Archive for category Innovation

Partners in Learning Network

MicroSoft Partners in Learning

Highland Tech Charter School

PIL – Mentor School 2012

The Highland Tech community is both honored and humbled to share their on-going journey in building a world-class educational system with the Pathfinder Schools they will be mentoring. The journey to transforming teaching and learning is unique for each school, however Highland will be supporting others as they empower Students’ Voice and Choice in their formal educational.

The Microsoft Partners in Learning program is designed to support educators and school leaders to connect, collaborate, create and share their most powerful and innovative practices so that students can realize their greatest potential. Having returned in early November from the Partners in Learning Global Forum we were filled with new ideas and innovations to share with staff and students. Further, we engaged in deep conversation with many schools from around the globe who are doing incredible things with children.

Membership and participation in the network is free and provides the opportunity to engage with educators from across the globe to develop new approaches and material for a new type of learner. The network serves as a global professional development network that connects like-minded educators. Transparency is at the center of the network where learning from and with others is key. Additionally, school leaders work together to develop a culture where innovation is encouraged for both staff and students.

For schools that embrace the deeper level work that comes with transforming traditional education systems, Microsoft Partners in Learning has created the Pathfinder and Mentor School Programs. Highland has been invited to participate as a Mentor School due to many factors. Among these is our belief that shared leadership promotes a high level of Student Voice and Choice where students are active participants and decision makers in their learning and in how their school operates.

Further, Highland Tech is a competency-based school where mastery learning is expected, free of the traditional seat time model of education. Integration of technology devices, software, and web-based programs are integral to student learning. Students move at their own pace while developing 21st Century Skills in a learning environment that promotes innovation through risk taking. Staff is also encouraged to think outside the box in order to provide top-notch teaching and learning experiences for students. Shared Leadership and Continuous Improvement (hallmarks of our school) facilitate a reciprocal relation where all members of our community are active learners.

Tying together our current practice with the resources provided through participation in the Microsoft Partners in Learning Network allows us to reach outside the walls of our school to learn within the growing global environment where our students will eventually be employed.

For more information on Highland Tech Charter visit our website
Highland Tech Charter School – Website

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New School Technology Blog

Blog Article

It’s easy to walk into a traditional classroom and measure engagement. Depending on how you defined engagement, you could find several different ways to determine if students are engaged in the learning process. During classroom lectures, you could simply look to see how many students raised their hands and participated in the discussion or whether or not the students were on task. Student engagement could also be viewed by the level of academic challenge for the students, or their ability to actively collaborate with other students and the teacher. Nevertheless, over the last two decades there has been significant growth in the awareness of and the ability to assess student engagement.

Technology and Student Engagement: (Click the link to read more)

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Schools Without Schedules

Schools Without Schedules

At free schools, students choose the curriculum.

Educational programs in which children choose how they spend their time are growing in number, with “free schools” now open in New York, Pennsylvania, Oregon, California, and elsewhere. Most free schools base their philosophies on those of England’s 90-year-old Summerhill School, where children have the freedom to make art, garden, and work on the computer in addition to attending class. Democracy plays an important part in school culture, with students voting on issues such as how to structure the school day.

Stateside, free schools have their critics, who question whether such programs can truly prepare a student for college and beyond. “I’m not impressed by the argument that traditional public schools aren’t doing a good job preparing young people for the mix of self-direction and conformity that they will experience as adults,” Aaron Pallas, a sociology and education professor at Columbia University, told the Philadelphia Inquirer. Still, many students are finding their place in free schools. “It’s not just your education that it changes, but your approach to life,” Dan Schiffrin, a graduate of Harrisburg’s Circle School, said in the Inquirer.

If the foundational purpose for schooling is to prepare children to enter the world of work, how would a more free-flowing day (that in many ways mirrors today world of work) look for students? How would it impact the way educators operate in the system?

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Rethinking the Mathematics Pyramid

Arthur Benjamin shares his thinking about changing our mathematics pinnacle from Calculus to Statistics and Probability. What do you think?

