Presenters

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Presenters

• Kim Moore, Ph.D.,
• President CEO, Riverside Preparatory
• Jason Moore, Ed.D.
• Director of Curriculum, Riverside Prep
• J.D. Reed, Ed.D.
• Adjunct Assistant Professor, Pioneer Univ.

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Box What Box?
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Sometimes You Have to Get Out of The Box to
Succeed .
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Sometimes You Just Have toThrow The Box Away
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Session Objectives
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Session Objectives

• How Do Students Reach Maximum Potential?

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Session Objectives

• How Do Students Reach Maximum Potential?
• How Do Students Actually Learn?

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Session Objectives

• How Do Students Reach Maximum Potential?
• How Do Students Actually Learn?
• Are Learner Plans better than Lesson Plans?

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Session Objectives

• How Do Students Reach Maximum Potential?
• How Do Students Actually Learn?
• Are Learner Plans better than Lesson Plans?
• What Professional Development Programs Contribute
  to Success?

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Riverside Preparatory School Design Principles

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Riverside Preparatory School Design Principles

• Individualized Learning

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Riverside Preparatory School Design Principles

• Individualized Learning
• Learning by Doing

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Riverside Preparatory School Design Principles

• Individualized Learning
• Learning by Doing
• A Renaissance Curriculum

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Riverside Preparatory School Design Principles

• Individualized Learning
• Learning by Doing
• A Renaissance Curriculum
• The Professional Teacher

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Riverside Preparatory School Design Principles

• Individualized Learning

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Academic vs. Age Placement
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IMAGINE THAT
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You Cant Ice Skate but .You are Placed in
the 8th Grade Hockey Class with 8th Grade Hockey
Expectations because you Happen to be 13 years
old
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Individualized Learning atRiverside Preparatory
School
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Individualized Learning atRiverside Preparatory
School

• Student move through the curriculum based on
  Academic Achievement and not based on Age (i.e.,
  Achievement determines Grade Level)

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Individualized Learning atRiverside Preparatory
School

• Student move through the curriculum based on
  Academic Achievement and not based on Age (i.e.,
  Achievement determines Grade Level)
• Students are not retained, but are promoted only
  when ready.

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Individualized Learning atRiverside Preparatory
School

• 5 to 10 of the students accelerate, and 5 to
  10 take a bit longer. But 100 of the students
  learn the material

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Individualized Learning atRiverside Preparatory
School

• 5 to 10 of the students accelerate, and 5 to
  10 take a bit longer. But 100 of the students
  learn the material
• How do they learn?????

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Individualized Learning atRiverside Preparatory
School

• 5 to 10 of the students accelerate, and 5 to
  10 take a bit longer. But 100 of the students
  learn the material
• How do they learn?????
• Good segue

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SEARCH YOUR MEMORY
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FOR YOUR MOST MEMORABLE CLASS IN SCHOOL
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YOUR MOST MEMORABLE LEARNING MOMENT .
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NOW WRITE DOWN JUST ENOUGH ABOUT WHAT YOU REMEMBER
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DID YOU REMEMBER ??
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DID YOU REMEMBER ??

• A Wonderful Lecture?

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DID YOU REMEMBER ??

• A Wonder Lecture?
• Memorizing Vocabulary Words or Diagramming
  Sentences?

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DID YOU REMEMBER ??

• A Wonder Lecture?
• Memorizing Vocabulary Words or Diagramming
  Sentences?
• A Lesson Involving Hands-On Application or
  Learning By Doing?

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Project Based Learning
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Project Based Learning Is

• A systematic teaching method that engages
  students in learning skills through an extended
  inquiry process structured around complex,
  authentic questions and carefully designed
  products and tasks.
• Buck Institute for Education 1999

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Why Do These Projects?
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Why Do These Projects?

• Projects connect students to the adult world
  and authentic reasons for learning.

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Why Do These Projects?

• Projects connect students to the adult world
  and authentic reasons for learning.
• Projects require students to be active learners.

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Why Do These Projects?

• Projects connect students to the adult world
  and authentic reasons for learning.
• Projects require students to be active learners.
• Projects encourage important skills such as
  critical thinking, collaboration, and
  communication.

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Why Do These Projects?

• Projects connect students to the adult world
  and authentic reasons for learning.
• Projects require students to be active learners.
• Projects encourage important skills such as
  critical thinking, collaboration, and
  communication.
• Projects encourage long-term learning as opposed
  to the memorize and flush techniques inherent
  in short-term learning

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What Makes a Good Project?
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What Makes a Good Project?

• One that recognizes students inherent drive to
  learn.

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What Makes a Good Project?

• One that recognizes students inherent drive to
  learn.
• Make the project CENTRAL to the Standards-Based
  Outcomes rather than an add-on to Direct
  Teaching.

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What Makes a Good Project?

• One that recognizes students inherent drive to
  learn.
• Make the project CENTRAL to the Standards-Based
  Outcomes rather than an add-on to Direct
  Teaching.
• Highlight provocative issues or questions that
  lead students to in-depth exploration of
  authentic and important topics.

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Authentic Assessment
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Authentic Assessment

• Performance based.

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Authentic Assessment

• Performance based.
• Mimics real-world expectations.

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Authentic Assessment

• Performance based.
• Mimics real-world expectations.
• Structured similarly to how students engage in
  learning.

