The post How we start them young with skills that matter… first appeared on Prairie Paideia.
]]>Let’s look at our English Language Arts (ELA) coursework. This was one of our student, Claire’s, favorite classes. The image above from her journal is evidence of her love.
Upper Elementary students start preparing for middle school with an extra set of classes that are available to them on Wednesdays. For example, our Junior Great Books class inspired Claire’s artwork.
Every week, Claire came in with her questions about the story. She was excited to put them up on the board when she walked in. In our organization, students know that nobody can make fun of them here, and it frees them up to share. As we talked about the story – asking the STUDENTS posted questions – they all dove in to find their evidence. In the beginning of the year, this inspired Claire and another student to celebrate by creating an “evidence dance”. They did the dance every time they found evidence in the stories that would prove or disprove something. And they can dance here…
Drawing is fun. Writing on the board is fun. Dancing is fun.
What they don’t realize is that all of this is encouraging skills we value. Public speaking, collaborative discussion and respectful discourse, analyzing text, citing text evidence, and more.
Additionally, there are the many topics that the stories themselves raise. Then there is the vocabulary that goes with those topics. For example, last year Claire’s class learned about taxation (thanks to a medieval story that included a tax collector). They grappled with whether stealing just what you need to eat was the same as any other theft. They pondered whether an animal characters disgust for another animal character was similar to racism.
These are THEIR ideas. We explore THEIR ideas. Simply put: we weave ELA skills into what they are wondering about and exploring. We explore more social studies and science-related topics drawn from our stories. The conversations go where the students take it, and that buys their engagement to helping them learn these necessary skills.
If you have read The Knowledge Gap: The Hidden Cause of America’s Broken Education System–and How to Fix it by Natalie Wexler then you realize how evidence shows how this kind of integrated learning builds better comprehension of higher level content later on. Again… the kids are happy and they are building skills in ways that the schools often disregard despite being evidence-based.
Of course, students who come to us later than elementary are still exposed to the same foundational skills through their individual content. The focus of all of our coursework is working collaboratively, thinking, analyzing, explaining, citing their evidence for all of it, becoming comfortable with making mistakes, and learning to recover from them and move forward. We address the whole student, not JUST academics or JUST social-emotional needs or JUST one part of them. We include parents because we are in partnership with them as they raise and educate their children. Families are an enormous part of their lives.
We’d love for your family to become part of our community…
#changetheirtrajectory
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]]>The post What is a “PCB sequence” for science? first appeared on Prairie Paideia.
]]>Most of us have been taught differently, with biology first, then chemistry and last (if at all), physics. When chemistry and physics are predominantly math courses, this makes sense: one doesn’t always have the prerequisite math coursework to take chemistry or physics until sophomore year. The problem becomes that biology is a lot of memorization (because students don’t have the necessary physics and chemistry background to fully understand biology concepts) and chemistry and physics are more about learning calculations, becoming proficient on those calculations and remembering where or when to apply the right calculation. None of this produces a full understanding of the sciences. It’s entirely possible for students (all the way into college) to be able to produce the correct answers without understanding WHY or how those answers are correct.
Organizations focused on students genuinely understanding science have been trying to push their schools to move to the PCB sequence for several reasons. First, conceptual physics is not math-intensive and creates a foundation of knowledge and scientific reasoning that carries students through their life as much as their further education. It also gives students who may never do higher level physics the barebones foundation they need to understand all manner of things not just in the sciences, but in life. For instance, basic physical safety can often be enhanced with some basic conceptual physics knowledge. The concepts introduced here carry a student into chemistry and both the chemistry and physics concepts carry students into a much deeper understanding of biology. In fact, in most college first level biology classes and (to a lesser extent) many high school biology classes, the first few weeks are…. (drumroll please) physics and chemistry.
Our organization teaches using Modeling Instruction which is a Socratic method of teaching lab sciences by taking them down the path of the original scientists who made the discoveries that became the scientific theories and laws governing science today. Students are given the short path through those centuries and the instructor puts before them the experiments and challenges that expose students to the concepts being addressed, throw a wrench into their thinking and/or move them away from misconceptions. In the end, they can tell you how it works and why it works. This understanding makes the math very easy. When you truly understand, the math is really just a matter of plugging things into your understanding of how things work.
