Transcript It’s not curriculum night…

This is not how I teach.
Welcome to VSH Academy’s
curriculum night!
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Who we are: identity and culture
Why: strengths of a small multi-age
environment, some about Reggio Emilia
What we are aiming for: Kindness,
Connectedness, and Wisdom
How we get there together
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Social
Academic
Who am I? (the ringleader)
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Bachelor’s from UW (History), Master’s from Seattle U.
Attended both private (elementary) and public schools
Began as an assistant in a Montessori infant care room,
toddlers, and regular classroom during college (nurturing side)
Worked as a full-time nanny for a family of two boys while attending night
school, until I graduated, started a family AND a school of my own (hit the
ground running)
Full-time head teacher of VSH for about 8 years, through two location
changes, while Meg was having the girls (human development)
5 years at St. Joseph’s Parish school 5th, 6th grade (in the box)
Back to start Academy now in its 5th year (out of the box)
Four daughters, Veronica freshman Tulane, Rio jr. at the Overlake School,
Georgia freshman at Bear Creek, married 22 years this October, musician,
artist, tinkerer
Who we are:
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entrepreneurs or small business
experience, training, skills,
or family members with a
teaching background
locals
somebody you know,
sent you to the school
an extension of The Village Schoolhouse pre/k
technology field reference
Why a small multi-age group?
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The Caring Capacity: A Case for MultiAge Experiential Learning. (ED443620)
”The multi-age setting heightens everyone's awareness
of individual differences and the necessity for
cooperation and mutualism. It maximizes the
opportunity to develop leadership and interpersonal
skills alongside peers of different ages to become
assistant teachers who model appropriate behaviors and
desired learning outcomes for younger students. In
passing on important lessons in trust, responsibility,
compassion, and conflict resolution, students develop
self-confidence and empathy. Perceptions of failure are
diminished because of a learning climate that embraces
student diversity and individual as well as group
accomplishment.”
“when older students teach information and skills to their
younger classmates, their academic performance, and
even IQ scores, dramatically improve. The research of
Arthur Whimbey (in his program T.A.P.S: Talking About
Problem Solving) showed that when students were
routinely given the opportunity to teach someone else,
their scores on IQ assessments improved as much as
eighteen points.”
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Multi-Age Classes and High Ability
Students. (EJ600456)
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Studies of cognitive and affective factors have
consistently shown positive effect sizes. Discusses
conditions under which positive effects are most likely
and explores multiage classes as an alternative for highability children. (Contains 85 references.) (SLD)
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Are Multi-Age Grouping Practices a Missing Link in the
Educational Reform Debate?(EJ499127)
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Cognitive and Noncognitive Effects of Multigrade
and Multi-Age Classes: A Best-Evidence
Synthesis. (EJ522378)
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“Picture kids of different ages in
one classroom with one teacher
for several years, and you are
visualizing a trend in education
reform.” Sandra J Stone ASCD
In presentation mode:
“So you see,
that is how
photosynthesis
takes place!
(I hope
they’re
watching…)
“Wow the big kids are
smart! I bet I can do
something that’ll impress
them! (Wonder if they’ll
help me out?)
“Wow, that was great, next time…”
In project or collaboration mode:
The wide eyed admirer
who makes everything
seem fresh, fun, and
new. Can give ideas
and wants to contribute
in a manageable way.
Observes the whole
process unfolding and
is SO PROUD! “We are
awesome! Look what
we did!”
Young student
Mature student
A
A- Provides leadership and a
larger sense of timeline or
expectations, keeps things
rolling and group engaged,
scaffolding for higher
thinking.
“How does Mr. W do it!?”
