1. Transforming Secondary Schools
for the 21st Century
Bob Pearlman
Ashford, Kent
November 12, 2004
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2. 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

3. 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

4. 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’

5. 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.

6. 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?

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

8. Your High School, ???
Where were you in 1964?

9. 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

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

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

12. The BSF Challenge 1: Getting Ready
School Opening for
Construction
Physical design
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?

13. 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)

14. 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?

15. 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

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

17. Excerpt from DRAFT New Basics Technical Paper, Version: 3 April 2000, Education Queensland
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.

18. So what is 21st Century Learning?

19. Dongguan

20. 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

21. Bangalore

22. 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
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

23. 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.

24. 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."

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

28. “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

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

30. Silicon Valley, 1970
VALLEY OF HEART’S DELIGHT

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

32. 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

33. 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

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

37. 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?

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

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

41. Teachers talk and students listen.

42. The teacher has a monopoly on information

43. Students learn by not doing

44. How do we get them here?

45. 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

46. 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.

47. 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

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

49. 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.

51. Project Management Teamwork

52. Oral Communication/Presentation Exhibition

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

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

59. Schools as Workplaces for 21st Century Students

60. 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.

61. 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

62. 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

63. 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.

64. 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.

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

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

68. TOOLS: PRESENTATION EVALUATION DATABASE

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

73. 3 Recommendations for Kent Head Teachers:
1. Go see exemplars of 21st Century Learning

74. Community of New Innovative High Schools
The Met (1997)
Napa New Technology High School (1997)
High Tech High (2000)

75. NEW TECHNOLOGY HIGH SCHOOL
Study Tours and Visits

77. 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)

78. 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

79. 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

80. 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!

81. 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?

82. Director of Strategic Planning bobpearlman@mindspring.com
Contact Information
Bob Pearlman
Director of Strategic Planning
PowerPoint Slides at