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ENDEAVOR

ENDEAVOR. An Integrated Learning Model for High School Students. Tahoma High School Maple Valley, Washington. Introductions. Barry Fountain (bfountai@tahomasd.us) 35th Year/Social Studies Fourteen years working with integrated programs Bill Weis (bweis@tahomasd.us) 11th year/Science

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ENDEAVOR

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  1. ENDEAVOR An Integrated Learning Model for High School Students 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 (bweis@tahomasd.us) • 11th year/Science • Nine years working with integrated programs • Leif Heins (lheins@tahomasd.us) • 9th Year/Language Arts • Two years working with integrated programs • National Board Certified • Terry Duty (tduty@tahomasd.us) • Principal, 12th year Tahoma High School

  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!

  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 • 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

  6. Relationships of Little Importance Relationships Essential Relationships Important Relationships Important Rigor/Relevance Framework Relationships D R IGOR C High B A Low Low High RELEVANCE

  7. Core Learning Stretch Learning Student Engagement Personal Skill Development Four Learning Criteria School Others

  8. Alan Mullaly

  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 Property of Tahoma SD

  10. Types of Integration • Content • Personal Skills and Thinking Skills

  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

  12. 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

  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."

  14. How we used A Whole New Mind to enrich personal skills

  15. 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?

  16. 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.

  17. 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

  18. 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…”

  19. Thank you for attending! • Terry Duty (tduty@tahomasd.us) • Barry Fountain (bfountai@tahomasd.us) • Leif Heins (lheins@tahomasd.us) • Bill Weis (bweis@tahomasd.us)

  20. Supporting data

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