Formative assessments monitor learning as students progress through the material. Summative assessments evaluate learning once students have completed a unit of study. Formative assessments are low stakes and can be given in a variety of formats. Summative assessments are high stakes and typically include some type of pen to paper evaluation.
Formative assessments provide teachers with feedback about students’ strengths and weaknesses while a unit of study is being taught. These assessments also provide students with information about how well they understand a concept. Teachers use formative assessments to check for understanding before teaching the next concept. With the information from the assessment, they can address weaknesses and determine if the entire class or individual students are ready to move forward with instruction or need additional practice.
Formative assessments should be given several times throughout a unit of study because they help shape the planning for what should be taught next. Formative assessments offer you flexibility with how you assess students. This flexibility helps to create an engaging environment since formative assessments allow students to experience a variety of activities, and you can assess them in large groups or individually. Some examples of formative assessments include group discussions, concept maps, journals, exit tickets, and polls.
Formative assessments provide information that explains to what extent students understand a concept, but they can also help you understand the effectiveness of your lesson and how you will proceed with the next lesson. You can include formative assessments that ask students to write down what was helpful about a lesson and what needed more explanation. You can also ask students to explain what was difficult or how they feel about what they learned.
Typically, summative assessments are given at the end of a unit of study, project, course, or semester. They demonstrate learning and are usually in the form of tests, capstone projects, or portfolios. The formative assessments given throughout the unit should relate to the final summative assessment. When students are studying for a summative assessment, they should be able to review many of their formative assessments as a way to prepare.
Summative assessments demonstrate student learning, so many districts use them as a diagnostic tool. Standardized tests and benchmark tests provide information to teachers and school districts about academic progress. Many consider these diagnostic tools as formative assessments because they determine strengths and weaknesses in specific areas and help teachers plan their units of study. Yet, since standardized tests and benchmark tests are typically given at the end of a course, they are considered summative assessments that help to inform decisions about schools, teachers, and curriculum.
Essentially, formative assessments are considered the practice or rehearsal and summative assessments are the final product or the performance.
In inquiry-based learning (IBL) the teacher is a guide and facilitator who helps students identify and answer questions through projects and opportunities. IBL emphasizes an open learning model where students grapple with information and experiences to create meaning. A classroom with a focus on IBL helps stimulate student engagement and encourage responsibility in one’s own learning.
For IBL to be successful, you must create a climate of inquiry where enthusiasm for learning is evident, so it is up to you to show your passion and excitement for the topic you want students to explore.
It is best to scaffold lessons rather than diving into inquiry-based instruction. For example, begin with a structured inquiry where you determine the question and the direction of the exploration with the entire class. You would instruct and set expectations throughout the entire process.
The next phase would be a controlled inquiry where you choose the topic and questions as well as the resources, but the students work to discover the answer to the question. A final summative assessment determines students’ understanding.
In a guided inquiry, you will determine the questions and students work their way towards finding resources that lead to a final solution and product. The students have more choice and freedom in this model; they will determine the final product that demonstrates understanding.
The most open form of IBL is free inquiry, where students choose the question or questions as well as the resources and final product or solution. They create the learning activities and summative assessment to show their knowledge.
Although there are different ways to create a classroom of inquiry, a good place to start is with students asking questions. You must first model how to ask appropriate questions. Begin by explaining to students the difference between open-ended and closed-ended questions. To teach students how to ask questions, you must first set a focus or topic for them to consider. Once the concept is explained, allow students to begin asking questions about the topic of the lesson. All of the questions should be written down on the board exactly as they are spoken, and statements should be rephrased into questions. Students may ask as many questions as they’d like.
Once the question phase is complete, students can choose questions that are the most interesting to them. These become the essential questions for the project. Although there is not a specific strategy that comes after the question phase of IBL, you have many options. You might give students access to research materials, provide a video or reading passage, or conduct an experiment. You want to guide students in the direction that will help them answer the questions they want to explore, and eventually they will be able to find resources on their own. As students build critical thinking and problem-solving skills, it is important to work towards a goal of knowledge and understanding while remaining true to the students’ line of inquiry.