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Authentic Assessment

• Performance based.
• Mimics real-world expectations.
• Structured similarly to how students engage in
  learning.
• Self-assessment and reflection play a role.

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Why PBL?
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Why PBL?

• Overcomes the dichotomy between knowledge and
  thinking helping students to both know and
  do.

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Why PBL?

• Overcomes the dichotomy between knowledge and
  thinking helping students to both know and
  do.
• Integrates curriculum areas, thematic
  instruction, and community issues.

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Why PBL?

• Overcomes the dichotomy between knowledge and
  thinking helping students to both know and
  do.
• Integrates curriculum areas, thematic
  instruction, and community issues.
• Assesses performance on content and skills using
  criteria similar to those in the work world, thus
  encouraging accountability, goal setting, and
  improved performance.

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Why PBL?

• Meets the needs of learners with varying skill
  levels and learning styles.

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Why PBL?

• Meets the needs of learners with varying skill
  levels and learning styles.
• Engages and motivates bored and indifferent
  students.

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Why PBL?

• Meets the needs of learners with varying skill
  levels and learning styles.
• Engages and motivates bored and indifferent
  students.
• Transmits the same information that a lecture
  might, but in such a way that it is internalized
  by the student.

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Think ..
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Imagine a world without music, art, or much
laughter
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You have just imagined the majority of public
schools
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Why offer a renaissance Education?
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Why Study Music?
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Why Study Music?

• Research has suggested that music instruction can
  have a positive effect on the functioning of the
  brain in young people and can offer other
  far-reaching educational and developmental
  benefits.

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Why Study Music?

• Research has suggested that music instruction can
  have a positive effect on the functioning of the
  brain in young people and can offer other
  far-reaching educational and developmental
  benefits.
• Most important of all, music exalts the human
  spirit. It enhances the quality of life.

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Why Study Art?
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Why Study Art?

• Thanks to art, instead of seeing a single world,
  our own, we see it multiply until we have before
  us as many worlds as there are artists. Marcel
  Proust

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Why Study Art?

• It Contributes to Creativity

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Why Study Art?

• Creativity has been Americas Perennial Strength

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Music and Art are a part of what defines one as
anEducated PersonIn the 21st Century
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THINK ABOUT WHAT IS A Professional Teacher
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THINK INSTEADaboutA College Professor
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What MakesA College Professora Professional?
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The Professional College Teacher
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The Professional College Teacher

• Full Load of Classroom Teaching is somewhere
  between 6 and 15 hours per week.

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The Professional College Teacher

• Full Load of Classroom Teaching is somewhere
  between 6 and 15 hours per week.
• Classroom Teaching is complemented by many hours
  of Research and Classroom Preparation.

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The Professional College Teacher

• Full Load of Classroom Teaching is somewhere
  between 6 and 15 hours per week.
• Classroom Teaching is complemented by many hours
  of Research and Classroom Preparation.
• They have an office (sometimes shared) and keep
  office hours.

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The Professional College Teacher

• Full Load of Classroom Teaching is somewhere
  between 6 and 15 hours per week.
• Classroom Teaching is complemented by many hours
  of Research and Classroom Preparation.
• They have an office (sometimes shared) and keep
  office hours.
• The work they produce is subject to evaluation
  both peer review and review by the Dean.

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The Professional College Teacher

• They have Academic Freedom within the boundaries
  of The Vision of the Institution and they choose
  an Institution with a vision that matches their
  own (e.g., BYUs vision is much different than UC
  Berkley)

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The Professional College Teacher

• They have Academic Freedom within the boundaries
  of The Vision of the Institution and they choose
  an Institution with a vision that matches their
  own (e.g., BYUs vision is much different than UC
  Berkley)
• They are treated with respect by their students,
  colleagues, and collaborators as well as the
  wider education community.

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The Professional College Teacher

• They are expected to grow intellectually and to
  develop their expertise.

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The Professional College Teacher

• They are expected to grow intellectually and to
  develop their expertise.
• They are contributing members of the education
  community and they support the activities of
  their institution and their students.

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The Professional Teacher atRiverside Preparatory
School
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The Professional Teacher atRiverside Preparatory
School

• Two hours of daily preparation time for
  elementary teachers and Three hours for secondary
  teachers (M-TH) plus Three hours every Friday
  afternoon.

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The Professional Teacher atRiverside Preparatory
School

• Two hours of daily preparation time for
  elementary teachers and Three hours for secondary
  teachers (M-TH) plus Three hours every Friday
  afternoon.
• Secondary teachers have an office and keep office
  hours.

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The Professional Teacher atRiverside Preparatory
School

• Two hours of daily preparation time for
  elementary teachers and Three hours for secondary
  teachers (M-TH) plus Three hours every Friday
  afternoon.
• Secondary teachers have an office and keep office
  hours.
• Teachers conduct research and spend time prepping
  for class.

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The Professional Teacher atRiverside Preparatory
School

• Teachers have academic freedom within the
  Riverside Prep vision.

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The Professional Teacher atRiverside Preparatory
School

• Teachers have academic freedom within the
  Riverside Prep vision.
• Teachers are active in the school community

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The Professional Teacher atRiverside Preparatory
School

• Teachers have academic freedom within the
  Riverside Prep vision.
• Teachers are active in the school community
• Teachers participate on curriculum and other
  committees and contribute to the life of the
  school.

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• Questions???