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“What makes young people catch fire, work hard, and persist despite difficulties?

Review found at: National School Reform Faculty

Book Review
Fires in the Mind: What kids can tell us about motivation and mastery
By Kathleen Cushman and the young people at What Kids Can Do
Published by Jossey-Bass, 2010, $25 list price

“What does it take to get really good at something?” – that’s the question that Kathleen Cushman asked some 160 students from diverse backgrounds, from urban to suburban to rural, from 17 high schools in 9 cities and towns throughout the country. Surprisingly to Cushman, they all had something at which they were really good – including music, dance, drawing, drama, knitting, chess, video games, running, soccer, building robots, braiding hair, writing poems, skate-boarding, cooking – but, perhaps not surprisingly, most of it did not happen in school.

In the brief “Foreword to the book is written by David White, President and CEO of MetLife Foundation, a major sponsor of What Kids Can Do, he states the following, setting the stage for the awesome insights in this little book: “Asking students to talk about their education is so simple that – whether we are teachers, parents, researchers, or policymakers – we inevitably forget to do it. Yet when we do invite them to the table with adults, the youth in our classroom and communities will shed surprising new light on our most intransigent educational dilemmas.”

David White then goes on to pose the essential questions of this book: “What makes young people catch fire, work hard, and persist despite difficulties? What supports and structures do they need in order to thrive and contribute, in both school and society?”

Cushman organizes the book into two sections, the first six chapters describing what these students had to tell her about what lit a spark in them with quotations from 92 of the students throughout each chapter. The last four chapters are about what these students had to suggest to teachers so their teaching would more likely light a spark in their students in their classrooms. For example, in Chapter 6 “Bringing Practice into the Classroom,” the students offered the following nine recommendations:
1. “let us see what we’re aiming for
2. break down what we need to learn
3. give us lots of ways to understand
4. teach us to critique and revise everything we do
5. assess us all the time, not just in high-stakes ways
6. chart our small successes
7. ask us to work as an expert team
8. help us extend our knowledge through using it
9. use performances to assess our academic understanding”

The “Foreword” David White refers to a recently released national survey, done by MetLife, of teachers, principals, parents, and students – “Collaborating for Student Success” – which affirms much of what the students had to say in their interviews. Specifically, the survey showed that 4 out of 5 teachers and principals believe that “connecting classroom instruction to the real world would have a major impact on student achievement.” Additionally, in the same survey, a majority of students reported that – “their teachers very rarely – or never – speak to them personally about things that matter.” Over a quarter of the students said – “their teachers do not connect the school curriculum to its applications in the outside world,” and similarly, only 1 in 4 – “felt strongly that school let them use their abilities and their creativity.” All these were key elements for these students in describing what they are really good at and what it takes to do that.

The last chapter is about “Making School a Community of Practice” with another set of
recommendations for teachers to set high standards and to collaborate with their students to
• “support each other in the journey to mastery:”
• “link school to a purpose that has meaning to us
• keep the community of learners small enough to know each other
• make exploring new fields a bit part of our learning
• don’t try to cover everything
• organize learning around themes and projects
• model collaboration among adults
• connect us with experts in the community
• provide opportunities for us to develop initiative and leadership
• give us choices about how to learn important subjects
• make performance part of learning
• do away with class rankings
• listen to the perspectives of others, including youth.”

And this chapter is following closely by the first Appendix – “The Practice Project:
A five-day curriculum outline for secondary teachers and advisors” –
which begins with that same essential question: “what does it take to get really good at something?”

Throughout the last four chapters there are a number of down-loadable “worksheets” the students have created to help teachers with the changes referred to in some of the above recommendations. Chapter 8, “Is Homework Deliberate Practice?” offers a number of these down-loadables, addressing a number of recommendations for teachers to reflect on their own practices related to homework.

More information and ideas

www.whatkidscando.org

firesinthemind.org

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