An Educational Revolution:An Educational Revolution:Building a World-Class Building a World-Class Educational ProgramEducational Program

Cynthia Soo Hoo Tse Cynthia Soo Hoo Tse

&&

Shonnah PannepackerShonnah Pannepacker

EDU 6054 Professor DalyEDU 6054 Professor Daly

June 2010June 2010

IntroIntro

Something needs to changeSomething needs to change Are we failing our students or Are we failing our students or

ourselves?ourselves? Whose responsibility is it?Whose responsibility is it? The factsThe facts The plan of actionThe plan of action

Are We Failing our students?Are We Failing our students?US HeadlinesUS Headlines

- A Nation At Risk: - A Nation At Risk: The Imperative For Educational ReformThe Imperative For Educational Reform

- - Hundreds of schools fail new standardsHundreds of schools fail new standards

- John Stossel's 'Stupid in America‘John Stossel's 'Stupid in America‘- - U.S. education falling behind those U.S. education falling behind those

of other countries of other countries

- Are Public School Students Prepared for the “Real World?”- Are Public School Students Prepared for the “Real World?”

- - 'High school dropout crisis' continues in U.S.'High school dropout crisis' continues in U.S.

- Education: Failing schools? Failing government, more like Many Education: Failing schools? Failing government, more like Many children can't read or write when they reach secondary schoolchildren can't read or write when they reach secondary school

- - We are failing our schools -- there is We are failing our schools -- there is no more 'fat' to cut no more 'fat' to cut

US StatisticsUS Statistics

College enrollment immediately after HS currently College enrollment immediately after HS currently fluctuates between 62 and 69 percentfluctuates between 62 and 69 percent

~58% of 1~58% of 1stst-time students seeking a bachelor’s -time students seeking a bachelor’s degree (or equivalent) and attending a 4-year degree (or equivalent) and attending a 4-year institution full time in 2000-01 completed said institution full time in 2000-01 completed said degree within 6 years (vary by race/ ethnicity and degree within 6 years (vary by race/ ethnicity and sex)sex)

Graduation rates higher at private not-for-profit Graduation rates higher at private not-for-profit institutions than at public or private for-profitsinstitutions than at public or private for-profits

Rates higher for females than malesRates higher for females than males

(Source: National Center for Education Statistics)(Source: National Center for Education Statistics)

We need a RevolutionWe need a Revolution

Where are we going?Where are we going?

We need a Revolution…We need a Revolution… ……to put an end to stubborn cycles of poverty and social to put an end to stubborn cycles of poverty and social

failurefailure ……to put our country on track for long-term economic to put our country on track for long-term economic

prosperityprosperity ……to address the needs of children who have long been to address the needs of children who have long been

ignored and marginalized in chronically low-achieving ignored and marginalized in chronically low-achieving schoolsschools

……so states and school districts have an opportunity to put so states and school districts have an opportunity to put unprecedented resources toward reforms that would unprecedented resources toward reforms that would increase graduation rates, reduce dropout rates, and increase graduation rates, reduce dropout rates, and improve teacher quality for all studentsimprove teacher quality for all students

……particularly for children who most need good teaching in particularly for children who most need good teaching in order to catch uporder to catch up

(Source: Duncan, (Source: Duncan, Duncan floats school turnaround plan. Duncan floats school turnaround plan. eSchool News. eSchool News. http://www.eschoolnews.com/2009/08/27/duncan-floats-school-turnaround-http://www.eschoolnews.com/2009/08/27/duncan-floats-school-turnaround-plan/ )plan/ )

Building a World Class Building a World Class Educational SystemEducational System

““though the world does not change with a change of paradigm, the though the world does not change with a change of paradigm, the scientists afterward works in a different world” – Thomas S. Kuhnscientists afterward works in a different world” – Thomas S. Kuhn

Models and TheoriesModels and Theories

•Montessori

•Piaget

•Socrates

•Bloom’s Taxonomy

•Skinner

•Community

•Multiple intelligences

•Electives

•MET/SLCs

•Bottom-up approach

•Birth – age 3

•Student-Centric

3- Tier System3- Tier System

Home & Local School ConnectHome & Local School Connect- Birth – Age 3- Birth – Age 3

Community Model SchoolCommunity Model School- Grades PreK – 8- Grades PreK – 8 (Pre-K – 2, 3 – 5, 6 – 8)(Pre-K – 2, 3 – 5, 6 – 8)

High School – MET ModelHigh School – MET Model- Grade 9-12- Grade 9-12

Home & Local School ConnectHome & Local School ConnectBirth – Age 3Birth – Age 3

A child’s cognitive development and intellectual capacity A child’s cognitive development and intellectual capacity does not start when they enter school, it begins at birth.does not start when they enter school, it begins at birth.

