The Middle School Archive Project design and history from 2005 to the present are described in detail on the http://www.studentmotivation.org/ web site. This blog is where feedback is posted and responded to.
The Middle School Archive Project is a response to the dropout crisis being faced in most US schools. The John Hopkins University designation of 1700 schools as dropout factories is a major step forward in US education. It is simply admitting the problem. All Dallas ISD non-magnet high schools are on the "dropout factory" list. See http://www.studentmotivation.org/DallasHighSchoolsCSOSlist.htm for details.
All high schools are challenged, especially those on the "Dropout Factory" list, to place their enrollment numbers by grade onto a spreadsheet going back 10 years, with the last number being the number of diplomas given out each year. Such a Dallas ISD spreadsheet is at http://www.studentmotivation.org/DallasISD.htm that shows the work we must do. Most of the public will be shocked by these spreadsheets. They require school administrators to explain how 30-65% of the 9th grade classes can be missing at graduation and the school still claim a single digit dropout rate, often below 2% as has often happened in Texas. That is why you will not find them on school district web sites. As painful as they are they these spreadsheets must be made public in school district web sites. They are the best place for us to document the progress toward curing our dropout crisis.
Please study the Middle School Archive Project (http://www.studentmotivation.org/) and the way it uses a large vault bolted to the floor in a school lobby under spotlights. The vault will have 10 shelves inside and function as a 10-year time-capsule for letters 8th graders write to themselves. They know they will not retrieve them until their 10-year class reunion. They know that at that reunion they will be invited to talk with the then current 8th grade classes giving their recommendations for success. Questions such as "Would you do anything differently if you were 13 again?" will be asked.
It appears that thinking ahead about replying to such questions helps students focus on the value of their current studies more easily.
How would you improve this project?
Monday, January 21, 2008
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2 comments:
As an educator, I am very concerned with the American middle/high school dropping out problem. I am sure there are many factors involved such as the individual, the family, the school environment, educational policy, parents, culture, and the students themselves.
In the past two years while working on my dissertation, I developed a theory which I call Mutual Value Theory (MVT) learning model—a model intended to illustrate how to achieve Powerful Interpersonal Communication. Althouth this theory was originally developd for how to create powerful intepersonal classroom communication, I found that it works very well as to engage and motivate students to learn.
The MVT learning model states that in order to create Powerful Interpersonal Communication in the classroom, four values need to be created: 1) self-value, each student/teacher must highly value themselves; 2) perceived self-value, each student/teacher must perceive themselves as being highly valued by others; 3) other-value, each student/teacher must highly value others; and 4) course value, each student/teacher must highly value the course (e.g., topic, content, materials, activities, or assignments).
The fundamental philosophy behind the MVT learning model is that intrinsic motivators (self-confidence, motivation, joy of learning, attitudes, sense of achievement, friendship, connection with others, and emotions) have much more powerful and lasting effects than extrinsic motivators (e.g. incentives, rewards, financial support, assessments, test/note-taking skills) in facilitating student learning. When students believe that they can achieve (self-value), their teachers and peers highly value them (perceived self-value), they respect and trust their teachers and peers (other-value), and they value education and consider it both important and enjoyable (course-value), they will be motivated to learn even when they encounter external obstacles (finances, work, family obligations, illness, or stress).
I am currently testing my MVT learning model with my own students by trying to achieving these four values. I must say the effect is incredible. I found this group of students (including all of my students last semester) were highly motivated to learn and each of them are striving for excellence and reaching their maximal potential. Of course, I am still learning and exploring different strategies to achieve these four values in each of them. I guess my point is that I strongly believe that every student can learn, every student want to learn, and every student want to achieve if we can provide the right learning conditions for them.
There is no doubt that the expansion and growth of mutual values is a foundation for the Middle School Archive Project. There is certainly value in the MVT learning model. Involvement in the Archiving process helps achieve many of the same goals. Students respecting themselves and their work more are the natural outcome.
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