Task
Middle student
B
B- Looks to older student for cues on how to approach
task, what level to reach for, provides energy, ideas,
and a bridge between older and younger. Jumps right
in… “Yes ma’am”
Multi-age means:
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Research supported:
More positive about school and learning
 More opportunities to develop empathy and
understand differences
 More forgiving of others and self
 Leadership opportunities available to every age
 Greater individualization is possible when learning
is happening at many levels simultaneously
RESULTS= Max’d personal and academic growth
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The small multi-age learning
community is rich soil for these
personal traits to grow out of:
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Kindness: small expressions
of affection and social grace
which remind us all that we
are valuable
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Connectedness:
feeling useful,
a companionable
relationship with others
based on shared
experiences,
to depend on others,
to be dependable
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Wisdom: an attitude
towards life, utilizing
knowledge and skills
accumulated
by search and curiosity,
tempered by experience,
filtered through
a system of values or morality,
involving patience and a sense of timing,
often illustrated by careful observation of nature
How we get there together:
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Social (discipline)
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Think about what you want to pass on to your child and society
Be a good example
Teach and rehearse
Insist on it and enjoy the smiles
Accountability and conversation:
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connect to student physically and emotionally, develop empathy, provide
the tools to student to take charge of self or situations
report cards and self-evaluation
Built into days, weeks, months:
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daily rituals, Manners Monday, literature connections, holidays, social
studies, service connections, expectations made clear
Academic
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Language Arts; literature & writing
Mathematics
Social Studies
Science
Music
Art
Fuel for the Fire
KEY: A variety of high quality, engaging literature,
modern or classical
Great Books anthologies;
short stories, excerpts from
classic novels, poetry
 Magazines and periodicals
 Award winning, classic,
or high interest new novels
 Engaging non-fiction science or social studies books
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Gathering Round
KEY- target critical thinking and writing
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challenging questions (no easy answer)
text/evidence based
focus on fluency in younger grades
connect personally, imaginatively and comparatively
identify the tools of excellent writers; personification,
alliteration, repetition, simile, metaphor, allegory,
allusion, themes, change, dilemma, tone, word
choice, sentence construction, plot dynamics, etc…
Hands to the Heat
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Elements of Fiction: Setting, Plot, Character, ?
Graphic organizers: characters changing, cause/effect,
problem/solution, etc…
Active Reading Journals:
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Predict and qualify
Summarize
Connect (self/story/world)
Imagine (five senses)
Evaluate (like/dislike, well done/poorly done?)
Challenging Question
Gathering Round Looks Like:
A novel read aloud,
to the whole class, with
pauses to discuss, draw out
critical thinking, questions,
and highlight elements of
fiction
Young learners are exposed to
“scaffolding” or high level ideas
which provide a model on “how
to think like a big kid”
Sometimes very young students have amazing insights
Or…
Reader/
Leader
Reader/
Leader
Small groups of parent,
staff, multi-age led
groups, who listen and
discuss, then respond
Reader/
Leader
Reader/
Leader
Or…
Reading groups, or partnerships where
they share the responsibility of reading
aloud, discuss together, then respond,
sharing ideas and helping each other write
a quality response.
A sampling of books/authors
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1st-3rd grade
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Dr. Suess
Frog and Toad
Magic Treehouse
Shel Silverstein (all age)
Harold and the Purple
Crayon
Beatrix Potter
Rudyard Kipling
A.A. Milne
Fairy tales and folktales
from all over the world
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4th
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The Marvelous Inventions of
Alvin Fernald, Clifford B Hicks
A Horse’s Tale; integrates with
WA state History/Geography
The Sea Lion by Ken Kesey (tale
told in NW coast traditional
style)
Many other NW Coastal folktale
picture books
Boxcar Kids series
Happy Hollisters
Wind in the Willows Illustrated
novel
From
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grade on…
6th-7th
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th
5
White Fang by Jack London
The Graveyard Book by Neil
Gaiman
A Single Shard by Linda Sue
Park
Something Wicked this way
Comes, by Ray Bradbury
Onion John by Joseph Krumgold
King Solomon’s Ring by Konrad
Lorenz
7th
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(7th) Good Masters, Sweet
Ladies; Voices From a Medieval
Village
The Devil’s Workshop by
Katherine Marcuse
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7th-8th
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Wuthering Heights by C. Bronte
and The Scarlet Letter by
Nathaniel Hawthorne
Romanticism
Dandelion Wine by Ray
Bradbury
Uncle Tom’s Cabin
Grapes of Wrath by Steinbeck
Animal Farm and 1984 by G.
Orwell
Journey to the Center of the
Earth, Jules Verne
The Hobbit
The Time Machine, by H.G.
Wells
25 books during the year
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MS students must read 25 books during the school
year across 11 different genre groups
They should bring the book to school, or at least the
title and author, then give a book talk
“But that’s like… a book a week…” YES, get
reading!
Goal is to encourage independent reading by
exposing them to lots of different types of books!
Younger students are also on the list!