At Prairie Paideia, we start our students on this journey young. Our elementary level students are immersed in Socratic dialogue – questioning everything and citing their observations or evidence for what they’re saying. They are presenting their experiences to the group and the group is discussing it. The same happens through the upper grades and all of their core subjects.
We’d love to have your family join us. Change their trajectory.
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]]>The post How Multi-aged Classrooms Work first appeared on Prairie Paideia.
]]>Our instructors differentiate instruction for core subjects to ensure that each student meets the course goals or exceeds them depending on their needs and abilities. Students doing higher level work will sometimes be given different work rather than additional work and at the high school level, where appropriate, will be given the Honors designation for the course.
We have been teaching multi-aged classes since 2016 and the growth for all of the students has always been worth the effort. After all, they don’t go into a world where they will only deal with people their own age!
The post How Multi-aged Classrooms Work first appeared on Prairie Paideia.
]]>The post Can “holistic education” be academically competent? first appeared on Prairie Paideia.
]]>Like many labels with negative connotations, we’ve seen it done wrong and those are the examples that strike fear into our hearts when it comes to the trajectory of our children’s education. As I enter year 9 of coaching high achieving science teams (where I don’t teach any science!!), I have watched how year after year, a holistic approach actually produces higher than average achievement with better outcomes in emotional regulation and resiliency.
In fact, our team has had to sometimes turn away “tiger parents” who are drawn to our level of achievement but can’t connect with our holistic approach because they just do not believe it can work. I was even once criticized for not being “hard enough” on my middle school team kids.
Holistic education is an approach that focuses on the complete development of an individual, rather than just their academic abilities. It views each child as a complex and interconnected being, aiming to develop well-rounded, regulated and capable individuals. This form of education seeks to connect different learning experiences and create a rich and engaging curriculum that goes beyond rote memorization and standardized tests. It often includes experiential learning, emotional and social development, and an emphasis on creativity and critical thinking. It nurtures students by fostering self-awareness, responsibility, and a sense of belonging to a wider world. The idea is to prepare learners not only for academic success but also to live meaningful and satisfying lives in an ever-changing global society.
And so it goes for our organization: integrative topics and Socratic learning to foster critical thinking and analysis, incorporation of social behavior skills that help individuals grow competent and comfortable working in groups and presenting their ideas, incorporation of executive function and self-awareness skills to create habits to last a lifetime, a culture where failure of a task is repeatedly treated as part of a process with focus on how to move forward, and adults that can pause to deal with “big moments” that make a difference.
The result is that our students become more resilient, humble, compassionate, articulate and more importantly – analytical thinkers with a strong skill set.
Join us. Change their trajectory.
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]]>The post Moving Towards Competency-Based Education first appeared on Prairie Paideia.
]]>At its core, competency-based education is centered around the idea that students should progress based on their demonstrated mastery of specific competencies or learning objectives rather than by completing a predetermined amount of time in a classroom. In a competency-based model, learners advance through their education at their own pace, mastering each skill or concept before moving on to the next. In a classroom model, this may look like students being able to meet a different depth of topic studies based on their starting point and their ability to absorb and move through the ideas and tasks presented to them.
Competency-based education stands out in that it refocuses education goals toward demonstrated mastery and the application of knowledge and skills in the real world. This change builds a bridge between academics and employers, resulting in a better understanding of the knowledge and skills that students will need to succeed in work and in life.
Clear Learning Outcomes: Competencies are clearly defined, measurable learning outcomes that articulate what students should know and be able to do.
Personalized Learning Paths: Students progress through their education allowing for personalized learning paths tailored to their individual strengths, needs, and interests.
Continuous Assessment: Learning is assessed through ongoing formative and summative assessments that measure mastery of competencies rather than compliance with time-based benchmarks.
Flexible Learning Environments: Competency-based education can take place in a variety of settings, including traditional classrooms, online platforms, experiential learning opportunities, and competency-based assessment centers.
Individualized Learning: CBE allows each student to progress at their own pace, providing additional support or challenge as needed to ensure mastery of key concepts and skills and developing each student to their best self.
Increased Engagement: By focusing on mastery and progress, rather than grades or seat time, CBE can increase student motivation and engagement in learning activities.
Improved Outcomes: Research suggests that competency-based education leads to improved learning outcomes, including higher levels of student achievement and retention.
Alignment with Workforce Needs: CBE emphasizes the development of practical, job-ready skills and competencies, making graduates more competitive in the workforce.
We are continually developing our tools and processes to provide competency-based education and evaluation to provide a more flexible, personalized, and effective approach to education. By taking an inventory of our students baseline skills and abilities we can focus on growth, mastery, engagement, and real-world application of knowledge and skills to empower learners of all ages and backgrounds to achieve their full potential and thrive in an increasingly complex and dynamic world. As we embrace competency-based education, we move one step closer to realizing the vision of a more equitable, inclusive, and student-centered education system.
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]]>The post Using Alternative Teaching Methods first appeared on Prairie Paideia.
]]>Our organization – at every level – believes in growth mindset practices. At the core of the growth mindset philosophy lies the belief that intelligence and abilities can be developed through dedication, effort, and perseverance. Educators who adopt this approach encourage students to embrace challenges, persist in the face of setbacks, and view failures as opportunities for growth. By praising students’ efforts and strategies rather than innate traits, teachers foster a positive learning environment where students feel empowered to take risks and push their boundaries. Our response to a students errors and failures sets the tone in our classrooms, and builds the culture of our community. As a result, our students grow more resilient because they don’t see failures as the end of the road.
Our families have options because of our use of a flipped classroom model by transferring direct instruction outside of the classroom through pre-recorded lectures or readings that are done by students on their own and allowing in-class time to be dedicated to active learning activities, group discussions, and analysis/problem-solving. This approach promotes student-centered learning, as students engage with the material at their own pace and have the opportunity to collaborate with peers and seek clarifications from the instructor during class sessions. The flipped classroom model encourages the development of critical thinking skills and fosters deeper conceptual understanding through interactive activities and real-world applications. Students are given the space they need to learn independently but also benefit from the group activities. This also allows us to offer courses in a hybrid model where the independent work can potentially be done at home.
Project-based learning (PBL) immerses students in authentic, hands-on experiences where they tackle complex problems, conduct research, and collaborate with peers to create tangible outcomes. It enables students to see the application of concepts in real-world scenarios; and integrate multiple topics and subject areas – leading to a more thorough understanding of the things they are learning. By working on projects that are relevant to their interests and aligned with real-world challenges, students develop a deeper understanding of content, while also honing essential skills such as communication, collaboration, and problem-solving. PBL encourages creativity, curiosity, and ownership of learning, as students take on active roles in driving their projects forward and reflecting on their progress.
These alternative teaching methods share a common goal: to empower students as active participants in their own learning journey. Students become self-directed learners who are capable of tackling challenges, adapting to new situations, and making meaningful contributions to society.
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]]>The post Balancing Act: The Importance of Both Group and Individual Learning for Students first appeared on Prairie Paideia.
]]>Group learning offers invaluable opportunities for students to develop essential interpersonal skills that are vital for success in both academic and professional settings. Collaboration within a group setting cultivates teamwork, communication, and leadership abilities. When students work together to solve problems or complete projects, they learn to negotiate, compromise, and leverage each other’s strengths.
Moreover, group learning encourages diverse perspectives and fosters a sense of community within the classroom. By engaging with peers from different backgrounds and with varying viewpoints, students broaden their horizons and develop empathy and cultural competence. This exposure to diverse perspectives prepares students for the realities of an increasingly interconnected world where collaboration across boundaries is essential.
Additionally, group learning often promotes active engagement and participation. Students are more likely to stay motivated and accountable when working with peers, as they feel a shared responsibility for the group’s success. This collaborative spirit not only enhances learning outcomes but also creates a supportive environment where students feel valued and empowered.
