I recently visited an amazing United Way Model Pre-K in Miami. Their goals for parents are to develop advocacy skills, so parents become active in their child’s education. They told me of their frustration that the parents often hit a brick wall when the children go to Kindergarten.
The parent/family component of Total Learning is essential for student success. We are working hard to establish parent/family support in several ways:
We work with the school team to assure that the parent and family voice is heard in the school, and that parent engagement is a priority.
A family worker is assigned to every 2 or 3 Total Learning classrooms. This individual makes home visits to every family and conducts an intake survey, through which level of risk is determined. When an area of risk is identified, the family worker collaborates with community resources who provide specific support. Our family workers have arranged for everything from socks and adult companionship for a child walking to school, to heating, rent, jobs, and English Language Learning! They are also in the classroom, interfacing with teachers to identify any emerging problems and nip them in the bud.
We collaborate with the family resource centers to provide culturally responsive educational workshops and other support for families, including Music Together infant and toddler classes that bring families joyfully into the school, and family events that bring the whole family into the school to build community and trust. Workshops for K-4 parents are a favorite time for many parents, but other times and events accommodate working parents. Sometimes a meal is provided to take that pressure off working families.
We work with teachers to engage parents in pro-child behaviors at home, including reading to and with the child, making space for homework, using positive language to increase pro-social behaviors, and setting expectations for respect and self control.
We encourage formal and informal parent education throughout the community, with children (museums, concerts, community events) and alone (English Language learning, developmental needs of young children, etc.)
Ideally, the action we take in school lead to parents who learn to advocate for their child, and know what their child is entitled to. When they know what the expectations are, and how they can proactively impact their child’s chances for success, we take steps to creating a community of learners with common goals, and have help to be sure our work results in success.
This topic has been sitting in my file for a week. What was I thinking???
Masterful content is determined by a group of teachers who ponder what the core of their curriculum will be – what do we want our students to know and be able to do by the end of the [lesson][day][unit][marking period][year]? This content includes concepts and skills from the core curriculum, which includes language arts (speaking, listening, reading, writing), mathematics, science, social studies/history, music, visual art, physical education/movement, and drama. Yes, these are ALL core curriculum. The content also includes overarching sets of skills, such as social-emotional, 21st century (critical thinking and problem solving, communication, collaboration, and creativity/innovation).
Masterful teachers manage to blend and deliver these content components through
planning of meaningful instruction and tasks that build understanding by taking students from the known to the new by connecting the new content to students interests and lives;
creating circumstances for frequent, positive, engaging, and challenging interactions with students and between students so the child’s voice is heard; and
using authentic, performance assessments that indicate whether students understand and what they don’t understand.
Is the content you are teaching masterfully designed to provide your students with the understandings and skills they will need as a foundation for future school and life? Is your teaching of that content masterfully crafted to develop independent learners who not only learn, but can demonstrate and apply that learning? As you read the Total Learning lessons (lesson, videos, studio and additional resources), notice and explore the way they are constructed, and how many disciplines, concepts, and skills are interwoven in each lesson. Let the lessons and their structure be models for you as you become a masterful teacher. Then think about what happens when this ideal concept is applied in real classrooms. Share your story by commenting here.
It was always a plan for Bridgeport’s Total Learning Initiative to have an extended year – an additional month of school. Research told us that if the children were behind their more advantaged peers, they would need time to catch up! ABCD received funding for a pilot this year.
It was only 18 days in July for 22 rising 3rd graders. The air conditioning was broken, and it was summer! And . . . it was Total Learning Summer Camp from 12 noon to 3:30.
Why rising 3rd graders? To reduce the dreaded summer slump – the loss of reading skill over the summer break. With mastery tests in 3rd grade, this was the obvious choice for a pilot program.
Did it make a difference? The report is attached so you can read for yourself! It’s pretty exciting what can happen in 18 days! And if you think about your school year in 18-or-so day chunks, how much could get done?
Most exciting for me was the attitude changes of almost every child. By the end of July, they were asking if they could come for another month! Kudos to Allison Logan for creating an exceptional plan, and Rosmarie Marquez and Diane Bolarinho for their support.
Unanswered questions: Will the gains remain through August? Will they make a difference in Grade 3? Will the district notice the findings and plan a larger sample for next summer? Let’s hope the answers are yes, yes and yes! Stay tuned to find out!
We used to be SO frustrated that Total Learning’s success was measured only by test scores. Then our evaluators found CLASS: the Classroom Assessment Scoring System. CLASS provides evidence-based characteristics of effective teacher-student interactions and classroom structures. These interactions and structures lead to excellent instruction, and, yes, student achievement.
Since our evaluators are using the CLASS observation, it seems only fair to share the components of this tool with you.
Attached are a few items to review, and then let’s discuss them. Schedule a videochat if you’d like!
The butterfly image is an overview of the correlation.
Below the butterfly is a link to an article: CLASS-Total Learning Narrative that describes the correlation between the two.
Finally there are three charts, each with the descriptors for one CLASS domain. As you read through the INDICATORS, think, “What would someone see, hear and feel in my classroom?” As you read through the BEHAVIORAL MARKERS, find one or more that you’d like more information about.
Notice that these documents are confidential – just for us right now. If we like them, we’ll ask for permission to share them more widely.
When you discuss a person’s or group’s work, avoid using judgment words such as “good,” “bad” or “pretty.” These words are general, and don’t provide any information about the specifics that you are referring to. Otherwise, children begin to seek praise just to feel good. They continually ask, “Is this good?” when they should really be asking, “Do I think this is good? What can I do to make it better?”
Students need specifics if they are going to assess their own work or that of others, or improve.
Try these ideas:
Start your comments with “You . . .” You made, you used, you created –
Identify something specific that the student did well. Use vocabulary from the lesson.
Ask open ended questions:
What do you think?
Is there something you especially like? Why?
Is there something you would do differently next time? Why?
Is there something you might add? Where? How?
Make suggestions, but rarely.
If you don’t have any idea what to say, just try “Tell me about this [art, dance, performance, song, poem, pantomime, etc.]” And listen to the answer for what the do know, and what they don’t. This is formative assessment at its best. In the end, strive for students to be their own best critics, and to know when something is ‘good.’