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ERIC Number: EJ836315
Record Type: Journal
Publication Date: 2009-Apr
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1529-8957
Learning in Context
Burke, Scott; Moore, Tom
Principal Leadership, v9 n8 p32-35 Apr 2009
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.
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado