>> SCHOOL ISN'T WHAT IT ED TO BE.

WALK INTO MOST CLASSROOMS TOY D YOU WON'T SEE STUDENTSITNG IN ROWS OF DESKS WITH THE TEACHER UP FRONT.

CHALK AND TALK IS A THING OF THE PAST.

TEACHERS AS COACHES WITH STUDENTS MORE IN CHARGE OF THEIR OWN LEARNING COULD BE A TREND THAT'S HERE TO STAY.

WE VISIT THREE VERMONT SCHOOLS TO SEE HOW MUCH LIFE IN THE CLASSROOM IS REALLY CHANGING.

IN WILLISTON CENTRAL SCHOOL NOT ONLY ARE TEACHERS TEACHING DIFFERENTLY BUT THEY ARE PIONEERING A NEW CLASSROOM DESIGN.

HERE FOUR CLASSROOMS ARE ARRANGED AROUND A CENTRAL MEETING PLACE CALLED THE "KIVA" AFTER A SOUTHWESTERN INDIAN IDEA.

TEACHERS HAVE A LOT OF INPUT INTO THE DESIGN.

>> WE REALLY WANTED TO DEVELOP A FAMILY OF LEARNERS, AND IN ORDER TO DO THAT ONE OF THE THINGS THAT WE THOUGHT WAS REALLY IMPORTANT WAS TO GET THAT FAMILY AND ALL THE KIDS TOGETHER AND BECOME A COMMUNITY.

WE WANTED A PLACE FOR THAT TO HAPPEN, AND WE THOUGHT WHAT BETTER PLACE THAN IN THE MIDDLE OF A LEARNING ENVIRONMENT.

>> Student: THERE'S 26 TO 27 CHECK POINTS.

>> STUDENTS ARE GROUPED INTO HOUSES WHERE THEY STAY TOGETHER WITH THE SAME TEACHERS FOR FOUR YEARS.

THE IDEA IS TO CREATE A SCHOOL WITHIN A SCHOOL.

HERE IN SUMMIT HOUSE THE KIVA IS SHARED BY FOUR TEACHERS WHO WORK AS A TEAM AND BY 90 STUDENTS AGED 6 TO 10 YEARS OLD.

>> WHAT WE BELIEVE STRONGLY HERE IS THAT CHILDREN ARE INDIVIDUALS, AND WHATEVER IT IS THAT THEY HAVE TO OFFER OR SHARE, WHATEVER THEIR STRENGTHS ARE, WE REALLY TRY TO CAPITALIZE ON THAT WITH THEM, AND ALSO TRY TO GIVE THEM OPPORTUNITIES AS OFTEN AS POSSIBLE TO CELEBRATE WHATEVER IT IS THAT THEY DO AND DO WELL.

>> EVERY MORNING EACH CLASS GATHERS TOGETHER TO SHARE IDEAS D TO CHOOSE WHAT THEY'LL DO THAT DAY.

>> WE REALLY BELIEVE IN STUDENT-DIRECTED WORK.

IF THE KIDS HAVE A LOT OF INPUT AND DECISION MAKING ON THEIR OWN LEARNING, THEY'RE INCREDIBLY MOTIVATED.

>> Student: I TOOK THESE PICTURES, AND SOME OF THE ANIMALS COME RIGHT UP TO YOUR CAR.

AND YOU FEED THEM.

YOU CAN FEED THEM ANYTHING.

>> Student: HOW MUCH MONEY DO I HAVE LEFT?

>> DURING WHAT THEY CALL CHOICE TIME, STUDENTS GET TO PICK ACTIVITIES, BUT PART OF THE DAY IS ALWAYS SPENT LEARNING BASIC SKILLS, READING, WRITING AND MATH.

>> Teacher: LET'S ADD AGAIN.

IN THIS FAMILY HOW MANY ARE THERE?

>> Student: SIX.

>> Teacher: OH, SIX.

AND HOW MANY ARE IN THIS FAMILY?

>> YOUNG CHILDREN NEED HANDS-ON EXPERIENCES.

THEY NEED LEARNING TO BE MEANINGFUL, AND A SPACE LIKE THIS ALLOWS THOSE DIFFERENT THINGS TO HAPPEN SO THAT KIDS CAN SPREAD OUT AND DO WHAT THEY NEED TO DO TO LEARN.

>> THERE ARE NOISY AREAS, QUIET AREAS AND COMPUTER AREAS WHERE DIERENT TYPES LEARNING N TAKE PLACE.

ACCESS TO COMPUTERS IS GREATER AT WILLISTON THAN IN MOST SCHOOLS IN VERMONT.

THERE'S ONE COMPUTER FOR EVERY FIVE KIDS.

IF THEY'RE READY AND TERESTED, EVEN FIRST GRADERS CANTART KEYBOAING.

TECHNOLO HAS HAD A GREAT IMPACT, NOT ONLY ON THE WAY STUDENTS LEARN, BUT ON TEACHING STYLE.

PRINCIPAL LYNN MURRAY.

