Creative Curriculum Design: Our inspiration

A couple of weeks ago I documented the changes in our Create curriculum in this post:


http://teachingandlearningmusic.blogspot.co.uk/2012/07/creative-timetabling-problems.html

In my next post I hope to show how and why we have moved from EBL (Enquiry based learning) to PBL (Project based learning) and share some of the more structural considerations that have had to be made.

I have written a lot throughout this blog about my visit to High Tech High in San Diego with @DKMead, but in particular you might want to look here:


http://teachingandlearningmusic.blogspot.co.uk/2011/03/lfhth-learning-futures-visit-high-tech.html


http://lfvisithth.blogspot.co.uk/

If I could distil my learning about PBL from High Tech High, I would bring your attention to a number of drivers. Firstly, the integrations upon which High Tech High is founded:






1. Integration of students - One of the strengths of this model is that teachers are able to manage mixed ability groups so well is that they see less students more often.
2. Integration of head and hand - There is no distinction made between the academic and the vocational, Tom Vander Ark of the Gates Foundation described the school as a "great liberal arts school in disguise" and I know Larry Rosenstock (CEO HTH) is very happy with this description. The importance of the arts and technical skills is of massive consequence as a window onto the world and academia.
3. Integration of school and community - EVERYTHING is exhibited, publicly.
4. Integration of secondary and post secondary education - Here are some remarkable stats:


HTH Outcomes
• 100% HS Graduation
• 92% College Entry
• 73% 4-Year College
• 76% Retention after 4 years
• 35% 1st generation college
• 30% Major in  Maths/Science


California Averages
• 50% HS Graduation
• 60% Retention after 4 years
• 17% Major in  Maths/Science


The expectations are simple, you will go to college. The implications go beyond the means of my department but beyond these statistics, the quality of students' work I observed was exceptional and it was clear how the arts were integral to every project, even those delivered by non-arts specialists.