CommunityApplied Learning
Give students the opportunity to engage in rigorous, authentic learning experiences that are relevant to their learning needs and future ambitions.
Definition:
All students need to pursue a rigorous course of study to prepare them for higher
education, the workplace, and citizenship. However, not all students learn in the same manner. Rigor comes in many forms, and students deserve options for learning that align with their learning style and needs.
Contemporary high school models all stress relevancy to learners as an important element in student motivation and dedication to learning. It is important to look for new ways to actively engage students in learning and allow them to learn in ways that are relevant to them and related to their interests and personal goals.
Below: Creativity Challenges video
(may take several minutes to load)
National High School Center (NHSC) Characteristics:
- align to local, state, and national standards that look toward the depth of knowledge, skills, and abilities needed for students to thrive in emerging economic, citizenship, and community contexts;
- incorporate multiple research-based instructional strategies, such as scaffolding, differentiated instruction, and double dosing, for all students, including those with special instructional needs;
- address both academic and workplace literacy skills across all content areas and provide students with knowledge of a variety of career pathways;
- adapt easily to a variety of school organizational structures;
- are organized around student instructional needs and align with instruction in other content areas to support thematic and project-based learning, tiered instruction, etc.;
- interface with the existing school curriculum and quality of instruction;
- align vertically with prerequisite content, cognitive skills, curricula, and follow-up coursework;
- incorporate new modalities for learning and information sharing, including technology and universal design for learning;
- include academic supports such as tutoring, co-curricular activities, and extended learning opportunities, such as summer bridge programs, after-school and supplemental educational services, and Saturday academies;
- incorporate cognitive skills development, including note taking, outlining, content summarizing and synthesis, study skills, and test-taking skills;
- involve continuous progress monitoring/formative assessment and the differentiation of teaching to meet multiple learners’ needs;
- include formative assessments embedded in instruction;
- provide timely and effective feedback and access to data so that teachers, students, and parents can capture and evaluate student knowledge and skills, plan for future educational programs, and adapt instruction to better meet student needs;
- encourage and support continuous progress monitoring through both formal and informal assessments;
- give teachers and students access to college and work readiness assessments in order to best plan high school courses of study;
- support the early identification of students with special needs and those at risk of failure so that placement and tiered interventions appropriately meet student needs;
- collect and report longitudinal data to measure short- and long-term student growth for student-, teacher-, and/or program-based impact evaluations, including new interventions and initiatives;
- can include both internal and external accountability provisions, including teacher and program performance measures, rewards, and consequences (depending on local and state contexts).
National High School Center. Eight Elements of High School Improvement. July 2008
Effective practices:
Ensure that all students have access to a variety of options for learning
Prioritize adolescent literacy
Examine new models and multiple pathways to academic achievement.
Promote instructional practice prepares students to solve real-world problems and participate as citizens in a diverse and multi-cultural world.
Expand four-year-old kindergarten and increase rigor in elementary and middle grades
Wisconsin Models of Best Practice:
| Utilizing an innovative setting and educational model, Valley New School’s student-driven, project-based approach addresses major aspects of each strand put forth by the High School Task Force. In what may be one of the most unique charter schools in Wisconsin, students spend their time engaged with in-depth research in areas of their interest and passion. The focus of VNS is on process, rather than specific curricula, as students develop authentic, hands-on learning experiences that connect them to the wider community and empower them to become purposeful adults. | Valley New High School – Appleton www.aasd.k12.wi.us/valleyns |
| “Imagination is more important than knowledge.” Albert Einstein. In the Bayfield science and technology programs teachers find ways to incorporate practical, real-world projects into the curriculum. From energy-conscious electric vehicles to lake research requiring SCUBA divers to inventions, projects at Bayfield foster enthusiasm for learning and encourage students to think outside the box. Students at Bayfield have been Wisconsin Electrathon Grand Champions, Intel International Science Fair qualifiers, National Science Symposium qualifiers, toothpick bridge building champions, photo contest finalists, Rube Goldberg champions, SCUBA divers, and inventors. | Bayfield High School www.bayfield.k12.co.us |
| Agriculture classes at Pulaski High School use the biotechnology class as the focal example of rigor and relevance. This class is team taught with the science department, has been funded through grants, is articulated with MATC for their Biotechnology Program, and is taught at a collegiate level. At this time, Pulaski High School Biotechnology Students are the only students in the state performing advanced animal tissue culture techniques. Differentiated instruction and assessment are utilized in all agriculture classes. Relevant connections are constructed to career clusters and specific professions. Applied learning is gained through summer programs, the use of a mentor program for students. | Pulaski High School connect.pulaski.k12.wi.us/high/index.cfm |
| Boyceville high school has made reading a priority. Every student’s reading ability is monitored four times a year. They have developed a comprehensive plan to identify and improve the reading ability of all students. They are currently using STAR Reading and WordSmart programs to help students improve vocabulary and comprehension skills. In-service time has been used to help all teachers understand the specific problems that struggling readers face and to give teachers strategies that can be used in all classrooms. Student success has been the result of our goal to have every student graduate with the ability to read at grade level. | Boyceville High School www.boyceville.k12.wi.us |
| The College Summit program focuses on increasing the college enrollment rate of low-income students; they ensure that every student who can make it in college, makes it to college; and they provide college access "know-how" and support to every student. | CEO Leadership Academy ceoleadershipacd.org |
Resources:
National Education Association resources related to dropout issues. Includes research reports, position statements, and numerous practical ideas for teachers, parents, and administrators.
www.nea.org/dropout
America’s Promise is a program founded by General Colin Powell. The organization and web site is focused on developing collaboration and alliances committed to fundamental resources that children need to succeed. These “five promises” have been identified as caring adults, safe places, a healthy start, an effective education, and opportunities to help others.
www.americaspromise.rog/APA.htm
The National High School Center serves as the central source of information and expertise on high school improvement for the Regional Comprehensive Centers (RCCs). The web site includes extensive reports, issue papers, and links to useful resources.
www.betterhighschools.org
NCREL Strategies to Improve High Schools: This Quick Key Guide was developed to assist educators and administrators in building capacity to comply with NCLB requirements related to improving the achievement and graduation rates of high school students.
dpi.wi.gov/sprntdnt/pdf/lpahandoutquickkey9.pdf
