Flipped Classrooms and Broken Silos: Education Trends in Needham and Beyond
How are educators making learning more meaningful, inspiring, and accessible in a changing academic and business environment? The Needham Education Foundation invited the community to explore these questions and others in an enlightening dialogue with Dr. Daniel Gutekanst and local experts from Olin College, MIT, and businesses to find out about:
- Needham Public Schools initiatives in interdisciplinary learning
- How online instruction and other creative teaching models engage students in learning beyond just the classroom
- How educators are breaking down silos between academic disciplines to better prepare students for higher learning and real-world problem solving
This event took place on November 28, 2012, where participants engaged in an audience Q & A and joined speakers for dessert after the panel discussion.
Keynote Speaker and Moderator
Daniel E. Gutekanst, Ed.D, Superintendent, Needham Public Schools
Panelists included:
- Robert Martello, Professor, Olin College
- Mark Somerville, Professor, Olin College
- Kirby Salerno, Co-Founder of ClassroomWindow, a web-based education resource provider
- Mark Chang, Director of Product, edX
- Leah Alpert, MIT student, Needham High School graduate, and intern, Khan Academy
NEF Launches Interdisciplinary Learning at NHS with Largest Grant to Date
Innovative Pilot Program Connects Traditional Disciplines – A Key for 21st Century Learning and Problem-Solving
The Needham Education Foundation is awarding a start-up grant of $111,500 to fund a pilot program in interdisciplinary learning at Needham High School, including an innovative course planned for fall 2013. The grant was announced at this evening’s meeting of the Needham School Committee.
“This is a very exciting advance that will have a profound impact not only on our students, but also on Needham’s standing as one of the state’s premier school districts,” said Needham Public School Superintendent Daniel Gutekanst.
The grant is the largest in the 22-year history of the NEF. It provides resources for the pilot year of a new interdisciplinary course, which has been developed by Needham High educators in collaboration with the NEF. The course will help students learn to make crucial connections between academic disciplines and develop problem-solving skills that are essential for success in higher education and beyond.
“Students who take the course will gain valuable skills in the cross-disciplinary thinking that is expected in top colleges — and that is crucial for success in so many academic and professional endeavors,” said Needham High School Principal Jonathan Pizzi, who was joined by teachers and NEF leaders to describe the course to School Committee members on Wednesday.
Addressing the Need for Cross-Discipline Learning
Interdisciplinary studies are a departure from traditional teaching models that present academic subjects (English, math, science, etc) in isolated silos. Educators nationwide are embracing interdisciplinary learning. In Needham, teachers have been exploring cross discipline instruction informally for many years. But creating these complex courses requires staff time for program and curriculum development. A 2009 accreditation report of Needham High School by The New England Association of Schools and Colleges (NEASC) identified the need for formalized opportunities for interdisciplinary learning. The district set a goal to implement an interdisciplinary course at Needham High in its 2013-2016 school improvement plan.
The NEF grant enables Needham Public Schools (NPS) to take a vital first step in breaking down academic silos at the secondary school level. This program emerged from the NEF’s Collaborative Initiative, created in 2006, in which the NEF works closely with the NPS administration to fund large, multi-year initiatives that will have major, strategic impact on education — yet would not be possible within the current school operating budget.
“Community support of the NEF over the years is making it possible for us to seed innovation on a large scale in Needham schools,” said NEF co-president Brooke Baker. “Funding and helping to develop this course has been a real partnership with district educators to provide maximum impact in Needham public schools.”
The Greater Boston Project
In early 2012, five teams of teachers responded to NEF’s request for proposal to develop a high school course that combined local resources, community service, project-based learning, and an interdisciplinary focus. “The Greater Boston Project” was chosen for full course development and received a $31,000 NEF grant for research and development, which proceeded over the summer with consulting help from Olin College professors.
The resulting course, called Integrated Senior Studies: The Greater Boston Project, will launch in fall 2013 and focus on specific periods in Boston’s history. Students will investigate how individuals and groups perceived themselves and the world around them and how they worked to effect change. Students will read primary historical sources, analyze demographic trends, build mathematical models, and hone presentation skills. The course will culminate with community action projects created by the students. The program, for up to 75 seniors, will meet for two consecutive class periods daily and will be taught collaboratively by three experienced teachers. Students will earn 8 academic credits (four English, two math, and two social studies).
The grant for the course’s pilot year was approved by the NEF last month. If the program is deemed successful, school officials will request operational funding in the district-funded budget for future years. The NEF will continue to work with the district to expand interdisciplinary learning in other courses and other grades.
“Already the creativity and energy around developing this course has spread throughout the district and has become a springboard for more interdisciplinary learning throughout the Needham school culture,” Gutekanst said.
