A Girls' School of the Future
by Norma Greco, Ph.D., Academic Dean
Ellis students in the second grade build a scale model of a modern metropolitan community and then work collaboratively to create virtual reality images of buildings using a 360-degree turntable, camera, and tripod. In this hands-on project with a real-world context, girls actively learn and integrate knowledge from several subjects, using technology to document their work. In their interdisciplinary capstone project, eighth-grade students produce virtual maps and tours and create a photo essay with digital images as they study historical memorials in Washington, D.C. Students in an Upper School English class work in virtual discussion teams as they analyze writing and share questions and ideas about literary texts through technologies developed at CMU.
Ellis students in the second grade build a scale model of a modern metropolitan community and then work collaboratively to create virtual reality images of buildings using a 360-degree turntable, camera, and tripod. In this hands-on project with a real-world context, girls actively learn and integrate knowledge from several subjects, using technology to document their work. In their interdisciplinary capstone project, eighth-grade students produce virtual maps and tours and create a photo essay with digital images as they study historical memorials in Washington, D.C. Students in an Upper School English class work in virtual discussion teams as they analyze writing and share questions and ideas about literary texts through technologies developed at CMU.
In these classrooms, and others in all divisions and disciplines, Ellis girls are at the center of their own learning--actively posing problems, collaboratively seeking solutions, and relating knowledge to their lives and the real world. As this kind of learning reflects, Ellis is in a process of dynamic and transforming change as teachers and administrators work together to fashion a new model of education for girls that, rooted in academic excellence, is truly student-centered, collaborative, and connected across disciplines and communities beyond the School. Innovation at Ellis is sparked by new technologies that foster active and engaged learning, preparing girls to become confident and creative young women.
As we re-imagine education for Ellis students, we are guided by important larger paradigm shifts defined by leading educational institutions in the nation. In the report “Liberal Arts Education for a Global Society,” The Carnegie Foundation identifies the goal of “actively engaging students in learning that prepares them for real life and real work.” Pat Basset, retiring president of the National Association of Independent Schools, similarly describes schools of the future as those that value student-centered, interdisciplinary teaching, problem-solving by teams of students, hands-on, real-world learning, and the use by students of multiple sources of digital information that allows them to be active learners. These important directions in teaching theory and practice have helped Ellis faculty and administrators give shape to our innovative practices and curriculum that will make Ellis a recognized leader in the education of girls. Ellis is committed as well to providing an exemplary STEM program for girls, not only because these areas of knowledge are vital to their lives and futures, but also because women continue to be underrepresented in STEM career fields.
Here are some examples of a changing curriculum and an energetic, innovative faculty:
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As we re-imagine education for Ellis students, we are guided by important larger paradigm shifts defined by leading educational institutions in the nation. In the report “Liberal Arts Education for a Global Society,” The Carnegie Foundation identifies the goal of “actively engaging students in learning that prepares them for real life and real work.” Pat Basset, retiring president of the National Association of Independent Schools, similarly describes schools of the future as those that value student-centered, interdisciplinary teaching, problem-solving by teams of students, hands-on, real-world learning, and the use by students of multiple sources of digital information that allows them to be active learners. These important directions in teaching theory and practice have helped Ellis faculty and administrators give shape to our innovative practices and curriculum that will make Ellis a recognized leader in the education of girls. Ellis is committed as well to providing an exemplary STEM program for girls, not only because these areas of knowledge are vital to their lives and futures, but also because women continue to be underrepresented in STEM career fields.
Here are some examples of a changing curriculum and an energetic, innovative faculty:
- An Upper School engineering elective will be introduced in the fall, taught by a team of four Ellis faculty members.
- An interdisciplinary, project-based course in the ninth grade will integrate the arts, global studies, environmentalism, and emerging technologies.
- Middle school electives in robotics and engineering will be offered for a second year.
- Experiential learning partnerships with UPMC and PPC will be integrated into Upper School science courses.
- Ten teachers from all three divisions participated in a blended-learning cohort this spring through the Online School for Girls.
- Many Ellis teachers have attended conferences and workshops this year, and this summer six Ellis teachers will lead sessions at national conferences.
- Next year, three groups of faculty will collaborate on innovative practices, supported by Innovation Grants provided by Ellis’s professional development fund. At the same time, other teachers will participate in cohort groups that will meet regularly to discuss new practices in their classrooms.
Envision Her at Ellis
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