Improving high school
Sponsored Links
This presentation is the property of its rightful owner.
1 / 28

IMPROVING HIGH SCHOOL: PowerPoint PPT Presentation


  • 54 Views
  • Uploaded on
  • Presentation posted in: General

IMPROVING HIGH SCHOOL:. IS IT REALLY THAT IMPORTANT? IS THERE ANYTHING WE CAN DO?. SETTING THE CONTEXT: PRETEST. WHAT SHOW IS ALWAYS AMONG THE TOP 5 CABLE SHOWS? IN THE WORLD IS FLAT , THE 4 TH MOST GOOGLED ITEM FOR APRIL OF 2004 WAS? $8, 777,221,240,095 ($29,200 Per Citizen) REFERS TO?

Download Presentation

IMPROVING HIGH SCHOOL:

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


IMPROVING HIGH SCHOOL:

IS IT REALLY THAT IMPORTANT?

IS THERE ANYTHING WE CAN DO?


SETTING THE CONTEXT: PRETEST

  • WHAT SHOW IS ALWAYS AMONG THE TOP 5 CABLE SHOWS?

  • IN THE WORLD IS FLAT, THE 4TH MOST GOOGLED ITEM FOR APRIL OF 2004 WAS?

  • $8, 777,221,240,095 ($29,200 Per Citizen) REFERS TO?

  • WHAT ___% OF STUDENTS REPORT, AS 9TH GRADERS, WANTING A HIGH SCHOOL EDUCATION?

  • THE EMPLOYMENT RATE OF ALL DROPOUTS IS ____ THAT OF PEERS WHO FINISH HIGH SCHOOL

  • A LIFE OF CRIME COSTS OVER $___ MILLION

  • WHAT PERCENTAGE OF ADULT SERVICES OR PUBLIC SCHOOLS ACTIVELY RECRUIT SCHOOL DROPOUTS?

  • 70% TO 80% OF WHOM ARE SCHOOL DROPOUTS?

  • $380,000 MORE TO $1.3 MILLION MORE REFERS TO _______

  • LAST MONTH, OSEP REPORTED AN ‘OFFICIAL GRADUATION RATE OF ____%


THE BASIS FOR OUR THINKING

  • WE HAVE BEEN LISTENING TOMSTUDENT CONSUMERS

  • WE HAVE BEEN COLLECTING ‘CONSUMER’ FEEDBACK IN PERSON & THROUGH SURVEYS

  • WE THINK WE ARE ONTO SOMETHING


INSIGHT INTO IMPROVING HIGH SCHOOL: Five Points of Emphasis

  • IDEAS from the perspective of former and current students

  • SUCCESS IN HIGH SCHOOL ALGEBRA

  • EFFECTIVE TEACHING (from all students)

  • SUMMATION OF HOW KFC RELATES TO WHAT YOU DO NEXT WEEK

  • RED PAPER CLIP and your 3rd chance to get a ‘free’ dinner


PART ONE: WHAT FORMER STUDENTS HAVE TAUGHT US

  • 75% REPORT ‘ DROPPING OUT’ BEFORE 8TH GRADE

  • 75% ‘OFFICIALLY’ LEAVE 6 – 9 MONTHS WITHIN AGE 16

  • 70% LEAVE DUE TO ACADEMIC PROBLEMS OR DIFFICULTIES WITH TEACHERS (OR A TEACHER)

  • LESS THAN 5% REPORT TALKING TO SOMEONE AT SCHOOL ABOUT DROPPING OUT

  • TEACHERS AND STUDENTS REPORT VERY DIFFERENT REASONS FOR STUDENTS DROPPING OUT OF SCHOOL (PUSH V. PULL)

  • NO INTEREST IN COMING BACK TO HIGH SCHOOL, YET OVER 67% REPORT AN INTEREST IN FURTHER SCHOOLING

  • THEIR JOB OPPORTUNITIES ARE LIMITED BEYOND BELIEF

  • NEARLY 50% OF ALL GENERAL EDUCATION DROPOUTS EARN A GED OR A HIGH SCHOOL DIPLOMA


WHAT MOTIVATES YOUTH TO BE IN SCHOOL?

  • PERSONAL DEVELOPMENT (3 to 5 times as influential as any other motivation)

  • SOCIALIZING WITH PEERS (2 times as influential as the remaining 3 motivations)

  • Miscellaneous

  • Participate in School Activities

  • Please another adult (parent or teacher)

    Note: These results have held across studies on in school students, general and special education, and those who have dropped out.


CURRENT STUDENTS’ BEST PART OF HIGH SCHOOL?

  • SOCIALIZING WITH THEIR PEERS*

  • PARTICULAR CLASSES (useful, relevant, successful)

  • POSITIVE INTERACTIONS WITH TEACHERS (stress individual contacts or ones that generate successful learning)

  • SPORTS


THE WORST PART?