See coverage of the initiative on the Needham Channel.
Travis Roy Brings Motivational Message to Needham Kids
Travis Roy, former BU hockey player, will speak at three Needham elementary schools next week, with his powerful message of believing in yourself and setting positive goals, regardless of the challenges you face.
Roy achieved his own goal of winning a hockey scholarship to Boston University. But 11 seconds into his first collegiate game in 1995, a crash into the boards broke two vertebrae and severed his spinal cord, leaving him paralyzed him from the neck down. With intensive physical rehabilitation, Roy completed his college degree; became an author, motivational speaker and activist; and launched a foundation to fund research on spinal cord injury and to help survivors.
His appearance at Mitchell, Broadmeadow, and Newman schools will kick off those schools’ Disability Awareness Programs for 2012-13. Roy’s powerful presentation at Eliot and Hillside schools last year made such a strong impression that parents and school leaders sought to bring his message to the other elementary schools. Roy’s visit next week is funded by a grant from the Needham Education Foundation (NEF).
“Travis Roy’s message is simple yet powerful: No one is immune from the adversity life hands us, and we all have a choice in how we face these challenges,” said Suzanne Lissy, a Broadmeadow parent who lead the effort to bring Roy to Needham again and chairs the Disability Awareness program at Broadmeadow. “His motivational message mirrors many of the themes threaded throughout our Disability Awareness programs.”
Roy will speak at Mitchell School on Monday, October 22, at Broadmeadow on Thursday, October 25 and at Newman on Friday, October 26.
Revolutionary War Reenactment at Hillside
On a beautiful day in October 2012, a few hundred lucky students at Hillside Elementary School were transported back in time to the 1770s with the help of the Rehoboth Minute Company: 13th Continental Division.
The company’s costumed revolutionary reenactors transformed a corner of Hillside’s campus into a revolutionary war encampment, allowing the students to see, hear, touch, and smell a piece of history.
Throughout the day, small groups of third-, fourth-, and fifth-graders visited each of the six tents that were set up to demonstrate different aspects of life in a Revolutionary War camp.
At the officer’s tent, students considered how the lives of officers and regular soldiers differed. The children were able to examine the officer’s uniform and eagerly peppered the officer with questions. The children then watched a uniformed soldier prime his weapon at the weapons tent, where several examples of pistols and muskets were displayed. From there, the students went to the doctor’s tent, where they talked to a revolutionary doctor and nurse, saw and smelled some of the herbs that were used to treat common ailments in the 1770s, and even examined some of the surgical tools that were used at the time.
The importance of drum and fife music was addressed in the next tent, where students passed around a replica of a Revolutionary War drum. The smell of the open campfire led the students to the next station, where two costumed soldiers were making wax candles and lead balls. The final stop was at the tiny privates’ tent, where the kids heard more about the daily life of regular soldiers.
Elizabeth Lee, a parent at Hillside, discovered this group in a different town, where she witnessed how well they engaged the children. Knowing that third-graders at Hillside study Needham history from 1711 to the present and the fifth-graders have a big unit about the Revolutionary War, Liz recognized that the Rehoboth Company’s demonstration would dovetail nicely with existing curriculum. “Our goal is to reinforce, supplement, and bridge the social studies curriculum in grades 3 through 5 by igniting the minds, hearts, and imaginations of Hillside students to the commitment, struggles, and sacrifices of those who fought to create the United States of America,” she wrote in her grant application. Now an NEF board member, Liz was on hand at the demonstration, watching her goals being met.
“The Rehoboth Militia covered a tremendous amount of Revolutionary War history in little over an hour, all in a way that demonstrated, fascinated, and created lifelong memories. Kids, teachers, and parents had a great time!” she summed up. The excitement of the day concluded with a line of soldiers firing their muskets (with blanks, of course!). As the smoke cleared, the children cheered, and then they marched back into the 2010s by the beat of the Revolutionary War drum.
Press links:
Student Directed Play at Needham High School
Needham High School senior Lynne Richman smiled with pride when the play that she directed, ”You’re a Good Man, Charlie Brown,” received well-deserved standing ovations after both performances. The initial funds necessary to direct and produce the play were made possible by an NEF grant.
Lynne’s response to her show choice: “I knew I wanted a show with a small cast, simple costumes, and few set changes. I browsed through many lists of shows with this lens, and Charlie Brown was the perfect choice. It had everything I wanted, and it was family-friendly and the music was fun!”