The goal of IBL is for you to create a culture of learning where students question, explore, discuss, synthesize, and evaluate.
From day one in the classroom, teachers must intentionally build relationships with students. When teachers create trust within the classroom, students are more motivated to learn. They are willing to take risks by answering questions and participating fully. The teacher takes intentional actions to create this bond by supporting students, modeling positive behaviors, and encouraging collaboration.
Greet Students
Each day teachers should greet students with a smile as they walk into the classroom. The teacher must set the tone for the day, and this tone must demonstrate that you care and value every student. Ask questions about their favorite hobbies or sports and remember a specific detail about their families then ask about it. Teachers must spend time getting to know each student, so learn their names quickly and begin a daily routine of welcoming them into the classroom.
Give students responsibilities. You will show that you trust them to complete the tasks you assign, so allow one student to water the plants and another student to pass out papers. When children help the teacher, they feel proud and special. Be sure to rotate responsibilities so that all students can show you they can do it.
Communicate with Families
Communicating often with the families of your students is vital. This communication can take many forms including email, phone calls, text messages, video messages, and even postcards in the mail. Making an effort to communicate with each family will take more time, but you want to establish trust with them. Your goal is to show parents that you respect them and that you only want the best for their children.
Also, parents are an invaluable resource as you get to know your students. They can help you understand more about their child’s frustrations and talents. Communicating regularly shows that you value your students and families, so you are helping everyone feel more comfortable. Through this important communication, you learn more about your students’ needs, which helps you tailor your lessons to increase learning. Getting to know each student’s family requires time and commitment, but it will create a bond that goes beyond the classroom and school year.
Body Language
Teachers’ gestures, comments, and tone make the difference when creating trust with students. It is important to speak to students with a smile and move around the room when teaching. Everything you say resonates, so your comments should always be positive. Believe in your students and show them that you value each one. As you walk around the room, ask questions, engage in small talk and pat children on the back. You are there to encourage, facilitate, and support learning. You alone create the positive environment through your encouragement and positive demeanor, so let every student know you are happy to see them and that you value them as individuals.
Ask students to share something about themselves and let them know you value how they think. The classroom should be a place where everyone feels safe, so encourage that behavior and more students will participate. Allow students to share opinions and encourage diverse ideas; they are watching your reactions, so continue to nod, smile, and inspire. Let everyone know it is a safe place to share thoughts and discuss opinions.
Be Flexible
Remember you are working with a variety of personalities who are developing their ideas as well as their likes and dislikes. Begin the day by asking for volunteers to share what they did over the weekend, or about their favorite hobby. You must also share your personality and passions. Students will enjoy learning more about you, and this will help them bond with you and their classmates. If you see students enjoying themselves as they share stories, don’t worry about your plan for the day. You must understand your students’ needs, so if they are engrossed in an activity that may go longer than you planned, it’s okay to get off schedule. Your flexibility will also be an example to your students to learn how to go with the flow. Yes, you should have a schedule and routines; however, you also need to know when to go off course and embrace their excitement.
Be Yourself
Show your passion for a lesson you are about to teach. You can pique their interest by sharing a favorite video or podcast. Your passion becomes their passion as you share your excitement for the topic. Share why you have a passion for the topic. You might want to tell a story about the first time you learned about the subject or even how at first you didn’t understand it. Your own vulnerability and stories about you help your students see you as a person they can trust. When you make a mistake, own it. You want students to see you be you. Humans make mistakes; it is how you react to your mistake that will make the difference to your students.
