February 29, 2012

San Diego’s High Tech High

Posted in My Portfolio tagged at 2:51 am by izzatrinbago

How San Diego’s High Tech High transformatively addressed the  areas below:

Student Role

Students in grades 6 to 12 use the ALEKS program to supplement mathematic instruction. They use Rosetta Stone to learn foreign language because it appears that they are better able to learn foreign language this way than the traditional face to face contact. In addition, students also use Elluminate Live for some learning experiences.

Teacher / Staff Roles

 Teachers who use the ALEKS system as part of their instruction will divide the class into two groups and while the teacher conducts face to face instruction with one group, the other group will work with the ALEKS system. Foreign language teachers incorporate Rosetta Stone in their instruction, and the the schools uses the Constructivist approach to learning i.e. teacher by design approach.

Leadership Role

The Leaders saw that the students math scores were not that great , so decided to use AlEKS learning system to help students with their math problems. The Leaders also decided to utilize the Rosetta Stone to teach students foreign language, and  purchase technology based on whether it will better serve student at NYC ischool.

School Scheduling (Creative Use of Time)

The school  operates the Graduate School of Education which provides teachers with professional development and their education credentials within its schools. This allows GSE students to gain “first hand” knowledge and or experience with High Tech educational philosophy and to see how things are done there.


The school seems to budget wisely, and only spend money on technology that will be beneficial to the students learning process.

Learning Environment

The interaction is primarily face to face where there is synchronous learning, with students, teachers and the material interact. There is also some aspect of incorporating software\systems to help solidify instruction.

High Tech High Project: Girls on the Run

Driving Question

How can young girls be healthy mentally physically and socially so that they do not participate in at risk activities in the future?

Student Voice and Choice

Some of the main topics addressed in this project are:

  • Building team comrade
  • Girls work in teams, so that they become friends and are able to help each other and experience the positive effects of working in teams
  • Girls learn how to be a part of the community
  • Girls learn how to eat healthy having a healthier lifestyle
  • Girls are thought how to be emotionally healthy, team work, being part of a community
  • Girls choose select a community service project that they will be a part of
  • Girls run with friends and stay fit
  •  It’s a fun learning experience

21st Century Skills

Young girls develop and implement their community service projects. The program also promotes team building, supportive attitudes, and collaborative skills by working in teams on community service projects and helping young girls understand and connect to the world at large. Their community project promotes media literacy teaching them how to deal with negative messages.  The curriculum also addresses certain topics including eating disorders, internet safety, cyber bullying.

Inquiry and Innovation

  • Volunteers encourage pre-teen girls to develop self-respect and healthy lifestyles
  • Volunteers  work with girls to instill respect,  pride, confidence, kindness, having a positive effect on each other and the community
  • The project combines an interactive curriculum and running to inspire self-respect and healthy lifestyles in pre-teen girls.
  • Young girls can ask coaches and volunteers questions about health lifestyle, physical activity etc. In addition, students participate in a stretching routine that allows for question and answer time and deeper discussions around the lesson topic.

Feedback and Revision

Girls who participate in this program are more confident, are better runners, and demonstrate more kindness towards others. According to the Journal of Physical Activity and Health, a structured physical activity positively affects the development of young girls through intentional programming that promotes positive physical, mental, and academic outcome, and suggests that girls in this program engage in fewer risky behaviors than girls who are not. In addition, it improves young girl’s self-esteem, eating attitudes/behaviors, and body size satisfaction. The program has a lot of positive, and prior to evaluation, research showed that girls who become highly competitive in some sports i.e. running, figure skating, gymnastics and other sports, where the  emphasize  is on body image, have a higher occurrence of eating disorders than girls who do not participate in these sports. Therefore, young girls in this program participate in non-competitive sports.

Publicly Presented Product

After the 12-week season young girls participate in a non-competitive 5K running event. This project was presented, featured and recognized in various publications and media.