_Macros Designing the 21st Century Secondary Schools Bob Pearlman Liverpool BSF Visioning Day March 14, 2005 Download Slides at Transforming Secondary Schools for the 21st Century

_Macros Designing the 21st Century Secondary Schools Los Angeles

_Macros Designing the 21st Century Secondary Schools Building Schools for the Future (BSF) will evolve in stages over years - from early consultation and planning to completion of new buildings at hundreds of school sites across England. Waves One, Two, and Three Total UK Investment = £ 46 billion over 10 years The BSF Opportunity ….

_Macros Designing the 21st Century Secondary Schools Your High School, ??? Where were you in 1964?

_Macros Designing the 21st Century Secondary Schools Penncrest High School, Media, PA 9 th grade house Flexibility to adapt to departmental or team structure Flexible classrooms that can be adapted to different instructional uses Community Center Capacity 1600 designshare.com

_Macros Designing the 21st Century Secondary Schools Constructivist Learning Block Schedule Professional Community Professional Development Center The Learning Center Project Rooms in every wing Open public ceremonial space

_Macros Designing the 21st Century Secondary Schools ‘ 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

_Macros Designing the 21st Century Secondary Schools Eight key reforms: 1. Guaranteed three-year budgets for every school from 2006, geared to pupil numbers, with every school also guaranteed a minimum per pupil increase each year. 2. Universal specialist schools – and better specialist schools. 3. Freedom for all secondary schools to own their land and buildings, manage their assets, employ their staff, improve their governing bodies, and forge partnerships with outside sponsors and educational foundations. 4. More places in popular schools. 5. A ‘new relationship with schools’ to cut the red tape involved in accountability, without cutting schools adrift academies by 2010 – and more new schools. 7. Every secondary school to be refurbished or rebuilt to a modern standard over the next 10 to 15 years ( ‘Building Schools for the Future’ programme). 8. ‘Foundation partnerships’

_Macros Designing the 21st Century Secondary Schools Why is reform needed? 1. This report sets out our proposals and recommendations for reforming curriculum and qualifications, building on strengths within the current system while addressing its weaknesses, to: Raise participation and achievement – by tackling the educational causes of disengagement and underachievement and low post-16 participation. Get the basics right – ensuring that young people achieve specified levels in functional mathematics, literacy and communication and ICT, and are equipped with the knowledge,skills and attributes needed to succeed in adult life, further learning and employment. Strengthen vocational routes – improving the quality and status of vocational programmes delivered by schools, colleges and training providers, setting out the features of high quality provision and identifying a clear role for employers. Provide greater stretch and challenge – ensuring opportunities for greater breadth and depth of learning. This will help employers and universities to differentiate more effectively between top performers. Stretch and challenge at all levels will encourage young people to think for themselves and be innovative and creative about their learning. Reduce the assessment burden for learners, teachers, institutions and the system as a whole by reducing the number of times learners are examined; extending the role of teacher assessment; and changing assessment in A levels in order to improve the quality of teaching and learning. Make the system more transparent and easier to understand by rationalising curriculum and qualifications within a diploma framework, where progression routes and the value of qualifications are clear.

_Macros Designing the 21st Century Secondary Schools Well-Identified Problem Set Poor school buildings Need to now integrate ICT into the subject classrooms and across the schools 50% loss of young people who do not pursue post-secondary education Coasting and cruising schools But what is being missed? What dangers are there in this agenda?

_Macros Designing the 21st Century Secondary Schools UK Educational White Papers lack vision of: 21 st Century Learning ICT as Tool and Infrastructure for 21st Century Learning

_Macros Designing the 21st Century Secondary Schools School Opening for Construction Physical design Educational Design by …… The BSF Challenge 1: Getting Ready Is BSF a Construction Program or an Educational Program? Are you being asked to spend money before we know what to do?

_Macros Designing the 21st Century Secondary Schools The BSF Challenge 2: Classroom Learning Environments DFES Regulations – Classrooms are 55 square meters (605 square feet) Large Classrooms at Napa New Tech High School are 127 square meters (1400 square feet) to 164 square meters (1800 square feet)

_Macros Designing the 21st Century Secondary Schools Some say if you get the design right, then the education will follow??? The BSF Danger…. Will the new BSF Schools just be Old Wine in New Bottles?

