PBL+Before+and+Now

=Project-Based Learning - Before - During - After=

Before
Before Project-Based-Learning became the driving force behind instruction at Winterboro School, teachers taught in much the same way as most other high schools in the state of Alabama and the nation. Rows of desks filled with students who may or may not be engaged with the lecture, along with the note-taking that is required for such a curriculum was the general "scene" throughout the building. Students were gradually becoming more disengaged with school, more undisciplined, and more likely to drop out of school. Winterboro had consistently met academic accountability standards, but the decrease in student engagement gradually placed the school in danger of not maintaining or improving the graduation rate. Along with the acknowledgement that the graduation rate was becoming an issue, it became evidently clear through local and national reports that students were being "dumbed down" as they entered their respective schools. Students were becoming "experts" in media and technology, but their schools were not offering them opportunities to engage in activities that reflected 21st century technology and skills. Through the efforts of school officials, Winterboro began its quest to transform itself into a model of learning emphasizing the 21st Century framework for learning with a 1:1 computer to student ratio. Along with this came the idea of collaborative teaching and project-based-learning.

During
As the Project-Based-Learning idea began to unfold, it had already been decided that an emphasis on technology and collaboration would be key elements in Winterboro's transformation from traditional classroom settings to more 21st Century learning spaces. Winterboro School was established in 1919, and during its 90 years of existence, 73+ years have been in the current structure. Therefore, the second challenge (the first being a decision to take on a 21st Century/Project-Based-Learning curriculum) was how to integrate 21st Century classrooms in an early 20th century building! Thus began a re-model of eight classrooms to build four large "learning suites" that would house integrated subjects like History/English, Science/Math, and Business Tech Applications/Science. Electricians, carpenters, painters, network administrators, and technology maintenance began working together to formulate a plan that would enable the school to begin in August 2009! A process of grant-writing was also begun to ensure funding would exist for technology and continued professional development.

Step three was training of teachers in technology use and project-based-learning while integrating subjects. This required the teachers to not only become technologically-savvy but to also begin the process of integrating course of study standards and creating lessons that ensure students are focused on content standards of two different subjects at the same time. Through the process, teachers also collaborated on how to "shift" the school culture into one that mimics a professional work environment. Along with several recommended changes, it was decided that students would wear ID badges with a statement of "trust" on the back. This badge is worn daily and may be revoked by faculty members when students are not diligently working within the established tenets of the work environment which are: Effective Communication, Effective Collaboration, Being Technologically Savvy, Exhibiting Good Citizenship, Exhibiting a Strong Work Ethic, Critical Thinking, and Being Creative.

While all of the various tasks already mentioned were underway, there was still the community to consider, and how to convince them that this "initiative" was worthwhile and necessary to the success of their children. Thus began a series of discussions at every school meeting scheduled whether it was a PTSA meeting or Grandparent's Day. There were also articles in local print media and the school website and also opportunities for parents to visit the school prior to opening day to voice their concerns and to seek out answers to their questions. The school also began to reach out to community stakeholders by communicating and promoting the 21st Century initiative along with many other school programs through social networking sites such as Facebook and Twitter.

Through the very dedicated efforts of many individuals, all (with only a few loose ends here and there ) was complete and ready for teachers and students to begin teaching, learning, and collaborating in a very different way on the first day of the 2009-2010 school year!

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Today, Winterboro School is several weeks into what has been a fantastic journey for administrators, teachers, and students. While there is not yet longitudinal test data to share that would reflect this initiative, there has been a dramatic shift in school culture and the level of student engagement. Attendance and discipline have both greatly improved. In fact, the last time data was compared, discipline referrals were down 40% from the same time period last year. Students who are normally disengaged have improved grades and have been referred for discipline much less often than before. When you ask students about their feelings regarding 21st Century learning, they almost always will say "this is way better!"

You are invited to our school and its classrooms anytime. Just call the principal, Craig Bates at 256-315-5370 and schedule a time for you or a group to visit!