Create Class Traditions
You want students to love coming to school, and one of the best ways is to have class traditions where students look forward to attending class. You may want to start a tradition that honors students’ birthdays in a special way. Students can wear a hat or sash and lead others in a song or be your personal assistant for the day. You can also have special food days where students bring in treats that follow a theme. This tradition can be monthly and involve help from parents. If food days are too much or your school doesn’t allow food in the classroom, you may try to have a special activity that takes place every Friday. Fridays might be a day where students are allowed to take off their shoes during story time or listen to music of their choice at the end of the school day. As you get to know your students, you’ll know what types of traditions work best for them.
Building trust within the classroom must begin on day one. If done intentionally, each day brings you closer to your students. With mutual trust and respect, the learning community you created will grow and thrive.
Guided reading is an instructional strategy where students are placed in small groups according to their reading level. This strategy helps students learn how to apply independent reading strategies through explicit instruction and guided support. The goal of guided reading is to help students read beyond their current independent reading level and be able to read any text placed before them.
When you begin guided reading, you should know each child’s reading ability so you can create groups of students with similar reading skills. Groups typically consist of no more than six students. Since students in each group share some of the same reading strengths and weaknesses, they learn in a secure environment where each child is in need of the same skill.
You must also select a text for everyone in the group to read. Choose something that relates to their interests and abilities. Students should be able to read the text independently, yet you don’t want it to be too challenging or too easy.
Before beginning to read the text, introduce it to students. Let them know more about the topic but don’t give away key ideas or details. You want students to glean the information while reading; you also want to pique their interest.
As you continue to introduce the text, give each student a copy. You can ask students to make connections with the text by discussing background knowledge. If the text has any unusual language or format, this is a good time to explain what the students will encounter while reading.
Review the types of questions readers ask while reading. Developing this skill helps students read on their own on a deeper level. Some of the questions could be: What do you think will happen next? Does the main character in the story remind you of someone you know? Have you ever been in the same situation? What is the author’s purpose?
When it is time to begin reading, allow for 20-minute sessions. Students will read on their own, and you will be able to scaffold lessons to improve reading skills. This is not the time for reading aloud. Guided reading supports independent reading where the teacher coaches, prompts and confirms reading strategies. Some reading strategy lessons center on: making predictions, connecting to one’s own experiences, recalling important details, summarizing text, and utilizing context clues to define vocabulary.
The layout of the classroom is best when groups have plenty of space. Although students read silently, you will meet with each group individually, so you don’t want your voice to distract others from reading. Groups usually meet on a daily basis. However, since the typical time frame for reading is 20 minutes, you may not have time to meet with each group every day.
You can also set up the classroom with reading stations. Reading stations require students to focus on a particular skill. For example, an area of the classroom could be for vocabulary. At this station, students would focus on defining difficult words through context clues. Another station could be about predictions. At this station, students would focus on what they think will happen next in the text. They would explain their reasons as to why their predictions are possible.
Along with scaffolding lessons, you must also observe students reading. During observations consider how the student approaches a difficult section of the text. Keep anecdotal notes for each student. These notes allow you to see how each student is progressing with each reading skill.
Guided reading is a strategy that empowers students to read independently and utilize the appropriate strategies so that text is meaningful.
The Fishbowl strategy is a way for teachers to organize medium to large group discussions. This strategy allows some students to participate in a discussion while other students observe.
Organizing students in a fishbowl design is helpful when you want participation from all students and when you need more structure while discussing controversial topics. It is a particularly successful strategy when you have a large class or when you have a few students who typically dominate discussions or do not share at all.
First, you must select a topic for discussion. Almost any topic works, but the best ones allow for multiple opinions and interpretations.
After selecting the topic, you need to set up the room. Create a circle of about 6 to 12 chairs; this is the fishbowl. Make sure you have enough room for students to sit or stand around the fishbowl, so they can observe. The 6 to 12 students inside the fishbowl will discuss the topic while the students in the outer circle observe the discussion.
Before beginning, allow students time to prepare for the discussion. You can give the topic to students as homework, or a few minutes before the discussion begins. Either method gives students the opportunity to gather ideas and reflect on the topic. When students have time to think about the topic, the discussion is usually more lively and productive.