_Macros Designing the 21st Century Secondary Schools What are the key questions for building schools of the future? What knowledge and skills do students need for the 21 st century? What learning curricula, activities, and experiences, foster 21 st Century learning? What assessments for learning, school-based and national, foster student learning, engagement, and self-direction? What physical learning environments (classroom, school, and real world) foster 21 st century student learning? How can ICT support a 21 st Century collaborative learning environment and support a learning community? knowledge and skills curricula assessments facilities ICT London Challenge Visualization, November 2004

_Macros Designing the 21st Century Secondary Schools So what is 21 st Century Learning?

_Macros Designing the 21st Century Secondary Schools Dongguan

_Macros Designing the 21st Century Secondary Schools Dongguan 7 million people. Grew from less than 1 million in ,000 International Companies 25,000 companies total -- 10,000 of them are computer related manufacturers, representing 40% of all international computer part market Ranked 7th in overall municipal competitiveness in China Ranked 3rd in goods exported, behind Shanghai and Shenzhen

_Macros Designing the 21st Century Secondary Schools Bangalore

_Macros Designing the 21st Century Secondary Schools Bangalore Silicon Valley of India 7.2 million people, 5 th largest city in India (+ 1 billion people) 86% literacy 1154 IT SW companies in 2003, up from 29 in new SW technology part units established in Top Ten SW Exporters, : Infosys Technologies Ltd. Wipro Ltd. IBM Global Services India Pvt. Ltd. Tata Consultancy Services Ltd. Digital Global Soft. Ltd. I-Flex Solutions Ltd. Texas Instruments Cisco Systems (India) Pvt. Ltd. Mphasis BFL Ltd. Philips Software Centre

_Macros Designing the 21st Century Secondary Schools Small and Smaller Small and Smaller : The third era of globalization is shrinking the world from size small to a size tiny. By THOMAS L. FRIEDMAN, March 4, 2004 Globalization 1.0 From the late 1800's to World War I, was driven by falling transportation costs, thanks to the steamship and the railroad. shrank the world from a size large to a size medium. Globalization 2.0 From the 1980's to 2000, was based on falling telecom costs and the PC, and shrank the world from a size medium to a size small.

_Macros Designing the 21st Century Secondary Schools Small and Smaller Small and Smaller : The third era of globalization is shrinking the world from size small to a size tiny. By THOMAS L. FRIEDMAN, March 4, 2004 Globalization 3.0 Produced by three forces: Massive installation of undersea fiber-optic cable and bandwidth (thanks to the dot-com bubble) that have made it possible to globally transmit and store huge amounts of data for almost nothing. Second, the diffusion of PC's around the world. Third, the convergence of a variety of software applications — from , to Google, to Microsoft Office, to specially designed outsourcing programs — that, when combined with all those PC's and bandwidth, made it possible to create global " work-flow platforms."

_Macros Designing the 21st Century Secondary Schools “ … the winners will be those most adept at marshaling the creativity and skills of workers around the world.” -- Business Week, March 21, 2005

_Macros Designing the 21st Century Secondary Schools What knowledge and skills do students need for the 21st Century?

_Macros Designing the 21st Century Secondary Schools SCANS U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills COMPETENCIES - Effective workers can productively use: Resources - allocating time, money, materials, space and staff. Interpersonal Skills - working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds. Information - acquiring and evaluating data, organizing and maintaining files, interpreting and communication, and using computers to process information. Systems - understanding social, organizational and technological systems, monitoring and correcting performance, and designing or improving systems. Technology - selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies. FOUNDATIONS - Competence requires: Basic Skills - reading, writing, arithmetic and mathematics, speaking and listening. Thinking Skills - thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning. Personal Qualities - individual responsibilities, self-esteem, sociability, self-management, and integrity. 1992

_Macros Designing the 21st Century Secondary Schools Job Outlook 2002, National Association of Colleges and Employers (NACE)

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools enquiry problem solving creativity information processing reasoning evaluation personal, emotional and social skills The Primary National Strategy moves this thinking on by articulating 7 aspects of learning: But Why and How?