Building Your Own Fire
Important paradigms which inform writing instruction
6 traits of effective writing
Ideas
Organization
Sentence Fluency
Word Choice
Voice
Conventions
Publish/Present
Correct:
fix mistakes
Revision: reorganize,
add/subtract
Drafting: getting started
Brainstorming: best ideas organized
Specific Tools & Projects Yearlong
Projects
Tools
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Graphic organizers
Student/Expert Examples
Collaborative Writing (we all
write short pieces together on the
board)
Outlines
Checklists
Student/Student peer coaching
Student/Teacher conferencing
“A sentence composing approach”
material
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Book Reports (yearlong)
Newspaper (student driven)
Building paragraphs; topic
sentence and details, question
stem (Sept)
Letters (Sept)
Creepy Story Festival (Oct)
Persuasive Letters/Ads (Nov)
Poetry Journal (Dec)
Special Project Night (Jan)
Illustrated Storybook (Feb)
Research Paper/Informational
Paragraph (Mar)
Science Experiment (Apr)
5 prgrph essays (5th +)
Let’s Talk About Levels;
ie. Book Reports
1
1st paragraph:
Basic elements of book
Maybe one evaluative statement
2
1st and 2nd paragraph with
descriptive summary
of a moment in the book
3
Full 3 paragraphs with increasing levels of detail,
evaluation, clarity, fluidity, and quotations from the book.
Grammar, Spelling, Punctuation?
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Grammar & Punctuation: materials chosen with
students in mind, weekly concept focus, trying hard to
draw attention to corrections in daily work, NOT in
brainstorming or drafting stage of writing process
generally, MS sentence fluency “chunking”
Focus on revision in writing APPLICATION
List of 1200 most
commonly used words in
print; student works with
words NEEDED, not predetermined list of words…
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Pre-test
Practice
Post-test
Public Speaking
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Constantly reporting/performing group results of projects
where everybody must have a role, and where inclusion is a
measure of success. It’s in our culture!
Skills and practices of good public speaking are taught and
rehearsed; Creepy Story, Science Experiment, Special Projects
MS: Mock Trials, Debates, Reader’s Theatre
We believe that speaking to be heard and understood is
something you learn to do through specific guidance
and practice!
…eye contact, volume, pacing,
voice, gesture, stance…
Mathematics
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Singapore curriculum’s advantages
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Repetitive focus on fewer concepts,
introduced more gradually, designed to help
students gain mastery at higher levels before
moving on like many more modern
“spiraling” curriculums like Everyday Math
Accessible, portable, colorful, and you can write all over
them
Has excellent methodologies and structures which are built
into the curriculum from the first book continue
consistently
Proven track record of success with Singapore’s
international test scores head and shoulders above the rest
How it works
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Students assessed & placed at “pretty
easy” to build confidence, momentum, and
get accustomed
Quiet work in math time everyday, getting
help from peers or staff when they need it,
interacting with manipulatives on their
own, or with guidance, staying in from
recess if not productive enough!
Students begin to self-correct work with
calculators or answer keys, staff and
parent oversight when they are mature
enough to do so
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Homework each night possible, parents
check work and initial page or mark
mistakes; students try the problem again!
Or get help in the process of trying!
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When books are finished and all
corrections made 85% min. score on test
needed to advance, at less than 85%
review and practice must be undertaken,
then re-assessed.
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Singapore 2nd grade math
(1st and 2nd half of year)
= books 1B/2A
You end on book A of your actual grade.
Math facts drill and practice? YES and…
no
IT IS BETTER TO MASTER IT, THAN
MOVE ON TOO SOON!
Standard Math Textbook alternative
Progress in Mathematics from Sadlier/Oxford
 Like our old texts; 12 concepts in a year,
organized by chapter with assessments at the
end of each chapter.
 Short lesson, then practice the algorithm or
concept.
 Matches standard curriculums
in most public and private schools
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Compare and Contrast
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Singapore
-MATERIALS: Two books with
lesson and some work in one,
prescribed practice in another. “Stop
and go”
-Review along with way, but
summative challenging assessment at
end of book’s course; mastery level
-Fewer concepts covered a depth and
intensity
-New models and ways of thinking
analytically about math and patterns
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Standard Text
-MATERIALS: One book and a lined
paper journal; “look here, write here”
-More opportunities for assessment
along the way; chapter tests
-More concepts, but covered at lower
intensity (less practice and repetition;
easier)
-Recognizable algorithms and
strategies
My thoughts
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Singapore seems to work well for the naturally math inclined, who are focused and
independently driven. Challenge and modeling are appealing, as well as the “ladder
structure.” Builds high level of analytical thinking. Concepts not covered will be
easily picked up as they mature, or as they are exposed to them in new settings.