  • PARTICULAR CLASSES AND SCHOOL WORK (FAILURE, TOO HARD, LACK OF PERCEIVED RELEVANCE).

  • INTERACTIONS WITH PARTICULAR TEACHERS (negative, demeaning)

  • LOSS OF PERSONAL FREEDOM TO MAKE CHOICES (while in class & school)


WHAT WOULD HELP YOU TO BE MORE SUCCESSFUL IN SCHOOL

  • DROPOUTS – A CHANGE IN TEACHER ATTITUDE OR TEACHING STYLE; BETTER INTERACTIONS WITH TEACHERS

  • CURRENT STUDENTS – ACCESS TO MORE ACADEMIC SUPPORT, MORE RELEVANT CLASSES & MORE ENJOYMENT IN SCHOOL (group activities, hands on learning)


PART TWO: FOSTERING SUCCESS IN HIGH SCHOOL ALGEBRA (math)

  • Math is reported by nearly 70% of our students as being their least favorite class (nearly 50% of all students)

  • For Math they see the work as too difficult, too complex, not relevant to their lives, and boring

  • Algebra is the cornerstone class for post-secondary schooling

  • Universal Design for Learning (Access, Engagement, & Performance)


THE CONTEXT FOR SEEING IF UDL CAN WORK IN ALGEBRA CLASSES

  • We published data on student perceptions of 14 UDL-based interventions (8 were technology based)

  • 714 total responses(12% special education)

  • What did they like best about the 14 interventions?

    • It was fun or enjoyable (35%)

    • Miscellaneous (13%)

    • The technology in some way (12%)

    • Collaborating with peers (11%)

    • No response or nothing (10%)


Continued …

  • What did you like least?

    • Activity was boring (25%)

    • Nothing (40%)

    • Technology (12%)

    • In comparison to your other academic classes (strongly disagree to strongly agree):

      • More enjoyable – 4.35

      • Learned more important information – 4.06

      • Information will help me more on the EOC – 4.14

      • I stayed more on task – 4.21

      • I worked harder – 4.17

      • Want more of these type interventions: 95% yes


WHAT WE HAVE LEARNED ABOUT IMPROVING HIGH SCHOOL MATH

  • UDL inspired instructional activities generated very high rates of reported satisfaction, including perceived relevance, enjoyment, and helpfulness (as compared to their other academic classes)

  • Students WANT to be engaged in relevant learning, experience a level of enjoyment, and be successful

  • It can WORK

  • There are lots of resources out there to do this kind of stuff


UDL FROM THE VIEWPOINT OF TEACHERS

  • Change in high schools and adults is TOUGH

  • High school settings have changed little over the past 30 years (think JAWS)

  • Most high school teachers do NOT buy into the idea of student engagement as the key to success

  • Few teachers or administrators buy into the idea of student feedback as means of evaluation (but for these that do it has been amazing)

  • Most teachers are reluctant to change their habits or beliefs (despite offerings of money, technology, and data)


PART THREE: WHAT IS ‘GREAT’ TEACHING ACCORDING TO STUDENTS

  • We have asked over 5,500 students and former students to tell us about their best high school teacher

  • Over 85% of their descriptions fall into one of three areas – positive or individual encounters, helped me to learn in some way, and I KNEW THEY CARED ABOUT ME

  • Less than 2% of students have described it as someone who was easy and less than 5% have not responded (did not have a best teacher or opted to not answer)


DEFINING GREAT TEACHING IN HIGH SCHOOLS

  • How do schools define it? How do you define it?

  • Impact of letters and conversations with these ‘great’ teachers

  • Are students correct? (if yes, how are we recognizing it)


PART FOUR: KFC AS A WAY FOR IMPROVING HIGH SCHOOL


SEVEN THINGS TO START DOING NEXT WEEK

  • ACCESS TO SUPPORTIVE ADULTS AND ROLE MODELS THAT ALIGN W/ CAREER AMBITIONS (Personal development)

  • ACKNOWLEDGING GREAT TEACHING

  • ENGAGEMENT IN THE NON-ACADEMIC SIDE OF SCHOOL (peers, sports, school groups)

  • POSITIVE TO NEGATIVE EXPERIENCE RATIO

  • LINKING SERVICES TO AN UNDERSTANDING OF OUR CONSUMER

  • HELPING TEACHERS IDENTIFY STUDENT STRENGTHS

  • INTERVENTIONS OR SERVICES THAT MATCH YOUR UNIQUE SITUATION


IS IT REALLY POSSIBLE?

We think so


One Red Paperclip

  • http://en.wikipedia.org/wiki/One_red_paperclip


  • Login