>> IT WAS NO LONGER APPROPRIATE OR EVEN POSSIBLE TO HAVE ALL THE KIDS DOING THE SAME THING AT THE SAME TIME BECAUSE IF THEY WERE GOING TO MAKE MAXIMUM USE OF THE TECHNOLOGY AND LEARN THE THINGS THAT THEY NEEDED TO LEARN AS WELL AS USE THE TECHNOLOGY AS A TOOL, THEN THEY NEEDED TO HAVE ACCESS TO IT.

SO IT CHANGED OUR TEACHING STYLE A GREAT DEAL.

IT HELPED TO MOVE US FROM THE SAGE ON THE STAGE TO SORT OF THE GUIDE ON THE SIDE.

>> WHEN I THINK OF TECHNOLOGY, I NOT ONLY THINK OF COMPUTERS; THE PHONE IN MY CLASSROOM HAS CHANGED LIFE INCREDIBLY.

>> Teacher: HOW DID YOU MAKE OUT?

>> Student: PRETTY GOOD.

THEY'RE HAVING A LAMA BEING BORN IN A COUPLE MINUTES.

SO SHE HAD TO GO OUT.

>> AT WILLISTON, THE EMPHASIS IS ON TEACHING STUDENTS HOW TO GET KNOWLEDGE WHEN THEY NEED IT, AND THEY'RE ENCOAGED TO CONTACT SOURCES OUTSIDE THE SCHOOL.

STUDENTS ARE TAUGHT TO ORGANIZE THEIR RESEARCH SO THAT THEY CAN SHARE THEIR FINDINGS WITH THE REST OF THE CLASS.

>> Teacher: WHAT DO WE NEED TO DO TO MAKE A GOOD KIVA PRESENTATION?

>> Student: KNOW WHAT YOU'RE GOING TO SAY.

>> Teacher: LENA, YOU SAID IT, BE- >> Student: BE PREPARED.

>> Teacher: BE PREPARED AND ORGANIZED.

>> FOR THESE KIDS, PRESENTING IN FRONT OF AN AUDIENCE IS NOTHING TO GET NERVOUS ABOUT.

IT'S SOMETHING THAT HAPPENS AT THE END OF EACH DAY.

>> BY THE TIME KIDS GET TO THE MIDDLE GRADES THEY ARE WELL PRACTICED IN THE ART OF PRESENTATION.

USING MULTIMEDIA GIVES ADDED SOPHISTICATION.

>> Student: SOME THINGS THAT HAPPEN WHEN YOU HAVE AN EATING DISORDER IS YOU'RE NEVER HUNGRY, BUT YOU WOULDN'T KNOW BECAUSE YOU HAVE LOST ALL ABILITY TO RECOGNIZE HUNGER.

>> WHEN A STUDENT CREATES A MULTIMEDIA PRESENTATION, WE CAN SEE IN THE WORK A CONCRETE WAY THAT THE CHILD HAS ORGANIZED THAT INFORMATION WITHIN THEIR OWN HEADS.

I THINK IT'S REALLY TRUE THAT YOU NEVER LEARN SOMETHING BETTER THAN WHEN YOU HAVE TO TEACH IT, AND SO IT REALLY SOLIDIFIES THEIR THINKING.

IT FORCES THEM TO ORGANIZE IT FOR AN AUDIENCE.

>> THIS KIVA USED BY SIXTH TO EIGHTH GRADERS IS IN A SEPARATE LOCATION FROM THEIR CLASSROOMS.

IN SWIFT HOUSE THE CLASSROOMS AREN'T OPEN PLAN, THEY HAVE WALLS THAT DIVIDE THEM.

SO TO MAKE THEIR SPACE LESS CONFINING, THEY'VE SPILLED OUT INTO THE HALL, USING IT AS A COMPUTER AREA BUT, STILL, WALLS PRESENT PROBLEMS.

>> WHEN YOU CAN SEE WHAT'S GOING ON A DIFFERENT KIND OF TRUST BEGINS TO EMERGE BECAUSE SOME OF THE TYPICAL REBELLION GAMES JUST DON'T HAPPEN.

WHEN YOU BEGIN TO HAVE WALLS, AND DOORS, AND TINY LITTLE COMPARTMENTS, IT'S IMPOSSIBLE TO SUPERVISE IT ALL.

>> ALTHOUGH DISCIPLINE IS MORE OF A CHALLENGE IN SWIFT HOUSE, FREEDOM FOR STUDENTS IS GIVEN HIGH PRIORITY.

NOT ONLY FREEDOM TO MOVE AROUND, BUT MORE IMPORTANTLY, FREEDOM TO CHOOSE WHAT THEY LEARN.

>> INDEPENDENCE AND RESPONSIBILITY IS GOOD.

>> I MEAN, YOU'RE GOING TO HAVE TO DO THAT THE REST OF YOUR LIFE, MAKING YOUR OWN DECISIONS; YOU MIGHT AS WELL START EARLY.

>> I CAN'T WORK WITH SOMEONE TEACHING ME UP AT LIKE A CHALKBOARD OR WHITEBOARD.

I JUST GET FRUSTRATED, I GET RESTLESS AND I THINK I WOULD GET IN MORE TROUBLE THAT WAY.

>> Teacher: I THINK WHAT YOU'REOING TO HAVE TO DO TO SHOW THIS REPRESENTATION IS WE'RE GOING TO NEED TO MAKE A COPY OF THIS SO WE CAN HITCH IT TO HERE.

