Never Doubt . . .

The kids in the LEAP summer program in New Orleans are tying up their third week -- one more to go!  Although I am in Syracuse, watching the progress from afar, I couldn't be more excited about what the kids are learning.

First, the kids are voracious readers!  The program is committed to having each child go home with one book that she or he has read.  To that end, we bought well over 100 books before the camp began.  But the kids have gobbled those up and we've order two more shipments of books over the weeks.  How wonderful!  (Of course, that means our budget is greater than we had expected -- but it's worth it!  If you'd like to help out, there's a "Donate Now" link above!)  From Dr. Seuss to Walter Dean Myers, these kids are inhaling books with rich language and rich messages.  I'm so proud of them -- and of the fabulous teachers who are helping them improve their reading skills.

The younger elementary kids (1st-3rd) continue with their problem-solving.  (See our recent post "Is a Party a Problem?")  The second and third graders met together this week -- and the second graders had difficult news for the third graders -- their menu had too many calories!  (They wanted fried chicken, pizza and wings -- and cupcakes and strawberry shortcake and peach cobbler -- and, of course, crawfish!)  So the two groups are working together to plan a menu and activities that keeps the net calories gained from the event down to 100.  Isn't that amazing?  When you were in second grade, could you have understood the phrase "net calories below 100"?

The older elementary kids (4th - middle school) are developing their own problem statements in response to the fabulous literature they are reading.  Two groups are reading The One and Only Ivan.  One is working on animal cruelty, the other is looking at what art is -- and learning about Jackson Pollock.  Do you think that Pollack's work (which many of these kids feel they could recreate easily) is art?

The oldest kids are working on their own life plans -- if they want to be a lawyer or a mechanic; a teacher or a doctor -- how do they get there?

And the rising 5th graders, who are reading Number the Stars, are developing a report on bullying.  They have done extensive research and are thinking of ways to respond to bullying situations.  Who would have guessed that reading a book about the Holocaust would lead to problem-solving about bullying?  Perhaps the brave work of the Danish people, who systematically smuggled all the Danish Jews to Sweden -- beyond Nazi reach -- inspired them.  The beauty of the problem-based learning approach is that the kids are encouraged to take the project in a direction that is meaningful to them -- so they made the connection between Nazis and bullies and are thoughtfully committed to changing their own worlds!

More updates as the program goes into its last week after the Independence Day holiday.

Common Core -- friend or foe?

I'm torn about the Common Core movement.  Yes, there are problems with implementation -- you can't test something that hasn't been taught yet.  But setting that to one side -- what do you think about the common core itself?

I'm impressed with the standards that I've seen -- they emphasize skills, mostly critical thinking, research and writing skills.  These are skills I value highly and would love to see all my students come to college with.  But I work in my little corner of the world (academia) and, while I prize these skills, I wonder what others think.

I also wonder about how people are working out the details of turning standards into actual lesson plans.  How creative can you be?   Are you forced to use problem-based learning, if that is not your style?  (One reader raised -- and dismissed that concern.)  How will differentiated instruction work with the Common Core?

Many of you are working on this right now -- how are you finding the process?  Is it exciting and fruitful -- or another top down mandate that blacks your ability to teach?  Let's get a conversation going in the comments section.

Is a Party a Problem?

We're back in Syracuse -- but the problem solving continues in New Orleans.  We kicked off the four week, problem-based learning program, spending that first week in the classroom.  Now, we are watching the kids' progress from afar -- just as you are by reading this blog!  Here's what's going on in the K-3 classes:

Our youngest students were astounded to find out that an egg had been stolen from the camp kitchen.  Fortunately, they are reading the Nate the Great series of detective books and offered to help us find the culprit.  (Perhaps the thief wanted to make some pancakes, like Nate?)  They learned a lot about eggs and considered all the possible uses the thief might have for one.  They have hidden (and found!) eggs, dyed eggs and checked to see how strong an egg is.  But then, on Friday, the thief stole some flour!!  Now they are investigating all the things a person could use flour for . . . although they are beginning to suspect that the thief is planning on baking something!  Furthermore, the flour was stolen from a very high shelf -- so the thief may be an adult -- or a very good climber!  They are developing their problem-solving skills -- logic and observation -- learning about scientific method and generally having a blast!

The rising 2nd and 3rd graders have a different problem to solve -- how do you throw a party for 100 kids?  The 2nd graders will be planning the party activities and the 3rd graders are planning the food.  They both have honed their math skills -- you do need math to figure out how many packages of a dozen cupcakes you need to buy to ensure that all 100 kids get one.  They are working on their social skills -- do you order a little extra to make sure no one goes hungry?  How do you coordinate your plans with the other class?  And they are reading and writing -- sending me updates and receiving further instructions by email.  (As well as reading about food and activities.  They are all reading Junie B Jones books about parties, too!)

The fun and the learning continues -- we miss them so much, but it is so much fun to get their email updates!

We're so glad we had this time together

I missed posting yesterday -- it's been so busy -- and today is our Syracuse volunteers' last day. We head up north again first thing tomorrow morning. 

The program, however, continues until the middle of July and we will continue to update the blog so you can keep up with the projects the children are working on. 

This afternoon, as I walked around the empty building, already missing the kids, I noticed how much of what was up on the walls was in their voices. This is the distinctive quality of the LEAP program: we place the children's voices front and center. 

For example, in morning meeting we shared the quote attributed to Mohandis Gandhi, "Be the change you wish to see in the world."  But we presented the sentence to the kids with the words "change" and "see" removed. We let them finish the sentence in their own way. Now the poster is up on the wall with one of the kids' choices showing:

"Be the real you you wish to be in the world."  So Trent Duchane, rather than Gandhi, is the author every child will see as he or she passes by. 

Here's Trent -- front row, far right. 

Stirring Up Problems

Today our teachers had some well deserved rest in the French Quarter, but only after another great day working with the kids at All Souls. 

We are running a child-centered program, with an emphasis on problem-based learning. Working with a 1:6 teacher/student ratio, we can give children individualized attention.

But even more than that, we can empower the kids to take on and solve the problems they most care about. 

We've introduced them to other children who have made a huge impact on our world (watch Cassandra Lin's TED talk when you get the chance!). And we've encouraged them to be the change they want to see in the world. 

So they are beginning to brainstorm about what problems they would like to tackle. Here's a list generated by our rising 4th graders:

100 ounces of fun!

We're having an amazing day at LEAP's summer literacy camp.  Section 8 (rising 4th graders) played addition/subtraction football -- you can see the offense adding three numbers to see how many yards they advanced (but the defense will soon subtract three numbers and push them back!). 

The rising 1st & 2nd graders learned about the amazing structural strength of domes by piling books on eggs. (Not to worry, the eggs were in a ziplock bag that contained the mess!)

The eggs held 16 pounds!!

But the highlight of the day was the punch made by section 7. After learning base 8, the children used that knowledge to figure out how many cups of various ingredients were needed to make punch for all 98 kids in camp. One of the ingredients called for 100 ounces!  After figuring out the math, they made and served punch to everyone; being good hosts, they served themselves last. 

The Adventure Begins!

Today was the first day of camp!  It was a sultry day ("sultry" is a new word the upper elementary learned today while reading Saki's short story, "The Storyteller."). But we had a blast!  We're working with 98 kids --  all of them reading great literature and tackling ways that they can change the world. 

Here you can see two of our upper elementary students digging into the Newbery Award winning The One and Only Ivan. I can't wait to see what themes they pull out of this complex text that deals with everything from animal cruelty to the power of art. 

More updates to come!

New Orleans or Bust!

It's time to hit the road!  Tomorrow morning, at the crack of dawn, 12 excited teachers will climb into two vans and head south. It's time for LEAP's annual summer literacy camp in the Lower Ninth Ward of New Orleans!  We are again working with All Souls Episcopal Church and Community Center and many of the same wonderful children we've gotten to know over the years. This year we have a new partner, St. Anna's Artscape program.  All of this is possible because of your generous donations and support. Thank you!

