1. An Integrated Learning Model for High School Students
ENDEAVOR
An Integrated Learning Model
for High School Students
Opening slide
Tahoma High School
Maple Valley, Washington

2. Introductions Barry Fountain (bfountai@tahomasd.us)
35th Year/Social Studies
Fourteen years working with integrated programs
Bill Weis
11th year/Science
Nine years working with integrated programs
Leif Heins
9th Year/Language Arts
Two years working with integrated programs
National Board Certified
Terry Duty
Principal, 12th year Tahoma High School TD

3. …Provided we don’t have to change the schedule
…Provided we don’t have to change any of our existing practices
…Provided we don’t have to adopt any new practices.
It is our mission to ensure the success of ALL our students. We will do WHATEVER IT TAKES to ensure their success!
Change is difficult WIT Our mission is not to cover content but to help them make meaning and perspective with the content.
TD if you have any questions during presentation feel free to ask.

4. Tahoma Senior High School:
30 minutes southeast of Seattle
Grades 10-12
Single high school district
1600 students
91% Caucasian; 13% free/reduced lunch
127 staff; 85 certificated teachers TD
Block Schedule (101 minute periods)
Periods 1, 2, and 3 on Blue Day
Periods 4, 5, and 6 on Gold Day

5. Typical Day 8:15-9:56 (101 minutes) Large Group (all students)
Announcements, team building, reflection, discussion, practice, review, assessment, and other options.
10:41-2:45
Rotation 1 (65 minutes)
Rotation 2 (65 minutes)
Rotation 3 (65 minutes)
BENEFITS: Flexibility and Efficiency
BW (LH on flexibility & efficiency) Verbally explain 9:56-10:41 (break and common read)
Students are together all together all day every other day
Schedule may change the day-of depending on how well large group is going.

6. Rigor/Relevance Framework
Relationships
Relationships
Essential D
Relationships
Important R
IGOR C
High
Relationships of
Little Importance A B
TD Moving from learning transfer to meaning making
the 3-R’s
Quadrant D—Relationships
Moving from low rigor, low relevance to high Quad D
How does program like Endeavor support the 3 R
Low
Low
High
RELEVANCE

7. Four Learning Criteria
School
Others
Core Learning
Stretch Learning
Student Engagement
TD – Endeavor represents a good example of what we know about successful programs Describe the school and others responsibility.
Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)
Stretch Learning 1-1 Laptops (Demonstration of rigorous and relevant learning beyond the minimum requirements)
Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)
Personal Skill Development

8. Alan Mullaly
BF Allan Mullaly example

9. Personal Skills (Habits of Mind) Arthur L. Costa
Thinking Flexibly
Persisting
Managing Impulsivity
Applying Past Knowledge to New Situations
Striving for Accuracy
Questioning and Problem Solving
Gathering Data Through the Senses
Creating, Imagining, Innovating
Metacognition: Thinking About Thinking
Listening with Understanding and Empathy
Thinking Interdependently
Taking Responsible Risks
Thinking and Communicating with Clarity and Precision
Responding with Wonderment and Awe
Finding Humor
Remaining Open to Continuous Learning BF
Property of Tahoma SD

10. Types of Integration Content Personal Skills and Thinking Skills
BW Let it rip! We consistently integrate these thinking skills and personal skills – here are some examples.
POV - empathy

11. Personal skills and thinking skills development with content integration
Personal Skill: Listening and Understanding with Empathy Thinking Skill: Point of View
Science
Genetic engineering and stem cell technology
Language Arts
My Sister’s Keeper
Social Studies
Senate Hearing – genetic engineering
BF, BW, LH
Castagna’s video
Explain how content is a vehicle.

12. Personal Skill: Creating Imagining and Innovating
Personal skills and thinking skills development without content integration
Personal Skill: Creating Imagining and Innovating
Thinking Skill: Problem Solving
Science
Chemistry of molecular structure
Language Arts
Buff project
Social Studies
Darfur and Rwanda
BF, BW, LH
transitions and habits of mind video; large group to classrooms

13. "The future belongs to a different kind of person," Pink says, “designers, inventors, teachers, storytellers — creative and empathetic right-brain thinkers whose abilities mark the fault line between who gets ahead and who doesn't." BF

14. BF 21st century skills

15. How we used A Whole New Mind to enrich personal skills
LH Examples?

16. Personal Skills Culminating Project
Guiding Questions
Who am I and how do I learn?
What is school?
How do we incorporate Daniel Pink’s ideas?
How do we incorporate Habits of Mind?
What is the future of school?
LH– If we have more time, Barry and Bill will give examples. Student surveys: Myers-Briggs, brain dominance, learning style
Create a PowerPoint or a video to explain who you are and how your personality and learning style affect you
Brainstorm a list of your activities during the school day. Highlight the activities that develop your right brain v. your left brain. Graph the results.
Survey a person over 30 about how high school has changed or stayed the same.
Discussion: What is the purpose of school?
Use MovieMaker to create a video explaining what school is now.
Discussion: What changes would Pink make to Tahoma?
Create a podcast summarizing Pink’s claims about the future of right brain thinking and what questions you can infer that he would have about how your high school is conducted.
Create a film demonstrating how one of the Habits of Mind is important in the world beyond school.

17. Creating, Imagining, Innovating
Create the school of your dreams, synthesizing your ideas, Pink’s ideas, and the district’s Habits of Mind. Include a diagram or model of the school, a visual aid to explain logistics, and an informational brochure. LH
Insert video of Casini

18. In Closing
Do we believe the following?
“Imagination is more important than knowledge… The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift.“ ~Albert Einstein BF

19. Qualitative Data Student Testimonials
“After being in Endeavor for nine weeks, I feel that I have become more confident talking in front of people, and I am a risk taker. Last year, I wouldn’t even raise my hand to answer a question, even if I knew it was correct, but now, only after nine weeks, I am answering questions that I don’t know, and I’m building off of other people’s thoughts…”
“After being in Endeavor for nine weeks, I am extremely happy that I am in it. I like the way everything is run. It is so much easier to learn when everything is all tied together rather than three separate classes…”
“After being in Endeavor for nine weeks, I feel that my mind has opened up and I can speak freely. I used to be very shy and would never speak my opinions. Endeavor has got me thinking more…”

20. Thank you for attending!
Terry Duty
Barry Fountain
Leif Heins
Bill Weis

21. Supporting data