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Assessment for Next Generation Learning

A new article from EdSurge describes a MIT effort to design assessments for next generation learning. “Playful assessment” captures curiosity, creativity and critical thinking within the natural context of student learning activities.”It emphasizes recognizing and reflecting on what works and what doesn’t, and in response, identifying skills to improve on moving forward.”

While such habits of mind are recognized as essential for today’s learners and are frequently embedded in curriculum and lesson design, they are also difficult to systematically and accurately assess. Instruments such as the Mission Skills Assessment and SSAT Character Skills Snapshot have emerged in recent years but are disconnected from classroom curricula.  Effective teacher assessment is needed to both measure and deepen lasting next generation learning for students.

Photo by Plush Design Studio on Unsplash

WorldStrides Summit on Global Awareness & Leadership

globe

Last week, our global programs director Brian and I spent two days at a WorldStrides-sponsored event in Philadelphia, at which we studied questions about optimal program design and student experience. The presenter lineup featured organization and school experts in global travel, providing a rich range of perspectives and wisdom on the topic.

Some highlights:

  • What is the overall purpose of your program? Curriculum, experience, or service?
  • What does your school community value? Is your global program aligned?
  • How much is global education represented in the rest of the school curriculum? Do students see the travel program connected to the rest of their school experience?
  • Has your school thoroughly studied student health and safety preparations and plans?
  • Do groups travel during or outside the school term?
  • Where does student leadership live in your travel program?

We have returned with a decent list of outstanding school travel programs of different types:

At UPrep, we are implementing the first large shift in our signature Global Link program in 10 years. Our new Intensive terms allow Global Link to travel during an intensive term rather than over spring break. So far, two trips have migrated into the January intensive, with plans to continue moving trips next year.

Adding a specific subject’s curriculum to the trip is a new feature of Intensive Global Link. Our first three examples are Human Rights in Colombia, Global Link American South, and Storytelling in Samoa. As a result, schools that have established strong curricular connections for global travel are of specific interest to us right now. From the above list, these include Ideaventions, Lawrenceville, and Trinity Palmer, at a minimum.

Finally, Global Education Benchmark Group (GEBG) Executive Director Clare Sisisky presented three times on insights gleaned from GEBG’s 250 member schools, including broad perspectives on global program outcomes, school partnerships, conceptual frameworks, assessment instruments, and examples from model schools.

[Photo by Juliana Kozoski on Unsplash]

The Busy UPrep Blog

The UPrep blog has been very active in the past week, thanks to the great work of student and staff authors and the Communications team. Check out these recent titles, including one by yours truly.

Developing Our Best Ideas

Originally published in the Leadership+Design Monthly Recharge.

“How do we provide students with the most powerful, lasting learning opportunities? Where do we do this well? Where might we do more?” A learning organization is always asking these questions. Today at University Prep, fully half of our faculty and staff voluntarily serve on research and design teams that produce our best new ideas for enhancing the students’ educational experience. How did we get here?

To develop our new strategic plan, we asked the school community to answer these questions and thereby set our course for the upcoming years. We held focus group discussions, conducted internal research and design workshops, administered community surveys, and consulted with national experts. Along the way, we found that the seeds for UPrep’s future had already been laid. We just needed to create the conditions to help them flourish.

This is one example of what Ito and Howe term “emergence” in their book Whiplash. They write, “emergent systems presume that every individual within that system possesses unique intelligence that would benefit the group.” Doesn’t that perfectly suit a school? One of our teachers commented, “I have had ideas for student learning for years. Now, I feel invited to share them, because they actually get adopted!”

The ideas collected during this listening phase coalesced around five themes. We may have predicted some of these in advance, but others were unanticipated. In emergent systems, Ito and Howe write, “decisions aren’t made so much as they emerge from large groups of employees or stakeholders.” As an added benefit, each project started with the advantage of existing community support, because the community had generated the ideas.

Next Generation Learning at University Prep

New Models of Time

Social and Emotional Learning

Social Justice and Educational Equity

Interdisciplinary Learning

U Lab: Student-Directed Learning Connected to Community

We then invited leaders from outside the administrative team to facilitate each team. Ten teacher leaders and program directors stepped into this leadership role. John Kotter describes this as “a dual operating system” in his book XLR8 (Accelerate). The first operating system, hierarchy, is expert at efficiently managing ongoing operations but also tends to maintain the status quo. The second, network operating system, is creative, divergent, and connects ideas across disciplines and departments. In the organization with only the hierarchical operating system, decisions are made at the top and handed down to uninspired employees. With a dual operating system, both the hierarchy and network play to their respective strengths.

