Tag: youth development

E3agle and PACT: Insights from Two New Competency-Based Schools

July 17, 2017 by

This is the fourth of a five-part series on competency-based schools in Cleveland Metropolitan Schools.

John F. Kennedy High School in the Cleveland Metropolitan School District (CMSD) has been reorganized as two small schools: PACT Problem-Based Academy of Critical Thinking and E3agle Academy. These two schools were part of the effort to develop competency-based schools through the Opportunity by Design Initiative (funded by Carnegie Corporation and supported by Springpoint Schools). Positioned one above the other, PACT and E3agle offer a helpful perspective of how a common infrastructure of transparent competencies and standards provides different designs and mix of pedagogical strategies.

For example, they have different design themes. PACT is organized around developing critical thinking skills using the practice of problem-based learning. Real-world problems are used to engage students to develop and apply skills in ways that connect to their lives. E3agle Academy is organized around a theme of social justice. Principal Lennox Thompson pointed out that current events have proven to be an effective way to personalize the learning experience by connecting student concerns with justice issues in their community and the broader world. Students often feel passionately about the topics, and ELA teachers are using a number of ways to build skills and connections such as organizing debates, research, surveys, and inviting people from the community to speak on topics. Students are learning their rights as well as the laws that might land them in front of a judge.

Highlights

Here are a few of the highlights from our conversations with Lennox Thompson, principal at E3agle; Richard Reynolds, principal at PACT; Darcel Williams, Program Manager for New School Model; Kristen Kelly, Mastery Learning Specialist; and students and teachers from both schools.

Start with Pedagogy Before Introducing Technology-Enabled Learning

When E3agle and PACT first started, they relied heavily on Edgenuity as the primary way to deliver instruction and for students to demonstrate their learning. They immediately realized this was a mistake – it wasn’t engaging for students, it didn’t help establish relationships for students, and it didn’t create opportunities for deeper learning. They did a mid-course correction and since then have been building out the range of learning experiences for students, although Edgenuity remains as an option. Edgenuity continues to play a role when students need more instruction and for addressing incompletes. The lesson learned is that it is important to clarify the pedagogical philosophy first. Then it becomes clear when and where technology-enabled products can be beneficial.

Reynolds, principal and founding member of PACT, explained, “When we began the design process, the concept was around blended learning and mastery-based learning. The ten principles were aspirational. But when the kids walked in the door, suddenly the rubber meets the road. We learned quickly what wasn’t working. There was a lot that didn’t work the way we had imagined it.” What they learned was that a 50/50 mix of online and face-to-face instruction didn’t work well. “We needed to invest in relationships,” Reynolds said. “The students wanted engaged teachers. We needed to develop an approach to instruction that emphasized and nurtured relationships.”

Once they introduced problem-based learning that emphasized critical thinking, everything started to work better. Through discussion, students and teachers began listening to each other and getting to know each other better. Reynolds continued, “When done right, problem-based learning can engage students and develop their critical thinking skills. They turn on to learning. The key to doing it right is planning – you have to be clear on what you want kids to know and be able to do. It is often much more than you expected. We’ve developed our ability to do backward design, starting with the targeted competencies and content and then building problems around it.” For example, an ELA teacher used the Sandra Bland case for students to build their argumentative writing skills. They brought in a lawyer to talk about what makes an effective opening statement and then they each wrote an opening argument. They learned about pathos, ethos, and logos and then demonstrated each in their arguments.

As always, students open doors to better understanding how schools operate and how they are changing. In speaking with students from PACT and E3agle, they raised up many of the issues related to the original focus on using computers to deliver instruction to the much more blended approach being used now. There was a strong feeling that the school gets better and better the less they have to use Edgenuity. (more…)

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