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21st Century School Presentation - Acorn High School

This presentation provides an overview of how Acorn high school has made strides to become a school that prepares students for 21st century teaching and learning.

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21st Century School Presentation - Acorn High School

  1. 1. ACORN High School for Social Justice Technology
  2. 2. <ul><li>1. Putting our students first—They are digital learners, therefore, we have to become digital teachers. </li></ul><ul><li>2. Technology does not replace the teacher but rather is a tool to increase the effectiveness of instruction, increasing student learning and achievement. </li></ul><ul><li>3. Technology increases the efficiency of communication among all stake holders at the school level. </li></ul><ul><li>4. Technology makes collaboration easier. </li></ul><ul><li>5. Technology makes the job easier by providing the structure to organize lessons and presentation in the classrooms. </li></ul>Vision for Technology Integration
  3. 3. <ul><li>6. Provides for easy differentiation of instruction and </li></ul><ul><li>faster availability of data from online assessments. </li></ul><ul><li>7. Use of various forms of Technology in the classroom </li></ul><ul><li>creates a 21 st Century classroom environment. </li></ul><ul><li>8. Routine use of computers in the classroom by all </li></ul><ul><li>teachers by June 2008. </li></ul><ul><li>9. Routine use of computers in the classroom by all </li></ul><ul><li>students by June 2009 </li></ul><ul><li>10. Routine use of computers by our students’ parents </li></ul><ul><li>by June 2010. </li></ul><ul><li>11. All stakeholders at our school can learn to use </li></ul><ul><li>technology. </li></ul>Vision for Technology Integration
  4. 4. <ul><li>1. No systems in place to support digital learners </li></ul><ul><li>2. All computers were broken whether they were in classrooms, in the library or in computer labs </li></ul><ul><li>3. No technical assistance available </li></ul><ul><li>4. Laptops were given only the teachers who were proficient in the use of computers and would use them primarily for planning purposes </li></ul><ul><li>5. No use of technology for communication—no email, websites, teacher WebPages, etc. </li></ul>What we found on 2/1/08
  5. 5. <ul><li>6. Obsolete smart boards </li></ul><ul><li>7. No equipment for incorporating technology </li></ul><ul><li>during lesson implementation such as LCD projectors, Elmos, etc. </li></ul><ul><li>8. No focused professional development for teachers in the use of technology for educational purposes. </li></ul><ul><li>9. No student access to computer labs after school. </li></ul>What we found on 2/1/08
  6. 6. Action Plan <ul><li>1. Fix all computers ASAP—Completed in two weeks </li></ul><ul><li>2. Give all teachers laptops whether they know to use </li></ul><ul><li>them or not. </li></ul><ul><li>3. Discuss expectations around technology use for </li></ul><ul><li>collaboration, communication and educational </li></ul><ul><li>purposes at faculty conference. </li></ul><ul><li>4. Conduct technology survey of teachers to </li></ul><ul><li>determine level of expertise. </li></ul><ul><li>5. Identify expert teachers—Model Technology </li></ul><ul><li>Teachers who would provide professional </li></ul><ul><li>development to their colleagues, one in each subject </li></ul><ul><li>area. </li></ul>
  7. 7. Action Plan <ul><li>6. Determine the professional development needs of all teachers in the area of technology </li></ul><ul><li>7. Provide technology Professional Development during common planning on Wednesdays and after school. </li></ul><ul><li>8. Purchase equipment such as smart boards, laptops, Elmos, LCD projectors, etc. </li></ul><ul><li>9. Identify expert students—Model Technology Students who provide technical assistance to teachers through an in school help desk </li></ul><ul><li>10. Communicate primarily using email. </li></ul>
  8. 8. Action Plan <ul><li>11. Develop teacher WebPages on NYLearns. </li></ul><ul><li>12. Purchase software for use by both teachers and students </li></ul><ul><li>13. Create an environment for peer support to increase collaboration. </li></ul><ul><li>14. Television Production and Music Recording Studio up and running by September 2008. </li></ul>
