21st Century Research School Concept Paper

21st Century Research School

Concept Paper The Idea of a Research School

The Idea of a Research School is to allow children to learn through the development and

research of their own critical questions. In low-performing schools, a major factor of the

teaching/learning challenge is that children are not interested in what is presented by the school.

In allowing children to follow their interests through guided topics, as well as meeting

prescribed objectives and goals of the system, schools foster and nurture effective learning.

Further, by using inquiry and critical thinking methods through emerging technologies, the

teachers are helping children prepare for life in the 21st century, and for the jobs that will be

available to them. Jobs we cannot yet predict or understand.

Debra Baird, Dean, Athens State University College of Education

Casey Wardynski, Superintendent, Huntsville City Schools

Tedi Gordon, Assistant Professor, Athens State University College of Education

Alton L. Wilson, Doctoral Candidate, University of Alabama

Glenn Bryant, Director of Transition, Central Office, Huntsville City Schools

Aaron King, Director of Operations, Central Office, Huntsville City Schools

Debbie Miser, Director of Staff Development, Central Office, Huntsville City Schools

Cathy Vasile, Director of Elementary Programs, Central Office, Huntsville City Schools

ATHENS STATE UNIVERSITY

HUNTSVILLE CITY SCHOOLS

21st Century Research School Concept Paper 1

Baird & Gordon, 2011

“In this world of rapid change, where information is expanding exponentially and increasing in complexity, learning is a survival skill. Mastering the basics— reading, writing, and arithmetic—is as important as ever, but is no longer enough. Today’s students need to learn more than previous generations. They need to know how to find and use new information, to make informed decisions about complicated issues, and to collaborate as part of a team. Since the pace of change shows no signs of slowing in the future, students also need to learn how to learn.” ~ The George Lucas Educational Foundation

CONCEPTUAL MODEL

Students attending the Research School will acquire 21st Century skills related to life,

career, learning innovation, media, technology, and core subjects through 21st Century themes

(Irvin, Meltzer, Mickler, Phillips, & Dean, 2009). The curricular and instructional focus will be

meeting the needs of the students through the use of embedded processes which include inquiry-

based learning, essential questions, Multiple Intelligences (Gardner, 1999), GeniuStyle

(Appleton, 2011) leadership skills (Covey, 1989) (Kerner, 2010) mentoring for teachers,

students, and administrators, emerging technologies, and community partnerships.

21st Century Student

Inquiry

Based

Learning GeniuStyle

Multiple Intelligences

Leader in Me

Seven Habits

Two-Sided

Community Partnerships

Parent

Teacher

Student

Mentoring

Suceess Process

Emerging

Technology



DEFINITIONS OF CONCEPTUAL TERMS

1) Inquiry-Based Learning

Inquiry-Based Learning is the central focus of the 21st Century Research School. The

basis of inquiry learning is like the old adage of “Give a child a fish, he will eat for one

day; teach a child to fish, he will eat forever”. Instruction through Inquiry-Based learning

allows the student to be involved in his/her own learning by guided research of a topic,

developing skills needed to do the research along the way. It is a seeking of truth,

understanding, and knowledge and is the natural process that all human beings engage for

learning. Examples of this type learning are the Alabama Math, Science, and Technology

Initiative (AMSTI), Alabama Science in Motion, (ASIM), and the many science and

technology projects that are currently a part of schools, such as the Robotics Competition

and Odyssey of the Mind. Unfortunately, many of these programs have been used

exclusively for teaching the gifted and talented. In the 21st Century Research School, all

students are actively involved in engaged learning through individual and team inquiry.

Small group instruction is almost exclusively employed.

According to Wolk (2010), “Inquiry-based learning means asking hard questions as a

path to rigorous thinking”. Inquiry-based learning includes, but is not limited to, the use

of essential questions, critical questioning, project-based experiences, one-on-one

conferencing, group conferencing, the use of huddle boards and combined huddles for

comparison, group sharing, simulations, role-playing, model development, and discovery

learning.

2) GeniuStyle

GeniuStyle (Appleton, 2011) equips instructors and students with knowledge about

themselves, how they learn, and the best way to teach to those learning styles and

personalities. It is a personality profile assessment for use by the students themselves and

teachers, to make the most of the time spent in the classroom and in learning. There are eight

defined geniuStyles associated with the process.