Highly fluent math learners are ready for whatever comes their way. “A,B,C,D,E
and zed”
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Standard texts seem to work well for students who struggle with mathematics
generally, or who have focus challenges. No switching back and forth from book to
book. Smaller doses with built in opportunities to reteach and review along with
way, but level of competency and concepts can be superficial. “A,B,C” now move
on…
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Each has strengths and weaknesses, we evaluate and discuss with students and
families as they mature.
Individualization and middle ground for both approaches?
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One book Singapore?
Individualized pacing for standard text?
Boutique it?
How we work to insure success:
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We check along
the way for mastery
of smaller skill sets
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We develop review and practice
materials when students need it
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We use flashcards/games to develop
instant recall of important math facts
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We teach them how to write the
problem neatly
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We are always looking for a way to
teach to your student individually
Daily and weekly goals involving
student in self motivation!
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We track weekly progress every
Thursday
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We check each morning if they have
done HW, record it, informing you if
they are off track, every 2 weeks
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We date stamp their work each day to
show where they stopped
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Every Monday we review some math
vocabulary words
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We recognize and reward consistent
progress and homework habits
My gripes about typical math
curriculums and classrooms
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Score high enough on the test and you move right along even though you may have gotten all
of one skill wrong. We analyze each test for error patterns.
Most math curriculums have all kinds of “stuff” added which can be a distraction from the
essential skills which each student needs mastery over, and are needed to be ready for new,
more complex concepts.
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Everybody is usually working on the same thing at the same time, and there is little room for
students to slow down if necessary, or move faster if they understand the material.
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Often not enough of a focus on math vocabulary, which, if not understood, can stop you dead
in your tracks! “What’s a quotient?”
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These can create a situation where students move through year to year with only a tenuous
grip on the basics, finally confronting the gaps when it’s pretty late to correct them and their
confidence is low, they have to be remediated, it’s embarrassing and usually too late to affect
much change in attitudes, which can be more important than any one skill in the long run.
Transition to Middle School
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Completion of book 5A or 5B, we begin to consider
transitioning the student to alternative curriculum if
they express interest
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We will always be open to individualizing to keep
engagement high as they mature
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Choice is a always a powerful motivator
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Algebra by 8th grade if their work habits and mastery
demonstrate their ready
Social
Studies
Civics/Gov’t
History
Daily Life
Economics=
survival
Key Events/
& People
Geography:
connects to all
Culture:
ways of life,
& innovation
The level of complexity, nuance, and
detail rises with each year, but many of
the larger themes run through year
after year in every area!
Examples: Community, Conflict,
Change through Time, Geography
affects Culture, etc…
In Balance
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Text-based learning
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Textbooks
Workbooks
Smaller trade books
Tests
Vocabulary
“Questions at the end of
the chapter”
Research
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Alternatives
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Documentary films
Brainpop animations
Playing a character
Storyline
Mock Trials or Debate
Building Models or
Simulations
Keeping both approaches effective:
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Text based
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Active
reading
Elements
on the page
How to re-read for answers
and where to look
Taking notes
Studying for a test
Researching skills and
organizing thoughts
Completing long answers
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Alternatives
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Pausing films/
documentaries
to discuss
Providing focus questions or
assessment afterwards
Keeping simulations
historically accurate
Providing good preparation
and background info to make
simulations successful
Giving enough time for fruits
of imaginative projects to
mature
Some examples of Social Studies
Enrichment:
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Primary documents and artifacts
Hands on Burke Boxes
Field trips
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The Museum of History and Industry
Issaquah History Museum
Seattle Art Museum
Library for Special Project Research
UW’s Burke Musuem
Underground Seattle…
State Capitol in Olympia
Henry Art Museum
Frye Art Museum
Some important concepts to
emphasize
Historical empathy & multiple perspectives
 Questioning the source of information
 Economic forces behind major events
 The role of innovation and technology
 How the stories we accepted have
evolved as our culture has evolved
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Some favorite materials:
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Lies My Teacher Told Me by James Loewen
Reader’s Theater for American History
Colonial House, Frontier House: PBS documentaries
about modern families trying to live successfully in
historically accurate settings
The War that Won America: documentary on the
French and Indian War
Old magazines and stuff from the attic
The internet & integrated historical fiction novels
A thumbnail sketch of focus by grade
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1st-2nd My community, my
family, my neighborhood,
from yesterday to today,
solving problems
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3rd My community, my
region, my neighborhood,
first peoples, jobs, and gov’t
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4th Wa state history and
geography, NW coast native
peoples
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5th US History to 1791
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6th World History: Ancient
Civilizations and geography
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7th World History Medieval
to 1490 and WA state
history geography
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8th US History from 1776
through Reconstruction
My top priority is to make sure that
our students know the history of the
world in general terms, the history of
our country and its unique
beginnings, the history of our great
state, and that they will be savvy
participants in the democracy.
