Sunday, September 23, 2012
Why Kids Need Schools to Change
As the new year gets underway, I want to share this article with you. Click here to read about "Challenge Success", a Stanford program working to help schools change to incorporate more progressive approaches. Progressive schools are still seen as experimental over a century after John Dewey published his theory of progressive education; it does seem, however, that the world is starting to catch on. All good stuff.
Wednesday, June 6, 2012
Today was Graduation Day, and may have been my favorite graduation of any that have happened so far. A good part of that can be attributed to the fact that I didn't have to say goodbye to any of the children - they were all graduating into our middle school program, so they will all remain part of this community in the coming year. Part of it was also due to the fact that we "graduated" the whole school from the old building to the new one on Platt Road - and by an unlooked for blessing of fate, we were able to all swarm into the building and explore it informally. It did good things for my heart to see that lovely space with kids in it, as it is meant to be.
As usual, I wrote poems for the graduating students. This time I changed the format. Rather than writing a poem each for them (which will now happen when they graduate from middle school to high school at the end of their 8th grade) I wrote a collective poem for each group - the 4th graders moving into 5th (the start of middle school at Summers-Knoll) and the 5th graders who were new to us this year and had therefore not had a graduation ceremony yet. Here are the poems for the children. For the 4th grade:
The 4th Grade Solar System
Yesterday Venus crossed the sun.
A small black circle moving with purpose
A determined little thing
Sailing a sea of fire.
Once every hundred and sixty years this happens.
All across the world people stopped
And watched in awe.
We also have planets, right here with us, crossing the
Enormous span of the sun:
Planet Matthew is a portal to a new dimension,
Where dragons and strange beasts of legend
Are real and red with life.
Planet Noah moves around the sun
Three times faster than any other celestial body
And from time to time his orbit
Takes a loop out to visit other stars.
If you visit Planet Anna you will find
A world as rich in life as our earth is,
Where numbers fly like birds across the wind,
And words with wide eyes scurry in the woods.
On Planet Laurea the rocks themselves
Are deep with thought and bright with
Diamonds of imagination. Sometimes the stones get together and
Put on a little play.
There are two Planet Henrys in this solar system,
Scientifically known as A and K.
Planet A pushes his orbit out. Every trip around the sun
Takes him further outward into space, pushing, pushing out,
Conquering the black vastness, filling it with light.
Planet K loops up and down, round and round
Rollercoastering along its path
Leaving a comet-trail of sparks that,
When you look at it carefully, through a telescope, you will see
It is made of words longer than any other words
The universe has ever heard.
Planet Melissa is composed, not of rock, but
Of volatile elements, dancing and
Occasionally erupting with a sound of laughter. Colors mix and swirl
Kaleidoscopically.
Astronauts who have landed on Planet Lee report
The ground has voice, and each step you take
It speaks to you and tells you strange
And revelatory facts about the universe.
They have come back to earth and written books
Full of the knowledge that they gained,
Walking on Planet Lee.
The last one in this solar system, Planet Alexandra,
Glows with radiance from its inner core
Of sun. It compresses and expands like breath,
Focusing in, radiating out, focusing in, radiating out,
Steady on its orbit like a bird flying home.
Together in this solar system they all dance and shine,
Each planet circling, moving on its course,
Making a pattern full of wondrous
Worlds that weave together.
This will never happen quite this way again,
These planets, ever-evolving, ever-unique,
Crossing the sun, moving on their way
Are once in an eternity.
Venus has nothing on it.
And for the 5th grade:
Brains Going Places
All year long,
In a very small room,
In an odd little place
With a basement gloom,
A few young brains
With warmth and light
Melted the walls,
Took off in flight.
Cory’s brain did this in a very literal way. It devised an aircraft, with special brain-transporting capabilities. The aircraft had everything a brain could want: a bank of knowledge-capsules for nourishment, communication portals for those moments when it wanted to check in with other brains, an intensely streamlined shape for faster-than-light travel, and plenty of hard-core weaponry in case of an alien attack. Cory’s brain went far in this aircraft. No one but Cory is quite sure how far.
