Powerful Projects at Bilingual School 33

Last June, I posted a blog featuring a school that we work with, Bilingual School 33 in Buffalo, New York entitled, What Are You Most Proud Of? by Kelley Boyd.  Kelley talks about the transformation in her thinking and in her practice that occurred over the year.  Ashley and I just returned from 2 days in Buffalo after the  second year of work focused on Reggio-Inspired practice and Project-Based-Learning at School 33.  Bilingual School 33 is a pre-k-8th grade public school that has been designated a Turnaround School.  Creating the context for innovative, meaningful, relevant work and practice has been the major foundation of their turn around plan. This June, a year later, Ashley and I were impressed and thrilled to witness the culmination of the work that the teachers and students have done this year.  Many of them had composed their work and their projects to share with one another during the two last days of school.  We heard about a grant-funded, school-wide garden project where fifth graders designed and built raised beds in which each grade in the rest of the school planted what they chose.  We witnessed teachers across the grades collaborating and planning cross grade projects where older students would work with the younger students.  We heard the pre-k through second grade teachers describe their work with Story Workshop inspired by a visit to Opal School in Portland, Oregon and a conference at Lesley University.  They shared with us how hard it had been to begin this work that was so different than their pencil-paper-worksheet based literacy programs; and now, 5 months later, how rewarding it was to witness students writing and illustrating and reading their own stories for their own books.

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We heard about a program for the middle school that was created and initiated by a collaborative team of teachers and the school counselor where small groups of students met with an advisor weekly during lunch time to share, learn, laugh, developing close and authentic relationships, and then working together on service projects.  These SQUADS (Sharing Questions, Uncovering Answers, Discovering Strengths), have transformed the relationships among the students and the teachers who now know, respect, and enjoy each other on a completely new level.

We learned about a collaborative project focused on American veterans that involved 8th graders interviewing a group of veterans young and old, women and men, black, white and Hispanic.   The students wrote essays honoring the veterans based on the interviews they conducted, drew the veterans' portraits, hosted veterans at a school lunch, and joined them in a school-wide parade.  As mutual respect and knowledge grew, the 8th graders changed their perspectives and grew in understanding.  Neither the 8th graders nor the group of veterans will ever forget this shared experience.  The vets and the 8th graders became friends.

Ashley and I could hardly believe how different these stories were than the ones we heard when we arrived at the school two years ago.   We were struck by how proud the teachers and the students are.  We were reminded, once again, just how much people can change and grow given support, resources, examples, time and validation.

Kudos! Thank you! and Congratulations! to all the teachers at Bilingual School 33 in Buffalo!  You are an example and inspiration to us all.

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Composing Student Work in Books for a Public Audience

 

This is the sequel blog to the “Protocols and Learning at La Scuola, Miami” (aka, my favorite birthday present).

At our day at La Scuola, two rich discussions of project stories (of Coco the rooster and the Pine Rocklands) were followed by another discussion where we looked closely at a collection of excellent student work that Louise has collected over the years.  From our observations we discerned many of the elements of good books about student projects.

In general we thought that the books fell into three categories: collections that created a collage of identity and community; the story of a learning journey; or an informative piece advocating for a particular action (e.g., Pine Rocklands) or elaborating on a frequently asked questions, or expounding on new understanding of basic ideas (e.g., an alphabet book).

Graphically we recognized a high degree of consistency with font, font size, a font/size hierarchy; a sensiivity for white space and color coding; and a repeated and pleasing pattern for layout.  It was obvious in several cases that the teachers had benefited from the direct support of professional graphic artists...a good thing, if available.  In one case we knew that the graphic artist was a parent...hint, hint....

Photographically we saw high quality and imagined a ruthless editing process…accepting only the BEST.

The longer books were organized with a prologue, table of contents, series of chapters and an epilogue…or postscript that described the meaningful learning that occurred…and/or skills developed (some books accomplished this with a clear “curriculum map”).

Thematically we noticed a strong connection with the natural world and an authentic connection between the children and their community.  We read the voice of the children everywhere, especially in the titles and highlighted quotes.

Finally, we circled back to the original project story presentations of Judy Del Rio and Yemmi Garcia, and collectively we imagined what they each could do with the next drafts of their books.  With Judy, the first grade students and their teacher had two audiences, their parents and school community (and other educators), and the general public.  With the former group, Judy wanted to be sure to explicate the process of learning and the skills developed.  With the general public, the book needed to be a direct, compelling composition of advocacy.  The solution was two books.