Before beginning the discussion, establish expectations. Emphasize the need for students in the outer circle to remain quiet and to only observe. You will want the outer circle to look for certain aspects of the discussion. You may want them to write down their observations and listen for respectful or disrespectful language, exceptional arguments, interruptions, or the number of times students share their opinions.
The students in the fishbowl must also adhere to expectations. They should be encouraged to participate one at a time. While some controversial topics can become emotional, emphasize to students to remain calm and respectful because everyone will have an opportunity to speak. Students in the fishbowl must listen to others’ opinions and respond respectfully.
After the discussion, give students an opportunity to reflect on what was said. All students from both circles can write down their opinions about how well the discussion progressed or about the ideas that were shared. After listening to the discussion and reflecting on the opinions, students may be able to add more arguments, examples, or interpretations to their reflections.
The Fishbowl strategy has many variations. One structure has the two circles switch places after 10 or 15 minutes of discussion. This structure gives all students the opportunity to speak.
The teacher could choose a topic with two opposing sides. One side can begin in the fishbowl and then after a specific amount of time, the circles change places. This method allows students to hear both sides of an argument.
Another idea is to have students from the outer circle “tap-in” to the inner circle. The student can tap on the shoulder of someone who just shared an opinion, then they switch places. This variation allows students from the outer circle to get involved in the discussion as soon as they are ready with an idea.
No matter what version is used for the Fishbowl strategy, students will explore different perspectives, engage in active learning, and concentrate on strong communication skills.
Project based learning known as PBL is an instructional strategy where students apply 21st century skills to find the solutions to real-world problems. As a final product, students utilize a multimedia approach to present their findings to an audience of stakeholders.
PBL is a dynamic process where the teacher becomes the facilitator and students are given voice and choice as they develop solutions to problems. Since many topics for PBL are based on current problems, the information can change daily, so students must be fully engaged and cognizant of the research.
PBL focuses on immersing students in authentic learning. Since the focus is on solving real problems, it is best to involve experts in the field as part of the process. As a result, students learn 21st century skills including collaboration, communication, critical thinking, and problem solving.
To begin project based learning, students start with a problem to solve, or a question to answer. The problem may involve personal concerns, interests, or issues within students’ lives. The teacher will determine the scope of the project as well as the final deadline.
Students work in small groups to solve the problem, and each group member is assigned a role. Although roles may vary according to the goals of the project, some roles include project manager, time keeper, resource manager and editor. Since PBL typically lasts for several days, roles may change throughout the process.
Then, students engage in an extended period where they find resources, conduct research, pose more questions, and apply information. During this phase, students are encouraged to contact experts in the field for guidance. Although learning takes place throughout the entire process of PBL, it is during this time of inquiry when students must apply the 21st century skills of collaboration, communication, critical thinking, and problem solving.
The teacher meets regularly with each small group to assist with questions or roadblocks and to evaluate progress. If groups have similar questions or concerns, the teacher may see a need to provide mini-lessons to the entire class. These lessons typically center on skills related to research, interviewing, and presenting.
Although the teacher sets the parameters of PBL, students determine the final product as well as the direction they pursue during the research phase. One of the goals of PBL is for students to have voice and choice throughout the process.
While students are researching and developing the final product, it is necessary for both the students and the teacher to have regular reflections that focus on the quality of the work, the effectiveness of the inquiry, and the obstacles that arise during the process. The reflections can be done through journaling or group discussions. Regular reflection helps students stay on track and allows teachers to discover any student needs.
Just before the final product is presented, students go through a process of revision. The teacher may require students to practice their presentation for the class or a small group. This practice is done so that each group can receive feedback and make final revisions before the presentation in front of stakeholders.
The final day of PBL is when students present their findings to a live audience. The audience should include experts in the field, as well as parents, teachers, students, and community members. The final presentation can take many forms but typically includes charts, graphs, videos, and PowerPoint slides. At the end, the audience has the opportunity to ask questions, and the experts in the field can share their feedback.