When Cory’s brain
Burst through the wall
It left a hole
Five feet tall.
Other brains
Peered through the hole
And found their own way
To their goal.
Isobel’s brain took a basket of knowledge and set off through the woods to the Kindergarten house. It had made the knowledge into especially tasty treats: bookberry preserves, historical honey, scientific syrup and better-thinking butter. It entered the Kindergarten house where all the little brains were clamoring for food, and it fed them delicious spoonfuls of knowledge from the basket. When everything had been gobbled up, Isobel’s brain took all the kindergarten brains into the sun-filled woods to play.
Isobel’s brain
Shared and taught
And doing that
Found what it sought.
Other brains
Tried other roads,
Made their way
In their own modes.
Mikey’s brain set about turning the earth into a Medieval castle built entirely out of sugar cubes. Once the whole planet had been re-formed in this way, Mike’s brain invested it with a system of peace and justice so that the castle became a bastion of respect and social equity. Everyone in the world came and lived in Mike’s brain’s castle, practiced friendship, and licked sugar off the walls.
Mike’s brain is set
To change the earth,
Ensure world peace,
Increase our worth.
Another brain
Slipped through the wall
Spread its wings,
Reached up tall.
Aristea’s brain layered the world with multiple dimensions like sheets of shimmering, iridescent silk, each layer glowing softly with different opportunities. One dimension was populated exclusively by spaghetti. Others were portals to lands filled with strange beings, colors never seen before, angels with many wings, words that took shape and became alive. Aristea’s brain moved from dimension to dimension, and as it moved, the silken worlds grew to infinite possibilities.
Aristea
Has a brain
Full of sunshine,
Full of rain.
All the brains
Within that room
(The small room filled
With basement gloom)
Know how to fly,
Know how to soar;
They learn the world
And make it more.
As usual, I wrote poems for the graduating students. This time I changed the format. Rather than writing a poem each for them (which will now happen when they graduate from middle school to high school at the end of their 8th grade) I wrote a collective poem for each group - the 4th graders moving into 5th (the start of middle school at Summers-Knoll) and the 5th graders who were new to us this year and had therefore not had a graduation ceremony yet. Here are the poems for the children. For the 4th grade:
The 4th Grade Solar System
Yesterday Venus crossed the sun.
A small black circle moving with purpose
A determined little thing
Sailing a sea of fire.
Once every hundred and sixty years this happens.
All across the world people stopped
And watched in awe.
We also have planets, right here with us, crossing the
Enormous span of the sun:
Planet Matthew is a portal to a new dimension,
Where dragons and strange beasts of legend
Are real and red with life.
Planet Noah moves around the sun
Three times faster than any other celestial body
And from time to time his orbit
Takes a loop out to visit other stars.
If you visit Planet Anna you will find
A world as rich in life as our earth is,
Where numbers fly like birds across the wind,
And words with wide eyes scurry in the woods.
On Planet Laurea the rocks themselves
Are deep with thought and bright with
Diamonds of imagination. Sometimes the stones get together and
Put on a little play.
There are two Planet Henrys in this solar system,
Scientifically known as A and K.
Planet A pushes his orbit out. Every trip around the sun
Takes him further outward into space, pushing, pushing out,
Conquering the black vastness, filling it with light.
Planet K loops up and down, round and round
Rollercoastering along its path
Leaving a comet-trail of sparks that,
When you look at it carefully, through a telescope, you will see
It is made of words longer than any other words
The universe has ever heard.
Planet Melissa is composed, not of rock, but
Of volatile elements, dancing and
Occasionally erupting with a sound of laughter. Colors mix and swirl
Kaleidoscopically.
Astronauts who have landed on Planet Lee report
The ground has voice, and each step you take
It speaks to you and tells you strange
And revelatory facts about the universe.
They have come back to earth and written books
Full of the knowledge that they gained,
Walking on Planet Lee.
The last one in this solar system, Planet Alexandra,
Glows with radiance from its inner core
Of sun. It compresses and expands like breath,
Focusing in, radiating out, focusing in, radiating out,
Steady on its orbit like a bird flying home.
Together in this solar system they all dance and shine,
Each planet circling, moving on its course,
Making a pattern full of wondrous
Worlds that weave together.
This will never happen quite this way again,
These planets, ever-evolving, ever-unique,
Crossing the sun, moving on their way
Are once in an eternity.
Venus has nothing on it.
And for the 5th grade:
Brains Going Places
All year long,
In a very small room,
In an odd little place
With a basement gloom,
A few young brains
With warmth and light
Melted the walls,
Took off in flight.
Cory’s brain did this in a very literal way. It devised an aircraft, with special brain-transporting capabilities. The aircraft had everything a brain could want: a bank of knowledge-capsules for nourishment, communication portals for those moments when it wanted to check in with other brains, an intensely streamlined shape for faster-than-light travel, and plenty of hard-core weaponry in case of an alien attack. Cory’s brain went far in this aircraft. No one but Cory is quite sure how far.
When Cory’s brain
Burst through the wall
It left a hole
Five feet tall.
Other brains
Peered through the hole
And found their own way
To their goal.
Isobel’s brain took a basket of knowledge and set off through the woods to the Kindergarten house. It had made the knowledge into especially tasty treats: bookberry preserves, historical honey, scientific syrup and better-thinking butter. It entered the Kindergarten house where all the little brains were clamoring for food, and it fed them delicious spoonfuls of knowledge from the basket. When everything had been gobbled up, Isobel’s brain took all the kindergarten brains into the sun-filled woods to play.
Isobel’s brain
Shared and taught
And doing that
Found what it sought.
Other brains
Tried other roads,
Made their way
In their own modes.
Mikey’s brain set about turning the earth into a Medieval castle built entirely out of sugar cubes. Once the whole planet had been re-formed in this way, Mike’s brain invested it with a system of peace and justice so that the castle became a bastion of respect and social equity. Everyone in the world came and lived in Mike’s brain’s castle, practiced friendship, and licked sugar off the walls.
Mike’s brain is set
To change the earth,
Ensure world peace,
Increase our worth.
Another brain
Slipped through the wall
Spread its wings,
Reached up tall.
Aristea’s brain layered the world with multiple dimensions like sheets of shimmering, iridescent silk, each layer glowing softly with different opportunities. One dimension was populated exclusively by spaghetti. Others were portals to lands filled with strange beings, colors never seen before, angels with many wings, words that took shape and became alive. Aristea’s brain moved from dimension to dimension, and as it moved, the silken worlds grew to infinite possibilities.
Aristea
Has a brain
Full of sunshine,
Full of rain.
All the brains
Within that room
(The small room filled
With basement gloom)
Know how to fly,
Know how to soar;
They learn the world
And make it more.
Saturday, April 7, 2012
Open House April 22nd
In our new building, paint is going onto the walls. The reading nooks looking out onto the courtyard are warm with color. The sun comes in through the huge windows and skylights, and every way you look there are views to the trees outside. The flexible learning spaces - the common areas, breakout spaces, front porches for the classrooms, the open library space - are everything I hoped they would be. The music and drama studio, the science lab, the art room, the classrooms; they are all spacious, bright, gorgeous places. Soon they will be alive with children and the hum of projects and great ideas.
Our middle school classroom for the fall is currently full to bursting at sixteen students. We've decided to open a second classroom at this age, so that we can simultaneously broaden the social opportunities for the kids and reduce the number of students in each room; maximize both the social and the academic possibilities. Project-based learning is powerful for students at this age, and I'm excited about the idea of offering our programs more widely.
We're holding an Open House for prospective parents at the new building on April 22nd from 1-3pm. Unfortunately we can't have students in there until the building is completely finished, but kids can be dropped off at our current building on Manchester while the Open House is happening. Students are very welcome to make an appointment to discuss our middle school programs with me, and there will be opportunities to look around the building from June on.
Please spread the word about the Open House! We'd love families with middle school students to know more about the options our programs offer, and we still have a few spots left in our elementary grades. So tell all your friends - it's not too late to find out more. Details are on our website.
Our middle school classroom for the fall is currently full to bursting at sixteen students. We've decided to open a second classroom at this age, so that we can simultaneously broaden the social opportunities for the kids and reduce the number of students in each room; maximize both the social and the academic possibilities. Project-based learning is powerful for students at this age, and I'm excited about the idea of offering our programs more widely.
We're holding an Open House for prospective parents at the new building on April 22nd from 1-3pm. Unfortunately we can't have students in there until the building is completely finished, but kids can be dropped off at our current building on Manchester while the Open House is happening. Students are very welcome to make an appointment to discuss our middle school programs with me, and there will be opportunities to look around the building from June on.
Please spread the word about the Open House! We'd love families with middle school students to know more about the options our programs offer, and we still have a few spots left in our elementary grades. So tell all your friends - it's not too late to find out more. Details are on our website.
Monday, December 12, 2011
follow-up thought on creativity: how do you test it?
This is always a fascinating topic. I was moved to muse on it further today, coming across this quote:
"The McNamara Fallacy:
The first step is to measure whatever can be easily measured. This is okay as far as it goes.
The second step is to disregard that which can't be measured or give it an arbitrary quantitative value. This is artificial and misleading.
The third step is to presume that what can't be measured easily really isn't very important. This is blindness.
The fourth step is to say that that which can't be easily measured really doesn't exist. This is suicide."
Daniel Yankelovich, quoted by Adam Smith in Supermoney.
What level has standardized testing reached on this scale? Has creativity become devalued because it is hard to test? How can we do better?
"The McNamara Fallacy:
The first step is to measure whatever can be easily measured. This is okay as far as it goes.
The second step is to disregard that which can't be measured or give it an arbitrary quantitative value. This is artificial and misleading.
The third step is to presume that what can't be measured easily really isn't very important. This is blindness.
The fourth step is to say that that which can't be easily measured really doesn't exist. This is suicide."
Daniel Yankelovich, quoted by Adam Smith in Supermoney.
What level has standardized testing reached on this scale? Has creativity become devalued because it is hard to test? How can we do better?
creativity and conformity
Here's something interesting to think about. We are all about nurturing creativity in (and out of) the classroom. We want to enhance the learning experience for each individual child, allowing each one to develop their abilities and potential in the way that's right for them.
And we want to do this in the context of the group, with respect for others, promoting responsibility, collaboration, and good citizenship.
THe first is apparently all about individuality, the second all about conformity. Intensely creative children tend to relish individuality, and tend to resist conformity. How do we do that dance where we support the individuality with understanding of the traits that highly creative children bring to the process, without sacrificing the needs of the community of which they are a part?
Read an interesting blog on the subject here.
And we want to do this in the context of the group, with respect for others, promoting responsibility, collaboration, and good citizenship.
THe first is apparently all about individuality, the second all about conformity. Intensely creative children tend to relish individuality, and tend to resist conformity. How do we do that dance where we support the individuality with understanding of the traits that highly creative children bring to the process, without sacrificing the needs of the community of which they are a part?
Read an interesting blog on the subject here.
Saturday, October 29, 2011
technology: the raging debate
Technology has always been a bit of a thorny problem for an educator. At Summers-Knoll we share the point of view expressed by Jane Healey in her book, "Failure to Connect". (You can find an excerpt here for an example of her reasoning.) Her statement, "The best multimedia, interactive environment is still the real world," resonates with us and informs our approach, especially with the younger children.
Does that mean there is no place for technology? Clearly, students are excited by the extensive opportunities offered by computers and interactive software. There's a huge and understandable desire on the part of their teachers to harness that excitement. There's also a huge pressure on parents to feed their children with technological entertainment. ("But Mom! It promotes hand-eye coordination!") And just as the world of technology is enormous and complex, so are the arguments that surround it. Essential tool or poisonous creator of ADHD? Thought-promoter or thought-destroyer? Social promoter or the end of human connection? There's a lot of attraction and a lot of anxiety to navigate.
It has to be all in the choices and the applications: educational technology comes in many forms. Some are useful and some are emphatically not. Some can be used creatively and with original thinking; some cannot. It doesn't help that this is a powerful, multi-billion dollar industry with a lot at stake, and the research is conflicting and flawed by self-interest. Here's an insightful New York Times article that describes some of the vagaries of educational software research.
At Summers-Knoll we'll continue to be wary. We'll avoid technology with the younger children. We'll choose software with the older students that demands independent thought, analysis and creativity. And we'll continue to watch and question.
Does that mean there is no place for technology? Clearly, students are excited by the extensive opportunities offered by computers and interactive software. There's a huge and understandable desire on the part of their teachers to harness that excitement. There's also a huge pressure on parents to feed their children with technological entertainment. ("But Mom! It promotes hand-eye coordination!") And just as the world of technology is enormous and complex, so are the arguments that surround it. Essential tool or poisonous creator of ADHD? Thought-promoter or thought-destroyer? Social promoter or the end of human connection? There's a lot of attraction and a lot of anxiety to navigate.
It has to be all in the choices and the applications: educational technology comes in many forms. Some are useful and some are emphatically not. Some can be used creatively and with original thinking; some cannot. It doesn't help that this is a powerful, multi-billion dollar industry with a lot at stake, and the research is conflicting and flawed by self-interest. Here's an insightful New York Times article that describes some of the vagaries of educational software research.
At Summers-Knoll we'll continue to be wary. We'll avoid technology with the younger children. We'll choose software with the older students that demands independent thought, analysis and creativity. And we'll continue to watch and question.
Monday, October 17, 2011
Wild Swan Theatre
This morning I stopped by the WIld Swan rehearsal space and watched the actors brushing up on their current play, "Once Upon a Time". I was struck all over again by the magic, not just of these high-energy, charismatic actors, but also of the mirror-acting done by the sign language interpreter. She acts alongside the regular actors, using body, face and movement as well as hand signs to express the words and characters of the play, so that children who have hearing problems can engage with the action of the plot without having to look to the side of the stage for the sign interpretation. It's fascinating to watch. It's also a great message of inclusiveness for hearing kids.
Here's information about "Once Upon a TIme":
Once Upon a Time
Family friendly, for Pre-K and up!
Thursday, October 20, 10:00am
Friday, October 21, 10:00am and 1:00pm
Saturday, October 22, 11:00am
Wild Swan Theater opens its 32nd Anniversary Season of bringing the finest theater to Michigan's families with Once Upon A Time, an engaging collection of classic stories and songs!
Once Upon a Time offers three familiar and friendly tales, imaginatively staged, and is the perfect introduction to theater for young children, ages 3-9. In true Wild Swan style, three performers (Sandy Ryder, Jeremy Salvatori, and Michelle Trame Lanzi) and musician David Mosher create all the magic inherent in these timeless stories, making this first time theater experience unforgettable. Jamie Fidler, an American Sign Language Performer, rounds out our cast.
This lively and fast paced production begins with a sweet and funny version of “The Three Billy Goats Gruff.” Children will delight in the telling of "The Billy Goats Gruff" where the silly but very hungry troll is outwitted by three clever mountain goats.
“Reynard the Fox,” the second story in this collection, provides ample opportunity for audience participation. The children become Reynard’s shadow and echo, giving him all he needs to trick his animal friends. This delightful story ends with the audience getting a chance to trick Reynard!
Our final story is the classic tale of “The Three Little Pigs.” These are some spunky pigs that enjoy riling up the wolf. The three houses that each pig builds are beautifully and magically created, helping to make this story fun and funny at the same time.
Live music arranged and performed by David Mosher heightens the beauty, suspense, and humor inherent in these timeless tales. Besides playing throughout the stories, he also plays several songs which tell wonderful stories on their own. We are honored to have David who has been named “Outstanding Acoustic Instrumentalist” several years running by Detroit Metro Times.
Jamie Fidler’s signing is seamlessly woven into the action, adding another layer of clarity and depth to the stories while bringing the beauty of sign language to our stage. Backstage '"touch tours" and audio-description are available for blind audience members. Please call (734) 995-0530 for reservations for these services.
This production is part of Wild Swan Theater’s “Kid’s Classic Series” for ages 3-9. Our Classic Series introduces young theater goers to the joys of live theater. Gently told tales in a story-theater style provide first time audiences with the thrill of seeing favorite stories come to life with easy to follow plots, lively staging and physical humor, imaginative costumes and props, and many opportunities for audience participation.
Tickets $12 for adults, $8 for children and seniors
Discounts available for groups of 10 or more; $3 lap passes available for patrons under 2 years of age.
Purchase and Information: (734) 995-0530 or www.wildswantheater.org
Accessibility reservations: (734) 995-0530
Wheel chair seating
American Sign Language Interpreting
Audio-Description and Backstage Touch Tours
All performances at Towsley Auditorium, Morris Lawrence Building, Washtenaw Community College, 4800 E. Huron River Drive.
Here's information about "Once Upon a TIme":
Once Upon a Time
Family friendly, for Pre-K and up!
Thursday, October 20, 10:00am
Friday, October 21, 10:00am and 1:00pm
Saturday, October 22, 11:00am
Wild Swan Theater opens its 32nd Anniversary Season of bringing the finest theater to Michigan's families with Once Upon A Time, an engaging collection of classic stories and songs!
Once Upon a Time offers three familiar and friendly tales, imaginatively staged, and is the perfect introduction to theater for young children, ages 3-9. In true Wild Swan style, three performers (Sandy Ryder, Jeremy Salvatori, and Michelle Trame Lanzi) and musician David Mosher create all the magic inherent in these timeless stories, making this first time theater experience unforgettable. Jamie Fidler, an American Sign Language Performer, rounds out our cast.
This lively and fast paced production begins with a sweet and funny version of “The Three Billy Goats Gruff.” Children will delight in the telling of "The Billy Goats Gruff" where the silly but very hungry troll is outwitted by three clever mountain goats.
“Reynard the Fox,” the second story in this collection, provides ample opportunity for audience participation. The children become Reynard’s shadow and echo, giving him all he needs to trick his animal friends. This delightful story ends with the audience getting a chance to trick Reynard!
Our final story is the classic tale of “The Three Little Pigs.” These are some spunky pigs that enjoy riling up the wolf. The three houses that each pig builds are beautifully and magically created, helping to make this story fun and funny at the same time.
Live music arranged and performed by David Mosher heightens the beauty, suspense, and humor inherent in these timeless tales. Besides playing throughout the stories, he also plays several songs which tell wonderful stories on their own. We are honored to have David who has been named “Outstanding Acoustic Instrumentalist” several years running by Detroit Metro Times.
Jamie Fidler’s signing is seamlessly woven into the action, adding another layer of clarity and depth to the stories while bringing the beauty of sign language to our stage. Backstage '"touch tours" and audio-description are available for blind audience members. Please call (734) 995-0530 for reservations for these services.
This production is part of Wild Swan Theater’s “Kid’s Classic Series” for ages 3-9. Our Classic Series introduces young theater goers to the joys of live theater. Gently told tales in a story-theater style provide first time audiences with the thrill of seeing favorite stories come to life with easy to follow plots, lively staging and physical humor, imaginative costumes and props, and many opportunities for audience participation.
Tickets $12 for adults, $8 for children and seniors
Discounts available for groups of 10 or more; $3 lap passes available for patrons under 2 years of age.
Purchase and Information: (734) 995-0530 or www.wildswantheater.org
Accessibility reservations: (734) 995-0530
Wheel chair seating
American Sign Language Interpreting
Audio-Description and Backstage Touch Tours
All performances at Towsley Auditorium, Morris Lawrence Building, Washtenaw Community College, 4800 E. Huron River Drive.
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