_Macros Designing the 21st Century Secondary Schools New Technology HS LEARNING OUTCOMES TECHNOLOGY LITERACY COLLABORATION CRITICAL THINKING ORAL COMMUNICATION WRITTEN COMMUNICATION CAREER PREPARATION CITIZENSHIP AND ETHICS CURRICULAR LITERACY (CONTENT STANDARDS)

_Macros Designing the 21st Century Secondary Schools What learning curricula, activities, and experiences, foster 21st Century learning? And what does schooling look like?

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools Teachers talk and students listen.

_Macros Designing the 21st Century Secondary Schools The teacher has a monopoly on information

_Macros Designing the 21st Century Secondary Schools Students learn by not doing

_Macros Designing the 21st Century Secondary Schools How do we get them here?

_Macros Designing the 21st Century Secondary Schools New Technology High School Napa, California  Integrating technology into every class  Interdisciplinary and project-based  Internship class consisting of classroom curriculum and work-based learning in regional companies  Digital Portfolio

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools Napa Vallejo Rohnert Park Novato Sacramento Oakland (conversion) Davis Anderson REPLICATION PROGRESS Anchorage (AK) Portland (OR) New Orleans

_Macros Designing the 21st Century Secondary Schools 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.

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools AMERICAN STUDIES United States History American Literature SCIENTIFIC STUDIES Algebra II Physics POLITICAL STUDIES Government/Economics Political Literature 2 teachers, 45 students, meeting for 2 hour blocks each day INTEGRATED COURSES

_Macros Designing the 21st Century Secondary Schools Project Management Teamwork

_Macros Designing the 21st Century Secondary Schools Oral Communication/Presentation Exhibition

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools Internships Major impact on high school performance Major impact on Post- secondary success

_Macros Designing the 21st Century Secondary Schools Personalization Projects Exhibitions Digital Portfolios Internships Technology Transform the Secondary School Student Experience!

_Macros Designing the 21st Century Secondary Schools What physical learning environments (classroom, school, and real world) foster 21st century student learning?

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools Schools as Workplaces for 21 st Century Students

_Macros Designing the 21st Century Secondary Schools How can ICT support a 21st Century collaborative learning environment and support a learning community?

_Macros Designing the 21st Century Secondary Schools Excerpt from DRAFT New Basics Technical Paper, Version: 3 April 2000, Education Queensland hpaper hpaper Bigum et al.’s (1997) findings indicate that the use and adaptation of IT by schools has reached a conceptual and practical impasse. It would appear that much of the IT use … is for extremely inauthentic and uncritical pedagogy (e.g. word processing, replication by rote, lower-order thinking, and other largely irrelevant activities in IT-based instruction). In more recent studies …, Bigum and colleagues indicate that too many students engage in simple information reproduction activities and too few students use IT to produce new and locally relevant knowledge. The consensus from these recent studies corroborates the constructivist philosophy taken by Apple Classrooms of Tomorrow (ACOT) in Springfield (Dwyer, 1994): That technology in and of itself will not solve the problem, but that its use must be accompanied by a pedagogical revolution. Until IT is more commonly used for educational practices that are constructivist and problem-based, locally relevant and critical, it has little hope of fundamentally changing patterns of student outcomes and achievement. IT is neither the problem nor the solution. It can, however, play a key role in a futures-oriented reform of pedagogy. It can do so both as an instructional mode and as a medium for building and sustaining professional development learning communities.

_Macros Designing the 21st Century Secondary Schools StageStudents per Computer connected to Internet % of Rooms & Offices connected to Internet Stage Characteristic Early TechMore than 10More than 25%; Dial-up on some Beginnings. Little student or teacher use. Developing Tech10 or less50% or more; Direct connectivity Early implementation mainly by pioneer teachers. Some student use, 3-4 times weekly. Advanced Tech5 or less75% or more; Direct connectivity and Adequate Bandwidth Moderate to large numbers of computers for both teachers and students, daily use, isolated by class and grade. Some common uses and personal applications. Target Tech1 to 1100% or more; Direct connectivity and Adequate Bandwidth Digital content, online courses. Anytime, anywhere professional development, Integration across all courses and subjects. Mastery by students of 21 st century skills. 100% alignment of standards, curriculum, and assessment. 100% integrate digital strategies in assessment. Measure 100% of the entire range of 21 st Century skills. Stages of Educational Technology Implementation CEO Forum STaR Chart