Ubox, a product of the student-led Social Entrepreneurship class

By inviting many voices and broadly distributing leadership, we created a dynamic innovation engine that continues to create great ideas, promote involvement, and cultivate its own support. Within the first year, we designed and adopted a new school schedule, added social and emotional learning activities to advisory, ran our first Senior LaunchPad (an enhanced senior project), launched the first two entirely student-led courses (no teacher needed), and committed to design intensives (single courses that run full-time for a three-week term, borrowed from Hawken School). We have also joined other national networks that uphold emergence, such as Independent Curriculum Group, Mastery Transcript Consortium, and Global Online Academy.

How does UPrep prepare students for a world that values emergence over authority? It’s easy when we value the ideas of every individual. Students serve on research and design teams, propose new courses and independent study projects, take risks when designing their Senior LaunchPads. Valuing emergence means supporting student voice, choice, and leadership in the classroom and school life. Community partnerships create opportunities for students to pursue their passions through online study, internships, social activism, and entrepreneurship. The principles that have made Next Generation Learning a successful strategic initiative have also made the school more responsive and celebratory of student needs, wishes, and dreams.

Explore, Question, Develop: Next Generation Learning Initiatives

Originally published in UPrep Magazine

“A rolling stone gathers no moss.” — proverb

This ancient saying admonishes wanderers to settle down and establish themselves. But perhaps some wanderlust is good for you. The Rolling Stones evidently felt so, inspired by a Muddy Waters song of the same name. Wandering is not so aimless when we call it “exploration” and give it purpose: to experience broadly, appreciate difference, and try new ideas.

In 2015, UPrep set out to explore, question, and further develop intellectual courage, global citizenship, and social responsibility. First, the UPrep community identified the most promising opportunities for enhancing the student experience. Then, volunteer Research+Design teams surveyed literature, visited schools, presented at conferences, and wrote proposals. As you can see below, we are well on our way toward implementation of our Next Generation Learning Initiatives, which should be fully in place by 2020.

New Models of Time

Completed: A new daily schedule that is easy to follow, supports deeper learning and independence, and
makes time for social and emotional development.

Upcoming: Intensives (our working title), in which students take a single course for two-and-a half weeks to think deeply across disciplines, study contemporary topics, and learn in the community.

ULab

Completed: Senior LaunchPad, in which all seniors design and engage in an off-campus passion project,  and present it to the community. Social Entrepreneurship and Feminism, two new courses that are entirely student-conceived, designed, and delivered. Global Online Academy, in which students have registered for 50 fully online courses for next year.
Upcoming: Construction of a dynamic new center to support entrepreneurial thinking and connection to community. The building will feature flexible spaces for independent, group, and class work and house global programs, the Makerspace, college counseling, mentorship, and other student leadership programs.

Social Justice and Educational Equity

Completed: A comprehensive review of justice and equity practices in and beyond the classroom. New courses that include social justice topics or represent many cultures. Coordination among teacher leaders, the Board of Trustees, and the Diversity and Community program.
Upcoming: Further development of culturally responsive classroom practices, course curricula, student leadership opportunities, and enhanced collaborations among different parts of the school.

Social and Emotional Learning (SEL)

Completed: A detailed review of SEL programs and UPrep needs, multiple surveys assessing students’ emotional health and social skills.

Upcoming: SEL curriculum built into the new schedule, Advisory for Advisors, and SEL classroom practices.

Intensives/Immersives Design

Upcoming: In 2018-2019, a new school calendar that includes intensive terms in January and June. New courses specially designed for these terms in which students deeply immerse themselves in different ways of thinking, study contemporary topics through multiple lenses, and learn in the community
and through travel.

 

While much of the UPrep program is consistent from year to year, Strategic Plan 2020 allows us to shake off a little moss and develop exciting new opportunities for powerful learning, which will equip our students to wander with purpose into a complex and ever-changing world

 

Progressive Education and Democracy

I appreciated reading the title of the summer edition of Catlin Gabel’s school magazine The Caller. “Educating for Democracy” was splashed across the front cover. Although John Dewey identified participation in civic society as a goal of progressive education in 1916, progressive schools have tended to focus more on experiential learning and school community and rarely enshrined democracy as a core value.