According to David Neves, director of fine and performing arts for Needham Public Schools, the production was successful in many ways. “Our senior did a commendable job of pulling all the pieces together in directing and producing the show. She showed great poise and flexibility throughout the process of juggling rehearsal schedules, assembling her “team” of student assistants, working with administration and staff in use of the space for rehearsals, and, in the end, culminating in a very positive production. Lynne was also very wise in selecting a show that would work well with the talented cast and be small scale enough to be manageable. She demonstrated the ability to make artistic choices to maximize the effectiveness of the production while still remaining within the constraints of her budget. She definitely grew immensely as a result of this experience. We are so very thankful that NEF provided us with the seed money to make this a reality both this year and into the future. We look forward to seeing which senior students next year might consider this opportunity.”
2012 Spelling Bee
At Needham High School on April 4, 2012, the winning team, The Wordniks, made up of Lindsey Kiser, Liza Kobzik, and Lester Kobzik, beat the Needham Finance Committee in the final round with the Russian word “samizdat,” which means disseminating censored materials. The word was commonly used in former Soviet bloc countries to describe a dissident act against the government.
Read more in the Needham Times coverage.
Yo-Yo Dancer Spins a Positive Message for Kids
Thanks to an NEF small grant, life coach and yo-yo dancer Brett Outchcunis (aka DJ Ooch) brought his upbeat SuperPOWER antibullying program to Needham for third- through fifth-graders. His program, which supports the NPS mission to address bullying, uses an entertaining mix of storytelling, dance, and yo-yo tricks to empower students to draw on their unique SuperPOWERs and to be a part of the antibullying solution. A self-proclaimed former bullying victim, Outchcunis shared his own personal experiences to connect with students and give his message credibility. During his presentation, Outchcunis emphasized the value of self-confidence and showing respect for others. He gave tips on how to recognize bullying situations and report bullying incidents to adults.
Outchcunis’s energy and positive message got enthusiastic reviews from his elementary school audience:
What teachers are saying…
“Ooch was both entertaining and educational. My students are still doing the Ooch cheer. The program really supported what we do in the classroom.”
“This type of program is just what elementary school students need. It is hip, upbeat, engaging, and entertaining. DJ Ooch was enthusiastic and talented.”
What students are saying…
“My favorite part was learning that everyone has a SuperPOWER!”
“If I see someone get bullied, I would tell a grown-up.”
“Bullying is when one more powerful person tries to take the confidence of another less powerful person.”
International Dance Educator Leads Hands-On Workshops and Performance
Indian culture came alive this winter for more than 300 Broadmeadow Elementary School students during an Indian classical dance residency from international dance educator and performance artist, Tara Ahmed. Ahmed has performed and taught in India, Colombia, Brazil, Turkey, and the United States. Her television appearances include WGBH’s DanceFest and Greater Boston Arts programs.
A complement to social studies, geography, music, and PE curricula, Ahmed’s residency promoted fine arts and cultural awareness.
This dance residency supported Broadmeadow’s vision of traveling around the world through dance as a means of teaching students about different cultures. The second-grade students participated in four weekly hands-on Indian dance workshops and completed the program with a performance of their new techniques for the kindergarten through third-grade classes.
NEF Announces Recipients of Fall 2011 Small Grant Awards
The Needham Education Foundation (NEF) announced the recipients of its 2011 fall small grants cycle at a recent meeting of the Needham School Committee. Nineteen grants totaling almost $60,000 were awarded to all Needham public schools supporting physical and social wellness, academics, the arts, service learning, bullying prevention and the environment.
The NEF funds programs that promote innovation and excellence in students from pre-kindergarten through high school and fall outside normal funding. Since 1990, the NEF has supported more than 400 grants totaling more than $1.4 million.