_Macros Designing the 21st Century Secondary Schools StageStudents per Computer connected to Internet % of Rooms & Offices connected to Internet Stage Characteristic Early TechMore than 10More than 25%; Dial-up on some Beginnings. Little student or teacher use. Developing Tech10 or less50% or more; Direct connectivity ICT Skills Curriculum Advanced Tech5 or less75% or more; Direct connectivity and Adequate Bandwidth Fulfilling the Potential – Transforming Teaching and Learning through ICT in Schools’ Target Tech1 to 1100% or more; Direct connectivity and Adequate Bandwidth Transformed schools, student-centered collaborative learning environment supported by a Learning Community technology infrastructure Stages of Educational Technology Implementation Translated into English English

_Macros Designing the 21st Century Secondary Schools 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 Parent E-Bulletin Online Curriculum Internship Coordination Digital Gradebooks Student Journals Collaboration Database Learning Logs PBL Unit Library Customizable Templates Support Databases Account Management

_Macros Designing the 21st Century Secondary Schools TOOLS: PROJECT BRIEFCASE The Project Briefcase allows teachers to put all project materials in one spot for easy student access and to share with other teachers.

_Macros Designing the 21st Century Secondary Schools The New Technology Project Library We have assembled a collection of projects created by teachers trained in PBL unit development, reviewed, and tested in the classroom. These projects can be downloaded and modified by any teacher with a connection to the internet.

_Macros Designing the 21st Century Secondary Schools TOOLS: COURSE AGENDA The Course Agenda helps keep complicated projects organized.

_Macros Designing the 21st Century Secondary Schools Teachers enter activities for each day including links to resources and homework assignments.

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools TOOLS: PRESENTATION EVALUATION DATABASE

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools Use ICT to create a collaborative learning environment and a Learning Community

_Macros Designing the 21st Century Secondary Schools New Technology High School Grads: Average Kids  97% Post-Secondary »Powerful »Articulate »Self-Directed »Collaborative »Leaders & Entrepreneurs

_Macros Designing the 21st Century Secondary Schools 3 Recommendations for Liverpool Head Teachers and Teacher Leaders: 1. Go see exemplars of 21 st Century Learning

_Macros Designing the 21st Century Secondary Schools Community of New Innovative High Schools The Met (1997) Napa New Technology High School (1997) High Tech High (2000)

_Macros Designing the 21st Century Secondary Schools NEW TECHNOLOGY HIGH SCHOOL Study Tours and Visits

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools Ninestiles, Birmingham (new Year 7 program) Homewood School, Kent (new block for KS3 Rich Tasks Curriculum, OLC) Hugh Christie Technology College New Build for 2006

_Macros Designing the 21st Century Secondary Schools August 2005: New F Block, New KS3 curriculum based on Rich Tasks for Years 7 and 8 June 2004 to July 2005: Pilot Rich Task Curriculum for Year 7

_Macros Designing the 21st Century Secondary Schools Recommendation 2: Collaborate Create a Cluster/Learning Community of Emerging 21 st Century Schools in Liverpool and the Northwest to share best practices Hold an annual conference on 21 st Century Learning for heads and teachers Conduct Study Tours and Critical Friends visits to Emerging 21st Century Schools

_Macros Designing the 21st Century Secondary Schools Make BSF an Educational Program, not a Construction Program! Educators need to write the Educational Specifications for the New Builds! Recommendation 3: Start pilots of the New Learning Environments (Rich Tasks, PBL) Now!

_Macros Designing the 21st Century Secondary Schools Leadership: Will you lead the transformation to 21 st Century Learning and Build a 21 st Century School? Or will you just make old wine in new bottles? Where were you in 2005?

_Macros Designing the 21st Century Secondary Schools Contact Information Bob Pearlman Director of Strategic Planning PowerPoint Slides at