3) Multiple Intelligences

The Multiple Intelligences (Gardner, 1999) are those intelligences that all human beings

have, and each human being can be expert in one or more. While they are tied to the

GeniuStyle processes, they are in fact different in the way they are used for the

teaching/learning cycle. The Intelligences are to be polished and honed each day, so that

excellent performance in those that are most important to the learner become second

nature. They are not personality-based, but are based on individual inherent abilities that

are to be nurtured and developed.



4) Leadership Skills

One of the challenges schools and American society face is that students do not

understand how to argue their point or define what they believe to be the best route to

take in particular situations, while continuing to show respect to those with whom they

are arguing. This is especially apparent in our current presidential campaigns.

Leadership processes teach those skills, which are an important part of a 21st Century

Research School, since most of the work done there is of a collaborative nature. Team

work requires leadership from each participant.

5) Mentoring

One of the most important areas of need for parents, students, teachers, and

administrators is a mentor who can guide them through the difficult decisions and

important steps along the way. Mentors are there to discuss things that cannot be

discussed with anyone else.

6) Emerging Technologies

Technology changes every day, and new possibilities emerge with every change. It is

important for schools to invest in personnel who understand and continue to study

emerging technologies. A 21st Century Research School has at least one instructional

technology/design teacher expert at each grade level, who either has extraordinary

experience in using technology or a degree in that area. 21st Century Research Schools

require instructional designers who understand children, educational goals and objectives,

and best practice in the teaching/learning cycle. Each grade level team includes an

instructional technologist as one of the teachers, usually the lead teacher.

Teachers control the integration of technology in their classrooms and their attitudes toward technology are paramount to its success or failure. In a national survey conducted by the National Educational Association (2008), 76% of teachers used the computer for administrative tasks but only 32% used the classroom computers for instruction. An Alabama Department of Education Technology comparison survey between 2007 and 2009 found only slight changes in student classroom computer use. The comparison discovered 12% of teachers never use technology to enhance student academic achievement and 38% never assign an activity that utilizes technology. The survey also showed an average of 25.4% seldom or never uses a computer for research, inquiry, exploration, communication, and collaboration (ALSDE, 2010, p. 22). It is clear technology in the classroom can provide an efficient form of instruction when used to its full advantage (Morrison, Ross, Kalman, & Kemp, 2011).

Wilson, 2012



7) Community Partnerships

21st Century Research Schools are an integral part of the community. The school cannot

flourish without the support and involvement of the community. Community members

serve as mentors to students and teachers, and community-based projects involve those

community members in school improvement on a daily basis. The Research School

serves as a problem-serving point for community challenges and questions and the

school campus is a place of meeting/solving.

BASIC DESIGN

Integrated processes will be used to develop the Research School, and for teaching/learning

cycles. Each process is an integral part of the whole, and must be attended to daily by students,

teachers, parents and administrators. It is the responsibility of the teachers and administrators to

develop the process for including parents and community in particular schools. That process

must be developed according to school culture, needs of the students, and needs of the

community.

The basic processes that must be included are:

Professional Learning Communities

Consistent and constant use of emerging technologies

21st Century Ideas

GeniuStyle and Howard Gardner’s Multiple Intelligences

AMSTI (Alabama Math, Science, and Technology Initiative) and ASIM (Alabama

Science in Motion) when appropriate

The “Leader in Me” process of Stephen Covey

“Success” process of Laura Lynn Kerner

“Mentoring for Teachers” of Darlene Turner-White

Mentoring for Parents

These processes will allow children, teachers, and administrators to bring out the talents of

each child, giving space for each to find “the leader” within, and those “intelligences” which will

allow her or him to develop “successfully” to the next school level and into life work. The

integration of technology into all that is done will allow the learning of “21st Century” skills and

thought patterns, through “professional learning communities” which will form along the lines

of inquiry and critical thinking. The teachers, students, and parents will be supported through

appropriate “mentoring” processes. This mentoring will close the loop of teaching/learning in

the school and every person involved will have substantial encouragement in developing the idea

of personal and community research for answering essential and critical questions.



