TMBR

A while ago I went to a School Site Council meeting at the school my daughter attends. At that meeting all the parents participated in a first grade math lesson based on the teaching methods of Marilyn Burns. The parents were read a story and then had to solve a problem based on the information in the story. We were seated at tables and each table became its own work group. Each group addressed the solution in its own way. The experience taught us all on many different levels. It was comforting as a parent to see the gentle, caring method that was being used with our children. After experiencing this (three cheers to the school staff for presenting it) I was eager to chat with Marilyn to learn what the mind that created this method was thinking about education today. This interview was that encounter. Marilyn Burns- How did you solve that?

There is much discussion about the best way to educate children. Many education educators provide techniques for not only teaching to the middle. These are valuable techniques for trying to modify a design flaw in our educational system. Teaching to the middle frequently winds up being beneficial to no one. And what about special education? The terminology alone may set up a false promise. It’s not always so special and in many cases the education falls far short of a learner’s potential.Differentiated education is being viewed by many as a direction that must be assessed. We need to evaluate if this method of educating the whole child has merit—every child at their own pace—intriguing. How can a teacher manage so many different educational paces? We know that every child is different, that not everyone learns the same way, or at the same speed. We already make a differentiated education plan for 10% -12% of our student population that has been identified as having extra needs. That process is cumbersome

There is much discussion about the best way to educate children. Many education educators provide techniques for not only teaching to the middle. These are valuable techniques for trying to modify a design flaw in our educational system. Teaching to the middle frequently winds up being beneficial to no one. And what about special education? The terminology alone may set up a false promise. It’s not always so special and in many cases the education falls far short of a learner’s potential.Differentiated education is being viewed by many as a direction that must be assessed. We need to evaluate if this method of educating the whole child has merit—every child at their own pace—intriguing. How can a teacher manage so many different educational paces? We know that every child is different, that not everyone learns the same way, or at the same speed. We already make a differentiated education plan for 10% -12% of our student population that has been identified as having extra needs. That process is cumbersome

The small school movement and the charter school movement are definitely forces that are having increasing impact on public schools. It is hard to find a more out-spoken advocate for both of these movements as Joe Nathan. He was active in the formulation of small charter schools at the beginning of the modern-day small-schools movement. He is the Director of the University of Minnesota Center for School Change. The center features and promotes charter schools. This is Joe’s first visit to a Senior Dad Briefing Room, and we discuss his background, beliefs, and define areas of agreement and disagreement. Some of Joe’s ideas are controversial and are hotly debated by national leaders of the small school movement and by opponents of the charter school movement. Joe Nathan- What type of change do you want?

A few years ago when I was investigating different methods of teaching children I encountered a teaching method that was gentle yet effective. A small widespread school district in Alaska had adopted a method of teaching where every child learned at their own pace. The method had some elements of the Glasser system which includes a heavy reliance upon choice. The method that was used in Alaska, which I called the Chugach method after the school district that originated it, was a definite paradigm shift. It changed the factory model of education where time is the constant and learning is the variable to a model where learning is the constant and time is the variable. I spoke with Bob Crumley the superintendent of the district and learned about the program. In the ensuing years I have spoken to many people about this method of teaching. I have to confess after this period of time I am still in enamored with the method. Bob Crumley joins me again and we discuss his districts use of this IEP for all and everyone

Program 3 What is happening in Preschool. Each of the selected schools use the techniques developed in the Regieo Emilia teaching method. Hear how each school incorporates the method into their daily plan and hear the results they are achieving. Heather Morado, Executive Director, GeoKids,Menlo Park CA

Program 2 What is happening in Preschool. Each of the selected schools use the techniques developed in the Regieo Emilia teaching method. Hear how each school incorporates the method into their daily plan and hear the results they are achieving. Kathy Forhan, Executive Director, Old Firehouse School, Mill Valley CA

Program 1 What is happening in Preschool. Each of the selected schools use the techniques developed in the Regieo Emilia teaching method. Hear how each school incorporates the method into their daily plan and hear the results they are achieving Cathy Green, Executive Director, Kumara School, Mill Valley CA