
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New Technology High SchoolNapa, California
http://www.newtechhigh.org/
Integrating technology into every class
Interdisciplinary and project-based
Internship class consisting of classroom curriculum and unpaid work in technology, business or education
Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES
• TECHNOLOGY LITERACY
• COLLABORATION
• CRITICAL THINKING
• ORAL COMMUNICATION
• WRITTEN COMMUNICATION
• CAREER PREPARATION
• CITIZENSHIP AND ETHICS
• CURRICULAR LITERACY (CONTENT STANDARDS)
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‘Fulfilling the Potential – Transforming Teaching and Learning through ICT in Schools’
The aims for the next stage of development will be to ensure that for all schools:•ICT makes a significant contribution to teaching and learning across all subjects and ages, inside and outside the curriculum; •ICT is used to improve access to learning for pupils with a diverse range of individual needs, including those with SEN and disabilities; •ICT is used as a tool for whole-school improvement; •ICT is used as a means of enabling learning to take place more easily beyond the bounds of the formal school organisation and outside the school day; and •ICT capabilities are developed as key skills essential for participation in today’s society and economy.
Department for Education and Skills
May 2003
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1988
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TECHNOLOGY TOOLS
FOR …
Learning
Curriculum
Communication
Assessment
Scalability*
• Computerized Tutorials• On-Line Curriculum
• E-Library• Academic Systems
• Document Libraries• Project Design Template
• Project Standardization• Digital Textbooks
• Student E-Mail• Parent E-Bulletin
• Online Curriculum• Internship Coordination
• Digital Gradebooks• Student Journals
• Collaboration Database• Learning Logs
• PBL Unit Library• Customizable Templates
• Support Databases• Account Management
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Target Tech 1 -- Ubiquitous
2 to 1 or less
100% or more; Direct connectivity and Adequate Bandwidth
Large numbers of Computers for both teachers and students. Use in most classes and subjects on a daily basis.
Target Tech 2 -- Early Network Effects
1 to 1Widespread use of common platforms like student lessons and administrative applications. Common network folders.
Target Tech 3 -- Significant Network Effects
1 to 1
100% or more; Direct connectivity, Adequate Bandwidth, Home Access
Managed e-Learning Environment. Schoolwide Intranet for all programs and access from home for students and parents. Integration across courses and common development of student’s 21st century skills.
Target Tech 4 -- Replication and Dissemination
1 to 1
100% or more; Direct connectivity, Adequate Bandwidth, Home Access, Web Hosting
Mature managed e-Learning Environment. School instructional and communication resources available 24/7 to students, teachers, and parents. Ready for replication to and use by other schools.
Stages of Educational Technology Implementation
http://www.bobpearlman.org/BestPractices/Stages.htm
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At the core is a student centered, project and problem based
teaching strategy that is tied to both content standards and
school wide learning outcomes.
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PROJECT BASED LEARNING
PBL vs. Doing Projects
The Project is the Curriculum
Creating a “Need to Know”
Teacher Acts as a Coach
Focus on Skills (ESLRs)
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The Buck Institute for EducationNovato, California
www.bie.org
TRAINING DEVELOPMENT RESEARCH
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Project Management
Teamwork
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Oral Communication/Presentation
Exhibition
Assessment and Feedback
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THE BIG PICTURE
LEARNING OUTCOMES
EVALUATION RUBRICS
CURRICULAR UNITS (PBL)
REPORTING/STUDENT FEEDBACK
PROFESSIONAL PORTFOLIO
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CHALLENGE
PBL instruction is not as linear as traditional instruction. How canwe organize our project materials for student access, action, self-direction, and project management?
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The Project Briefcase allows teachers to put all project materials in one spot for easy student access and to share with other teachers.
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All items are immediately and dynamically published to the web for access to the curriculum anywhere, anytime.
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They include everything from the entry document that launches the project to the rubrics used to assess the student’s performance.