Our problem-based learning curriculum is called "Changing the World!"  We're encouraging the kids in the program to tackle an issue in their communities and work collaboratively and creatively to develop solutions. (The program was inspired by the group of 5th graders who attended last year's "Use Your Words" camp and decided to write to their mayor with specific suggestions to curtail gun violence in their neighborhood.). So, we're expecting great things!

If you'd like to follow our adventures, please sign up to follow by email in the box on the bottom right. Today's blog is my first mobile submission, as I'm making sure the system works. We'll be sending you pictures and info all summer long!

Off we go!

What Our Children Need

Two big opportunities to have your voice heard on education matters come your way this week.  Tonight (yep, tonight!) there is a meeting at Henninger High School from 6:30-8:00 p.m. with 4 members of the school board and Superintendent Sharon Contreras, who will listen to parents and teachers.  The board members have said that they will not speak themselves, but want to hear your concerns. And Saturday, June 8 there is a rally in Albany from noon to 2 where concerned people can speak out about high stakes testing and the Common Core. 

Gaby Testani, LEAP teacher, working with 2 students.  Just 2. 

On Saturday, LEAP will be on our way down to New Orleans for the kick-off of our annual summer literacy camp in the Lower Ninth Ward, so we won't be at the rally.  If we were, what would we say?

Children do not need tons of technological gizmos to increase their learning (and, incidentally, increase the profit of Bill Gates, who is the major force pushing for the Common Core, and the CEO of the company that will then sell software to the school systems to implement it).  We do not need a one-size fits all Common Core and standardized testing that turns children into numbers.  What kids need is a caring adult in their lives who is professionally trained to work with them in a responsive and individualized way.  In other words, what kids need are good teachers -- and plenty of them. 

The teachers I know are smart and caring.  The wealth of knowledge they have about how children learn as well as about content areas is amazing!  But even greater than that wealth of knowledge is the personal commitment they have to reach each and every child.  But we have taken these caring professionals and placed them in a situation that is nearly intolerable.  Current educational policy removes decision making from teachers and local school boards in order and places it with nationwide programs.  (I hesitate to call them "federal" programs, since the Common Core has been driven by the Gates Foundation and other non-governmental organizations.) 

I've seen what can happen when children get direct attention from a well-trained, caring adult.  When a teacher has time to work one-on-one with a child a number of things get transmitted, other than the information itself.  The child learns that she is important and that the material is important -- both are receiving valuable attention. Most importantly, the child learns that her understanding of and responses to the information is important.  Someone wants to know what she thinks about this!  This kind of teaching has so many benefits -- it sparks creativity and engagement and it prepares children to take part in a democratic society, to make their voices heard.  But what do we need in order to provide this kind of education to our children?

1.  Great teacher training.  Teachers are professionals who need a broad range of knowledge (a liberal arts education!) and specific training in educational theory and practice.
2.  Retention of great teachers.  Teachers are not babysitters, nor are they tech aides who need only turn the computer on.  As well trained professionals, they need to be supported the way other professionals are.  That means a decent salary, a manageable work load and support in the form of assistants and resources.
3.  A small teacher/student ratio.  I've watched amazing teachers give so much of themselves -- in classrooms from 20-30 students.  But to truly care for kids, smaller classes are a must.  At LEAP we work for a 1/5 teacher student ratio or better, and it does make a difference.  I know that is an expensive proposition -- but surely something better than 1/20 is attainable!  (Imagine yourself in a room with 15 eight year-olds.  Could you give them direct, individualized attention?)
4.  Time to teach (less time on test preparation and test administration).  One teacher estimates that she spends 26% of her school year on testing.

If you can make it to Henninger tonight or Albany on Saturday, please do so.  If you can't (because you're in a van on the way to New Orleans or something!), please write a letter to your school board and/or legislators.  Our children need a system that works for them!