Science: knowledge has a shelf life,
curiosity and critical thinking are a
treasure of civilization
Earth
Physical
The three primary areas of scientific
knowledge run through all of the science textbased materials, although the divisions
between them quickly fade away.
Life
As students mature, the same concepts are
revisited with great layers of complexity.
What is alive and what is not?
Plants need the sun, soil and water to live!
How does a plant know to grow up and roots grow down?
Photo and Gravitropism. Plants and their parts…
What are the layers and functions of roots?
Root tip, Phloem, Xylem, Epidermis… Plant cells vs. Animal cells
In Balance
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Text Materials
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Biology/Anatomy coloring
book
Textbooks/Workbooks
Dorling Kindersley
Eyewitness Books
Science non-fiction trade
books
Supplementary non-fiction
materials
Periodicals
Science internet sites
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Alternatives
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Hands on investigations
Model building
Inquiry based
projects/Problem solving
Experiential learning
“Formal Experiments”
(writing connection)
Field trips
Burke Boxes full of
specimens
Science documentaries/shorts
This year we began with and
essential question which will guide
inquiry all year in both science and
social studies!
Who am I?
-I am an organic system, made of systems, within
other systems. (Human body focus)
What is a system?
-A system is set of parts working together for a
common purpose, which require energy to continue
operating. (Inorganic and organic/social…)
“Questions are more important than
knowledge” Einstein
Students complete a formal
science experiment in April
 Starting next week, a graph of the
morning temperature from our
weather station, generalizations about the data
 It is very important that we learn to “think
scientifically and logically”! Like Spock…
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We have excellent specialists!
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Retired Master Music Educator (Music Man)
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New art teacher Mrs. Barber from VSH
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rhythm, pitch, volume, dynamics, patterns
the voice is your primary instrument
integration of great artist study with technique and concepts
Van Gogh; movement, color, medium
Every year we make
movies where students are
directly involved with writing
directing, acting, filming…
Things to consider about middle school:
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Usually a rough time in social/emotional relationships
with parent and peers.
Self image can suffer due to the stormy and uncertain
nature of the group. “Let’s put them all in a big
building together!”
A time when academic performance for girls
plummets; “Pretty girls are quiet girls.”
The opportunity to LEAD, to be an example, to
manage people, to serve a community, is a LIFELONG benefit experience and a skill set that never
goes away.
Question:
As a student comes to the time in
their life where their peers become
the most powerful influence…
a time when
the culture of the crowd rules…
What kind of culture will they enter?
New area of interest: Reggio Emilia
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Reggio Emilia philosophy and practices are
built on the same constructivist foundation as
Montessori (the tradition I spring from)
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Meg and I are both researching the ideas and
methods associated with this movement since
it provides so much more social, natural,
emotional, and intellectual context to the
learning environment.
Reggio is right up our alley!…
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Emphasizes respect, responsibility, and community through exploration and discovery in a supportive and enriching
environment based on the interests of the children through a self-guided curriculum
In addition to the influence of many early childhood psychologists and philosophers, such as Dewey, Piaget, Vygotsky,
Gardner and Bruner, the educators of Reggio Emilia were inspired by their community-centered culture.
Children must have some control over the direction of their learning;
Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing;
Children have a relationship with other children and with material items in the world that children must be allowed to explore
and
Children must have endless ways and opportunities to express themselves.
The child is also viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction,
children are seen as having the active role of an apprentice.[5] This role also extends to that of a researcher. Much of the
instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe,
hypothesize, question, and discuss to clarify their understanding.[6] Children are also viewed as social beings and a focus is
made on the child in relation to other children, the family, the teachers, and the community rather than on each child in
isolation.[7]
Parents are viewed as partners, collaborators and advocates for their children. Teachers respect parents as each child's first
teacher
Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests,
asking questions to further understanding, and actively engaging in the activities alongside the child, instead of sitting back
and observing the child learning. "As partner to the child, the teacher is inside the learning situation" (Hewett, 2001).
Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests. The lack of
externally imposed mandates is joined by the imperative that teachers become skilled observers of children in order to inform
their curriculum planning and implementation.[8]
Teachers trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in
things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational
team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children
alike.