Multiple Intelligences

For this visit I found a school in Vancouver, Washington called Gardner School! I stayed in Portland, Oregon and drove about 30 minutes through the cities and onto a beautiful country road that lead to the school which is located on 5 acres of land.  When I arrived there were several buildings and I wasn't sure where to go.  A beautiful house was home to the Principal and administrative offices. The main building housed the 3 year old, 4 year old, kindergarten and 1st and 2nd grades classrooms; a large gymnasium; a well stocked music room along with an art classroom; and a classroom dedicated to Spanish instruction.  There were two modular classrooms where the 3/4, 5/6, 7/8 and Science classrooms were located.  The grounds themselves contained several interesting areas: a pond or wetland area, a large open area, a playground set, a large garden with a compost pile, a little house and a large pile of dirt!  I was told that the pile of dirt was extremely popular.

It's been interesting to experience the different cultures of each of the centers.  This school reflects the west coast culture and had a very laid back feel to it.  I was given permission to visit anywhere and with everyone!  Everyone was very welcoming and interested in learning about what I was doing.  I tried to ask all my questions, but really spent a lot of time just absorbing my surroundings.  I was struck by several things during this visit, but especially how beautifully it touched upon every multiple intelligence!! 
For the linguistic learner - lots of writing, reading books and opportunities to share due to the small class sizes
For the logical mathematical learners - a special classroom for science experiences and lots of opportunities for math.  I observed in the kindergarten classroom a lot during my visit and was impressed with the level of math these children were doing.  Word problems! 
For the spatial learners - an ART room!  But in addition to that many opportunities within the classroom also.
Bodily - kinesthetic learners - I already mentioned the playground equipment, the large grassy areas and the dirt pile and the gymnasium!  The classroom I observed in was also putting on a play for their "culminating event"
Musical learners - an awesome, well-equipped music room.  Eat your heart out when you see this picture.  Also a lot of singing was happening in the classrooms.

Interpersonal learners -  the children all greeted me and introduced themselves.  Whenever any children or teachers from other rooms entered, they also spoke and were greeted.  The children in the kindergarten room where allowed to work in groups for EVERYTHING-math time, snack time, etc.  

Intrapersonal learners - I was witness to the personal journals that each of the children maintain in the kindergarten room!  Children were included in all levels of planning for their culminating event - including evaluating how the dramatic play they were doing should be organized.  They were allowed to choose throughout the time I observed - even what math problems they worked on.

Naturalist learners - Being a naturalist learner myself, I was in heaven!  The outdoor opportunities were abundant and my favorite picture is of the boots lined up - these children are allowed and encouraged to explore their environment.

Every classroom had some type of animal or insect in it, bird feeders hung all around and I even spied a hummingbird during my visit.  The science room located by the wetlands would provide many outdoor adventures for the children.  Another one of my favorites was the telescope pointed out to the nearby field! 

So it was ALL there!  I was struck by the focus on all the strengths for EVERYONE!  Although you might be strong in your Logical-Mathematical intelligence, you were asked to learn about and grow in all of your intelligences.  I happened to have the opportunity to speak with a parent whose son was extremely gifted and they had enrolled their daughter in Gardner School.  She was spoke of how well-rounded her daughter's education was and how they were teaching to ALL of her intelligences, not just the ones she was strong in.  She liked that idea and so did I. 

I was also struck by the similarities in their approach with the project approach.  They do three in-depth studies a year, two in alignment with the rest of the school and one of their own choosing.  They also had the buddy system like Bank Street - I think this would be especially effective here though because as I stated, they are all studying the same topics through most of the year. 

The "culminating event" is done by the entire school.  This, like the project approach, provides the parents with documentation of their learning and the children (interpersonal) can also focus on what they've learned through the project.   This class had done a Russian version of "Caps for Sale" and then compared it to the original version of Caps for Sale and also a Chinese version brought in by a parents.  And then each student provided an area containing representing all the work they'd done in the class such as this one

Each child is asked to self identify their "SMARTS" as they are referred to at the younger ages.  There is a chart in each classroom such as this!  The teacher said they are 95% correct when they identify their smarts! Can we adults say the same thing?

Another awesome visit!  Thank you so much Gardner School!!  

Head Start

Talk about a stark contrast.  I went from a North Shore suburb into Chinatown in the city!  From a very serene, tranquil site while visiting Montessori into the hectic environment of the Head Start program!  The Head Start program is in Bridgeport and has 5 classrooms with children ages 3-5.  Each classroom has three teachers, one lead and at least is bilingual.  The children are 85% Asian and speak three different languages.  The first thing I noticed was the outstanding documentation of the children's learning!  And I also noticed how parent friendly the school was and that EVERYTHING was translated, including hand washing directions!

 This is a copy of the classroom newsletter and its translation, but literally everything posted on the walls was translated.  The school does two home visits and has three conferences with the parents, the parent support staff and the teachers.  There is a lot of communication and support going on.  One of the parent support staff was a male and has been making an effort to get male role models involved in the school.  What a great idea

The other thing I noticed through the documentation on the walls, was that there was emphasis on nutrition and there were several recipes indicating that their cooking revolved around their culture.  One of the classrooms was also looking at two different cultures and their foods.