The final product is a showcase of students’ hard work, creativity, and solution to the problem.
Do you remember when you were a child and someone asked, “What’s your favorite subject in school?” And, while many of your friends called out “Science” or “History,” there was always a clever child who exclaimed, “Recess!” Adults would then laugh and the conversation carried on. Yet, is that answer silly or laughable?
Many school districts are eliminating recess, yet research shows that children who have opportunities for outside play are more on-task and less rambunctious. When testifying in front of a federal subcommittee about the importance of outside play, Pediatrician Kenneth Ginsburg of the American Academy of Pediatrics (AAP) said, “For all children, this setting allows for the full blossoming of creativity, curiosity, and the associated developmental advances.” Studies on the topic demonstrate that recess in the early years is critical for brain development because it helps to invite learning, promotes emotional and physical health, and creates opportunities for social interaction.
Playing Outside Invites Learning
The first five years are critical for brain development, so creating opportunities for children to play outside will foster learning. Children love to explore, and the outdoors provides them the freedom to investigate nature. While outside, children will find acorns, insects, flowers, leaves, and birds. Their natural curiosity encourages them to discover and ask questions, so adults can explain how trees grow and insects eat. Playing outside creates opportunities for hands-on learning where children investigate the natural world. They can feel the mud and smell the flowers rather than remaining indoors and watching a television show about nature. It is imperative that our preschool, preK and kindergarten students are given every opportunity to explore nature to ensure success in the classroom and in life.
Physical Benefits
Just being outside encourages physical activity and a love for nature. When children play outside, they are more likely to continue to enjoy nature and physical activities as adults. Many games that children play outside include running, jumping, and tumbling, and these activities are more likely to create lifelong activities such as cycling, hiking, jogging, and gardening. Physical activity is important for health throughout life, so developing the love for nature early will most likely continue into adulthood. Additionally, just getting outdoors requires more activity than sitting in a classroom or at home. Even if children do not choose to be active while outside, they are given the freedom to do what they wish. And, just a little bit of movement is better than the sedentary classroom or home environment.
Stress and Anxiety Reducer
Getting outdoors also relieves stress and anxiety. Children at any age can experience stress, so getting out on the playground for physical activity or to experience nature has been proven to relieve stress. Nature presents a calming environment that helps to reduce stress, and if physical activity is involved, it relieves anxiety. According to the American Heart Association, walking outside, observing nature, or playing outdoors reduces stress and boosts mood. Additionally, providing recess every day grants children an important respite from cognitive tasks. This mental break affords children an opportunity to rest, imagine, play, think, and socialize, so when they return to the classroom, they have more energy to concentrate on the cognitive activities once again.
Develops Social Skills and Improves Behavior
According to Pediatrics, the official journal of the American Academy of Pediatrics, recess helps children develop their social skills, and teachers claim it helps with behavior. Children engage with peers and learn how to cooperate, compromise, communicate, share, and problem solve. Activities on the playground while under adult supervision enhance classroom learning through role play and the types of interactions encountered while playing sports and other active games. Additionally, children learn about conflict resolution when they encounter disagreements on the playground and must find ways to deal with the situation. These skills carry over to the classroom where 81% of teachers acknowledge that students’ behavior improves after recess. Children are able to focus because outside play allows them to work off steam and take a much needed break from the confines of the classroom.
The Reality
The Center for Disease Control recommends at least 60 minutes per day of physical activity, and the American Academy of Pediatrics recommends that 2 to 5 year olds have a minimum of 2 hours of physical activity each day. However, physical activity has decreased by 71% for this generation of children with the onslaught of video games and the availability of handheld devices. Research indicates that the average amount of outside, unstructured play for children is only about 7 minutes. What will this generation of students experience as a result of our inattention to recess?