>> A CONCERN FOR SOME PARENTS AT WILLISTON IS WHETHER THERE'S TOO MUCH FREEDOM.

WHAT ABOUT STUDENTS WHO AREN'T GOOD AT MAKING CHOICES?

>> IT'S DIFFICULT FOR US ALL TO MAKE CHOICES.

WHAT WE NEED TO DO IS PRACTICE.

WE NEED TO HAVE AN ENVIRONMENT THAT'S SAFE WHERE YOUR CHOICE CAN BE EVALUATED, CAN BE APPRAISED BY THOSE PEOPLE YOU TRUST AND YOU CAN USE THAT AS A BUILDING BLOCK.

>> WE REALLY FEEL THAT IT IS IMPORTANT FOR THE SYSTEM TO FIT THE CHILD, NOT THE CHILD TO FIT THE SYSTEM.

SO IN THE NAME OF INDIVIDUALITY, WHEN A STUDENT COMES IN AND THEY AREN'T ABLE TO HANDLE THE FREEDOM AND THE CHOICE, THEY DON'T HAVE AS MANY FREEDOMS AND CHOICES NECESSARILY.

>> STUDENTS WORK AT THEIR OWN PACE AND EACH HAS A SET OF GOALS TO REACH.

TEACHERS MAKE REGULAR CHECKS ON PROGRESS AND, OF COURSE, AT WILLISTON, THAT'S COMPUTERIZED, TOO.

>> WHAT I'M GOING TO DO IS MARK THEM NOVICE FOR NOW, AND THEN WHEN YOU COME BACK IN WITH OUR NEXT EVALUATION YOU'LL HAVE SOME DOCUMENTATION OF PIECES YOU'VE DONE AND THAT KIND OF THING.

THAT MAY BRING YOU UP TO AN APPRENTICE OR HIGHER.

>> MY ROLE AS TEACHER IS TO PROVIDE A MENTORSHIP FOR STUDENTS AND TO GUIDE THEM RATHER THAN BE THE ONLY PERSON WITH THE INFORMATION.

I DON'T HAVE TO BE A MANAGER OF 20 STUDENTS ALL DAY THE WAY I MIGHT IN A MORE TRADITIONAL SETTING.

COMPUTERS CAN PROVIDE SUPPORT.

THE COMPUTER IS EXTREMELY FORGIVING.

IT NEVER GETS IMPATIENT, TIRED, OR OUT OF WORK, PROVIDED IT DOESN'T BREAK DOWN, SO THAT DOES CHANGE THE WAY THAT I CAN MANAGE MY TIME WITH KIDS.

THE WORLD HAS CHANGED AND WILL NEVER GO BACK TO THE WAY IT WAS WHEN WE WERE IN SCHOOL.

IT'S BEING DRIVEN BY DEMOGRAPHICS, BY POPULATION CHANGES, BY THE ENVIRONMENT AND QUITE A BIT CMUNICATIONS AND THE COMPUTER.

THOSE THINGS AREN'T GOING TO GO AWAY.

WE CAN'T ROLE BACK THE CLOCK, NO MORE THAN WE COULD GO BACK TO HAND-ILLUMINATED MANUSCRIPT AFTER GUTENBERG INVENTED THE PRINTING PRESS.

>> WHEN STUDENTS MOVE ON TO HIGH SCHOOL THEY WILL ONLY BE A FEW YEARS AWAY FROM MAKING BIG CAREER DECISIONS.

SO TO WHAT EXTENT CAN HIGH SCHOOLS AFFORD TO EXPERIMENT WITH NEW IDEAS?

TRADITIONALLY, THE EMPHASIS IN HIGH SCHOOL HAS BEEN MORE ON WHAT STUDENTS LEARN RATHER THAN HOW THEY LEARN IT.

RUTLAND HIGH SCHOOL IS THE FIRST NEW HIGH SCHOOL TO BE BUILT IN VERMONT IN 20 YEARS.

HERE, TOO, TECHNOLOGY IS MAKING A BIG IMPACT.

THERE ARE COMPUTER, VOICE AND VIDEO CONNECTIONS IN EVERY CLASSROOM, AND THEIR LIBRARY IS A GATEWAY TO THE OUTSIDE WORLD WITH STUDENTS ABLE TO ACCESS MANY SOURCES.

WITH THE VERMONT INTERACTIVE TELEVISION SITE NEXT DOOR AT STAFFORD TECHNICAL CENTER, STUDENTS WILL SOON BE ABLE TO TAKE ADVANTAGE OF COURSES FROM ELSEWHERE IN THE STATE.

>> Student: WHAT ABOUT TESTS?

>> Television: WHAT ABOUT TESTS?

WELL, FIGURE IT OUT.

HOW WOULD YOU?

YOU MIGHT COME UP WITH A BETTER IDEA THAN WE HAVE.

>> Student: I THINK THAT IF THERE WAS, LIKE, A TEACHER WHO WAS TRYING TO WATCH A CLASS WITH A MONITOR LIKE THIS, I CAN GO RIGHT UNDER THE TABLE AND PASS JAMES THE ANSWERS.

>> BUT MORE THAN JUST HAVING BETTER ACCESS TO TECHNOLOGY, RUTLAND HAS AMBITIOUS PLANS TO CHANGE HIGH SCHOOL FOR THE BETTER.