Yemmi's first draft was an extensive chronology of the three year olds' experiences with Coco, the rooster.  The story itself is compelling.  However, the essential learning was only implicit.  Here the idea developed that Yemmi's next draft could be organized in chapters, with a prologue giving the context for the story and an epilogue about the subsequent developments in the children's work.  Chapter One would be a succinct retelling of the story.  Chapters Two-Seven would each focus on an aspect of learning and would relate both to the story and to demonstrative episodes.  Chapters might include: Discovering Vital Needs (food, water, shelter, fun); Rooster Relations (developing trust); Coco Talked to Us (language development); Coco and 21st C. Skills (persistence, problem solving, collaboration, empathy..."stranger to friend"); The Pedagogy of Coco (use the obvious to discover the unexpected; observe, listen, follow, guide; children are powerful, so, empower them; guide children to reflect); Coco Lives On (relationships live on and manifest in new ways).

As I declared at the opening of the previous blog, this was one of the most productive professional development sessions I’ve ever participated in…a wonderful birthday present, indeed.  Now, the next most wonderful present will be the books themselves!  And, for them, the best thing is, I (WE) won't need to wait until my next birthday.  La Scuola plans to publish them by June!  Stay tuned.

* The books included here are from our Cadwell Collaborative Collection from The College School.

Protocols and Learning at La Scuola, Miami

Last Friday I spent my birthday with our colleagues at La Scuola in Miami.  They gave me one the nicest presents I’ve ever received: a truly inspiring day of telling the stories of their work with their children this year.  They are a remarkable team of educators.  As Louise and I were packing up, I commented to Barbie Perez, their director, how well they worked together.  She responded, I agree, and I think I can trace that to two years ago when you suggested that we focus on one big question for the year.  That practice has brought us together.  We always have a common interest to share stories about.   In this post I’ll write about the protocol we followed to support our dialogue about these learning stories.  In the next blog post I’ll write about our subsequent discussion about composing children’s work in books.

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The big question for this year at La Scuola has been What Is an Ecosystem?  On Friday, we heard about learning in Yemmi Garcia's class of two-year-olds and in Judy Del Rio's first grade.  The two-year-olds had developed a beautiful relationship with the playground rooster, CoCo.  The first graders have done extensive research on the Florida Pine Rocklands.  Our project for the day was to hear their stories and to review the first drafts of the books they are writing about the projects.

After listening to each of these stories we followed a protocol or a step-by-step process to organize and deepen conversation and listening. The purpose of most protocols is to understand, study, appreciate and improve teaching and learning through a shared, structured conversation about a specific learning story during a focused, protected time.

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We used a protocol that is a hybrid between Harvard Project Zero’s Collaborative Assessment Protocol and the  Ladder of Feedback.

Our version goes like this:

• First of all, the presenter shares the context of the learning story and the student work that resulted.
• Next, all participants say what they see, notice and observe about this work.
• Third, participants say what they speculate the students are learning and working on and what they value about the work.
• Fourth, participants raise questions, concerns, suggest possibilities.
• Finally, with all of the above as background knowledge, all participants brainstorm and dialogue together about question/s presenter poses.

Judy’s first graders, through field trips, on line research, and visits from experts, have developed an extensive understanding of the fragile ecosystems in the Pineland Rocklands.  Judy has done a masterful job of listening to their questions and theories and guiding them to resources for understanding.  After listening to the many steps that they have taken, and seeing the outstanding work they have done to demonstrate their understanding, it was not surprising to hear that they have decided to compose a Guide to the Florida Pine Rocklands to advocate for more careful conservation efforts.  They will compose a 3 minute video to post on Youtube.  It is impressive and compelling to see and hear a knowledgeable team of six-year-olds advocating for preservation.

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Yemmi’s two-year-olds started the year with a bird feeding project that morphed into building a trusting relationship with the school yard rooster.  Coco was the “pet” of the Barbie’s father, Choncho (a most charming school custodian and grandfather in residence). The children were fascinated that Coco would practically eat from Choncho’s hand, but Coco would always run away from them.  They wanted, more than anything, for Coco to eat from their hands and to be their friend.  Five months later, after practice, reflection, revision, making ceramic water bowls, researching and making gourmet rooster food, proper shelter, rooster sweater wear, and rooster playground equipment, they succeeded.  I won’t divulge the conclusion.  I will say, however, it’s one of the most compelling stories many of us had ever heard…not just as an endearing story of children and a rooster, but also for the underlying story of what long lasting habits of mind and dispositions, skills and social and emotional learning can occur when a team of teachers listen to children deeply, follow them with open minds, and guide them with open hearts.

The syntheses above both tell each of the learning stories and reveal some of what came from our collective and collaborative dialogue using the protocol outlined above.

In our experience, this process turns out to be tremendously affirming for the presenting teacher, informative and generative for all the participants, and useful and practical in imagining next steps for the presenting teacher and his or her students.  In the case at La Scuola, this process set the stage for our subsequent discussion focused on composing children’s work in books (coming in the next blog post)!

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Environments and Materials: Lesley University

I have been co-teaching a graduate class with Yvonne Liu-Constant at Lesley University since the end of February: Environment & Materials in Reggio Emilia Inspired Teaching and Learning.  

What a great opportunity to study, think and play with a group of highly motivated and interested teachers.  Our international group adds to our collective understanding of multiple experiences and perspectives.  We have students from China, Switzerland, Canada, Spain and Bermuda as well as students from all over the Boston area, other Massachusetts locations and Vermont.

One of our field experiences was on the grounds of the deCordova Museum and at Lincoln Nursery School where we explored rich and layered learning environments inside and outside.  Along with supplementary articles and book chapters, we have been reading Designs for Living and Learning by Deb Curtis and Margie Carter as our textbook.  This new edition, full of images and well organized categories, has supported our investigations.

Students have worked with photography, drawing and graphics, paper, wire and natural materials in different contexts and with a variety of provocations. They are each now working on a final project where they will reimagine and redesign a space within a learning environment based on all that we have been learning.

Lesley University has been a leader in the field of innovative and creative education for many years. Lesley just hosted a weeklong Creativity Forum offering workshops and lectures, many free and open to the public. One of the speakers was legendary choreographer, Twyla Tharp, who has a new book out, The Creative Habit: Learn it and Use it for Life.  I ordered it and can't wait to read it.

I attended Lesley many years ago as a graduate student and was able to design my own Masters program in Child Development and Arts Education and to spend my first year studying in England.  I will always be grateful for the open and encouraging structure of the Independent Study Program that launched my career.

Now, for 23 years, Lesley has offered a Reggio Institute.  This year, colleagues from the Opal School will speak along with Lella Gandini and I am thrilled to be able to attend. It is not too late to register.  If you are able to attend, we highly recommend it!  I am honored to now be an adjunct professor at Lesley and a Visiting Scholar.  What a joy to be part of their work in the world.

NAREA NYC

Attending the NAREA Winter Conference in New York City was such a gift! So many aspects of my life converged in one place and time.  Many people made an enormous effort to make this conference a success in this very busy city hub.  And, 700 people traveled a long way to be a part of it.  Seeing so many long time friends and colleagues in the big city which is slowly showing signs of spring, and staying with a dear friend, made this March one that I will long remember. It was such a celebration to see Vea Vecchi, Marina Mori, and Amelia Gambetti, lifelong friends and mentors, beginning in 1991-92, the year that we lived in Reggio Emilia and I worked and studied at the Diana School and La Villetta School.  It was wonderful also see and hear Claudia Giudici and Chiara Spaggiari.  I am holding onto the words and images offered by these Italian women in the beautiful and powerful stories of learning that they shared with us as I return to Boston on the train.  I will write reflections soon in a future blog post.

The NAREA Winter Conference coincided with the miraculous publishing of the second edition of In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia.  I was privileged to stand next to co-editor and another friend and mentor, Lella Gandini, and Vea, to sign books, thanks to NAREA and to Karen Hewitt of Learning Materials Workshop.  We missed our other tireless authors and co-editors, Lynn Hill, who truly saved us all so many times, knitting together countless details and becoming our go to editor for any kind of problem, and Charles Schwall, the organizer of all the photographs and the keeper of quality.

Congratulations and a toast to...my three most esteemed co-editors and to all the contributor colleagues who wrote beautifully in strong voices about their important work: Pauline Baker, Barbara Burrington, Susan Harris MacKay, Carlina Rinaldi, Lori Geismar Ryan, and Vea Vecchi, and to Steve Seidel who wrote the wonderful new foreword and to Pam Bliss who designed the bright new cover.  And, last but not least, at Teachers College Press, thank you to Susan Liddicoat our editor, and Karl Nyberg our production editor.  Tanti Auguri a tutti!

And finally, and most importantly, thank you and congratulations to the members of the board, staff and volunteers of NAREA for all of the hard work that you do to manage and lead such a worthwhile and important organization and to host conferences that inspire us all.