Welcome to Baylen Middle School

A High Level Over View of Education in a “Brave New World”

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Population

http://www.youtube.com/watch?feature=player_embedded&v=iKoD2lQ8PwE

Population

Population

Who are they? Middle school students (75% Black, 15% English Language Learners, 10% White)

Where are they located? Urban Inner City Atlanta

What are their ages? ages 10-14 600 students (200 per grade level)

Population

What are their learning needs? Reading, writing, basic math, social, vocational, and technical skills

What should they learn to be functional in their communities?Socialization and communicationskills

Why do they need to be educated? The need to be educated so that they can be a contributing members of a global society.

Curriculum

http://www.youtube.com/watch?feature=player_embedded&v=SNtolhpUzP4

Curriculum

Common Core Standards infused with a blended traditional and online format

Social Skills Training Individual Learning Plans for

all students Four days of school-based

Instruction One day of home based

instruction using technology for assessment, application, and standards mastery.

Curriculum STEM or Inquiry based

curriculum applying real world concepts to all standards

Laptops/iPads for all students with electronic textbooks

Block Scheduling with cross curricular units being taught as a whole (e.g.. ELA/Social Studies block, and Math/Science block

Vocational, Technical, and Social Skills Training

Philosophy

Philosophy

What are our philosophical foundations of teaching approaches?

Our philosophical foundations of teaching are centered around the holistic approaches of goal setting,

creating highly structured learning tasks, creating an environment of independent thinkers and learners,

and highly qualified teachers serving as facility stakeholders.

How will learning occur in our environment? Individualized Learning Plans based on student learning styles, interests, and abilities.

Blended Learning Models (school based and home based via technology)

Student Advisement/Counseling

Benchmark Assessments, Various opportunities for Remediation and Enrichment

Positive Behavior Support Systems Using Classdojo.com)

PhilosophyWhat will the learners do?

Organize + Strategize Memorize = Apply (OMS = A)What processes will be implemented?

Teachers, Administrators, Parents, and Students, and Community Leaders must share a stake in the child’s education. We will use community based models that will help keep learning effective and relevant through project based experiences.What is the role of the teachers in the learning process?

Assess + Educate + Motivate + Assess (AEMA)What is the role of the student in the learning process?

Develop individualized paths to learning. Overcome obstacles, and learn from mistakes.

Strategies for Using and Integrating Technologies

“If American students are getting

less than they deserve, it's due to simplistic demands to "raise the bar" and an aggressive

nostalgia for traditional teaching”

The Schools Our Children Deserve by

Alfie Kohnhttp://www.youtube.com/watch?feature=player_embedded&v=AhoOG5Kf1w4

Strategies for Using and Integrating Technologies

Every student has a device Teacher’s training Blogs Podcasts/vodcast Wikis Video conferencing Flipped videos Free Internet to all

students

Strategies for Using and Integrating Technologies

How is this similar or different from the current practice?There is still a lot of traditional teaching going on in schools today. Our main focus would be a flipped classroom model where students do most of their traditional learning lectures with the use of computers and videos. The teacher would only be the facilitator in the classroom. It allows much more time to help those students that struggle. What is your source or evidence that supports your position?

http://blendedclassroom.blogspot.com/ Why do you believe that this is the correct path to pursue?I have used it in my classroom and it has allowed my students the freedom to do more in the classroom and get extra help when they need it. It allows me the opportunity to differentiate and gives students an opportunity to move at their own pace.

Assessments and Outcomes

“…attention to minute-by-minute and day-to-day formative assessment is likely to have the biggestimpact on student outcomes.” (William 27)

Assessments and Outcomes

ILP –Individual Learning Plan for each student

Regular formative and summative assessments

Mentoring programs for both girls and boys

Drop in disciplinary referrals Rise in attendance Adequate Yearly Progress Teacher increase in use of technology Increase in confidence in their ability to

use technology and to achieve educational goals

Parents and teachers communicate more Student’s are motivated and working

hard to reach their goals Students are on track to graduate middle

school on time if they continue on this path

Students progressing to new levels More parent involvement in the school Increase in students work at home Work produced is higher level

Assessments and Outcomes

How is this similar or different from the current practice? It is very similar to the types of assessments that we do today in the classroom. We do both summative and formative assessments throughout our units to access student progress and to differentiate assignments.

What is your source or evidence that support your position? http://www.amle.org/publications/webexclusive/assessment/tabid/1120/default.aspx

Why do you believe that this is the correct path to pursue? I have used assessments for years and have seen when used properly to access student learning they are a great asset to any teacher.

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Challenges and Limitations

Learning takes time and takes place over time

Parent and Community Buy-In

Technology support and Internet stability

Teacher Training and Support

Project Based Learning and Flipped Classroom

Challenge Non Traditional Teaching

method – Parent and Community Buy-In

Teacher Training and ongoing support

Technology Support/ Troubleshooting

Solution Meet with

Parents/Community leaders. Review Research and create a plan that involves the entire community.