  9. 10. Making the Case for Routine Use of Technology in the Classroom <ul><li>Instructional Plan </li></ul><ul><li>Curriculum/Curriculum Outlines—Scope/Sequence/Pacing based on the standards and assessments. (Must be posted on classroom door and inside of classroom and distributed to students). </li></ul><ul><li>Unit Plans/Weekly Planners--- Developed using Understanding By Design (Must be posted on classroom door and inside of classroom) containing daily aims to be taught. If the course ends in a Regent exam, start planning the units from the exams. State and Regent exams are based on the learning and performance standards in the various subjects. Know what is being tested and emphasize that in your plans. </li></ul><ul><li>Lesson Plans--- Developed using Recommended Templates </li></ul><ul><li>Instructional Delivery via the Workshop Model (Agendas, Mini-Lessons, Independent Work Period, Share, Active Charting and Displays, Word Walls including definitions, Daily Homework Assignments). Process charts should be posted in the classroom as well. Agendas and mini-lessons can be on power point presentations. Incorporate appropriate instructional strategies. </li></ul><ul><li>Student Engagement through appropriate Questions and Discussions and Reading and Writing in all classes. </li></ul>
  10. 11. <ul><li>Effort Based Learning/Student Responsibility- --Using Rubrics to make student work better. Student Work displayed on Bulletin Boards within and outside of classrooms. Using rubrics to improve Student Notebooks, Writer’s Notebooks, Reader’s Notebooks, Journals and Portfolios. Using Resources such as Classroom Libraries and Calculators. </li></ul><ul><li>Assessment tied to Curriculum including ongoing or formative assessments, periodic assessments and summative assessments. Review of Student Work. </li></ul><ul><li>Immersion in the Social Justice and Technology Themes </li></ul><ul><li>Field Trips to Apply and/or Deepen learning preferably taking place after school and on weekends. </li></ul><ul><li>Use of Technology both by teachers and students to make teaching more effective and learning more efficient. </li></ul>Making the Case for Routine Use of Technology in the Classroom
  11. 12. <ul><li>Provision of Targeted Interventions to Support Learning such as Special Education classes, SETSS, Speech, Prep Classes, ESL classes, etc. </li></ul><ul><li>Evidence of the Principles of Learning in all classrooms and all lessons. </li></ul><ul><li>Classroom Management : Use of Late Log, Limiting Use of Classroom Passes, Monitoring Student Attendance and Lateness. </li></ul><ul><li>Thematic/Interdisciplinary Units to make Connections among subjects and grades and to build Community. </li></ul><ul><li>Use of Data to improve teaching and learning. </li></ul>Making the case for routine use of technology in the classroom
  12. 13. Experiential Learning Continuum <ul><li>Role Playing </li></ul><ul><li>Games </li></ul><ul><li>Simulation </li></ul><ul><li>Application </li></ul><ul><li>- Team Events </li></ul><ul><li>- Trial & Error </li></ul><ul><li>Discussion </li></ul><ul><li>Q & A </li></ul><ul><li>Compare </li></ul><ul><li>Opinion </li></ul><ul><li>Brainstorm </li></ul><ul><li>Evaluate </li></ul><ul><li>Case Studies </li></ul><ul><li>Define Terms </li></ul><ul><li>Films </li></ul><ul><li>Slides </li></ul><ul><li>Overheads </li></ul><ul><li>Video </li></ul><ul><li>Demos </li></ul><ul><li>Pictures </li></ul><ul><li>Graphs </li></ul><ul><li>Direct </li></ul><ul><li>Observation </li></ul><ul><li>Lecture </li></ul><ul><li>Audiotape </li></ul><ul><li>Books </li></ul><ul><li>Articles </li></ul>90% 70% 50% 30% 20% Amount of Retention
  13. 15. <ul><li>We have purchased seven smart boards, 20 Elmos, 20 LCD projectors </li></ul><ul><li>We have purchased two carts with 34 laptops each using SINI funds </li></ul><ul><li>We have trained all teachers to use Microsoft Office---Word and PowerPoint and development of their websites. </li></ul><ul><li>We have purchased software that teachers have been trained to use and are using them with their students. </li></ul><ul><li>Teachers have developed WebPages. </li></ul><ul><li>Teachers have been trained to use Scantron, Acuity, ARIS, etc. </li></ul><ul><li>We have created a support environment for teachers to take risks in using new technologies. </li></ul><ul><li>We have five Inquiry Teams that use various technologies , item analyses to analyses student data to better inform instructional decisions. </li></ul>Implementation
  14. 16. <ul><li>Microsoft Office </li></ul><ul><li>Castle Learning—Regent Exam Preparation </li></ul><ul><li>Renzulli—Differentiation of Instruction according to student interests </li></ul><ul><li>Achieve3000---Differentiation of Instruction according to student reading levels </li></ul><ul><li> submission/Plagiarism identifier </li></ul><ul><li> with clickers </li></ul><ul><li>TI Navigator---Math </li></ul><ul><li>Tabula Digita—Algebra Game </li></ul><ul><li>Smart Labs---Virtual Science Labs </li></ul><ul><li>Plato for Credit Recovery </li></ul><ul><li>Web 2.0 technologies </li></ul><ul><li>Science Edugame </li></ul>Software in Routine Use
  15. 17. this program differentiates texts across the curriculum based on students reading levels. provides credit recovery courses for students who have taken and failed their regular high school classes.
