Reading the World and the Word

 

I have long been an admirer of Opal School for many reasons.  One of those reasons has to do with their well researched, rich and irresistible approach to literacy.  Now, you can follow the Opal School Blog and read learning stories and see images that come from the on-going, exemplary work at Opal School in all areas including literacy.  This morning, I was re-reading some of their past blog posts.

Here are some excerpts from March, 2012:

Long before children learn to read the words they'll find in books, they learn to read the world. In this sense, learning to read is learning to make meaning of life. Children are natural researchers, searching for meaning in all their interactions. The quality of the meaning they make from their environment is strongly influenced by the relationships they form with people, animals, objects, and the special places that they explore, visit, and revisit.

With a new grand baby, I am amazed, all over again, at the forms that reading the world take for an infant.  One of my favorite early memories of my first grandchild will always be a long, drawn out cooing conversation that we had last week when I was entrusted to be a caregiver for the whole day! Asher looked up at me from his crib on his back and sang to me, as far as I could tell, about the wonders of his world and the serious joy he felt to be here.

As we all begin a new school year, with children of all ages, let us follow the lead of the educators at Opal School.

At Opal School we build on the reciprocity inherent in this desire to be in relationship with the world. We know that human beings desire not only to see, but equallly to be seen. A school environment that trusts this drive to communicate can build environments to support it. As children grow in this environment, we see increasingly sophisticated development of both expressing and interpreting words on the page. We also see sustained joy in the rich potential that communicating well with carefully chosen words can bring.

Inquiry-Based Projects and Exemplary Student Work

Recently, I spent two days with the faculty of La Scuola in Miami, FL.  We have enjoyed a professional development relationship for several years, linking their work with ours in St. Louis.  Barbie Perez, the founder (with her husband, Miguel) and director, is an exceptional leader and innovator.  She has explored many best practices, particularly the Reggio Approach.  She and her faculty continue to create an exemplary school for children 6 months to 5th grade. La Scuola is an independent school that serves a mostly Latino demographic, so most appropriately, Barbie has chosen to make it a bilingual environment.  Spanish is taught along side English and all of the faculty are bilingual.  This is not only deeply respectful of the families, it also creates complex and rich possibilities for the emergent, inquiry-based, long-term projects that comprise most of La Scuola's curricula.

The focus of my two days with Barbie and her faculty was the project focus for this year: an inquiry that can be summarized in one big question: What is food?

Over the years, the La Scuola faculty has developed a pattern of creating inquiry-based projects.  The relative sophistication of these projects is evident in their extensive practice of writing daily journals for their parents, and in their periodic documentation displayed on the walls that summarized the flow, content and academic outcomes of the projects.

Last year, one of the faculty took her class's investigation of BUGS a significant step further.  She and her class produced a stunning book together, A Field Guide to Insects at La Scuola.  The book is not only beautiful, it also serves a useful purpose: it informs the community about a significant aspect of their natural environment.  The content, learning and skills achieved during this project and the production of the field guide sustained the interest of the children for over six months.

This experience spurred the faculty to create a new initiative for 2012-13: a year long, school-wide investigation/project where each age group/classroom will design a piece that will contribute to the school community and to the community around the school.

Over the two days of my visit, we engaged in pedagogical discussions about inquiry-based projects and about excellent student work using Ron Berger as an inspiration. We also addressed practical planning using a mapping format adapted from the work of Grant Wiggins.  By the end of our time together, each teacher had a curriculum map for the beginning of the year.  The group also established a system for meeting and sharing their successes and challenges (including a protocol for their meetings...to help keep them on track with balanced participation.)  And, finally, each teacher had a general map for the whole year, including a solid idea of what their group might produce as a contribution to the community.

La Scuola has set its sights high and they are prepared for a challenging and fruitful adventure this year.  It will be satisfying to follow their learning and to read their books and guides in 2013.  Read an excerpt from the first day and also a thank you for the work that we are privileged to engage in with schools.

I have been meaning to write to you since you left but as you saw for  yourself we had so much to prepare before the first day of school. I cannot put into words what takes place in our school after each one of your visits. You always leave us so inspired and full of excitement. The teachers worked really hard all week on their maps and setting up their classrooms and preparing their experiences. I cannot begin to tell you what an incredibly WONDERFUL first day of school we had!!! There were children exploring the garden, pulling out carrots which I, myself, wasn't even aware that we had growing, examining their snacks, etc. It was truly wonderful to see. I will send you some pictures soon!

THANK YOU for working with us Ashley!

Barbie Perez, Director, La Scuola

Sustainability! Maplewood Richmond Heights Visits Middlebury College

Last week, four educators from the Maplewood Richmond Heights School District, (MRH), attended the week-long course on Sustainability Education held annually at Shelburne Farms.  As part of their time in Vermont, they wanted to visit the campus of Middlebury College where there are so many sustainability initiatives that it is hard to keep up with them all.  I have the pleasure of working with the MRH district in St. Louis on sustainability education projects that lead toward exemplary student work that contributes to the community in real and effective ways.  The MRH district has made commitment four cornerstones that provide a foundation for all their work with students and with the community:  Scholarship, Leadership, Stewardship and Citizenship.  These cornerstones in practice make the MRH district a leader in sustainability education.   Middlebury College is a leader for higher education as well as K-12 in creating a sustainable future. At Middlebury College, we were fortunate to have an excellent student guide, Jaya Supriti Ghosh, who graduated from Middlebury last May in Environmental Studies.  Jaya is now working as an intern for the Center for Social Entrepreneurship established in January, 2012 at Middlelbury.

We started our tour at The Middlebury College Organic Farm, a garden managed by students that provides fresh produce for the college as well as for local restaurants.  The MRH focus on sustainability includes a well-established seed to table and garden program where students learn all the aspects of planting, growing and harvesting a variety of vegetables and fruits.  From the hill of The Farm at Middlebury we could see the newly installed Solar Trackers that power the equivalent of a dormitory for 250 students.

We proceeded to the Biomass plant where Middlebury College converts wood chips to steam to power the campus. The plant is glass-faced and in a campus hub location so that the workings of renewable energy are a centerpiece.  Middlebury College has a student inspired commitment to be carbon neutral by 2016. The Biomass plant reduced the Middlebury College carbon footprint by 40 %.

From there, we walked over to the Solar Decathlon house that placed fourth overall in September, 2011 at the International Competition sponsored by DOE biannually.  The house is now an operating dorm on campus for 4 people. Middlebury was the first liberal arts college to be selected to enter the Solar Decathlon competition and it surprised everyone that they won 4th place.  Middlebury College has now been selected to compete in the 2013 Solar Decathlon.

Two of the most exciting initiatives at Middlebury are The Center for Social Entrepreneurship and The Project on Creativity and Innovation.  Both of these initiatives support students and faculty in learning and leading with 21st century skills.  Middlebury College is planning to host a conference for K-16 educators in 2013 that will highlight the scope and success of work in all these areas in K-16 institutions that can inspire and guide others.  We will keep you posted.  Stay tuned.