Learning in Context
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| Title: | Learning in Context |
|---|---|
| Language: | English |
| Authors: | Burke, Scott, Moore, Tom |
| Source: | Principal Leadership. Apr 2009 9(8):32-35. |
| Availability: | National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools |
| Descriptors: | Housing Needs, Homeless People, Standardized Tests, Construction Programs, Data Analysis, Mathematics Teachers, Geometry, Teaching Methods, Vocational Education, Academic Achievement |
| Geographic Terms: | Colorado |
| ISSN: | 1529-8957 |
| Abstract: | When geometry and career and technical education (CTE) are cotaught in the process of building a house, learning is enhanced, test scores improve, and there's a waiting list of students wanting in. Geometry in Construction is a class instructed by the authors--a CTE teacher (Scott Burke) and a mathematics teacher (Tom Moore). While Moore instructs geometry concepts, Burke teaches construction principles and safety in a fully contextualized program. The capstone project is building a house for Interfaith Hospitality Network to meet transitional housing needs for homeless families. Although the authors supervise the construction process, the students do everything themselves, including reading blueprints, raising walls, installing the HVAC, hanging drywall, and wiring for electricity. Recent data analysis has confirmed that not only is the Geometry in Construction program strengthening education for all students who are in the class, but it is also closing the achievement gap. Initial findings from state standardized testing have shown that this approach to teaching is keeping the high-achieving kids high and is moving 70% of the nonproficient students up an entire category on state standardized tests. In addition, the Geometry in Construction class outperforms the other geometry classes at Loveland (Colorado) High School and across the district. In this article, the authors present 10 steps for a successful program similar to Geometry in Construction. |
| Abstractor: | ERIC |
| Entry Date: | 2009 |
| Access URL: | https://www.principals.org/KnowledgeCenter/Publications.aspx |
| Accession Number: | EJ836315 |
| Database: | ERIC |
| Abstract: | When geometry and career and technical education (CTE) are cotaught in the process of building a house, learning is enhanced, test scores improve, and there's a waiting list of students wanting in. Geometry in Construction is a class instructed by the authors--a CTE teacher (Scott Burke) and a mathematics teacher (Tom Moore). While Moore instructs geometry concepts, Burke teaches construction principles and safety in a fully contextualized program. The capstone project is building a house for Interfaith Hospitality Network to meet transitional housing needs for homeless families. Although the authors supervise the construction process, the students do everything themselves, including reading blueprints, raising walls, installing the HVAC, hanging drywall, and wiring for electricity. Recent data analysis has confirmed that not only is the Geometry in Construction program strengthening education for all students who are in the class, but it is also closing the achievement gap. Initial findings from state standardized testing have shown that this approach to teaching is keeping the high-achieving kids high and is moving 70% of the nonproficient students up an entire category on state standardized tests. In addition, the Geometry in Construction class outperforms the other geometry classes at Loveland (Colorado) High School and across the district. In this article, the authors present 10 steps for a successful program similar to Geometry in Construction. |
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| ISSN: | 1529-8957 |