ONE OF THE THINGS THEY ARE TRYING TO GET RIGHT IS HOW THEY USE TIME.

>> A MAJOR DESIGN FLAW OF AMERICAN EDUCATION HAS BEEN IN WHICH WE'VE COMPARTMENTALIZED LEARNING.

IF KIDS NEED TO TAKE EIGHT 42-MINUTE PERIODS ONE AFTER THE OTHER, AS IF THAT'S THE WAY WE LOOK AT THE WORLD.

WE'RE TRYING TO MAKE MUCH MORE PRODUCTIVE USE OF TIME AND EMULATE WHAT'S GOOD ABOUT COLLEGE SCHEDULING.

>> INSTEAD OF THE TRADITIONAL 45-MINUTE PERIODS, CLASSES NOW RUN FOR 75 MINUTE BLOCKS OF TIME EVERY OTHER DAY.

IT ALLOWS FOR MORE FLIBILITY.

>> GOOD MORNING.

I'D LIKE TO REMIND ALL ATHLETES TO PLEASE CHECK FOR ANY CHANGES IN YOUR ATHLETIC SCHEDULE.

>> STUDENTS COME AND GO AT DIFFERENT TIMES, AND WITH MORE FREE TIME THE ONUS IS ON THEM TO MAKE GOOD USE OF IT.

>> FOR ME THE SCHEDULING IS VERY GOOD BECAUSE THAT WAY I CAN PLAN HOW I'M GOING TO DO MY HOMEWORK.

>> I THINK IT'S GOOD FOR A LOT OF STUDENTS.

THERE'S ALWAYS SOME PEOPLE THAT WILL ABUSE THE PRIVILEGE.

>> YOU'RE IN THE SCHOOL FOR LESS TIME BUT YOU'RE GETTING A LOT BETTER USE OF YOUR CLASSES.

YOU CAN GET MORE IN DEPTH INTO SUBJECTS, YOU CAN DO PROJECTS THAT INVOLVE LONGER TIME, AND IT'S A LOT MORE REALISTIC FOR PREPARING YOURSELF FOR COLLEGE BECAUSE YOUR CLASSES MEET EVERY OTHER DAY.

>> FOR TEACHERS, LONGER PERIODS MEAN CHANGES IN PLANNING AND DELIVERY.

>> THE BIG THING THAT I WAS AFRAID OF WAS SEEING STUDENTS 30 MINUTES INTO THE PERIOD GOING... AND NODDING OFF.

SO THE CHALLENGE THAT I SAW WAS ENGAGING THEM FOR 75 MINUTES' TE.

IN THE COURSE OF A TEACHING TIME PERIOD, YOU WANT TO PROVIDE DIFFERENTORTS OFMUS, SOUND, VISUAL INFORMATION.

>> AND IN JOHN'S ANTHROPOLOGY CLASS, TO KEEP STUDENTS INTERESTED THERE'S NO TELLING WHAT PROPS HE'LL USE.

>> THE REAL MODEL FOR EFFECTIVE LEARNING IS ELEMENTARY SCHOOL TEACHERS.

THEY KNOW HOW TO BREAK UP TIME.

I THINK PERHAPS ONE OF THE REAL TRAGEDIES OF HIGH SCHOOL EDUCATION TO A DEGREE, AND MAYBE A LOT OF COLLEGE EDUCATION, IS THAT INSTRUCTORS FEEL THEY HAVE TO LECTURE FOR 55 MINUTES, 90 MINUTES, WHATEVER THAT TIME IS.

>> BESIDES CHANGING THE SCHOOL DAY, RUTLAND IS GOING FURTHER IN ITS EXPERIMENTS WITH THE USE OF TIME.

THE MONTH OF JANUARY IS A EAK FROM THE SCHOOL YEAR.

STUDENTS GET THE OPPORTUNITY TO DO UNUSUAL CLASSES, REMEDIAL WORK OR TO GET SOME WORK EXPERIENCE OUTSIDE OF THE SCHOOL.

GREG SIMOS USED THIS PERIOD CALLED "JAN PLAN" TO INTERN IN PHYSICAL THERAPY.

>> Student: I'VE ALWAYS LOVED SPORTS ALL MY LIFE, AND THIS WAS A GOOD OPPORTUNITY FOR ME TO COME IN AND SEE DIFFERENT INJURIES IN SPORTS BECAUSE I'VE BEEN INJURED BEFORE AND IT GIVES ME A HANDS-ON EXPERIENCE THAT YOU WOULDN'T GET IN THE NORMAL CLASSROOM.

>> STUDENTS GET CREDIT TOWARD THEIR GRADUATION REQUIREMENTS WITH THESE INTESHIPS, ANDN A FIELD LIKE PHYSICAL THERAPY YOU NEED HANDS-ON EXPERIENCE BEFORE MOST COLLEGES WILL EVEN CONSIDER A STUDENT'S APPLICATION.

SO, FOR GREG, THIS IS A CHANCE TO SEE IF HE LIKES THE WORK, AND IF HE DOES, TO COLLECT WHAT HE NEEDS TO GO FURTHER.