Home & Local School ConnectHome & Local School ConnectBirth – Age 3Birth – Age 3

““Language

Language

Dancing”Dancing”

Educational Educational refresher classesrefresher classes

Health &

Health & Wellness

Wellness

Care giving

Care giving

Support Support groupsgroups

First aid First aid classesclasses

Stimulating Stimulating

play/play/

activitiesactivities

Community Model SchoolCommunity Model SchoolGrades PreK – 8Grades PreK – 8

““It Takes a Village to Raise a Child” It Takes a Village to Raise a Child” – – African ProverbAfrican Proverb

Pre-K - 2Pre-K - 2

The Montessori Method:The Montessori Method: self-directed learning activities based on self-directed learning activities based on

the individual discovery of interests the individual discovery of interests Stimulates intellectual curiosityStimulates intellectual curiosity Promotes independence Promotes independence stimulates using sensorial activitiesstimulates using sensorial activities make use of students intrinsic make use of students intrinsic

motivationmotivation does not correct students but does not correct students but constantly observes, monitors, constantly observes, monitors,

evaluates and guides evaluates and guides nurtures life long learnersnurtures life long learners

Pre-K - 2Pre-K - 2

The greatest sign of success for a teacher is to be able to say. The greatest sign of success for a teacher is to be able to say. ““The children are now working as if I did not exist” The children are now working as if I did not exist”

-Maria Montessori-Maria Montessori

Pre-K - 2Pre-K - 2

We need to identify each student’s learning style by We need to identify each student’s learning style by providing opportunities for them to explore each one.providing opportunities for them to explore each one.

Grade 3-5Grade 3-5

Makes use of each students pre-K – 2 Makes use of each students pre-K – 2 portfolio (Strengths and Learning portfolio (Strengths and Learning Style)Style)

Create Flexible groupingCreate Flexible grouping Using multi platform assessments Using multi platform assessments Technology is student centeredTechnology is student centered Inquiry Based LearningInquiry Based Learning

Grade 3 - 5Grade 3 - 5

Grades 3 - 5Grades 3 - 5

EvaluationsEvaluations Monitor progress, learning style, Monitor progress, learning style,

strengths and needs as well as strengths and needs as well as individual interests (multi-platform)individual interests (multi-platform)

Provide immediate feedbackProvide immediate feedback Individualize tailored learning planIndividualize tailored learning plan ““Programmed Instruction” that is Programmed Instruction” that is

inquiry based and self-pacinginquiry based and self-pacing

Grades 6-8Grades 6-8

Allow students to transition in a Allow students to transition in a familiar space (Pre-K – 8 school)familiar space (Pre-K – 8 school)

Project based curriculum Project based curriculum Building stronger connections to Building stronger connections to

what they are learningwhat they are learning Makes use of community programs Makes use of community programs

and resources for projectsand resources for projects Uses interactive Web tools for Uses interactive Web tools for

collaborationcollaboration

Grade 6 – 8 Grade 6 – 8

Grades 6 - 8Grades 6 - 8

Whether we’re going up or coming down, our goal is to meet each Whether we’re going up or coming down, our goal is to meet each child at their level and give them the support to reach their full child at their level and give them the support to reach their full potentialpotential

High School – MET/SLC ModelHigh School – MET/SLC ModelGrade 9-12Grade 9-12

Small learning environmentsSmall learning environments Sense of communitySense of community Adults who care—faculty advisory Adults who care—faculty advisory

systemssystems Educate the “whole child”—student Educate the “whole child”—student

wellness center for socioemotional wellness center for socioemotional needsneeds

Involve parents Involve parents andand the community the community

Grades 9 - 12Grades 9 - 12

“…“…it is important that both it is important that both parents and students parents and students themselves understand themselves understand the connection between the connection between good attendance and good good attendance and good grades,” (Quint, et al., 15)grades,” (Quint, et al., 15)

“…“…the district offers the district offers parents refresher courses parents refresher courses in writing, math, and in writing, math, and computer skills and is computer skills and is creating pathways for creating pathways for them to earn a college them to earn a college diploma, ” (Quint, et al., diploma, ” (Quint, et al., 15)15)

Grades 9 - 12Grades 9 - 12““But their challenge is even larger But their challenge is even larger because today’s teachers need to because today’s teachers need to know and be able to do things know and be able to do things their predecessors did not. They their predecessors did not. They have to be prepared to have to be prepared to educate all educate all of their students to achieve of their students to achieve the the highest learning outcomes highest learning outcomes in in historyhistory. . This is a fundamentally This is a fundamentally different job than that of past different job than that of past generations of teachers. Perhaps generations of teachers. Perhaps the most important difference is the most important difference is the meaning ascribed to the meaning ascribed to educateeducate,” ,” (Levine, 11).(Levine, 11).

RecapRecap

ConclusionConclusion

Credits/BibliographyCredits/Bibliography