Professional Learning Communities

In an effort to achieve more effective levels of teaching and learning, it is imperative for

the Research School faculty to develop a collective capacity for meeting the needs of students.

(Dufour, Dufour, Eaker & Many, 2006). The Professional Learning Community model will

guide the faculty to more profound insights regarding practice, opportunities for reflection, and a

consistent, as well as continual search for improvement.

The PLC model encompasses the following concepts:

commitment to the learning of each student;

collaborative culture;

collective inquiry to best practice and current reality;

action orientation;

commitment to continuous improvement; and

results driven. (Dufour, Dufour, Eaker & Many, 2006)

Emerging Technologies

Technology is changing so quickly, schools are not keeping up. Teachers and

administrators must constantly update their use of technology, through professional

development, coursework, and through having Instructional Technologists on staff. The

Research School will have a trained (degreed) Instructional Technologist as the Lead Teacher of

each grade. If the person does not have a formal degree in the field, then at least coursework and

exceptional knowledge must be present.

In order to achieve maximum use of emerging processes, the research school will use

technology to support literacy development, to create critical and essential questions, to support

and improve knowledge of core subjects and 21st century themes, to develop skills sets that are

normative for the grade level, and to increase parent/community involvement. The Instructional

Technology Lead Teachers will ensure this growth at each grade level.

21st Century Concepts

The following points are from Jacobs, 2010, and describe what a 21st century school

should include. The 21st Century Research School proposed would include all these.

Provide a visual and organizational tool that helps learners make meaning in

“concrete” ways that they control with immediate access

Develop a different kind of “thinking tool” that develops critical thinking skills:



o Enables choice and efficient selection

o Stimulates visual reflection through a highly visual profile

o Develop verbal expression in response to visual stimuli

Increase engagement because of immediate excitement, control, and interactivity

Transfer engagement into other aspects of the curriculum

Increase classroom teaching and learning time

Address global perspectives

Employ 21st Century digital and network tools

Identify salient inter-disciplinary linkages for real world applications

Jacobs also emphasizes the following principles of practice for every teacher and classroom.

These principles, assessment rules, and questions should be the overarching concern of any

school or curriculum, but especially of a Research School.

Meaningful principles of practice:

Enduring understanding

Meaningful essential questions

Mapped vertical articulation

Balanced literacy

Formative assessments

Future career proficiencies

Assessments:

Step 1: Develop a pool of assessment replacements

Step 2: Replace a dated assessment with a modern one.

Step 3: Share the assessment upgrades formally with colleagues and students.

Example of Linking Teacher and Student Work:

Student

Digital Portfolios are a multimedia collection of student work that provide

evidence of a student’s skills and knowledge.

Teacher

Curriculum mapping outlines the content, skills, and assessments that will be in

the course.

Feedback Loop

The teacher gives assessments based on the curriculum. The student responds to

the assessment and work is entered into the portfolio, which is then assessed by



the teacher. After analyzing the results of the portfolio, the teacher makes

revisions to the curriculum map

Content and Essential Questions

A global perspective is developed and presented in the content area, where natural

and viable.

A personal and local perspective is cultivated so that each student can create relevant

links to the content.

The whole child’s academic, emotional, physical, and mental development is

thoughtfully considered in content choices.

The possibilities for future career and work options are developed with an eye to

creative and imaginative directions.

The disciplines are viewed dynamically and rigorously as growing and integrating

real-world practice.

Technology and media are used to expand possible sources of content so that active

as well as static materials are included.

Further, an effective Research School makes sure all stakeholders are literate in media and

are able to link teacher and student work to the media used. This is true for content, skills,

assessments, and is most important in the feedback loop.

AMSTI and ASIM

Alabama Math, Science, and Technology Initiative (AMSTI) and Alabama Science in

Motion (ASIM) are both recognized as excellent processes for teaching and learning through

inquiry-based lessons. AMSTI was recently recognized by the United States Department of

Education because of a three-year research study showing that 28 days of teaching/learning time

had been earned through the use of the program.

According to the Alabama State Department of Education, the study provided the

following information.

