By: Steve Gratz
A few months ago, Dan Keenan, executive director, Martha Holden Jennings Foundation, called and asked if he could send my contact information to Fairport Harbor School District superintendent, Domenic Paolo. I agreed and had a wonderful phone conversation with Dr. Paolo about the schools’ Hooked on Education project. Domenic invited me to Fairport Harbor to witness the project and visit with teachers and students.
Hooked on Education is a personalized learning project that had an authentic beginning that started with a 3-D printer, a student-centered teacher and a struggling student with a great idea. Fairport Harbor is located next to Lake Erie and much of the economic development of the region is stimulated by the lake. The Fairport Harbor School District has a K-12 enrollment of around 750 students. It is a unique district as they do not have a transportation department — all students walk to school.
One of the students at Fairport Harbor had a history of consistently being in trouble during his middle grade years. Domenic indicated that the student’s discipline was such a challenge that many teachers confronted him on how best to handle the student. It just so happened that one teacher was finally able to connect with the student due to a shared interest in fishing. The teacher encouraged the student to use the district’s 3-D printer to create his own fishing lure. Fortunately, the student accepted the challenge, and that’s how the Hooked on Education project was born.
After several weeks of work, the student provided Domenic, who is also an avid fisherman, with his prototype lure. Visually, it left a lot be desired, but Domenic was positive and told the student he would give it a try on his next excursion. Domenic shared with me that he pulled that lure out toward the end of his last fishing trip and much to his surprise, the student created a lure that worked!
Fundamental to the success of Hooked on Learning is the need for excellent teaching, which places students at the center of the instruction; and deeper learning where inquiry and higher order thinking are incorporated into relevant curricula. Today, the project has 30 students learning Ohio’s Learning Standards that are embedded in their project-based learning lessons. Observing the classroom where students and teachers were engaged in multiple disciplines and at various grade levels was refreshing. The teacher’s enthusiasm for being part of this unique culture left a smile on my face and feeling as giddy as I was when I was in the classroom. Moreover, the Hooked on Learning project has been designed to give students a better and deeper learning experience by developing community connections, increasing access to excellent teaching and engaging student talents and interests by personalizing their learning, so they can develop all their “intelligences.”
Domenic commented that, “personalized learning makes our project possible.” He shared that the power of the district’s model of personalized learning grows out of four interdependent components used to develop personalized learning plans:
A detailed understanding or profile of each learner;
A clear set of standards toward which each learner is progressing;
Collaboration with each learner to construct a customized learning plan;
A well-chosen project that is relevant, embedded in the community and developed around the talents and interests of our students.
Domenic and I wrapped up my visit by tagging along with a few students and one of the project-based learning teachers to visit MJM Industries, where students were negotiating the final specs on their initial production-quality mold that will be used to launch the manufacturing of their first line of fishing lures. After the brief review of documents, the CEO and the teacher discussed the process more thoroughly to enrich the learning experience for the students.
What a rewarding visit, and how lucky these students and teachers are to be engaged in the educational system at Fairport Harbor. Domenic has more planned for the future and is hoping to share the lessons that he has learned throughout this process and to learn from other educators. This summer, Fairport Harbor and Mentor Schools will host a symposium for blended and personalized learning at Mentor’s Paradigm Building, and participation is free for Ohio school district personnel. The objective of the symposium is to learn from the nation’s best practitioners and create a foundation for Ohio to harness the power of personalized learning. Contact Domenic Paolo for more information at firstname.lastname@example.org.
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By: Steve Gratz
Nearly 34 years ago, I started my career as a teacher of agriculture. One of the foundational instructional units all teachers of agriculture taught was “soils.” While teaching the soils unit, I would have students bring in a soil sample from their fields or gardens, and we would determine the soil texture of the sample. Soil texture is the fineness or coarseness of a soil—it describes the proportion of three sizes of soil particles: 1) sand—large particle; 2) silt—medium-sized particle; or 3) clay—small particle. Soil texture is important because it affects water-holding capacity—the ability of a soil to retain water for use by plants; permeability—the ease with which air and water may pass through the soil; soil workability—the ease with which soil may be tilled and the timing of working the soil after a rain; and the ability of plants to grow (for example, some root crops, like potatoes and onions, will have difficulty growing in a fine-textured soil).
Once we determined the percentage of sand, silt and clay, we would use the Soil Texture Triangle to determine the type of soil the student sampled. For example, if a student’s sample was 75 percent sand, 15 percent silt and 10 percent clay, the soil would be a sandy loam as determined by the Soil Texture Triangle. The Soil Texture Triangle might seem a bit difficult to read initially, but once you are instructed on how to use it, it becomes rather simple.
This blog post is not designed to teach you how to test soil or determine soil types, but rather to illustrate an example of a question that could be included on WorkKeys—an assessment that measures workplace skills. The WorkKeys assessment combined with an industry-approved, in-demand credential will result in a pathway to graduation for students.
The WorkKeys Locating Information assessment includes four levels of difficulty (3, 4, 5 or 6). According to ACT’s website, Level 3 is the least complex and Level 6 is the most complex. The levels build on each other, each incorporating the skills assessed at the preceding levels. For example, Level 5 includes the skills used at Levels 3, 4 and 5. At Level 3, examinees look for information in simple graphics and fill in information that is missing from them.
The soil texture triangle question is a Level 6 question because the question is based on very complicated, detailed graphics in a challenging format. Examinees must notice the connections between graphics, they must apply the information to a specific situation and they must use the information to draw conclusions.
Characteristics of Level 6 Locating Information items:
- Very complicated and detailed graphs, charts, tables, forms, maps and diagrams;
- Graphics contain large amounts of information and may have challenging formats;
- One or more graphics are used at a time; and
- Connections between graphics may be subtle.
Skills required of Level 6 Locating Information items:
- Draw conclusions based on one complicated graphic or several related graphics;
- Apply information from one or more complicated graphics to specific situations; and
- Use the information to make decisions.
Recently, I have been engaged in conversations with school administrators about the rigor of the WorkKeys assessment since it can result in a pathway to graduation for students. Through conversations, I find that most school administrators are unfamiliar with the WorkKeys assessment since it is new to the graduation pathway conversation. The WorkKeys assessment has been around for more than two decades and is supported by data from 20,000 job skills profiles and rooted in decades of workplace research. The WorkKeys assessment is based on situations in the everyday working world. It requires students to apply academic skills to correctly answer questions. WorkKeys can certify that students are ready for career success by measuring their skills, which will then help employers find, hire and develop quality talent.
I first took the WorkKeys assessment in 1996 and I received a composite score of 18. A score of 13 is required for students to qualify for graduation for the classes of 2018 and 2019. For the classes of 2020 and beyond, students will need a composite score of 14 or higher. The composite score is unique to Ohio and isn’t used by WorkKeys or other states. The composite score was established to not only ensure students are prepared for career success, but also so they can advance within their chosen pathways where advanced skills will be necessary.
I would encourage all educators to take the WorkKeys practice assessment to become familiar with the test. The practice test is free through OhioMeansJobs. Make sure you review the instructions prior to taking the assessment. On the official assessment you will be allowed to use a calculator and will be provided with a formula sheet of conversions similar to the one found by clicking here.
By the way, you can access numerous videos on the internet if you really want to learn how to determine the soil texture in your garden. You also can try your hand at answering a Level 6 Locating Information question using the Soil Texture Triangle.
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