_Macros Designing the 21st Century Secondary Schools Bob Pearlman Director of Strategic Planning, New Technology Foundation Building Learning Communities Conference July 20, 2004 Designing the 21 st Century Secondary Schools: Reinventing the High School Experience

_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 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

_Macros Designing the 21st Century Secondary Schools What if we asked the kids?

_Macros Designing the 21st Century Secondary Schools “To Kate especially, for reminding me by means of concrete detail just how horrible high school can be, and how lucky we all are to escape more or less intact.” Acknowledgments Richard Russo Empire Falls (2001)

_Macros Designing the 21st Century Secondary Schools School I'd Like competition The Guardian Newspaper High Schools are “Institutions of today run on the principles of yesterday” year old British girl, 1967

_Macros Designing the 21st Century Secondary Schools School I'd Like competition The Guardian Newspaper The school we'd like is (2000): A beautiful school with glass dome roofs to let in the light, uncluttered classrooms and brightly coloured walls. A safe school with swipe cards for the school gate, anti-bully alarms, first aid classes, and someone to talk to about our problems. A listening school with children on the governing body, class representatives and the chance to vote for the teachers. A flexible school without rigid timetables or exams, without compulsory homework, without a one-size-fits-all curriculum, so we can follow our own interests and spend more time on what we enjoy.

_Macros Designing the 21st Century Secondary Schools The School that I’d Like, 2000 A relevant school where we learn through experience, experiments and exploration, with trips to historic sites and teachers who have practical experience of what they teach. A respectful school where we are not treated as empty vessels to be filled with information, where teachers treat us as individuals, where children and adults can talk freely to each other, and our opinion matters. A school without walls so we can go outside to learn, with animals to look after and wild gardens to explore. A school for everybody with boys and girls from all backgrounds and abilities, with no grading, so we don't compete against each other, but just do our best.

_Macros Designing the 21st Century Secondary Schools The School that I’d Like Safe Respect Personal Interests Experience Real World Workspace Tools

_Macros Designing the 21st Century Secondary Schools “If I Could Make a School” by student Pooja Agarwal, (Learning and Leading with Technology, November 2001), Student Technology Leadership Symposium, June 23-24, 2001, held in conjunction with NECC, by the International Society of Technology in Education (ISTE) U.S. student leaders want schools that : Are Fun End lecturing from a textbook Institute problem-based, discovery-based, and inquiry-based curricula Implement “real life” situations and hands-on learning Shape the curriculum with student internship experiences Build relationships and “animated mutual learning” between adults and students Provide an “inviting” physical environment Provide the technology tools for students and teachers to do their work.

_Macros Designing the 21st Century Secondary Schools Design Criteria Design Principles Design Elements Kids Needs: Safe Respect Personal Interests Program, Facility, Transitions, Exhibitions, Advisories, Technology, Projects, Portfolios, Internships, Size and Teams Personalization Common Learning Goals Adult World Immersion Performance-Based Student Work & Assessment Experience Real World Workspace Tools

_Macros Designing the 21st Century Secondary Schools What region or regions will be best poised to grow during the next recovery?

_Macros Designing the 21st Century Secondary Schools Internet Cluster Regions – U.S. Boston “Route 128” Boston “Route 128” New York — “Silicon Alley” New York — “Silicon Alley” Washington, D.C. “Silicon Dominion” Austin — “Silicon Hills” Austin — “Silicon Hills” Seattle — “Silicon Forest” Seattle — “Silicon Forest” Research Triangle “Silicon Triangle” Chicago “Silicon City” Chicago “Silicon City” Miami “Silicon Beach” Atlanta “Capital of the New South” Los Angeles “Digital Coast” San Francisco “Multimedia Gulch” San Francisco “Multimedia Gulch” Silicon Valley

_Macros Designing the 21st Century Secondary Schools Global Internet Cluster Regions Japan “Bit Valley” Canada “Silicon Valley North” United Kingdom “Silicon Kingdom” Scandinavia “Wireless Valley” Germany “Silicon Saxony” France “Telecom Valley” Israel “Silicon wadi” China/Hong Kong “Cyber Port” India Singapore “Intelligent Island” United States

_Macros Designing the 21st Century Secondary Schools Silicon Valley, % of workforce in 7 high-tech clusters

