Transforming Secondary Schools for the 21st Century Bob Pearlman bobpearlman@mindspring.com http://www.bobpearlman.org Ashford, Kent November 12, 2004 Download Slides at http://www.bobpearlman.org/Kent.htm 1

Building Schools for the Future (BSF) will evolve in stages over 10-15 years - from early consultation and planning to completion of new buildings at hundreds of school sites across England. Waves One, Two, and Three

Department for Education and Skills ‘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

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. 6. 200 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’

Why is reform needed? 1. This report sets out our proposals and recommendations for reforming 14-19 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 14-19 curriculum and qualifications within a diploma framework, where progression routes and the value of qualifications are clear.

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?

UK Educational White Papers lack vision of: 21st Century Learning ICT as Tool and Infrastructure for 21st Century Learning

Your High School, 1964-- ??? Where were you in 1964?

Penncrest High School, Media, PA 9th grade house Flexibility to adapt to departmental or team structure Flexible classrooms that can be adapted to different instructional uses Community Center Capacity 1600

Constructivist Learning Block Schedule Professional Community Professional Development Center The Learning Center Project Rooms in every wing Open public ceremonial space

The BSF Opportunity…. Total UK Investment = £ 46 billion over 10 years

The BSF Challenge 1: Getting Ready School Opening for 2007-8 Construction 2006-7 Physical design 2005-6 Educational Design by …… Is BSF a Construction Program or an Educational Program? Are you being asked to spend money before we know what to do?

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)

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

Design Criteria Design Principles Design Elements Kids Needs: Safe Respect Personal Interests Design Criteria Experience Real World Workspace Tools Personalization Common Learning Goals Adult World Immersion Performance-Based Student Work & Assessment Design Principles Design Elements Program, Facility, Transitions, Exhibitions, Advisories (Pastoral system), Technology, Projects, Portfolios, Internships, School Size and Team Sizes

Department for Education and Skills ‘Fulfilling the Potential – Transforming Teaching and Learning through ICT in Schools’ Department for Education and Skills May 2003

Excerpt from DRAFT New Basics Technical Paper, Version: 3 April 2000, Education Queensland http://education.qld.gov.au/corporate/newbasics/html/library.html#techpaper 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.

So what is 21st Century Learning?

Dongguan

Dongguan 7 million people. Grew from less than 1 million in 1979 15,000 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

Bangalore

Bangalore Silicon Valley of India 7.2 million people, 5th largest city in India (+ 1 billion people) 86% literacy 1154 IT SW companies in 2003, up from 29 in 1993 116 new SW technology part units established in 2002-3 Top Ten SW Exporters, 2002-03: 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

Globalization 1.0 Globalization 2.0 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.

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 e-mail, 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."

What region or regions will be best poised to grow during the next “real” recovery?

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

Silicon Valley, 2000 40% of workforce in 7 high-tech clusters

Silicon Valley, 1970 VALLEY OF HEART’S DELIGHT

Source: Internet Cluster Analysis, 1999, A. T Source: Internet Cluster Analysis, 1999, A.T. Kearney, published by Joint Venture: Silicon Valley Network

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

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

Job Outlook 2002, National Association of Colleges and Employers (NACE)

http://www.21stcenturyskills.org

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

New Technology HS LEARNING OUTCOMES TECHNOLOGY LITERACY COLLABORATION CRITICAL THINKING ORAL COMMUNICATION WRITTEN COMMUNICATION CAREER PREPARATION CITIZENSHIP AND ETHICS CURRICULAR LITERACY (CONTENT STANDARDS)

So what do schools look like where students get 21st Century Knowledge and Skills?

Teachers talk and students listen.

The teacher has a monopoly on information

Students learn by not doing

How do we get them here?

New Technology High School Napa, California http://www.newtechhigh.org/ Integrating technology into every class Interdisciplinary and project-based Internship class consisting of classroom curriculum and work-based learning in regional companies Digital Portfolio http://www.newtechfoundation.org/

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

2 teachers, 45 students, meeting for 2 hour blocks each day INTEGRATED COURSES 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

ADDITIONAL REQUIREMENTS DIGITAL MEDIA COLLEGE COURSES SENIOR PROJECTS PROFESSIONAL PORTFOLIOS INTERNSHIPS & COMMUNITY SERVICE

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.

Project Management Teamwork

Oral Communication/Presentation Exhibition

Internships Major impact on high school performance Major impact on Post-secondary success

Transform the Secondary School Student Experience! Personalization Projects Exhibitions Digital Portfolios Internships Technology

Schools as Workplaces for 21st Century Students

Stages of Educational Technology Implementation CEO Forum STaR Chart Stage Students per Computer connected to Internet % of Rooms & Offices connected to Internet Stage Characteristic Early Tech More than 10 More than 25%; Dial-up on some Beginnings. Little student or teacher use. Developing Tech 10 or less 50% or more; Direct connectivity Early implementation mainly by pioneer teachers. Some student use, 3-4 times weekly. Advanced Tech 5 or less 75% 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 Tech 1 to 1 100% 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 21st century skills. 100% alignment of standards, curriculum, and assessment. 100% integrate digital strategies in assessment. Measure 100% of the entire range of 21st Century skills.

Stages of Educational Technology Implementation Translated into English English Stage Students per Computer connected to Internet % of Rooms & Offices connected to Internet Stage Characteristic Early Tech More than 10 More than 25%; Dial-up on some Beginnings. Little student or teacher use. Developing Tech 10 or less 50% or more; Direct connectivity ICT Skills Curriculum Advanced Tech 5 or less 75% or more; Direct connectivity and Adequate Bandwidth Fulfilling the Potential – Transforming Teaching and Learning through ICT in Schools’ Target Tech 1 to 1 100% or more; Direct connectivity and Adequate Bandwidth Transformed schools, student-centered learning environment supported by a Learning Community technology infrastructure

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

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.

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.

TOOLS: COURSE AGENDA The Course Agenda helps keep complicated projects organized.

Teachers enter activities for each day including links to resources and homework assignments.

TOOLS: PRESENTATION EVALUATION DATABASE

New Technology High School Grads: Average Kids  97% Post-Secondary Powerful Articulate Self-Directed Collaborative Leaders & Entrepreneurs 1

3 Recommendations for Kent Head Teachers: 1. Go see exemplars of 21st Century Learning

Community of New Innovative High Schools The Met (1997) http://www.metcenter.org Napa New Technology High School (1997) http://www.newtechhigh.org High Tech High (2000) http://www.hightechhigh.org

NEW TECHNOLOGY HIGH SCHOOL Study Tours and Visits http://www.newtechfoundation.org

http://www.anovember.com/

Ninestiles, Birmingham (new Year 7 program) Hugh Christie Technology College New Build for 2006 Homewood School, Kent (new block for KS3 Rich Tasks Curriculum, OLC)

June 2004 to July 2005: Pilot Rich Task Curriculum for Year 7 August 2005: New F Block, New KS3 curriculum based on Rich Tasks for Years 7 and 8

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

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

Leadership: Will you lead the transformation to 21st Century Learning and Build a 21st Century School? Or will you just make old wine in new bottles? Where were you in 2004?

Director of Strategic Planning bobpearlman@mindspring.com Contact Information Bob Pearlman Director of Strategic Planning bobpearlman@mindspring.com www.bobpearlman.org 520-881-9965 PowerPoint Slides at www.bobpearlman.org/Kent.htm