While group learning offers numerous benefits, individual learning is equally important for students’ intellectual growth and self-discovery. Engaging in solitary tasks allows students to develop independence, self-reliance, and self-discipline. When working alone, students have the freedom to explore their interests, set their own pace, and take ownership of their learning journey.
Individual learning also encourages deep reflection and critical thinking. When grappling with complex concepts independently, students have the opportunity to delve into the material at their own pace, ask questions, and formulate their own conclusions. This process of inquiry fosters intellectual curiosity and resilience, as students learn to navigate challenges and overcome obstacles autonomously.
Furthermore, individual learning enables personalized instruction and tailored feedback. Educators can provide targeted support and guidance to address each student’s unique needs, learning styles, and areas of growth. This personalized approach empowers students to take ownership of their learning and pursue their academic interests with confidence.
While both group and individual learning have distinct advantages, neither approach is exhaustive on its own. To maximize students’ learning potential, it is essential to strike a balance between the two. By integrating group activities and collaborative projects into the curriculum, we can nurture students’ interpersonal skills, teamwork abilities, and social-emotional development.
Simultaneously, providing opportunities for individual exploration and reflection empowers students to develop independence, critical thinking, and self-directed learning habits. By alternating between group and individual learning experiences, we create a dynamic learning environment that caters to diverse learning styles and preferences.
Moreover, fostering a culture of collaboration and cooperation within the classroom encourages students to support and learn from one another, enhancing the overall learning experience. By embracing both group and individual learning modalities, we equip students with the skills, knowledge, and mindset necessary to thrive in an ever-evolving world.
The need for students to engage in both group and individual learning experiences cannot be overstated. By striking a balance between collaboration and independence, we empower students to develop the essential skills, competencies, and attitudes needed to succeed academically, professionally, and personally. As we navigate the complexities of education in the 21st century, let us embrace the synergy between group and individual learning, unlocking the full potential of every student.
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]]>The post A New Vision for Education first appeared on Prairie Paideia.
]]>Imagine a place where students not only excel to their academic potential but also cultivate empathy, resilience, and a deep understanding of themselves and others. This is the essence of the Prairie Paideia’s journey—one that values not just what students know, but who they are becoming.
At the heart of Prairie Paideia is a commitment to cultivating critical thinking skills. In a world inundated with information, the ability to analyze, evaluate, and synthesize knowledge is paramount. Students are encouraged to question, challenge assumptions, and approach problems with creativity and logic.
Rather than passively consuming information, they actively engage with it, learning to discern fact from fiction, identify biases, and form well-reasoned arguments. Whether exploring historical events, dissecting scientific theories, or unraveling complex mathematical concepts, critical thinking serves as the cornerstone of their academic journey.
Complementing the development of critical thinking skills is a robust focus on social-emotional learning. Recognizing the importance of emotional intelligence, empathy, and interpersonal skills, Prairie Paideia prioritizes the holistic well-being of its students.
Through dedicated SEL practices, a carefully cultivated culture, and mentoring supervision, students learn to navigate their emotions, develop healthy relationships, and cultivate a sense of self-awareness and resilience. They engage in meaningful discussions, practice active listening, and collaborate on projects that promote teamwork and cooperation.
What sets Prairie Paideia apart is its seamless integration of critical thinking and SEL. Rather than treating these domains as separate entities, they are viewed as interconnected aspects of a well-rounded education.
Students learn to apply critical thinking skills to their social interactions, examining underlying assumptions, considering multiple perspectives, and communicating effectively. Conversely, SEL principles infuse their academic pursuits, fostering a classroom culture built on empathy, respect, and inclusivity.
The impact of this integrated approach extends far beyond the walls of our organization. As students graduate, they carry with them not only a deep understanding of academic subjects but also a toolkit of critical thinking skills and emotional intelligence.
Armed with the ability to think critically and relate empathetically, they are poised to navigate the complexities of the modern world with confidence and compassion. Whether pursuing further education, entering the workforce, or becoming active citizens in their communities, they are equipped to effect positive change wherever they go.
The post A New Vision for Education first appeared on Prairie Paideia.
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