THIS YEAR 135 STUDENTS TOOK ADVANTAGE OF SOME KIND OF APPRENTICESHIP, BUT HOW USEFUL IS IT AS AN EXPLORATION OF CAREER POSSIBILITIES?

>> I HAD KIDS COME BACK TO ME AND SAY, "YOU KNOW, THAT'S A CAREER I THINK I'D REALLY LIKE TO PURSUE."

WE TRY TO INTEGRATE THE CAREERS WITH THE ACADEMICS THEY'RE TAKING HERE AT SCHOOL.

AT THE SAME TIME, THERE ARE OTHER KIDS WHO CAME BACK AND SAID, "THAT'S NOT FOR ME."

SO, AS WE ATTEMPT TO TRY AND PERFECT OUR SCHOOL-TO-WORK TRANSITION, WHETHER OR NOT IT INCLUDES COLLEGE, WE NEED TO OFFER THESE OPPORTUNITIES FOR KIDS THROUGHOUT THEIR HIGH SCHOOL CAREER, AND JAN PLAN ALLOWS FOR THAT.

WE THINK IT'S BEEN VERY SUCCESSFUL.

>> WITH ONLY TWO YEARS TO GRADUATION, IT'S IMPORTANT FOR SOPHOMORES LIKE GREG TO GET WORK EXPERIENCE, BUT THIS YEAR THE SCHOOL STARTED CAREER PLANNING EVEN EARLIER, WITH FRESHMEN.

>> WE LIVE IN A RAPIDLY CHANGING TECHNOLOGICAL SOCIETY WHERE THE AVERAGE ADULT MAY CHANGE JOBS 10 OR 12 TIMES IN HIS OR HER CAREER.

THESE KIDS NEED TO HAVE A SOLID ACADEMIC FOUNDATION, BUT DURING HIGH SCHOOL THEY NEED TO DO SOME CAREER EXPLORATION, TOO, SO THAT THEY'RE WELL PREPARED FOR THEIR FUTURE.

>> WITH THE STAFFORD TECHNICAL CENTER AS THE HIGH SCHOOL'S NEXT DOOR NEIGHBOR, A RANGE OF BUSINESS AND TECHNICAL RESOURCES OPEN UP FOR HIGH SCHOOL STUDENTS TO TAKE ADVANTAGE OF.

ALL FRHM SNDOU MOHSSI FILIES HE AND ATHE HIGH SCOL DEVELOP A SIX-YEAR PLAN.

IT'S INTENDED TO HELP STUDENTS IDENTIFY THEIR STRENGTHS AND TO CHOOSE COURSES THAT REFLECT THEIR CAREER INTERESTS.

AT STAFFORD, STUDENTS CAN WORK ON INDUSTRIAL MACHINES AND USE THE LATEST COMPUTIZED TECHNOLOGY.

STUDENTS CAN ALSO TAKE BUSINESS CLASSES, AND THERE'S LOTS OF DISCUSSION ABOUT CAREER OPTIONS.

>> Teacher: WHAT ARE SOME OF THE THINGS THAT YOU CAN DO AFTER HIGH SCHOOL?

ANTONELLA?

>> Student: FOUR-YEAR COLLEGE.

>> Teacher: FOUR-YEAR COLLEGE.

>> Student: MILITARY.

>> Teacher: YOU CAN GO INTO THE MILITARY.

JOE?

>> Student: APPRENTICESHIP.

>> IN THE PAST STUDENTS HAVE HAD VERY LITTLE OPPORTUNITY TO EXPLORE VOCATIONAL OPPORTUNITIES.

NOW WE'VE MADE IT SUCH THAT KIDS CAN DO THAT EXPLORATION, PURSUE A VERY RIGOROUS ACADEMIC PROGRAM AS THEY PREPARE FOR COLLEGE AND OUR KIDS GET INTO THE BEST COLLEGES IN THE COUNTRY.

>> MEREDITH BAGLEY IS HEADED FOR HARVARD NEXT YEAR, BUT SHE FEELS IT'S IMPORTANT TO GET MORE ADVANCED COMPUTER SKILLS.

>> WITH THE COMPUTER AGE BECOMING MORE AND MORE PREVALENT, IT'S REALLY IMPORTANT TO GET COMPUTER SKILLS BEYOND JUST WORD PROCESSING, AND AUTO C.A.D.

IS SOMETHING THAT WOULD LOOK REALLY GOOD IN A JOB SORT OF APPLICATION THAT YOU CAN DO THAT.

RIGHT NOW WE'RE WORKING ON MODEL SHOE ADS.

I'M DESIGNING A SORT OF SPORT HIKING BOOT.

THERE'S A LOT OF THEM OUT ON THE MARKET RIGHT NOW, BUT I'VE SORT OF MADE MY OWN AND PUT IN SOME DIFFERENT COLORS AND SOME DIFFERENT FEATURES, AND THEN CREATED AN AD AROUND THAT SHOE WITH SORT OF WHAT I WANTED THE CUSTOMER TO SEE ABOUT IT.

>> ALLOWING STUDENTS TO PURSUE PROJECTS THAT INTEREST THEM IS BEING GIVEN MUCH GREATER EMPHASIS NOT ONLY IN RUTLAND BUT IN OTHER VERMONT HIGH SCHOOLS.