  16. 18. this software program is used to help students practice for the regent examinations. this program differentiates the curriculum in all subject areas according to students interests and strengths, learning styles and expression modes. It makes the teacher's work to differentiate a particular lesson easier and it helps students maximize their learning of that lesson because they will learn in the way in which they can learn.  Also, please be aware that Renzulli is just part of the differentiation puzzle, teachers play the major role. Differentiation involves differentiation of the content (knowledge), instructional styles (pedagogy), the classroom (management/organization) and the products.
  17. 19. Tabula Digita:  this program is an integrated algebra game.     an electronic grading book for all teachers and students/parents.   the primary software used in the I-Careers classes.   primarily for document creation and presentations by both teachers and students.   SCANTRON a diagnostic assessment used to let us know where our students are and what deficits we need to address to bring them up to grade level.  
  18. 20.   is formative and predictive assessment. It gives information about the progress students are making towards success on the ELA and Mathematics Regent's examinations. Both students and teachers can use the information from this assessment as a guide to what they need to learn or teach before the next administration of the regent's examination in order to be successful.   is a place where teachers and parents can get information about their students' past and current academic performance in the NYC public school system in addition to biographical and targeted intervention ( ESL,
  21. 23. ELMO
  24. 27. Curriculum Outline from Ms. Fajardo SCIENCE DEPARTMENT LIVING ENVIRONMENT CURRICULUM MAP AND UNIT AIMS UNIT 1: SCIENTIFIC INQUIRY * 12 days Science Performance Standards: S5 a. Frames questions to distinguish cause and effect; identifies or controls variables S5b. Uses concepts of physical Science, Life Science, Earth and Space Sciences, and Scientific Connections and applications, to explain a variety of observations and phenomena S5d. Proposes, recognizes, analyzes, and critiques alternative explanations and distinguishes between facts and opinions S5e. Identifies problems, proposes and implements solutions and accuracy, design, and outcomes of investigations S5f. Works individually and in teams to collect and share information an ideas S6a. Uses technology and tools to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely, with appropriate consideration of accuracy and precision. S6b. Records and stores data using a variety of formats. S6c. Collects and analyzes data using concepts and techniques in Mathematics
  25. 28. Curriculum Outline from Ms. Fajardo How can use the steps in a scientific method in designing and conducting a controlled experiment? 1.8 LAB: Designing Controlled Experiment * 2 sessions How do we relate pulse rate and heart rate to rate of physical activities? How does muscle fatigue affect muscle performance? 1.7 Regents Lab: Making Connections Parts 1-3 * 2 sessions How do we properly use and operate parts of the microscope? 1.6. Lab: Use of the Microscope How do we identify and describe parts of the microscope? 1.5 Parts and Functions of a Microscope How do we work and follow safety rules in the science lab? 1.4 Lab no 1. Lab Safety How do we construct, analyze and interpret graphs? 1.3 Constructing, Analyzing and Interpreting Graphs * 2 sessions How do we use dichotomous key in classifying and identifying organisms? 2.4 Dichotomous Key How are organisms classified? 2.3 Classification System How do we use scientific method in designing and interpreting a controlled experiment? 1.2.The Scientific Method * 2 sessions How does studying biology affect you and the society? 1.1 Introduction to Biology Aim CONTENT
  26. 29. Weekly Planner from Ms. Fajardo Answer Renzulli Learning Assignment: Gel Electrophoresis Simulated Lab ASSIGNMENT SHEET: Answer Part B-1 L.E. Regent Questions Answer castle learning assignment # 21: Genetics Married couples should be allowed to choose the genetic traits of their child like eye color, sex etc. Evaluate this statement by agreeing or disagreeing with it. Justify your answer. Answer castle learning assignment # 20: Biotechnology HOMEWORK Pea plants, recessive traits, dominant traits, hybrid, homozygous traits. Enzymes, insulin, asexual. Sexual, genes, DNA, protein synthesis, cloning, hormones, cross over, linkage, mutation. Curol, enzyme M, gel electrophoresis, hypothesis ,banding pattern, protein translation, hypotesis Genetic engineering, recombinant DNA, Genes, cell division, vector, insulin, asexual reproduction, enzymes. Breeding, selective breeding, inbreeding, hybridization, cloning, genotype, phenoype VOCABU LARY WORDS Answer and discuss review questions. Read and analyze test questions Use and apply test taking strategies. Collaborate and discuss review questions and answers. Assign task to each member of the team. Read aloud review questions. Actively participate & follow science edu game rules. Observe and compare structural