In four articles, Catlin Gabel staff explore the history of Dewey and educating for democracy, the requisite skills, knowledge, experiences, and dispositions, and examples of the work in action. This issue stands as a clear and detailed expression that teaching young people to participate in society is an essential component of primary and secondary education.

The school is also reacting to contemporary events, another principle of progressive education. Students experience school within the context of their daily lives. Leaning into the political upheaval taking place at all levels better equips students to navigate and ultimately shape the future of American democracy. Head of School Tim Bazemore write, “Our goal is not to educate students to be Republicans, Democrats, or Libertarians; it is to prepare them to be informed political citizens, capable of forming reasoned opinions and acting on their beliefs.”

College prep schools in particular struggle to break the hold of content and skills within their programs. College preparation remains synonymous with college admission preparation, although the two are quite different. When I interviewed a handful of college instructors and program directors, they reported that incoming students largely lacked necessary skills in critical thinking, independence, collaboration, and creativity. Content preparation, they said, was less important for success in college. Yet, college admission is still largely determined by course requirements in traditional subject areas, SAT and ACT scores, and achievement as measured by letter grades.

Educating for democracy is one way to teach critical thinking, collaboration, creativity, and empathy within the context of urgent contemporary issues. There are other ways to apply such thinking skills, for example UPrep’s growing focus on research, advocacy, and entrepreneurship. It is vital that school’s consider their purpose in educating students to survive and thrive in today’s world. College preparation is no longer enough.

 

 

Tradition or Innovation?

Tradition and innovation are commonly portrayed as opposites. Tradition is said to inhibit innovation, and innovation replaces traditions. Is this always the case? Here is one school that embraces both tradition and innovation. What do you think of this?

The incredible value of school visits

Our host approach us as we passed the school entrance. “Would you like to come in and put your things down?” “Actually we would very much like to watch students arrive to school,” we replied. Our host gazed at us with a puzzled look. “Why?” she asked. “Some in our community are concerned that students won’t use time before the start of school productively.” “You’re welcome to look around, but all you’ll see is students working, chatting, or having a snack.” Sure enough, students and teachers milled about with little concern.

Visiting other schools is a powerful way to encourage flexible thinking about change. It is human nature to stick with the status quo, as the known feels safer than the unknown. The perfect antidote is seeing a new idea working perfectly well in another school. If they can do it, why can’t we? Staff at other schools have put in the time, thought, and energy to design and implement change. We can benefit from each others’ good work.

Travel is expensive. How may a school fund such visits? One key is to frame them as a form of professional development. A school visit is like a conference minus the registration fee! Schools that demonstrate a commitment to professional learning often have success raising PD funds.

Travel is energizing. One of the benefits of being an education professional is the lifelong pursuit of one’s own learning. Visiting another institution is a rich source of new ideas, perspectives, and feedback. One can gain new contacts and expand one’s professional network.

The institutional value of school visits is tremendous. Schools that conduct visits learn from their hosts successes and mistakes and can implement new programs faster and smarter.

Engineering project at another school

 

Science project at another school

Student Directed Learning

Credit: Max Pixel

What is student-directed learning? Academic leaders use the term freely. Do we agree on its meaning? A group of us gathered at the Academic Leaders Retreat to discuss this question. The group included University Prep, Urban School, Christchurch School, York School, Lake Washington Girls Middle School, Evergreen School, Synapse School, One Schoolhouse, and The Berkeley School.

A common principle underlies our interest in this concept. Why does some of the best learning take place in student clubs? Students show greater engagement, work harder, and learn more when they control aspects of their learning environment. Daniel Pink wrote that autonomy, mastery, and purpose fuel motivation. Some students need more control than in the typical teacher-led classroom to feel “drive.” Making learning decisions is a critical skill in our fast-moving world.

Where have schools witnessed students design their own learning? We shared the purest examples from our school. UPrep has two student-led courses, Social Entrepreneurship and Feminism: Effects of Sexism and Advocacy. For each, students propose, design, execute, and evaluate the courses, in consultation with a faculty advisor but with no full-time teacher. When class meets, the students independently decide whether to focus on long-term goals, immediate tasks, or reflections.

The UPrep Community Service program encourages students to become “service captains.” They share the inspiration for a new community service activity, and then faculty and staff then step in to identify a community partner, arrange dates, and acquire materials. In the Student Produced Works course, students direct a play, create a painting, compose music, design a dance, and more. In the LaunchPad program, all seniors design an independent, community-based project around a personal interest to end the final year in the school.