>> PHOEBE JUDGE IS A STUDENT AT GAILER, A PRIVATE HIGH SCHOOL IN MIDDLEBURY.

THE CHANCE TO WORK AT HOME ON A PROJECT OF HER CHOOSING ON WEDNESDAY MORNINGS ALLOWS HER TO FIT FARM CHORES IN WITH HER SCHOOL WORK, AND THAT FLEXIBILITY IS IMPORTANT TO PHOEBE AND HER PARENTS.

IT'S THE REASON THE FAMILY CHOSE GAILER AFTER HOME SCHOOLING PHOEBE.

>> A GOOD SCHOOL ENVIRONMENT FOR PHOEBE IS SOMETHING WHICH ALLOWS HER TO EXPRESS HER INDEPENDENCE YET AT THE SAME TIME CAN GIVE HER OUTLETS FOR HER INTERESTS, GIVE HER SOME DIRECTION AND SOME FOCUS.

>> AND THAT'S JUST WHAT WEDNESDAYS ARE INTENDED TO DO FOR GAILERTUDENTS.

THEY CHOOSE A PROJECT FOR INDEPENDENT STUDY.

THEY CALL IT THEIR INQUIRY.

PHOEBE DECIDED SHE WANTED TO WRITE A NOVEL BASED ON THE T.V.

SCIENCE FICTION SERIES "STAR TREK."

>> IT'S ABOUT A PLANET, AND THE PEOP ON THE PLANET ARE SORT OF HUNOIDS; NOT REALLY.

THEY'RE ALL DIFFERENT COLORS, AND THEY CHANGE INTO LIGHT AND THEN THEY CAN CHANGE BACK.

I'M LEARNING HOW TO DO THINGS ON MYWN AND LEARN ON MY OWN AND NOT DEPEND ON TCHERS FOR EVERYTHING.

IT BUILDS CHARACTER TO HAVE TO DO THINGS FOR YOURSELF.

I NEVER KED WRITING UNTIL I ARD WRITING FOR MY INQUIRY, AND NOW I JUST LOVE WRITING.

I LOVE IT MORE THAN ANYTHING ELSE.

>> HERE THAT INTEREST IN A T.V.

PROGRAM HAS BECOME FOR HER A LITERARY INTEREST, AND WRITING THAT WHOLE THING HAS JUST BEEN A GREAT EXPERIENCE FOR HER IN TERMS OF A REAL INTEREST THAT SHE HAS, WHICH IS WRITING.

>> I THINK ONE OTHER THING I LIKED ABOUT IT IS THAT I THINK WHEN SHE BEGAN SHE SAID TO HERSELF, "I'M GOING WTE A BOOK," TH NO REAL EXPECTATION THAT A 12 YEAR OLD CLD DO SUCH A THING.

AND NOW SHE'S ACCOMPLISHED THAT, AND I THINK THAT FOR ANY PERSON IS WONDERFUL.

>> SUCH A POSITIVE EXPERIENCE AS PHOEBE'S IS JUST WHAT PRINCIPAL HARRY CHAUCER HOPES FOR ALL GAILER STUDENTS.

>> I FELT IT WAS IMPORTANT IN A SCHOOL TO HAVE A PIECE OF THE CURRICULUM THE STUDENTS HAD 100% CONTROL OVER.

THESE ARE VERY DIFFERENT STUDIES, THEY'RE STUDIES THAT WOULDN'T NORMALLY FIT INTO A CURRICULUM, BUT THE BEAUTY OF THEM OR THE POWER OF THEM IS THAT THESE ARE OF VERY HIGH INTEREST TO THESE KIDS.

IT'S THEIR STUDY.

>> ONE OF THE MOST VALUABLE THINGS THAT GAILER STUDENTS GAINROM DOING THEIR INQUIRY IS THAT THEY EXPERIENCE HOW TO LEARN ON THEIR OWN, AND THAT'S A SKILL FOR LIFE.

THE PROJECTS ARE AS DIFFERENT AS THE STUDENTS ARE FROM ONE ANOTHER.

MICHAEL POULTON'S PASSION IS FOR SCIENCE.

HE'S TRYING TO BUILD A ROCKET THAT WILL BREAK THE SOUND BARRIER.

>> I'VE GOT TONS OF ROCKETS THAT I LAUNCH.

I HAVE I THINK 24 OR 25 ROCKETS RIGHT NOW, AND I'M PLANNING ON BUILDING A FEW MORE SOMETIME SOON.

YOU JUST DON'T GET A CHANCE TO DO THAT AT OTHER SCHOOLS.

WITH HOMEWORK, THERE JUST ISN'T TIME.

IT'S ONE OF THE MAIN REASONS I WENT TO GAILER.

I MEAN, BEING ABLE TO RESEARCH AND WORK ON BASICALLY WHATEVER YOU WANT TO DO, IT'S JUST AN INCREDIBLE OPPORTUNITY.

>> MICHAEL AND HIS FAMILY CHOSE GAILER AFTER MOVING TO VERMONT FROM KANSAS.

LIKE THE JUDGES, THE POULTONS HAD VERY DEFINITE IDEAS ABOUT THE KIND OF SCHOOL THEY WANTED FOR MICHAEL.