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Teachers can easily lock items from the student view.
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Teachers can easily lock items from the student view.The Briefcase holds individual
project documents. It can contain text, images, web links, and links to other NTH tools.
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CHALLENGE
How can we help students stay on task and develop self-direction?
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The Course Agenda helps keep complicated projects organized.
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Teachers enter activities for each day including links to resources and homework assignments.
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Like the other tools, this agenda also publishes to the web for students and parents to view anywhere they have a web connection.
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CHALLENGE
How can we better hold students accountable for their collaboration skills while working in a group?
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At the end of each project, students evaluate their group members using this collaboration rubric database.
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Students submit evaluations using a standardized rubric for the whole school.
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Students can view how their peers rated them (although the evaluations are anonymous).
Teachers can view, edit, and delete evaluations as necessary. They can also print a report that averages the evaluations for a given project.
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The evaluations are accessible on the web.
Students have the option to “publish” the evaluations for use as evidence of their collaboration skills.
This is the key to allowing students to demonstrate their performance of our learning outcomes.
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CHALLENGE
How can we capture evidence for skills such as Oral Communication so that students have something to put on their portfolios?
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The Presentation Database is a place to record and display evaluations of student performance on presentations. Collecting data on our learning outcomes is critical for the student’s Professional Portfolio.
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The evaluations are accessible from the web after the student has marked the evaluation “public”.
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CHALLENGE
How can we give students and parents clear feedback on student performance that better reflects our authentic assessment practices?
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What do traditional teachers do with a major research paper that has been turned in late?
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More than likely, the teacher will take off points for each day the paper is late.
ASSESSMENT
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More than likely, the teacher will take off points for each day the paper is late.
As soon as the teacher puts that lowered grade in the grade book, we lose important data about the skills and abilities of the student.
ASSESSMENT
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Using the NTH Gradebook, teachers can enter multiple grades for each assignment.
They can accurately record that the paper was late without losing data on how well the student understood the content.
Research Paper 38 50/
/
/
Spelling and Grammar
42 50/
/
/
Content
18 20/
/
/
Critical Thinking
50 100/
/
/
Work Ethic
Sample Student
NTH GRADEBOOK
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CHALLENGE
How can we give students a way to demonstrate their proficiency on the learning outcomes and then how can we assess them?
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The resulting portfolios are as diverse as the student body but with similar layouts and organization to aid in evaluation by staff and community members.
To see student portfolios under construction… Go to http://www.newtechhigh.org and click on “Students and Parents”
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The Professional Portfolio is the capstone of the NTHS Learning System. NTHS’s entire curriculum serves eight overall learning outcomes. In their portfolios, students demonstrate their proficiency in all eight outcomes.
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Getting and Assessing 21st Century Knowledge and SkillsTOOLS: DIGITAL PORTFOLIO GUIDELINES
These guidelines provide structure around what is otherwise a student-managed collection of projects, evaluations, and documents organized into a web site.
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COMMUNICATION TOOLS
STUDENT DATA COLLECTION
CURRICULUM LIBRARY
DIGITAL PORTFOLIO NTHS GRADEBOOK
COLLABORATION EVALUATOR
DISCUSSION BULLETIN BOARDS
What is the Learning System? The NTH Learning System™ is a set of tools and technologies that support a student-centered, project- and problem-based learning environment.
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PersonalizationProjectsExhibitionsDigital Portfolios InternshipsTechnology
Reinventing the Secondary School Experience
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THE BIG PICTURE
LEARNING OUTCOMES
EVALUATION RUBRICS
CURRICULAR UNITS (PBL)
REPORTING/STUDENT FEEDBACK
PROFESSIONAL PORTFOLIO
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http://www.bobpearlman.org
"New Ingredient for Student Success: Social Networks" http://www.bobpearlman.org/Articles/Student_Success.htm
“Reinventing the High School Experience“
http://www.ascd.org/readingroom/edlead/0204/pearlman.html
