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Terry [Urban Academy teacher] makes us understand with our own minds rather than just telling us the answer. It feels like hes not teaching. Were like Break it down for me! And he says, Break it down yourself. But after weve got our minds and our juices flowing, hell tell you, and then hell put another couple of problems on the board. Alexis Avram [Urban Academy teacher] always tries to challenge your ideas. Sometimes hell say something completely opposite to what he believes, just to get you to argue. He loves to argueto exchange ideas, turn your viewpoints on their heads. Its nice to have conversations about politics, religion, anything with an adult who doesnt think youre a dumb teenager. Vance
Here, in courses the faculty designs to match its expertise and interests, 120 students in grades 9 through 12 get both the tough intellectual push and the close individual scrutiny on which Urban Academy has made its name since 1985.
All the work of this schoolthat of teachers as well as studentscenters around inquiry, and the power of asking hard questions is evident in every class and activity. In the long office crammed with overflowing teachers desks, in the ample halls where students gather on old couches, and above all in classrooms themselves, conversations are taking place in which minds are changing.
In its second-floor corner of a huge old building, Urban is one of six small autonomous schools that replaced the citys failing Julia Richman High School in a New York City educational experiment of the 1990s. About 120 students, grades 9-12, choose to enroll, often after unsuccessful starts at other high schools and a history of school failure. They reflect the citys diversity; to apply they first visit classes, then complete an application exercise and interview with staff.
Students from all four grades mingle in semester-long courses designed by Urban teachers to reflect their own expertise and interests. Time allotments vary according to need; courses may meet three times weekly or twice for an extended period.
Skills developed in courses result in projects, papers, exhibits, presentations, and experiments through which students accumulate proficiency in six academic areas: Literature, Mathematics, Social Studies, Science, Creative Arts, and Art Criticism. They earn the diploma by demonstrating proficiency in these areas and by showing continual progress in the areas of community service, contribution to the Urban Academy community, class participation, and active and independent reading. Competency in library research and computer use is also required.
A teacher mentor consults, supports, focuses, and helps students through the process of working on each proficiency area. Two hour-long blocks weekly are designated for these organizational tutorials.
Ninety-four percent of Urbans graduates attend four-year colleges, many earning full scholarships. In 2000 Urban Academy was one of 27 schools chosen by the US Department of Education as a New American School Showcase Site.
Of students, Urban expects a level of intellectual and personal respect rare in a high school setting. No personal attacks! students loudly protest if a class discussion turns rancorous, echoing the schools guiding agreements that protect its ethos of fairness, not uniformity. From their teachers (who go by first names at Urban) they get the same respect, along with warm support for their individual needs. Most have transferred from schools where they have not thrived; at Urban, they battle to stay on and do well.
From the moment they apply to the school, Urban Academy students are learning to take positions of their own and analyze those of others. Whether the subject is Shakespeare or Serbia, throwing a ball or hydroponics, students continually read, write, argue, and investigate at a challenge level that infuses the school with a palpable energy. If he sees a spark of something, hell grab on to that, observes one student of Herb Mack, Urbans teaching principal.
A variety of teacher-developed protocols hone students ability to take notes, gather evidence, conduct discussions, and present and defend their work. In one trigonometry class, for instance, students always complete a Practical Procedures protocol that would explain to any outside reader exactly what you did and why you did it. When assessed, its final question counts the most: Does your answer make sense? Why or why not? Explain, using logic and examples of how you could estimate the answer.
Urban Academy website
Urban Academy videos and publications. Looking for an Argument: An Inquiry Based Course (video and booklet); Teaching American History: An Inquiry Approach (video); Proficiencies: A Performance Assessment (video); Proficiencies: A Case Study of Art Criticism (video). To purchase contact the Center for Inquiry in Teaching and Learning, 316 East 67th St., New York, NY 10021
Urbans small size means all students get such intensive individual coaching. When I got to high school, I didnt know how to compare three books, says Alexis, 17. So my teachers told me new ways to do it. They would say, Here, you can have a tape recorder, or, Just write what you think about these three books and then we can think about how to organize it; well sit down with you and work on it. Now Im not afraid any more.
To graduate, Urban students must demonstrate their proficiency in key skills and content areas, presenting portfolios of work that meets the schools rigorous prerequisites for the diploma.
If youre raised by teachers just telling you things and forcing them on you, its hard or frustrating when they expect you to take responsibility for your own education, says Vance, who is currently struggling to complete his graduation portfolios. But if teachers give you every step leading up to the answer, youre not really learning anything; youre just reciting it. A teachers job is to say I dont know, why dont you prove it to me? They tell us a little, they ask us a question, they know what they want, but they try to get us to get it on our own.
To further explore that mainstay of Urbans philosophy, we took a closer look at several of its classrooms, which comprise a heterogeneous mix of students in grades 9 through 12. Along with student and teacher interviews, this portfolio presents classroom discussions, student papers and investigations, and the teacher prompts that sparked such work. As with the other small schools profiled in this online portfolio of student work, we have sought out student work that is representative.To see more, go to:
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whatkidscando.org |
Student learning in small schools: an online portfolio
© 2003 Funding for this project generously provided by the Bill & Melinda Gates Foundation
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