- Super POWER (Overcoming Bullying) – All Elementary Schools
Super POWER is a motivational performance program that helps children overcome bullying. More engaging than traditional role-playing programs, it impacts 1,000 third through fifth grade students across the district. - Halau o Keikiali’i: Dancing With the Past – All Elementary Schools
This creative arts performance introduces elementary school students to ancient and modern forms of Hawaiian dance and the culture from which it originates. - Reading and Drumming for Africa – Eliot
Artist in residence, Tom Foote, conducts a teacher workshop and classroom lessons on African rhythms. A unique service-learning opportunity, the grant engages students in fundraising for the Room to Read Africa program by participating in a Read-A-Thon, while learning about the African countries they support. - Island Moving Company Dance Movement Residency – Eliot
Students in grades K-2 learn dance from professional dance educators who incorporate physical education (PE) standards into lessons. The Eliot PE teacher is an active participant, learning how to apply materials and ideas from the program into the school’s ongoing dance education program. - Eliot Mandala: A Community Art Project – Eliot
Developed by artist Sarah Haskell, Mandala Community Weaving creates an artistic and symbolic expression of community. She shares her ideas and skill with Eliot students and faculty by directing the creation of community artwork for permanent display at the school. - Great Blue Hill Weather Day – Hillside
This grant funds a trip to the Blue Hill observatory for 1st and 5th grade classes including an observatory presentation, kite building and hiking. The students review weather concepts, observe forecasting equipment at work and experiment with designing, building and flying their own kites. - Indian Classical Dance Residency – Broadmeadow
A fine arts and cultural awareness program, the grant funds teaching each 2nd grade class a different Indian dance, which the students perform at an assembly for grades K-3. The dance residency is the second part of an anticipated four part series that began with China last year and continues over the next two years with Africa and South America. - Raised Beds for Vegetable Garden – Mitchell
The grant pays for 12 raised bed kits to simplify planting and increase garden output. It extends a 2008 NEF grant, funding the initial planting of the garden. - I Was Here! – Mitchell
Artist in residence Caleb Neelon teaches students about graffiti art and its evolution as an art form at art classes and workshops on simple graffiti style lettering. The project culminates in a work of art to be displayed as a collage. - The Geography Game Show – Mitchell
Neal Nicholas brings his Interactive Geography Learning Experience to all Mitchell students by engaging them in a geography game show. Mr. Nicholas tailors his the program to tie in with grade-level curriculum. - Mitchell Poetry Slam – Mitchell
This poetry residency funds four poets to lead workshops for students spanning 2nd grade through 5th. Open mike opportunities during lunch period encourage students to practice reading their own poetry. The program culminates in a poetry-reading classroom event to which students’ parents are invited. - Math in Motion – Newman
Third grade students learn math in a physical way through a program that integrates movement and the reinforcement of math facts. The program offers a variety of academic and physical benefits and is sustainable year after year. - Robotics, Anyone? – Pollard
Robotics, Anyone extends the successful High School Robotics program to middle school students. - Game Day – Pollard
This grant funds word games for middle school teachers to use in the classroom. - The Dangers of Intoxication Learning Center- Pollard
Middle school students experience the altering effects of alcohol use with special goggles funded by the NEF. The goggles are one component of a detailed lesson plan that uses hands-on methods to engage students in alcohol education. - Refurbishing Computers for Education and Community Building – NHS
A student-sponsored grant for the NHS Linux Club, the program funds materials that enable the club to refurbish old computers and donate them to families in Needham Public Housing. - Independent Student Theater Project – NHS
This grant funds seed money for an annual, student-run production. Students use proceeds from ticket sales to fund the next year’s production. The program is an expansion of a successful student production funded last year by the NEF. - Steps to Success Program Development – NHS
For the growing HS mentoring program, this grant funds a project developer to conduct research and provide recommendations for materials, activities, assessment, training and expansion. Other responsibilities include developing a best practices handbook and coordinating trainer sessions. The program enjoys significant community support and is sustained through an annual fundraiser. - Social Skills Curriculum Enhancement – All Schools
This grant helps fund the enhancement of existing social skills programming for students with autism and other social skills deficits. It includes district-wide, in-service training on video modeling research and techniques; as well as the purchase of DVDs and iPods for recording and viewing.
Expanding the Dialogue: What Do Kids Need to Succeed in the 21st Century?
As college drop-out rates rise and young adult unemployment reaches levels unseen since the Great Depression, a growing consensus of business and academic leaders are asking whether a traditional four-year college education is always the best path to a successful career. The mission of the Pathways to Prosperity Project at Harvard Graduate School of Education is to get this question out in the open—and encourage Americans to explore new approaches to education reform that offer multiple paths to career fulfillment.
This question was explored at the October 11th NEF symposium, “Expanding the Dialogue: What Do Kids Need to Succeed in the 21st Century?,” the first in the 2011–2012 NEF Community Education Series.
Featuring a panel discussion including Needham Public Schools superintendent Dr. Daniel Gutekanst and keynote address by Pathways to Prosperity director William Symonds, “Expanding the Dialogue” encourages discussion of why our existing education model fails to prepare many young adults for the workforce. In a more promising vein, it invites the audience to consider alternative ways to better prepare our kids to make a smooth transition from adolescence to adulthood.
Says Symonds: “Going to college for four years is not the best answer for all young people. We need to provide other pathways for them to succeed. I’ve spoken with parents a few years after their children graduated from college, and many of those students are struggling. These parents have a growing sense that going to a four year college doesn’t necessarily guarantee success in today’s economy.”
In addition to Dr. Gutekanst, symposium panelists include Dr. Edward A. Bouquillon, Superintendent, Minuteman Career and Technical High School and Patricia Eagan, Senior Staff Consultant, Verizon State Government Relations and Board Member, Massachusetts Business Alliance for Education.