>> MICHAEL HAS MANY INTERESTS, AND WE WERE VERY CONCERNED ABOUT PUTTING HIM IN AN ENVIRONMENT WHERE HE WOULD BE CONSTRAINED.

THE HALF DAY A WEEK GIVES MICHAEL MORE TIME TO WORK ON HIS INTERESTS.

SCHOOLS NEED TO PROVIDE STUDENTS WITH AN OPPORTUNITY TO EXPLORE THE AREAS IN WHICH THEY'RE INTERESTED, REGARDLESS OF THE TOPIC THAT THEY ARE STUDYING.

>> WHEN GAILER WAS FOUNDED FIVE YEARS AGO, SUCH SENTIMENTS WERE HIGH ON THE AGENDA.

THE FOUNDERS WANTED TO CULTITE AN VIRONMENT WHERE STUDENTS COULD DEVELOP ACCORDING TO THEIR STRENGTHS AND INTERESTS.

>> MY SENSE WAS THAT A NEW SCHOOL NEEDED TO BE DEVELOPED; ONE THAT TOOK INTO ACCOUNT THE CONTEMPORARY STUDENT, THE CONTEMPORARY FAMILY, CONTEMPORARY SOCIETY, CONTEMPORARY RESEARCH, CONTEMPORARY PRACTICES AND BROUGHT THOSE TOGETHER INTO AN INTEGRATED WHOLE.

>> AFTER 20 YEARS TEACHING IN PUBLIC SCHOOLS, HARRY CHAUCER SAW GAILER AS AN OPPORTUNITY TO START FROM SCRATCH, TO BUILD A SCHOOL FROM THE BOTTOM UP.

HE WANTED TO MAKE BIG CHANGES IN WHAT STUDENTS LEARN IN SCHOOL, SO TEACHERS AND STUDENTS MEET REGULARLY WITH OUTSIDE CONSULTANTS TO DEVELOP IDEAS FOR THE CURRICULUM.

>> DEVELOPING THE CURRICULUM IS A HUGE, HUGE UNDERTAKING BECAUSE IT TURNS OUT TO BE NO LESS THAN RECONSTRUCTING THE AMERICAN SECONDARY SCHOOL CURRICULUM THAT HAPPENS BEFORE ONE SMALL SCHOOL IS IRRELEVANT.

IT STILL NEEDS TO WORK ITS ENTIRETY.

IT NEEDS TO INTERFACE WITH THE REST OF THE WORLD.

>> THEPPROACH THEY'VE COME UP WITH IS AN UNUSUAL ONE.

THEY USE HISTORY AS A TIMELINE OR ORGANIZER.

IT'S LIKE A GLUE THAT BINDS THEIR STUDIES TOGETHER.

THE SCHOOL HAS A COLLECTION OF ARTIFACTS FROM CIVILIZATIONS AROUND THE WORLD.

BY EXAMINING THESE, STUDENTS HAVE A WINDOW INTO A PERIOD OF HISTORY.

>> THEY MAY START OFF WITH AN ACTUAL THREE-DIMENSIONAL ARTIFACT AS AN ARCHAEOLOGIST WOULD START OFF WITH AN ARTIFACT.

SO THEY'RE NOT JUST THINKING THE WAY AN ARCHAEOLOGIST THINKS, THEY'RE UNDERSTANDING THE WAY AN ARCHAEOLOGIST THINKS.

THE JOB THEN BECOMES TO ASSEMBLE BITS AND PIECES OF INFORMATION AND TO SYSTEMATICALLY MAKE INFERENCE FROM THEM, AND THAT'S WHAT WE DO IN THE CLASSROOM.

>> Teacher: ONE THING I ENCOURAGE YOU DO, YOU PROBABLY D'TAVE TO BE COERNED ABOUT IT THIS MOMENT, BUT BE AWARE OF E FFERENT LEVE ON THE ARTIFACT, THE DIFFERENT LEVELS, BECAUSE ERE MIGHT BE SOME MEANING IN THAT.

ON BOTH SIDES THERE'S DIFFERENT LEVELS, AND THEY'RE VERY EASILY DISTINGUISHED WITH LINES.

ALSO, BE AWARE OF THE SIZES OF THINGS.

>> WHEN WE'RE WORKING WITH ARTIFACTS, WE'RE SEEING THEM AS A PRODUCTION OR A REFLECTION OF A CULTURE, THE SAME WAY THAT PERHAPS A COCA-COLA BOTTLE COULD BE A REFLECTION OF OUR CULTURE IN SOME ASPECTS.

SO NOT ONLY IS IT WORTHWHILE FOR WHAT THEY WILL LEARN ABOUT A CULTURE BUT ALSO THE ACTUAL THINKING, JUST TO DISTINGUISH BETWEEN A FACT AND AN INFERENCE BECAUSE STUDENTS, IF THEY'RE NOT TAUGHT THAT, THEY DON'T RECOGNIZE THE DIFFERENCE BETWEEN A FACT AND OPINION.

AND THAT'S VALUABLE WHEN THEY WATCH C.N.N.

WHEN THEY GO HOME AT NIGHT TO KNOW WHAT A FACT IS AND AN INFERENCE IS.