and molecular characteristics of botana curus to species X,Y & Z. Formulate hypothesis based on the evidences. Analyze evidences and interpret experimental results. Brainstorm genetic engineering using circle map. Illustrate the steps used in modifying genes of organisms. Explain the use of genetic engineering in medicine and agriculture. Define biotechnology Distinguish between inbreeding and out breeding Illustrate the steps in cloning process. Explain the advantages and disadvantages of cloning. OBJECTIVES How do we asses our knowledge on genetics? How do we review on Genetics using the SCIENCE EDU GAME? How do we gather and analyze evidences to prove relationships of Botana curus to species XYZ? How do we describe genetic engineering and it’s used in the field of medicine? How do we identify and describe the techniques used in biotechnology? AIM QUIZ # 1: GENETICS UNIT TEST REVIEW Genetics Relationships and Biodiversity Lab Genetic Engineering Biotechnology LESSON Friday Thursday Wednesday Tuesday Monday   Week of May 18, 2009   Unit: GENETICS AND BIOTECHNOLOGY  Teacher: Ms. Fajardo LIVING ENVIRONMENT
  27. 30. The Workshop Model on PowerPoint <ul><li>1. All teachers are expected to implement their </li></ul><ul><li>lessons using the workshop model. </li></ul><ul><li>2. They post their agendas on each slide so late </li></ul><ul><li>students can catch up. </li></ul><ul><li>3. They actively chart. </li></ul><ul><li>4. They printout their presentations and post in their </li></ul><ul><li>classrooms. </li></ul><ul><li>5. They post their presentations on their WebPages. </li></ul>
  28. 31. <ul><li>Arrange the following </li></ul><ul><li>structures from largest to smallest. </li></ul><ul><li>chromosome ________ </li></ul><ul><li>nucleus ________ </li></ul><ul><li>genes ________ </li></ul>nucleus chromosomes genes TOPIC : SIMULATED LAB: DNA EXTRACTION AIM : How do we extract DNA from living things? <ul><li>AGENDA </li></ul><ul><li>05/18/09 </li></ul><ul><li>DO NOW: </li></ul><ul><li>Arranging structures involve in inheritance of traits </li></ul><ul><li>MINI LESSON: </li></ul><ul><li>discussing log in instructions on Renzulli learning </li></ul><ul><li>following online lab instructions </li></ul><ul><li>Answering lab guide questions. </li></ul><ul><li>ACTIVITY: </li></ul><ul><li>simulated lab on </li></ul><ul><li>REFLECTION </li></ul><ul><li>HOMEWORK </li></ul>DO NOW ( 5-10 mins )
  29. 32. Rubric for NYlearns Teacher Website 2 points 1 point 0 points Item and Points The layout is very exciting and attractive to potential visitors. The layout offers an attractive appeal to potential visitors. The layout offers little appeal to potential visitors. <ul><li>Overall Layout </li></ul><ul><li>design </li></ul><ul><li>creativity </li></ul><ul><li>welcome address </li></ul>Information is complete and well organized. Information is mostly complete and is organized to some extent. Information is incomplete and unorganized. <ul><li>Content </li></ul><ul><li>Course description </li></ul><ul><li>Scope and sequence </li></ul><ul><li>Weekly planners/ calendar of activities </li></ul><ul><li>Powerpoint lessons </li></ul><ul><li>Homework </li></ul><ul><li>Useful websites/internet links </li></ul><ul><li>Students of the month </li></ul>There are very few or no grammatical errors.  Language is very descriptive. There are few grammatical errors.  Descriptive language is used. Many grammatical errors.  Language is uninteresting. Language Full use of images, internet links and resources without overdoing it and fully support  and compliment the written text. An adequate number of images, internet links and resources are used and clearly relate to the text. Few or no images, internet links and resources are included.  Images and links used are out of context. <ul><li>Use of Technology </li></ul><ul><li>internet links </li></ul><ul><li>videos </li></ul><ul><li>regents prep websites ( castlelearning) </li></ul>All sources of information and images are well documented. Some sources of information and images are documented. Sources of information and images are not documented. Mechanics            10 TOTAL POINTS
  30. 33. For School Year 2009-2010 <ul><li>Purchase laptop cart with laptops for each teacher. </li></ul><ul><li>Purchase SmartBoards and LCD Television sets for all classroom. </li></ul><ul><li>Pilot of 1:1 computing with AVID students. </li></ul><ul><li>Parent data lab. </li></ul><ul><li>Parent workshops in the use of all technology resources available to them to support their children’s achievement. </li></ul>
  31. 34. For School Year 2009-2010 <ul><li>New website with advanced features in development such as password protected intranet for staff, blogs, wikis, videos of lessons and presentations, curriculum outlines and weekly plans posted, etc. </li></ul><ul><li>New data analysis and reporting system—Dedealus at </li></ul><ul><li>Text alerts for parents to improve communication. </li></ul><ul><li>Submitted grant for increasing collaboration through ARIS Connect. </li></ul><ul><li>Distance learning connecting classrooms within the school and to AVID classrooms worldwide. </li></ul><ul><li>Competitive academic games. </li></ul>