Every day, teachers around the US teach model Total Learning lessons to build student multimodal skills, and then introduce studios where students use their new skills to focus on literacy, math, and other curriculum content. At the same time, classroom management is positively accomplished through motivating activity and engagement – and social-emotional skills are built through guided, small group learning.
Every week I speak to teachers across the country. Here are some snapshots of how it’s going.
Bridgeport, CT: 5 teachers, one at each grade level from K-4, are actively implementing Total Learning Digital. The Bridgeport program is a full model, so these teachers have a Total Learning paraprofessional, a family worker, a mental health worker, and materials provided.
Mary Wasik, Kindergarten teacher, reported: “We played the Messenger Game for name recognition. I put the student’s names in the bag, and when they picked their name out, they were the mailman. It’s a great way to learn name recognition, and if a child doesn’t recognize his or her name, a classmate will recognize it. Their faces just light up. And now, on indoor recess, I took it one step further and put in our sight words.”
Candice King-Sadler, Grade 1 teacher, reported that the children coming up from the Total Learning Kindergarten are much more independent and have more self control – they’re ready to learn. Candice is a pro at helping students learn how to work together independently in studios.
Jill Coyne, Grade 2, is new to Total Learning, and just getting used to the lesson content and flow. She mentioned how much she enjoys a program that helps her figure out HOW to teach, injecting creativity into content delivery. She was adamant about not doing things “the same old way”, and that Total Learning allows her to use her creativity to engage her students.
Marilyn Council, Grade 3, adapts each lesson to tailor it to her curriculum. If the Total Learning concept is a visual lesson on line, students create lines on pumpkins, and measure and analyze the lines they have drawn. She’s helping children learn how to memorize poems, and they say the poems as they walk down the hall – softly.
Andrea Woodman, Grade 4, just started using line to explore birds eye view, beginning exploration of space and point of view. She said the kids are challenged by looking at their space in a new way.
In Stockton, CA, Stacy Sims is a seasoned teacher who has degrees in both art education and elementary education. When arts positions are funded, Stacy teaches the arts. This year they are not funded, and Stacy (whose is a single mom with a talented special needs son) went into the pool to choose a classroom from available positions in the district. She chose a first grade, got started, and then was redistricted out. She now starting again in a kindergarten classroom in a different school, with a supportive principal and colleagues.
Stacy started the Classroom Management Module with her Kindergarten students. “They love the messenger bag,” she reports. “They ask for it every day.” She’s started using sight words in the bag, and I suggested putting the text of a poem or song – one word on each card – in the bag, then after playing the game, putting the song text together like a puzzle, and then singing it! She’s going to introduce the kinesthetic lesson so the children begin using self control. A week ago she stopped because of testing, and now is excited to get back to Total Learning because she says the children are out of control without it.
Maritsa Madias-Kalasz is a music teacher in a school where 3 years ago students were highly successful, with about 75% of children at or above benchmark in reading. Last year, 3 years later, 21% of children were at or above. The reason? “Doing things the same old way!” In a transient population with lots of foreclosures and renters in the neighborhood, there is a lack of trust. There are lots of new children, new teachers, and their heads are spinning with all the things they have do. Maritsa and her art teacher are bringing Total Learning strategies to their 5th grade teachers and classrooms, where there are lots of boys! Their first unit is on details and figurative language. They’re enjoying it, and Maritsa reports that the teachers are also learning by observing, participating, and writing reflective pieces about the process.
“It’s the process that is so powerful in Total Learning,” says Maritsa. “It’s a way of thinking about things, and connect to the classroom curriculum.”
In Kenai, Alaska, all staff at the Kaleidoscope School for Arts and Science are early adopters of Total Learning, and just like all teachers above, are advisors in shaping the product and process. We met by Skype last week. Because many of these teachers were trained in Total Learning several years ago, they are moving ahead quickly. In Kindergarten, the teacher realized that kids who have good phonological awareness are still having trouble with tracking skills when using the Tommy and dog cards in Auditory Lesson 2. Symbol-sound match and tracking across the page are two different skills!
First grade teacher, Nancy Lafferty, asked for all the lessons to be unlocked, so she can read all the lessons. So now all lessons are unlocked, and will remain that way until all Lesson Preps are posted. I can’t wait to see what Nancy does with the Total learning materials, and know she will share with us on the Discussion Board, or maybe write a guest blog!
Now for the challenges. Total Learning lessons are designed to continue pushing students to do well and then do better. Life skills are built, but they don’t just happen. One question that arose was, “What do you do with the kids who aren’t participating?” My answer: There’s always a reason for a specific behavior, and pushing students into something is risky. I’m inclined to have reluctant children sit out as long as they don’t disrupt the class. As they see that they will be safe and supported, and are going to enjoy the learning activities, most children come around on their own.
In general, the teachers are feeling stressed because there is so much paperwork being asked of them. Testing seems to be overemphasized everywhere, and even when testing isn’t occurring, data collection and analysis is required. Our teachers are tired, and working long, long hours. But they know what’s right for kids, and are managing to give Total Learning the time it needs.
Well, that’s a little of what has been shared from around the country.
You can share more in Sharing What Works! Thanks to Candice King Sadler and Andrea Woodman for getting the teacher sharing going!
You can upload word or pdf documents, photos, videos, or audio recordings. If you need a file format changed, just e-mail it to Sue@aeideas.com and I’ll convert it.
I’ll share what I can, and you share too!