Findings showed statistically significant and meaningful

student achievement in AMSTI schools. Students who

attended AMSTI schools and classes for one year showed

a gain of two percentile points on the SAT-10

mathematics problem solving assessment when

compared with students who did not attend AMSTI schools.

These gains compare to an average of 28 extra days of

schooling in math. Exploratory results indicated students



who attended AMSTI schools and classes for at least two years

showed a gain of four percentile points

when compared with students who did not attend AMSTI schools.

These gains compare to an average of 50 extra days of schooling in math.

While the results for science were not statistically significant in

the first year, over a period of two years, students in AMSTI schools showed

significant gains when compared to students in non-AMSTI schools,

with a five percent gain in scores. Despite the fact that AMSTI

does not explicitly teach reading skills, after one year, students

in AMSTI schools showed a gain of two percentile points on the

SAT-10 reading assessment when compared with students who

did not attend AMSTI schools. These gains compare to an average

of 40 extra days of schooling.

ASDE Letter, February 21, 2012

The AMSTI and ASIM processes will be a major component of work at the Research

School, because essential questions have already been posed and lessons written around them.

The model is excellent for teaching students and teachers how to develop critical and essential

questions.

GeniuStyle

The GeniuStyle process, from Appleton, blends the ideas of learning styles with research

on personality, to bring students and teachers to a place where each can learn best. When

teachers know and understand their students, more profound learning takes place. The use of

personality to guide ways of learning is central to this process.

The eight types, according to the GeniuStyle (Crosby, 2012 and Appleton, 2012) process:

1) Aristotle – Introverted, practical and organized, The Aristotle learner’s style is most

congruent with the demands of the typical classroom.

2) Da Vinci – Social, open-minded and organized, the Da Vinci learner has a unique

balance of creativity and structure and is a natural leader in the classroom.

3) Locke – High energy, enthusiastic and spontaneous, the Locke learner is able to create

“street smart” applications of academic materials.

4) Monet – Introverted, free thinking and spontaneous, the Monet learner is gifted at

approaching problems in new and innovative ways.

5) Picasso – Fun loving and spontaneous, the Picasso learner is a natural innovator who

is skilled at brainstorming. They see all knowledge as relevant and interconnected.

6) Plato – Energetic, grounded and organized, the Plato learner is detail-oriented and

intrinsically motivated to succeed. They are consistent and start their work early.

7) Rembrandt – Introverted, creative and well organized, the Rembrandt learner is

intellectually curious, self-sufficient and focused on precision and correctness.



8) Socrates – Reserved, practical and detail-oriented, the Socrates learner is very logical

and analytical. They are often experts in a specialized area.

Multiple Intelligences

Howard Gardner advanced the idea of multiple intelligences in the early 1980’s. His

basic premise is that all human beings, with what is termed “average” intelligence, can be expert

at one or more of his intelligences, if they are taught in such a way that they are allowed to

explore all the intelligences and work within those that they display particular talent for growth.

Also, according to his theory, helping children find those intelligences at which they will be

expert, if given early and frequent possibilities for development, is the responsibility of the adults

around them. The Research School will be a place where the adults provide multiple

opportunities for students to explore their intelligences, every day.

Gardner’s first seven intelligences are:

Linguistic intelligence is the ability to use language effectively, which involves sensitivity to

spoken and written language, as well as the ability to learn languages. This means the use of

language to express oneself rhetorically or poetically. Writers, poets, lawyers and speakers are

among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence is the capacity to analyze problems logically, carry out

mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it

entails the ability to detect patterns, reason deductively and think logically.

Musical intelligence involves skill in the performance, composition, and appreciation of musical

patterns. It is the ability to compose, hear, and produce musical codes and passages. According

to Howard Gardner, musical intelligence runs in an almost structural parallel to linguistic

intelligence. Examples of human beings who are experts at musical intelligence are Yo-Yo Ma

and Mozart.

Bodily-kinesthetic intelligence regards the potential of using one's whole body or parts of the

body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.

Bo Jackson and Michael Jordan are excellent examples of this intelligence.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and

more confined areas. Artists are experts at spatial intelligence.

Interpersonal intelligence entails the capacity to understand the intentions, motivations and

desires of other people. It allows people to work effectively with others. Educators, ministers,

and social workers generally are experts at interpersonal intelligence.