Provide professional development, ongoing support and time to plan, prepare and share their work.

Tech support provided and stable internet provided by local carrier.

Identify Issues and Challenges

Support/Evidence that supports our decisions.

Why this is the correct path to pursue.

Focus is on the development of the whole child.

The individualized learning plan is made up of a Battery of formal and informal assessment , including standardized test, student performance task and a portfolio. swe are formalizing the educational plan for each and every student

Similarities and difference from current Practice.

By end of 8th grade educational team will make recommendation for the students educational track – academic vs vocational

Interdisciplinary setting/subjects are grouped LA/SS Math/Science

ILP – Individualized Learning Plan

Music/Art/Foreign Language and PE will be offered during exploratory

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Expanding Adoption, Adaption and

Diffusion

Successful Change: Guiding principles of

Ellsworth and Ely Leadership is Evident

Stakeholders are included in the planning and implementation

Parental and Community Participation is essential

Resources are provided with tech support as well as continual professional development for teachers

A change needs to be made and a plan is being enacted to create a community that thrives and that we can be proud of.

In Ely’s Conditions of Change Model (Chapter 4), there are eight (8) conditions or "look for" to determine if a change is going to be successful. 

1. Dissatisfaction with the status quo 2. People must have knowledge and skills 3. Accessibility to resource in order to make the change4. Learn, adapt, integrate, and reflect 5. Incentives to participants 6. Participation is expected and encouraged 7. Key stakeholders must be vocal in supporting the innovation 8. Leadership must be evident

Share Adoption, Adaption and

Diffusion StrategiesStudent Focus =

Flipped Classroom/project based learning

Student Achievement

Data driven student instruction

On-going professional development with a focus on integrating technology, flipping the classroom, and project based learning

Why this is the correct path to pursue?

Project based learning makes learning real. It puts learning into perspective, its not just abstract but the actual application of knowledge.

Flipping the classroom uses technology to deliver information in a way that appeals to students and then students get the opportunity to apply that new knowledge in real life situations. This allows students to acquire and comprehend knowledge on their time and that allows the teacher to facilitate a higher level of learning in which the students can analyze and apply their newly acquired knowledge.

Flipped Lesson

http://www.youtube.com/watch?v=ESwxOUEbSCE

http://poestories.com/read/amontillado

http://www.polleverywhere.com/my/polls#!/my/polls

To get into poll anywhere use marianna.foxwell@cobbk12.org

Password: baylen

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ReferencesArchambault, Leanna. "Identifying and addressing teaching challenges in K-12 online environments.” Distance Learning 7.2 (2010): 13+. Opposing Viewpoints In Context. Web. 21 Mar. 2013

Asselin, M., & Moayeri, M. (2011, June). The participatory classroom: Web 2.0 in the classroom. Australian Journal of Language & Literacy, 34(2), 45-45.

Berman, S., & Tinker, R. (1997). The world’s the limit in virtual high school. Educational Leadership, 55 (3), 52-54

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist,

26(3, 4), 369–398.

Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33(4), 239–258.

Burghardt, D. & Hacker, M. (2008). Engineering professional development. Engineering and Technology Education Professional Development Symposium

Burke, B.N. & Meade, S.D. (2007). The finest in professional development: Engineering by Design (EdD) curriculum specialist—helping hands for improving student achievement! Technology Teacher, 66(6), 23-27.

Cognition and Technology Group at Vanderbilt. (1992). The Jasper Series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27(3), 291–315.

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ReferencesDavis, A. (2005, February 25). “Power to learn” laptop initiative. Retrieved from http://anne.teachesme.com/2005/02/26/power-to-learn-laptop-initiative/

DeMiranda, M.A., Troxell, W., Siller, T.J. & Iversen, E. (2008). Preparing technology teachers to infuse engineering into technology education: Pre-service, professional

development, and outreach. In Custer, R. L., & Erekson, T.L. (Eds). Engineering and technology education. Woodland Hills, CA: Glencoe/McGraw-Hill.

Edwards, M. (2012, September). Our digital conversion. Education Digest, 78(1), 4-9.

Ellsworth, J. (2000). Surviving change: A survey of educational change models. Washington D.C., ERIC Clearninghouse.

Ely, D. P. (1990). Conditions that facilitate the implementation of educational technology innovations. Journal of Research on Computing in Education, 23 (2), 298-305.

Linik, J. R. (2012, November). Literacy 2.0. Education Digest, 78(3), 25-29.

Mishra, P., & Henriksen, D. (2012, November). Rethinking technology & creativity in the 21st century: On being in-disciplined. TechTrends: Linking Research & Practice to Improve Learning, 56(6), 18-21.