My conversations with the Parent Support staff indicated that they do a lot of support for the parents working their way through the system.  Many of their families are new to the country and many do not speak English.  There were a great deal of parent workshops and activities scheduled throughout the year.  In their initial needs assessment, they are asked if they require referrals and the school has a list of possibilities for them.   

This center has also moved to Creative Curriculum because of the way it is aligned with Head Start, NAEYC and Illinois Early Learning Standards.  It allows them to keep assessments of the children online.  This is only the second year they've used the system so they are still working out the kinks.  A demonstration revealed how it also serves as a resource for curriculum ideas and serves as a planning tool for the classroom. 

In each classroom, in each center of the room, there was documentation describing what was happening there!  One of the classroom had questions in each area so that all the teachers would be asking children the same questions.  I liked that idea a lot. 

The Center, as most Head Start programs do, has several funding streams which always makes my head spin!  This was my second urban visit visit with rooftop play areas!  Although there is little nature available to the children - in both instances the children seem to really enjoy playing and running in the spaces.

I'm on my way this weekend to visit a Multiple Intelligence school in Vancouver, Washington.  I'm anxious to see a school that focuses on this curriculum.  I can't believe my sabbatical is half over!!  It's been so wonderful to really be able to delve into these curricula!  

Montessori

I visited a Montessori School this morning!  What an awesome experience!  I have to admit that before I started by sabbatical, I was not a fan of the Montessori curriculum.  So imagine my surprise as I began reading "Montessori: the science behind the genius" by Angeline Stoll Lillard and found that I totally agree with the majority of the principles of the curriculum!! 

I began reading about how they felt that our current public schools are set up on a factory model.  Students are put through an assembly line with information being "poured" into children at each grade.  I couldn't agree more!!  We divide them by age and by ability while the Montessori classroom has children grouped by three years of age!  Younger children learn by being mentored by older students while older students learn empathy about working with others who are not at their level.  They feel confident in their knowledge and it reinforces their own learning about the topic.  During my visit, I saw many, many examples of students working with each other.  Collaboration is encouraged at the elementary level where children become very social. 

I previously believed that student were moved along as they completed one job onto the next.  I learned that children are allowed to make choices immediately upon entering the room!  This is a skill that our young people are desperately in need of learning!  How do you manage your time, follow your interests, conduct research, collaborate with other people and reach your goals?  Students in this school are learning all of these skills!

No grades???? What?  These students are focused and motivated to learn because they are interested in things?  I'm a life long learner and was never motivated by grades, but I know many of my students are more interested in their grade than what they're learning.  Not surprising when our education system has taught them to work for the grade and to test well.  

When I arrived at the school there were three boys working on this long string in the entrance hallway.  They were quietly working together to complete this line together.  All were focused, motivated and collaborating to get this task completed.  All of the materials are concrete examples for children to understand the concepts!  Hands on all the way up to 8th grade!

Montessori believed that students learned best when they would move around and so her classrooms are set up that way!  Public schools require students to sit for long periods.  Montessori doesn't believe in recess?  What??  It's not required because students are constantly moving in their classrooms, and students can take breaks whenever they wish at the school I observed at.  The amazing thing was that she believed that students could be totally absorbed on a topic for up to three hours and that they should not be interrupted during that time.  Again, I read it and thought it made sense but three hours?  I couldn't believe when I walked into a classroom filled with 3 to 6 year olds.  It was SILENT and children were totally absorbed and remained that way throughout my visit.  Think about it.  When I was a child, I remember spending the entire day playing with my cousin.  I was very focused because I was interested.  These children were interested in what they were doing!

The materials that Maria Montessori created were so well researched! She understood child development and had such a brilliant mind that the materials are inviting and motivating and carefully designed for a progression of learning.  I have always shown my students the pink tower, but when it was shown to me today I was amazed at the variety of information the child could glean from playing with the materials in a certain way.  These materials are all self correcting so children don't need a teacher after they have been introduced to them.  Again the teacher is freed up to observe the children which is a large part of this curriculum.

I'm returning tomorrow to spend the morning in a classroom so I will share more later.  I'm going to a Head Start program in Chinatown next week!  I have to hurry and read my book! 

Bank Street

I finally got to Bank Street!!  One of the previous department coordinators, Margie Brickley, came from Bank Street and brought a great deal of their philosophy with her!  It was wonderful to reconnect with her during my visit and the school did not disappoint!  A big thank you to Ronnie Sampson who gave me a wonderful opportunity to visit all aspects of the school!

The environment is one of engaged students who are excited about their education!!  I took 141 pictures and want to share each of them with you because I've never seen so much learning happening and evident in one place!  The school goes from 3 years old to 8th grade.  As Ronnie said some people leave jazzed up and others leave sad!  Jazzed because of the possibilities of what education can look like and sad because they are unable to duplicate it.  In my case I left feeling both of those things and also that I missed this type of educational opportunity for my own children!
 

