Post on 13-Jan-2015
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Developing Project-Based Independent Research and Internship Courses for English and History
Erin FenderCollege & Career Academy Support Network (CCASN)
University of California Berkeley
Kate TrimlettGreen Academy
Berkeley High School
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Poll: Where are You From?
http://www.polleverywhere.com/multiple_choice_polls/uJpnGMa9yRi1Ho3
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Kate Trimlett• High School Teacher (9 years)
o Scienceo CTE classes
• Academy Co-Lead
• Internship Coordinator
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Erin Fender• Project Manager at CCASN
• Former Assistant Principal and Small Learning Community Project Director
• Former High School Science Teacher
• Former Lead Teacher for Environmental Science Academy
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Poll: What is your Role?
http://www.polleverywhere.com/multiple_choice_polls/H9EwDauzrI2mxea
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CCASN• Based at UC Berkeley and UC Irvine, Graduate School of
Education
• Focus on development, implementation and improvement of College & Career Academies
• Practice-based research - Conduct research to document and improve practice, and advise policy makers at all levels
• Research-based practice - Provide coaching, professional development and technical assistance for secondary schools to improve students’ preparation for college and careers
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CCASN website• Implementation guides, research reports, presentations
• Searchable directories of academies - CPA and National
• Toolbox of downloadable materials
• Videos of California Partnership Academies (CPAs) in Action
• Searchable curriculum database with resources compiled specifically for college & career academies
• Academy News Clips – online newsletter
http://casn.berkeley.edu
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Berkeley High School
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Berkeley High School
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Berkeley High School3,300 Students
32% White23% Black or African American19% Hispanic or Latino9% Asian9% Two or more races1.5% Either American Indian or Alaska Native, Filipino, Native Hawaiian/Pacific Islander6.5% Refuse to state
29% Socioeconomically Disadvantaged12% English Language Learners10% Students with Disabilities
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Small Learning CommunitiesBIHS Academic
ChoiceAHA Green
AcademyCAS AMPS
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Green Academy
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Green Academy2 CTE Pathways:• Sustainability, Ecology & Environmental Design (SEED)
• Human Energy & Appropriate Technology (HEAT)o 480 studentso 240/ pathwayo 60/ grade level
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Green AcademySEED CTE Courses
10th - Introduction to Enviro. Science
11th - AP Enviro. Science ROP
12th - BEST
Heat CTE Courses:10th - Introduction to Energy
11th - Energy of Physics
12th - BEST
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CTE Career Prep All Grades: Green Career Week
Monday - Thursday: Green Career Speakers
Friday: Green Career Fair
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CTE Career Prep 10th Grade• Field Trips to Green Businesses
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CTE Career Prep 11th grade• Resumes• Green 360• Internship Presentations
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CTE Career Prep 12th Grade• Green 360 Catalyst1. Career Exploration
2. Environmental Sustainability Challenges & Changemaker Roles
3. Networking
4. Informational Interviewing
5. Green 360 Journey – Final Project
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History of BEST• BEST stands for Berkeley Experiential Senior
Transition Program
• Originally approved as a year-long "college-prep" course in 1999 for one-semester of English and one-semester of social science
• Modeled after the WISE program in Westchester, NY; Woodlands HS, NY; Cambridge Rindge and Latin, MA.
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BEST• Each Academy has variations
• Goals are to provide:o student-driven internship experience o project-based learning o independent research
that is well-supported by a teacher and mentor to prepare students' to become independent young adults
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In California the UC/CSU "a-g" requirements rule the land• Courses from CA high schools must be certified by
UC in order to be deemed “college-prep”
• Subject area course criteria established by UC faculty
• Course are evaluated by "analysts" at the UC
• As long as there are no major changes the course remains "UC approved" from year-to-year
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How are courses deemed "college-prep" in your state/district?
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Internships1. Students research internships
2. Cold Call to ask for internship
3. Wednesdays after lunch (Oct- May)
4. Blocks
5. Site Visits (fellow academy teacher stays at school site for those students on-campus)
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Internships
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Research Projects• UC Berkeley Mentors
With a focus on use of technology• Power Point (1st semester)
• iMovie (2nd semester)
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Nutrition- if there is time
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Integrating English ConceptsA few examples...• Use of varied texts - following
recommendations of Common Core
• Creation of a personal reading list and a written defense of this list
• Reflective/Metacognitive Journal
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Integrating English Concepts (cont'd)
A few more examples...• Use of evidence in projects/research
• Speaking/Presentation skills
• Articles describing their projects/internship written for newspaper/blogs
• What are YOUR ideas?
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Integrating History A few examples...• Discussions and (Socratic) Seminars about
evolution of work in the US including Protestant ethic, slavery, industrial revolution, importation/exportation of work(ers), sexual harassment, discrimination, child labor, telecommuting...
• Students read and respond to oral histories which focus on work in the US
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Integrating History (continued)
A few more examples...• Students write about their actual work
experience during their internship and provide comparisons/contrasts to other eras and countries
• What are YOUR ideas?
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Lessons Learned• Student motivation to do well in "regular"
English and social studies classes may diminish b/c they think they can use the BEST course grade instead
• Internships on campus are not a good idea• Regular check on interns is essential• Make sure to have back up internship
options for students that have a tough time on their own
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Small Group DiscussionsTable Talk• What could this type of course look like on
your campus?• How could it be improved?• What are some challenges?
Share 1 highlight with the whole group
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Support to implement a course like BEST…NAF Resources
o Gold Standard for Internshipso Internship Toolkits for students, teachers and hostso Exploring College & Career Options (ECCO) (play
video if time)
CCASNo Internship Guideo Consultation/Coaching from Practitioners
Visit/Contact other schools who are implementing similar courses
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Questions