Unfortunately, some school districts have eliminated recess due to safety concerns; however, this practice prevents children from developing fully. Rather than banning recess, districts should teach students about safety and prohibit certain types of dangerous games. They should follow safety guidelines for their playgrounds and create areas that encourage different types of games such as hopscotch or four square. Playground equipment should meet safety requirements and adults must supervise to ensure students are not exhibiting bullying or poor behavior. Some schools have created a structured recess where students play specific games with an adult leader. Although a structured recess eliminates student choice, it does encourage physical activity that helps to combat obesity. However, rather than structuring all aspects of recess, adults can teach students how to play specific games and encourage physical activity.
Outside play augments education throughout the early years, and it should not be overlooked or considered a frill. Some of the best memories adults have occurred on the playground, and our children need to share these same experiences. Recess contributes greatly to emotional development, cognitive development, physical development, and social development, and we cannot afford to take this away from our children.
Ritamarie sitting a her desk working on the computer.
Graduate level students are often placed in a box. Many believe these students are self-assured and ready to tackle any problem. Afterall, they made it to this level. They have already successfully completed a bachelor’s or master’s degree, so taking more classes can’t be that hard. Yet, does this box fit all graduate level students? Of course not. Consider the students returning to school after several years. The last time they wrote an academic paper could have been in the early 90s before Google.
I was one of those students. I returned to school after 25 years to work on my terminal degree. I knew how to use Google, but I hadn’t written any type of research paper in decades. During those first few courses, I remember questioning my abilities and wondering if I made the right decision to return to school after so long. These doubts and lack of confidence lingered through many of the beginning courses within the program. However, I persisted, worked through my doubts and attained my Ed.D.
When I was given the opportunity to teach an online academic writing class to graduate students, I knew I would approach them with my experiences in mind. I clearly remembered my feelings of insecurity during those first few courses, so I designed my class with an emphasis on building community and a sense of belonging through the process of peer revision. I used metacognition throughout the semester to help students find their confidence and begin the first steps of building trust with each other so everyone could thrive.
The Process Begins
For their very first discussion post, I asked students to recall their writing history. I wanted them to write a brief reflection about their early school days to determine if they had any writing experiences that stood out in their memory. Perhaps they could remember a time in middle school when they won the class poetry contest, or a time when they spent days writing a story only to receive a D with red ink splattered all over the words. Early writing experiences often shape a student’s confidence or lack of confidence in their writing (Baverstock & Steinitz, 2019). This low stakes assignment was easy for students to share with others since it spoke of a time from their distant past.
Students shared their love and hate relationship with writing. They spoke of their frustrations and insecurities. One wrote about the sheer panic of having to read their writing to the class. Another shared that English was their second language, so they never felt comfortable with expressing themselves through writing. Not everyone had a bad memory of early writing, but the majority felt very uncomfortable even fearful of sharing their writing, especially their academic writing.
Groups Meet and Share
With this fear in mind, I placed students in groups of four and told them they would be in these groups for the entire semester. Again, I used metacognition to help students process their thoughts about academic writing. Before they wrote a reflection, I shared some poor examples of published academic writing in hopes of improving students’ own self-efficacy. With a few shared examples of “bad writing,” students could begin to feel that perhaps their own writing for this course had a chance. In another discussion post created for the small groups, they shared their reflections about their own experiences with academic writing knowing that eventually they would have to critique each other’s papers. For some, it had only been a few years since they had taken classes, yet, they revealed that in those years since taking a class, writing consisted of only emails, nothing of any substance.
Groups then had an online meeting to share possible topics for their first paper and create group norms for future meetings. Students also shared how they preferred to receive feedback and what to do if comments from peers became too harsh. This metacognitive exercise allowed students an opportunity to reflect on their own learning styles and preferences then reveal them to the people who would provide feedback.
Groups shared their first academic papers for the course and then met online again to discuss possible suggestions for revision. For this meeting, they had an understanding of people’s insecurities about writing as well as what kind of feedback worked best for each person. Students were required to record and submit their online peer review sessions along with an individual reflection.
How Did it Go?