Part of the philosophy of the school involves social justice and it was apparent in EVERY class I visited!  The children begin learning about their own families in the 3 year old class and the scope is widened at every age.   I don't know where to begin....I may add a comment every day.

The first thing I noticed was the large number of blocks located in every classroom!!  One of the classrooms I observed in had two large areas with blocks - there were blocks on the outside play area - large blocks and small colored blocks.  It struck me that Caroline Pratt - the block lady - was also from New York.  Surely there was some collaboration occurring between her and the Bank Street founder, Lucy Sprague Mitchell!  This was an example from a class.  They sent "homework" with the children asking them to talk with their family about what rooms were in their houses, what was in those rooms and how they entered them.  After a rich class discussion, the children were assigned other children to collaborate with and asked to create their own houses.  The creations were quite elaborate asthey had spent several days on them.  The day I observed was the last day and so lots of pictures were being taken.  

This picture is from another classroom where the children's creations were put on very large blocks and displayed in a pretend art museum!  I got to see them for free :).  The school culture was riddled with art, music, science and literature.  They have separate teachers for music, art, physical education and Spanish exposure!   Children's artwork and creations were exhibited throughout the school halls and every classroom.

Student work was highly valued and children were treated very respectfully.  I noticed a common language throughout the classrooms when teachers were speaking with children.  "I'm speaking to so-and-so now, but I will get right back to you" and  "Tell them how you that made you feel" are a couple examples from numerous that I heard.

Reading List

A few people have asked me about what books I'm reading - here is the list:

¨Essentials of Active Learning in Preschool

¨Understanding Waldorf Education

¨Models of Early Childhood Education

¨The Daily Routine Video: High Scope Curriculum

¨Explorations with Young Children

¨Nurture through Nature

¨Head Start: the inside story of America’s most successful education experiment

¨In their Own Way

¨Multiple Intelligences in the Classroom

¨Working in the Reggio Way: a beginner’s guide for American teachers

¨Next Steps Toward Teaching the Reggio Way

¨The Outliers

¨Montessori: The Science Behind the Genius

Pictures

I promised pictures!  This is a great idea.  Pictures of local buildings were attached to small boxes for use in the block area.  One of them is the High Scope Building!  

This was another exciting area - not sure you can see the rebus schedule of the day on the board.  I noticed two children consulting it to decide what was happening next!  The children used the large number of big building blocks to create a "castle" in the writing area.  Teachers allowed the children to move materials to ALL areas of the room, but children were also VERY involved in the cleanup process.

 

The children entered the classroom, the parents signed them in officially, the children signed themselves in on their sign-ins and then went to the rug where books had been laid out for their use.  Children went to the bookshelf and made their own choices, too.  Many parents sat on the rug with their children and read to them.  If a parent had to leave, their child would slide right over to a parent next to them and the parent would read to both children.  The community created at the center for parents was awesome!  They all interacted and at the end of the first day, many parents remained in the playground area allowing their children to play and they were talking after the teachers had come back into the classroom.  I guess children, parents and teachers were empowered at this center!  

Reflection on High Scope

The second day was just as amazing as the first.  I had the opportunity to view the High Scope Offices which are housed in a beautiful old mansion and meet Ann Epstein who is THE author of High Scope books.   It must be a stimulating environment to work in with such great minds.  Polly Neill was my guide as I observed the classroom!  She is also an author of one great science book and is putting the finishing touches on a math book.  I think we should consider adopting them for our math and science class at Harper.  Thank you Polly - I loved your curriculum and enjoyed our conversations!

I felt the classroom was a little rambunctious the first day and even more so on the second day.  I was reflecting on that and the fact that one of the goals of this curriculum is "sharing power" and I realized that was exactly what I'd been observing.  The children weren't told to be quiet - what child wants to be quiet?  Children want to be loud and get excited and in allowing that (within reason - the class was NEVER out of control) I understood that this classroom was controlled by the children also.  They made decisions where to play and with what.  They signed themselves in, played with each other and resolved their own conflicts.  This was a child centered curriculum and the children were responsible for their own learning.  The teachers stimulate their interests, but allow the children to develop at their own rate.  Shared control...

One anecdote that I loved was because it was an example of an empowered child talking to his parent.  A dad was helping his young son ride a bike powered by turning hand pedals but the child lost interest quickly because he couldn't do it.  An older boy came up and starting working the pedals and turning in circles.  The Dad pointed out to his son how this boy was doing the bike (in order to learn how to do it - NOT pushing him).  The child replied to his Dad that he was 3 and that boy was 5!  An empowered three year old.  Teaching children to speak up for themselves when they're 20 and 21 is much harder than empowering young children with the confidence of making good choices and speaking up for themselves.  I can hear this boy telling his friends that he is NOT going to drink because he's not old enough - can't you?   I was left with that as I left Ypsilanti, Michigan and also the large number of children who have grown up empowered through this curriculum.  The effects of this curriculum have been researched for almost 50 years and the effects are still validated.  I think I know why...