Intrapersonal intelligence concerns the capacity to understand oneself, to appreciate one's

feelings, fears and motivations. Monks, Thomas Merton, and great thinkers are examples of this

intelligence.



The last or eighth intelligence is that of “Naturalist”. Naturalist intelligence allows

human beings to recognize, categorize and draw upon certain features of the environment. It

'combines a description of the core ability with a characterization of the role that many cultures

value' (Gardner 1999: 48).

Leader in Me

The “Leader in Me” process is a means of teaching each child that there is a leader inside

of him/herself and it can be nurtured. When it is found and nurtured, a movement toward

success and personal happiness is possible. Using the seven habits of effective people, each

student will be allowed to explore the internal leader and decide what that means to self and

others. By using the seven habits, the school culture will become one of cooperation and ideas

of “win-win” (Covey, 1989).

The seven habits are:

Habit 1: Be Proactive

Habit 2: Begin with the End in Mind

Habit 3: Put First Things First

Habit 4: Think Win-Win

Habit 5: Seek First to Understand, Then to be Understood

Habit 6: Synergize

Habit 7: Sharpen the Saw

Success

My Success Manual (Kerner, 2010) is a book and process that focuses on the

development of self-esteem, building character, creating a vision and making plans to achieve

that vision. Students learn about the seven success builders; appearance, communication skills,

education, continuous learning, financial management, good manners, appreciation of fine arts

and the environment. Students also learn about the seven success busters; brain and body

killers, other addictions, uncontrolled emotions, poor financial management, yielding to peer

pressure, making wrong choices and staying in hurtful and harmful relationships. Students learn

and practice the seven steps of problem solving and decision making. The student model

developed from the book is called SUCCESS, and is written to appeal to middle school and high

school students.

A notebook is kept by each student, in which success activities are logged and journaled,

as well as pictures, notes, and ideas about how to achieve whatever is/are the goal(s) of the

individual. As part of the SUCCESS process, students are also mentored by a college student or

other adult who serves as a sounding board for the journal entries, as well as someone to talk



with about any concerns. Teachers, administrators, parents and students will be trained in using

this process.

Mentoring for Teachers, Parents, and Students

One of the reasons schools are losing teachers so quickly after they begin public school

teaching is that there is little to no help or support for them. Turner-White (2012) developed a

mentoring process where college professors work with each teacher in a school and help with

successful planning and delivery of learning, as well as the daily challenges of teaching.

In the Research School, each teacher will have a University mentor to help them through

the process of cultural and education renewal. As mentioned in the previous section, the

“Success” process is a student mentoring process that will be employed for the children.

Parents/community will also participate in the “Success” mentoring, and will be invited to be

part of seminars and workshops offered throughout the school year.

STRUCTURAL DESIGN

The superintendent and system will agree to provide the principal and teachers for the

school, but the College of Education at Athens State University will be involved in the selection

of the teachers, and graduates of the Athens Teacher Program will be the primary members of

each grade-level/cohort group.

The entire school team will train together with Athens State Professors during the

summer prior to the first year of the Research School. Teachers and Professors will be trained in

the “Seven Habits” first, then “Leader in Me”, “Success” and “Professional Learning

Communities”. Reading and discussion of Howard Gardner’s books on multiple intelligences

will serve as book study.

Each grade level team will consist of the following:

Teachers hired for each class by the system,

One Athens State Professor, who is assigned as the team mentor,

One Lead Teacher who is an instructional technologist and has at least a Master’s degree

in that area, or can show particular professional development in technology,

The students in the cohort.

The sixth grade will be self-contained, the 7th

and 8th

grades will change classes.



The basic Alabama State Course Curriculum guides and objectives will be used to develop

the content skeleton. This skeleton will then be infused with ideas, projects, and questions. Each

multiple intelligence will be explored each day, through carefully planned activities that allow

students to do further inquiry into particular areas of study. Critical thinking and questioning

will be at the heart of all work done in the Research School.

The Research School will define itself by what the students are interested in pursuing as their

research, but it will also be highly structured around the content required to be ready for the next

level of school, as well as thinking and learning as a life-long activity. Once the teaching team is

established, the curriculum and planning will accelerate and more structure will emerge. It is the

teaching team that must determine how the Research School will operate and in what ways the

processes outlined in this paper are to be carried out effectively.

