Back some twenty years ago, I wrote a piece on the kind of
classroom my son Political Sphere was in (and later son Economic Sphere). It
says something about the particular teacher, but also the things that worked in
that classroom. This was years before I considered homeschooling, but looking
back at it, what I find is that, the closer to a family situation, the better
the learning. I thought it might be instructive, during the current push to
standardize the whole country into limited mediocrity, to look at this case
study of what worked in a particular classroom.
The piece wasn’t published, except among teachers in the
district; the local paper was only interested in pieces about whatever version
of reform was being talked about in education articles—this was a decade before
the No Child Left Behind Act, and I'm guessing the phrase du jour was "outcome-based education." It wasn't something I was focused on as a parent.
The piece is long, about 2500 words. So at this point I’m
debating how to break it up, or to choose which parts are most useful to look
at from our current perspective. But I’m sharing this because so much still
applies, and still shows cross purposes with government “experts.”
So today's Part I is an introductory look at the special classroom and
teacher in our case study. I’m leaving the piece basically as written, except for changing
names of people and places.
Case Study of a Multi-Age Classroom
Mrs. Crane’s classroom at Blue Sky Elementary in Tripletown
does not look like an ordinary classroom. It isn’t. You won’t see students sitting
quietly at assigned desks. In fact, there are no desks, just tables and chairs
in small groups around the room, and plenty of open floor space. Walls are
covered, ceiling to floor, with finished student work, work in progress, and
pictures that may inspire future work. One wall has a life-size drawing of a
student, traced around him, covered with positive comments from his classmates.
The room includes computers in one corner. Just inside the
door you’ll find a classroom store where children can buy goods with
motivational money they earn by doing more than is expected. Several shelves
are filed with books for children to choose and read on their own—which they
read while lying on a rug, sitting at a table, or wherever is comfortable.
On afternoon visits during reading time, you’ll find the
place silent, except for a few quiet voices reading to each other. But the room
is anything but quiet during most of the morning. An hour of each morning is
activity time. Several parent volunteers come to help out with reading,
writing, and math projects. Math sometimes includes cooking during this hour.
Students move from station to station, deciding what they want to accomplish,
getting personal adult attention while they do it. There’s a lot of talking
going on. If you visit now, unprepared, you may see what looks like chaos.
Adding to the apparent chaos is the inherent difference in
student ability. This is a multi-age classroom, with first and second graders
mixed together. There is no first grade group or second grade group. There is
no group of struggling readers or successful readers. There are twenty-seven
different students at different developmental stages in math, reading, and
social skills. Difference is not only welcome here; difference is expected.
Managing all the difference is a teacher with a plan. Barbara
Crane is an energetic and exciting personality. She often responds to student
accomplishments with hugs and cheers. At times it’s difficult to identify her
in the classroom. Her small size and her place among, rather than in front of,
students help her blend in. Several years ago Crane completed her master’s
degree in elementary education. Always ready to find a better way, she is now
putting the latest in elementary education research to work.
Mrs. Crane’s plan is designed to help students discover how
to learn, and to enjoy doing it. Students don’t all learn the same way. That
doesn’t matter. Her classroom provides so many different approaches—hands-on
experience, pictures, graphs, reading, writing, explaining to one another,
experimenting, singing—something has to work for every child.
During the morning Mrs. Crane gathers students for circle
time. This is as close as she gets to a class lecture. They talk together as a
group about the current theme, which was recently inventions. The purpose is not to learn all there is about
inventions; the purpose is to experience many ways of learning about
something---such as inventions. The emphasis is on the process, rather than the
product, of learning.
Together teacher and students examine unknown inventions
brought in for them to examine. They make predictions. They try some
experiments. They make charts and graphs about the various inventions they examine.
They make up stories about how the inventions could be used.
Themes, such as inventions, are chosen specifically for
their ability to supply multi-layered learning experiences. In exploring the
theme, students use their growing math, verbal, and social skills. Learning
about a theme is not meant to replace basic math and English; it is meant to
make them relevant so they can more easily be learned.
This thematic, or holistic, approach to learning is one of
several current trends in education. A body of research has become available in
the past couple of decades about how children learn, which is slowly making its
way into classrooms.
***************
So part I has given us a taste of what this particular classroom looks
like. Part II will look at the research behind the approach and how well it
addresses education challenges. I expect there will be a part III, looking at
the outcomes for the students in our case study. And either mixed in or
following, we’ll compare with what we know twenty years down the road.
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