#exitoeducativo-hightechhigh

“Understanding derives from activity.”

John Dewey

Three Axioms of Schooling Separate students according to

perceived academic ability Separate hands and minds

–  and “disciplines”

Separate school from the world

Re: Imagining School

Three Integrations at HTH Integrate students - no tracking Integrate the curriculum

–  technical and academic –  academic disciplines

Connect school with the world

AND NOW…

Integrate K-12 with Graduate Ed.


HTH Design Principles §  Personalization

§  Common Intellectual Mission

§  Adult World Connection

§  Teacher as (Co-) Designer


Design Principles Questions

Personalization

Where do we see evidence in this work that students are exercising voice and choice?


Personalization

§  Limit grade size and teacher load

§  Teaching teams

§  Advisory groups, home visits

§  Students pursue passions via projects


Common Intellectual Mission

•  Common core learning goals •  Habits of heart and mind

§  No tracking

§  Promotion and graduation linked to performance

§  Full Inclusion of Special Education



Common Intellectual Mission Where in this work do we see

evidence of access and challenge for all learners?


Adult World Connection

§  Internships & field studies

§  Community Projects

§  Visiting professionals

§  Mentor relationships

§  Online connections



Adult World Connection

Where in this work do we see

evidence that students are making authentic connections with adults in the world beyond school?


Teacher as Designer §  hiring “bonanza” §  new teacher “odyssey” §  credential program §  daily morning meeting time §  mentoring, collegial

coaching

§  planning and study groups §  graduate programs at HTH

GSE §  total adult learning

community



Teacher as (Co-) Designer

What structures and practices

are in place to support the [co-] design work of teachers?


Powerful Projects Foster Significant Learning

•  Projects encourage students to pursue their questions and interests

•  Projects connect students to the “adult world” and authentic reasons for learning.

•  Projects engage students as active learners.

•  Students develop important skills and dispositions for critical thinking, collaboration, and communication.

The Six A’s of Powerful Projects Academic Rigor •  Projects address key learning standards identified by the school or district and helps

students develop habits of mind and work associated with academic and professional disciplines.

Authenticity •  Projects use a real world context (e.g., community and workplace problems) and

address issues that matter to the students.

Applied Learning •  Projects engage students in solving semi-structured problems calling for

competencies expected in high-performance work organizations (e.g., teamwork, problem-solving, communication, etc.).

Active Exploration •  Projects extend beyond the classroom and connect to work internships, field-based

investigations, and community explorations.

Adult Connection •  Projects connect students with adult mentors and coaches from the wider

community.

Assessment Practices •  Projects involve students in regular exhibitions and assessments of their work in light

of personal, school and real-world standards of performance.

Results to date •  100% qualify to apply to

University •  5,000 students in 13 schools •  45% low-income students •  98% college admission •  76% college retention/

graduation •  38% major in STEM fields


Key Elements •  Design principles •  Lottery admission •  Integrations—ALL students •  Voice, choice & ownership •  Teacher development/

credentialing •  GSE/residencies/institutes •  Exhibitions/presentations of

learning •  Autonomy in hiring, program

and budget


Children’s Astronomy Book ProjectAaron Commerson, Math/Physics, High Tech High

Juli Ruff, Humanities, High Tech High

Students created an illustrated book to teach young children about our universe. In pairs, students chose and researched topics in astronomy. They wrote essays about their topics, learning about outlining, thesis sentences, topic sentences, supporting evidence, and MLA citation in their Humanities class. They then composed stories about their topics for 8-10 year olds, creating storyboards with scripts and hand drawn art, and editing mock books through several rounds of critique. Their stories and artwork, published through blurb.com, are available at the HTH bookstore: http://www.hightechhigh.org/books.

Teacher ReflectionThe most rewarding aspect was the numerous drafts the students completed for their essay. I was glad they understood that correctness was the goal, and however many drafts it took to achieve that goal was what they had to do. Some students did more than eight drafts. Reading that many essays was a challenge, but by taking this seriously we sent the message that doing something was not good enough. It had to be done right.

—Aaron Commerson

Student ReflectionOne important thing we got out of this project was realizing how to communicate and collaborate well. The idea of the story was hard to come up with, as well as editing it to ensure the content was correct and understandable. Even making pictures was a challenge, because we had a tough time deciding what to do and how to do it. In the end, we were able to learn some valuable skills that we will need to use in our future at HTH, including communication, time management and, if we create another product for children, the ability to simplify concepts.

—Ethan Chan and Michael Thompson, 9th grade

To learn more about this project and others visit www.hightechhigh.org and Aaron Commerson’s and Juli Ruff’s digital portfolios at

http://staff.hightechhigh.org/~acommerson & http://staff.hightechhigh.org/~jruff

DNA Barcoding Invasive SpeciesJay Vavra, Biotechnology, High Tech High

This study is a component of the HTH San Diego Bay Study, now in its eighth year. Aware of our previous publications and DNA barcoding research, biologists from the Southwest Division of the U.S. Navy asked us to do a pilot study for a large-scale ecological survey of the bay. The project focused on the influx of non-native species that has created a shift in the regional ecology, resulting in a number of current and potential ecological and economic problems.

We began with a focus on benthic marine invertebrates. Student teams took on taxonomic groups, striving to identify all species within their taxa (e. g., Molluscs, Arthropods, Cnidaria). They collected samples from the bay for DNA barcoding in the HTH biotech lab, identifying a variety of organisms and invasive species. Their findings will be shared with the Invasive Species Management Plan.

Through such surveys students and collaborating scientists could prevent and slow the spread of invasive species through early detection, rapid response, and eradication, ultimately reducing the effects of bioinvasions on human health, the economy, and the oceans. Student ReflectionWe learned biotechnology skills and gained an understanding of how these applications could serve the community. We generated over 100 DNA barcodes and discovered eight non-native and invasive species. We presented these results to the annual meeting of the Southern California Society of Environmental Toxicology and Chemistry, where we showcased the phyla we had discovered and the threat that invasive species pose to the region.

—Kathleen Estrella, 12th grade AcknowledgementsThe project exemplifies community-based conservation and Jane Goodall’s Roots & Shoots program. It was supported by the U.S. Navy Southwest, Life Technologies, the Regional Occupational Program, and the Port of San Diego. DNA sequencing was conducted by the Aquatic Ecology Division of USGS. Thanks to our partners!

Visit Jay Vavra’s portfolio at http://hthbiotech.sdccte.org

HTH GSE

•  Teacher Credentialing •  M.Ed •  School Leader Fellowship •  Residencies •  Partnerships

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#exitoeducativo-hightechhigh

Education

school teacher

school powerful projects

adult connection projects

disciplines separate

interests projects

authenticity projects

significant learning

applied learning projects