During our discussion, academic leaders from other schools shared similar examples such as intensive clubs, internships, independent research, and very project-based courses.

Must students direct all aspects of the learning experience in order to gain the engagement benefits? Not at all! As Larry Rosenstock has said about the school he founded, we do not need more High Tech Highs. We need more different kinds of schools. Only the very rare school is ready to organize entirely around student-directed learning. Many schools want students to lead some aspects of the educational program. Most schools want students to make choices within their educational program.

Students benefit from opportunities to express “choice and voice.” Even a choice between two options is better than no choice at all. Teachers and schools that genuinely listen to student voice and adjust program in response support student engagement. Students may make decisions in discrete parts of the learning process, such as setting learning objectives, designing lesson activities, defining assessment methods, or connecting concepts learned to contemporary topics. Students may have choice at some times and not others. They may share the inspiration for new programs or activities that adults then carry out.

Our schools do not all have to become High Tech High in order to support student-directed learning. Better to start small, learn from experience, respond to local context, and then scale up. Schools are providing different opportunities for students to direct their own learning, creating schools that better inspire and prepare students for the future.

New Courses for 2017-2018

UPrep has a strong tradition of new course development. Each year, teachers consider what could enhance students’ experiences in the academic program. What needs exist, and what concepts and skills have emerged as important? After peer feedback and revision, course proposals are presented to our Academic Council for approval and inclusion in the Course of Study for the following academic year. Here are our the new courses that we will offer in 2017-2018.

Learning Pathways
Language Training, our signature, individualized educational program for students with language-based learning disabilities, has been renamed to better reflect the diversity of needs of students in the program. Students may now take Learning Pathways for one year or two, and instruction may include a broader set of activities in addition to Orton-Gillingham.
Feminism: Effects of Sexism and Advocacy
Proposed and led entirely by Upper School students, this course explores advocacy strategies to combat sexism. Our student-led courses each have a faculty advisor but no full-time teacher. Students enrolled in the class determine the learning objectives and class activities and report to a faculty and staff audience what they accomplished. Last year, another student launched our first student-led course, Social Entrepreneurship. This class enrolled 14 students last semester and met most of its goals, including the design, production, and sale of a product to meet a social need.
Latinx en Los Estados Unidos: Living in Between
Justicia Social en el Mundo Hispano
Introducción al Análisis de Literatura y Cine del Mundo Hispano
We have replaced Spanish 5, 6, and 7 with three topically-focused electives that satisfy language graduation requirements and may be taken in any order. Language learners typically acquire functional fluency by the end of level 4. This change makes existing themes from Spanish 5 and 6 more clear and allows students to study topics of interest to them. It also allows heritage students to take Spanish for language credit, particularly if they are interested in studying Latinx history and culture. With this change, heritage students can now limit their study of French or Chinese to two years and complete their graduation requirement in advanced Spanish classes.
Innovation and Design Studio
A product of the U Lab portion of our Next Generation Learning strategic initiative, this Upper School course provides students the opportunity to design their own semester projects focused on research, advocacy or entrepreneurship. It provides a different option for student-directed learning than student-led courses and independent study, for those students who want to conduct independent projects but need some structure and support to succeed.
An Intentional Media Diet
This course expands our English options in 11th and 12th grades. It focuses on changes in communication technologies over time and critical examination of digital media. Students explore what it means to be a socially responsible media consumer and content creator in a digital, globalized world.
Current Events and Media Literacy
Similar to the previous course but offered by the history department, this seventh and eighth grade elective course examines issues involved in contemporary news production and consumption to empower students to become informed, critical consumers and producers of information.
Digital Storytelling
This course explores the art of storytelling through various digital media projects and provides a second English elective course to seventh and eighth grade students. Students apply knowledge and vocabulary connected to existing digital media analysis to articulate their own design ideas from conception to execution. Project work covers a range of rhetorical modes including personal narrative, informative, and social critique.
Advanced Topics in World History: The FIFA World Cup 2018
This course examines the key issues themes surrounding the FIFA World Cup in Russia to be held in the summer of 2018. Students develop an understanding of the social, economic, and political forces that have shaped the modern world and given rise to this global phenomenon. Through case studies, the course explores how football became a truly global pastime and how this specific international competition became a multibillion dollar event. This elective course is available to Upper School students.