Students’ reflections described their experience with the peer review meeting; they answered the following: Do you think the peer revision session was successful? Was the feedback helpful? Will you use the feedback? What suggestions do you have for your next peer review meeting? I was the only one who read the reflections, but I shared some of the more common suggestions to help make the second peer review session even stronger.
The peer review sessions allowed students to engage in authentic conversations about writing. They discussed readings and topics from class as they answered each other’s questions and provided feedback about writing. This shared experience gave students the opportunity to learn from others as they compared their writing styles and listened to feedback.
After a total of three peer review sessions, students wrote their final reflection. This metacognitive exercise prompted students to reflect on the entire course with an emphasis on the peer review writing groups. Overwhelmingly, students found the groups a success. They felt supported, and they increased their confidence with writing. Students felt they now had at least one other student to share future writing with. Feeling comfortable with sharing writing, opinions, and feedback with a classmate will help students navigate the next courses in the program.
The use of metacognition throughout the course allowed students to consider their own feelings about academic writing and address any insecurities they might have. They also analyzed the type of feedback that works best for them so that peer review sessions could benefit each individual student. As students shared their feelings, their feedback, and their writing with the group, they began to build trust with each other and bolster confidence within themselves. These skills will follow each student as they move through the program.
References
Baverstock, A., & Steinitz, J. (2019). What makes a writer? how do early influences shape, and working habits develop, those who write? Publishing Research Quarterly, 35(3), 327–351. https://doi.org/10.1007/s12109-019-09660-w
A pile of books, colored pencils, blocks and an apple.
A holistic education prepares children for both academics and life. The aim is to educate children to understand how to face all types of challenges throughout life. Children learn about themselves, relationships, social and emotional development, and resilience. It is a philosophy that believes in teaching about what it means to be human. With all of the influence of social media, more parents are choosing a holistic education because their children will learn how to cope with the negative influences and grow into well-rounded adults.
A holistic approach uses academics as a basis for children’s social and emotional development. It helps children understand how to learn, so they become curious and engaged about a topic. Children participate in creative play such as dance, photography, speech, and painting along with all of the traditional subjects such as mathematics, science, and history. This approach seeks to make connections between subjects where students solve problems. They may approach learning a foreign language by applying skills they learned in math class. Subjects are not taught in isolation. Many schools use a thematic approach where problems are solved through multiple lenses. Students might also take advantage of internships, field trips, independent research and travel.
With a holistic approach, children find learning fun. In fact, its aim is to be so much fun that children seek to learn at all times and not just while in the classroom. Students understand that learning is not about memorizing facts and passing standardized tests. A holistic education allows children to use their creativity and natural talents. Thus, it creates lifelong learners who are not controlled by a classroom environment and individual subjects.
Along with academics, students learn additional skills to succeed in life. A holistic approach to education encourages children to understand themselves. When children learn about who they are, it encourages self-confidence and self-esteem. It tells a child that she is worth knowing and just as important as the other children. Also, when children know what motivates them, they are happier and more willing to express their desires. They become better decision-makers because they have an understanding of what works best for them. Children will have more self-control because they have added insight about how to develop good habits and avoid bad ones. Overall, when children can be themselves, their lives are richer, and they possess the confidence to embrace whatever opportunity comes their way.
A holistic education also teaches children about relationships. Typically, children are only exposed to the relationships within their immediate family and what they see on television. Much of their exposure is based in the fictional realm, so they do not witness appropriate examples. Yet, all people experience contact with others daily and many have no idea how to successfully maneuver the give and take that comes with these interactions. Students with the holistic experience learn about positive relationships among their peers. They learn how to collaborate, share ideas, and work as a team. And, one of the strongest relationships a student encounters begins with their teacher.
Teachers who use the holistic approach form strong bonds with students. They build trust by nurturing children and valuing each one. Teachers help students find their strengths then build on them. Students perform better because they know they are in a safe environment with a caring adult who values them. Teachers allow students to take on classroom responsibilities and help create class rules. The teacher-student bond motivates children to learn and fosters an atmosphere of mutual respect.