_Macros Designing the 21st Century Secondary Schools VALLEY OF HEART’S DELIGHT Silicon Valley, 1970

_Macros Designing the 21st Century Secondary Schools Source: Internet Cluster Analysis, 1999, A.T. Kearney, published by Joint Venture: Silicon Valley Network

_Macros Designing the 21st Century Secondary Schools Czech students pose at a fast food restaurant in Fremont, Ohio USA Work and Travel Programs

_Macros Designing the 21st Century Secondary Schools TEC, Monterrey, Mexico 90,000 students in higher education learning technical and 21 st Century Skills

_Macros Designing the 21st Century Secondary Schools What knowledge and skills do students need for the 21st Century? “Will this generation of learners have the skills and preparation to innovate?” -- Barry Schuler, Former CEO, AOL At NTHS Founder’s Day Event

_Macros Designing the 21st Century Secondary Schools SCANS Workplace Know-How (1991) Competencies – effective workers can productively use: Resources -- identifying, organizing, planning, and allocating time, money, materials, and workers; Interpersonal Skills -- negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member; Information Skills -- using computers to process information and acquiring and evaluating, organizing and maintaining, and interpreting and communicating information; Systems Skills -- understanding systems, monitoring and correcting system performance, and improving and designing systems; and Technology utilization skills -- selecting technology, applying technology to a task, and maintaining and troubleshooting technology. Source: What Work Requires of School, 1991, Secretary's Commission on Achieving Necessary Skills, U.S. Department of Labor

_Macros Designing the 21st Century Secondary Schools SCANS Workplace Know-How (1991) The Foundation – competence requires: Basic Skills -- reading, writing, speaking, listening, and knowing arithmetic and mathematical concepts; Thinking Skills -- reasoning, making decisions, thinking creatively, solving problems, seeing things in the mind's eye, and knowing how to learn; and Personal Qualities -- responsibility, self-esteem, sociability, self- management, integrity, and honesty.

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

_Macros Designing the 21st Century Secondary Schools Working in the Real World (i.e. California?) Projects, projects, projects Teamwork and collaboration Self-direction Interpersonal skills and Networking No one asks about your formal education Project Management, Leadership

_Macros Designing the 21st Century Secondary Schools Released June 21, 2004 at NECC, New Orleans

_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

_Macros Designing the 21st Century Secondary Schools So what do schools look like where students get 21 st Century Knowledge and Skills?

_Macros Designing the 21st Century Secondary Schools They don’t look like this!

_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 Strategies that Make a Difference Engagement Hands-on Adult connections Internships Real World immersion

_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 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)

_Macros Designing the 21st Century Secondary Schools The Buck Institute for Education Novato, California TRAINING DEVELOPMENT RESEARCH

_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 Personalization Projects Exhibitions Digital Portfolios Internships Technology Reinventing the High School Experience

_Macros Designing the 21st Century Secondary Schools Providence, RI Learning Through Internships (LTI). A Big Picture innovation that places students with mentors in "real world" settings Family Engagement. The family is the child's primary teacher and is the consistent element throughout the child's schooling One Kid at a Time Projects in Real-World Settings Model for using physical space to facilitate learning. The facility includes spaces for team building, for technology, for study, and for large and small conversations Dennis Littky Elliot Washor

_Macros Designing the 21st Century Secondary Schools

_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 unpaid work in technology, business or education  Digital Portfolio

_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 COMMON MISCONCEPTION Technology is the Tool, Not the Focus Less than 20% of our students are interested in pursuing a career in technology.

_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, 40 students, meeting for 2 hour blocks each day INTEGRATED COURSES

_Macros Designing the 21st Century Secondary Schools DIGITAL MEDIA COLLEGE COURSES SENIOR PROJECTS PROFESSIONAL PORTFOLIOS INTERNSHIPS & COMMUNITY SERVICE ADDITIONAL REQUIREMENTS

_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

_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 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 1 Widespread 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 21 st 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

_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 TOOLS: PEER COLLABORATION EVALUATOR Students submit evaluations using a standardized rubric for the whole school.

_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 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.

_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 NEW TECHNOLOGY HIGH SCHOOL Study Tours and Visits

_Macros Designing the 21st Century Secondary Schools

_Macros Designing the 21st Century Secondary Schools Bob Pearlman "New Ingredient for Student Success: Social Networks" “Reinventing the High School Experience“