Read how these Indiana schools are examples of best practices in action as they promote learning in their classrooms.
Active learning and teaching best describe the atmosphere at Indianapolis' MSD of Decatur Township's New Tech School of IDEAS. New Tech is a national model using project-based learning to prepare students for the 21st century. "New Tech provides an atmosphere of better connection and carry-over between content areas. It is not only a different culture but involves unique teaching strategies," explains Decatur New Tech Bio Lit teacher, Sally Nichols. Nichols, a freshman English teacher, team teaches with Biology teacher, Chris Hiller, blending two courses into one. In fact, students seldom realize when they are moving between subjects. In Nichols’ class, students, using skills from both subject areas, take on the role of a genetic counselor and write a letter to a couple who have a pre-disposition to a genetic disease. The New Tech concept is found in other school corporations as well. In Columbus, Indiana, the Columbus Signature Academy at Central Middle School faculty and staff have found their instruction, which incorporates project-based learning and universal design learning principles, is a perfect match with the New Tech model. Bartholomew Consolidated School Corporation has expanded their project to include programs at the elementary and middle school levels in addition to their New Tech High School. After students participate in these programs, "it is quite clear that students understand the teaching/learning concept (PBL), appreciate the framework, and want to continue in this program as they move on to CSA High School," explains Central Middle School principal, Randy Gratz.
At Decatur’s New Tech, high school teachers use a project-based learning framework which includes students receiving an entry document introducing the project and a driving question. A listing of what students know and need to know based on the teachers’ rubric and expectations results from discussion. Teacher led workshops or mini-lectures are then provided based on the "need to know" list. An authentic, real-world product is developed by student partners or groups based on the driving question. Teachers provide opportunities and guidance as to where to get the answers. "When students ask a question, we usually ask a question in return," notes Sarah Gibson, American Studies and Digital Media teacher. "Most importantly, everything starts with the Indiana Learning Standards while students are required to engage in relationships with others and accomplish a task, a key skill in the business world." Technology has become just a tool that is used throughout the learning process. Gratz explains, "At Columbus Signature Academy, community members who have been selected to assess completed student projects have also indicated an appreciation for the educational approach focusing on 21st century skill development."
Students are excited with this change from traditional teaching styles at Decatur. The program is challenging and they have to master time management skills, but they now see a bigger picture as to why they are learning different content and skills. The physical atmosphere of their classroom is set up more like an office area than a classroom. Openness and visibility are provided with large windows looking in on students working at tables and computer work areas. They may notice someone walking down the hall and wave but return to their work just as they would in a business environment. At Columbus, "students who formerly had attendance and/or behavioral issues last year do not have those issues as members of the CSA team," shares Gratz. "The transformation relative to student engagement and performance has been evident."
Phys Com (Physics Communication Systems) teachers Rob Weisbach and Pete Berg find that being flexible in working with a partner is the best part of team teaching. It allows each teacher to fill in the parts of instruction that individually could not be done. Berg explains, "Instruction is no longer going from chapter to chapter to build content, but rather, content is embedded in the project." Students gain a wealth of knowledge by having two different teacher perspectives to that content. These teacher teams not only provide support to each other but are connected to a network of other New Tech teachers across the United States. When looking for a rubric for a certain project, Weisbach was able to find several examples from other New Tech teachers. "When you get support so freely, you are willing to give support freely which provides a great network," shares Weisbach. In addition, teachers attend national conferences and regional training throughout the year. "Teachers are learning also. We have active learners and active teachers," remarks Gibson.
This article appeared in the ETC...and More! volume 2, number 6 newsletter and is published by the Buddy
Project
(Corporation for Educational Technology), in
collaboration with the Hoosier
Educational Computer
Coordinators (HECC),
Indiana Computer Educators (ICE),
the Indiana Department of Education, and Promoting Achievement through Technology and INstruction for all Students (PATINS).
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Student communities work in an open, business-type setting at Decatur’s New Tech School of IDEAS.
Students at Columbus Signature Academy at Central Middle School develop and problem-solve creation of a motorized toy in a recent school project.
Middle school student toy developers at Columbus Signature Academy learned about gears and gear ratios along with creating commercials to market their toys.