Each Teacher Commits to…

Review all current available technological resources

Plan to replace specific content, skill, and assessment practices with 21st Century upgrade

within units

Share the proposed changes with colleagues

Revise the units and begin implementation with students.

Tolerate a certain degree of frustration.

Review and share 21st century learning openly with colleagues at targeted work sessions

during the summer and school year.

Each Administrator Commits to…

Review, monitor, and provide feedback to teachers.

Learn to use inquiry-based tools that will be requisite to replace current practices.

Tolerate a certain degree of frustration.

Review and share openly with colleagues at targeted work sessions during the summer

and school year.

Document and share with all team members and through technology.

Conduct formal reviews of resources for cross-disciplinary connections.

Each College of Education Member Commits to . . .

Evaluate assigned field students and interns

Keep office hours at the school

Participate in small group work with Research School students.

Evaluate interns assigned for a full school year, the first semester will be the last semester

of methods, and the days will be for field experience. The internship semester will be the

following semester, in the same classroom.

Teach in each of the research classrooms



Evaluate field experience students

Mentor the regular teachers in the school

Offer professional development and curriculum help

Each parent or guardian commits to…

Involvement in the school through volunteering in classrooms, or serving on school-wide

committees, or assisting in fundraising.

Participate in open houses, community meetings, and discussion groups to help inform

parents about educational research and practice and provide information about their

children’s educational progress.

Encourage their child in all the processes the school utilizes.

Community commits to…

Support and encourage partnerships between the school, businesses, and higher

education.

Attend important meetings and social events at the school.

Work as volunteers when needed.

Mentor students on a weekly basis.

SUMMARY

The idea of a Research School is to allow students an opportunity to intensely search for

information on their main interests, while learning skills and content that will help them obtain

an education for the 21st century. Emerging technologies and critical thinking are at the core of

all that is done in a Research School, but ultimately it is the teaching team, and more

importantly, the teachers and administrators, that will be in charge of how content is taught and

with what processes.

A Research School, first and foremost, is a place where all do excellent work and achieve

at a level that is optimal for each person. The Research School accepts students where they are,

and helps them move as far as possible toward whom they wish to be, through excellent teaching

and well-designed processes for effective learning.



References

Alabama State Department of Education News Release (2012).

https://docs.alsde.edu/documents/55/Empirical%20Education%20Presentation%20o

f%20USDE%20Report%20on%20Evaluation%20of%20Effectiveness%20of%20AMSTI

.pdf.

GeniuStyle Assessment (2112).

http://appletonlearning.com/our-approach/whats-your-geniustyle

Covey, S. R. (1989). The Seven Habits of Highly Effective People, Salt Lake City: Free Press.

Crosby, D. (2012). GeniuStyle White Paper. IncBlot, Appleton Learning.

Dufour, R., Dufour, R., Eaker, R., and Many, T. (2006). Learning by Doing: A Handbook for

Professional Learning Communities at Work. Bloomington: Solution Tree.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences, New York: Basic

Books.

Gardner, H. (1999). Intelligence Reframed: Multiple intelligences for the 21st century, New

York: Basic Books.

Gardner, H. (1999). The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12

Education That Every Child Deserves, New York: Simon and Schuster.

Kerner, L. L. (2008). How to Market Yourself: Being Empowered to Succeed, Athens, Alabama:

Allied Publishing.

Kerner, L. L. (2010). My Success Manual, Athens, Alabama: Allied Publishing.

Irvin, J. Meltzer, J. Mickler, M., Phillips, M., & Dean, N. (2009). Meeting the Challenge of

Adolescent Literacy: Practical Ideas for Literacy Leaders, Newark: International

Reading Association.

Jacobs (2010). Curriculum 21: Essential Education for a Changing World. Newark:

International Reading Association.

Wilson, A. (2012). Unpublished paper. Elementary teachers in rural schools:

Perceptions of technology in the classroom

Wolk, R. (2010). Education: The case for making it personal. Educational Leadership,

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http://appletonlearning.com/our-approach/whats-your-geniustyle

21st Century Research School Concept Paper

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