>> IT WASN'T SOMETHING NECESSARILY THE PHARAOH HAD MADE TO GIVE THE PEOPLE A MESSAGE.

>> EVERYBODY CAN READ IMAGES, RIGHT?

WE'RE READING IMAGES TODAY.

WE KNOW THERE'S NO LANGUAGE OR AT LEAST RECOGNIZABLE WRITTEN LANGUAGE ON THIS ARTIFACT, BUT WE CAN READ IMAGES.

>> MAKING CONNECTIONS THROUGH TIME IS ALLOWING TEACHERS TO BREAK DOWN BARRIERS BETWEEN SUBJECTS LIKE GEOGRAPHY, MATH, SCIENCE AND HIORY.

IT MES LEARNING LESS FRAGMENTED.

BUT CONTEMPORARY ISSUES ARE NO LESS EMPHASIZED.

LINKS TO THE REAL WORLD ARE MADE BY DIRECT INVOLVEMENT IN THE COMMUNITY.

>> CLASSROOM IS A PRETTY ARTIFICIAL ENVONMENT IN MANY WAYS.

I THINK IT'S IMPORTANT THAT STUDENTS GET LOTS OF EXPERIENCE OUT OF THE CLASSROOM; THAT MIGHT BE IN BUSINESSES, OR IT MIGHT BE WITH PEOPLE FROM THE COMMUNITY OR PEOP WHO ARE IN DIFFERENT ECONOMIC CIRCUMSTAES.

>> ALL STUDENTS DO SOME KIND OF COMMUNITY SERVICE.

FOR PHOEBE, HER LOVE OF WRITING AND BOOKS MADE THE LIBRARY A NATURAL CHOICE.

>> THE PROBLEM WITH EDUCATION IS THAT THE KIDS SPEND ALL DAY COOPED UP IN THE CLASSROOMS WITH A VERY SPECIFIC PEER GROUP.

BEING ABLE TO HAVE PHOEBE WORK IN THE COMMUNITY AND HAVE TO ESTABLISH THAT KIND OF INRFE IS VERY PRODUCTIVE.

IT'S GREAT.

I THINK THAT SHOULD BE THE FOCUS OF ALL SCHOOLS, PERSONALLY.

>> GAILER HAS HIGH EXPECTATIONS FOR ITS STUDENTS AND PRIDES ITSELF ON GIVING EACH ONE THE INDIVIDUAL ATTENTION NEEDED.

TEACHERS SPEND TIME WITH THE STUDENT'S FAMILY WORKING OUT PERSONAL AS WELL AS ACADEMIC GOALS.

>> AT TIMES YOU GET PRETTY HEATED UP.

I THINK THERE'S A LOT OF BENEFIT TO THAT.

I THINK OUR CLASS LIKES IT BECAUSE I THINK WHEN YOU'RE THAT FIRED UP IT CAN REALLY GENERATE OTHER PEOPLE TO BE MORE INVOLVED, BUT I THINK AT TIMES YOU MIT GET UPSET.

I'M JUSTONDERING IF IT COULD ME INTO A GOAL.

>> ARE YOU TALKING ABOUT CURBING THAT?

>> YEAH, OR MAYBE RESTRAINING IT SOMEHOW.

>> MAYBE SHE COULD JUST FLOOD IT, DO IT ALL THE TIME.

>> EVERY MORNING FOR TEN MINUTES.

>> OKAY, IT'S PHOEBE'S TIME TO RANT AND RAVE.

>> IT'S SOMEWHAT AN INTEGRAL PART OF HER PERSONALITY.

>> THE SHEER PRESSURE OF AN ENTREPRENEURIAL PRIVATE VENTURE GIVES PARENTS FAR MORE CONTROL, AND I THINK THAT FORCES US TO BE FAR MORE RESPONSIVE THAN WE MIGHT BE OTHERWISE.

MANY SCHOOLS ARE STRUGGLING WITH HOW DO WE BRING DIFFERENT LEARNERS, DIFFERENT STYLES, LEARNERS FROM DIFFERENT SOCIOECONOMIC GROUPINGS TOGETHER IN A WAY THAT WILL BE SYNERGISTIC, THAT WILL HELP OUT EVERYBODY'S LEARNING, NOT BE COMPETITIVE, NOT BE CONFRONTATIONAL.

I THINK WE'VE FOUND WAYS TO MAKE THAT HAPPEN.

>> WHAT'S COMMON TO ALL SCHOOLS WE VISITED IS THAT STUDENTS TAY HAVE A GREATER SAY IN THEIR EDUCATION.

AT GAILER, SELF-MOTIVATED STUDENTS LIKE MICHAEL THRIVE ON RESPONSIBILITY.

HE'S ALREADY PLANNING HIS NEXT HOME-BASED PROJECT, MAKING NEON SIGNS.

IN RUTLAND AND WILLISTON, TOO, STUDENTS ARE IN THE DRIVER'S SEAT, AND THEY ARE CONNECTING THEIR SCHOOL WORK TO THE OUTSIDE WORLD MORE AND MORE.

PERHAPS OPENING THE DOORS OF THE CLASSROOM WILL HELP ACHIEVE A MAJOR GOAL FOR EDUCATORS TO TURN OUT KIDS THAT ARE LIFELONG LEARNERS.