Teachers also focus on students’ emotional growth. They take time to allow students to reflect or meditate about lessons. This reflection may take many forms such as a class discussion, a journal entry, or an exit ticket. The bookshelves are lined with diverse authors and lessons may teach about empathy or listening skills.
The holistic approach encourages self-confidence by giving students many opportunities to learn the material. Each unit does not end with a test but rather allows children a variety of ways to demonstrate learning. So, instead of simply answering questions at the end of a unit, students may show knowledge through a presentation, a piece of artwork, or a dramatic reading. Students will often choose the platform that is easiest for them, yet they are also encouraged to try something new.
Each child is valued and treated equally. Teachers intentionally spend time creating lessons that focus on developing the whole child and this includes social and emotional development. Lessons are relevant to students’ lives and may involve varying perspectives about social issues. Students can then share their viewpoints without fear of ridicule or admonishment because the classroom is a safe place for every child.
A holistic education provides numerous benefits. Children are more confident and are better adept at handling life’s many challenges. In their professional careers, they are more likely to possess the skills needed to collaborate, gather and analyze data. They are better problem solvers and are more likely to have a sense of social responsibility.
Cooperative learning is a strategy where the entire class is broken down into smaller groups. Whether the goal of the lesson is to understand a new concept, improve skills, or accomplish a task, students work cooperatively to augment learning through peer to peer instruction. Cooperative learning is more than just group work; it emphasizes skills in interdependence and personal responsibility.
For cooperative learning to be successful, each member of the group must contribute in order to meet the goals the teacher establishes. The goals of the lesson can be accomplished through various activities such as discussions, reciprocal teaching, and problem solving. Almost any activity works with cooperative learning as long as students cooperate to meet the teacher’s expectations for the lesson.
Before beginning cooperative learning, teachers decide the size of each group, the goals to accomplish, the roles of each group member, the amount of time necessary to complete the goals, and the method for assigning members to groups. If working in-person, It is also necessary to arrange the classroom in such a way that groups are not seated too closely. Once the classroom is set-up and the decisions are made, teachers can begin teaching the lesson and explaining the task each group must complete.
Heterogeneous groups work best, yet there are many ways to populate groups. If the task requires critical thinking or difficult concepts, teachers may choose to mix students with regard to particular skills needed to reach the lesson’s goal. Teachers may also consider random grouping where students choose their own members, or groups are formed according to proximity. The size of the group depends on the assigned task; however, groups typically range from 2 to 6 members.
For cooperative learning to be a successful instructional strategy, students must understand the social skills associated with working together. For example, students should share ideas, refrain from speaking over another student, and show respect to each member of the group. So, along with students understanding the task given to the group, they must also understand how to work as a group. Teachers should review some of the social skills involved when working with others before group work begins.
The challenge with cooperative learning is keeping students focused and on-task. Since cooperative learning involves communication and collaboration, the classroom can be noisy. However, noise can be students working together or students socializing. The teacher’s role is to monitor groups. Circulating the classroom, collecting in-process documents, and spending time with each group will abate off-task behaviors. If teaching online, teachers can pop-in to breakout sessions or ask to be invited to scheduled group meetings.
To avoid students dominating the group or not participating, roles can be assigned to group members. There are many possible roles including: timekeeper, project manager, editor, and educator. Yet, assigning roles is not necessary for cooperative learning to be successful. It is usually done if students are new to cooperative learning or lack the necessary social skills needed for success.
Once the assignment is complete, group members should be given time to reflect on the effectiveness of their group. Reflections can be written or discussed. Students may be asked to respond to open ended statements such as:
I helped the group with…
The best part about this group was…
Next time, I would change…
What I liked most about this group was…
What I liked least about this group was…
When done correctly, cooperative learning maximizes learning and helps students understand how to work with various personalities and apply skills in communication and collaboration.
Learning by Design 