Howe Elementary School, Wisconsin Rapids Public Schools
Areas of Focus:
Teaching and Learning, Professional Development and Teacher Quality
Key Descriptors:
The Optimal Learning Model/Gradual Release of Responsibility Instructional Framework, The Reading-Writing Connection, Connected Learning Communities
Howe Elementary School's adoption of the Optimal Learning Model (Routman, 2009) as our instructional framework has made the difference in supporting a culture of high expectations and achievement for all students. It is used in all areas of instruction. Gradually releasing the responsibility of the learning to the students is facilitated through appropriate modeling, differentiated methods of guidance, and time for students to work independently when deemed ready through multiple measures via formative assessment. We have seen some of our strongest gains from using the Optimal Learning Model (OLM) in the area of writing. Whether connected to reading or integrated in any of the subject areas, students' writing has made large gains at all grade levels. Assessment tools such as instructional walkthroughs, pre- and post-assessments of students' scores, and self-efficacy surveys have shown consistent growth in these areas. When teachers are readers and writers themselves, showcasing their skills for their students, a culture of risk-taking and innovation is developed in classrooms and the school.
We learn best about these powerful practices within Connected Learning Communities (Nussbaum-Beach and Hall, 2012). These collaborative team formats include professional learning communities (in person), professional learning networks (online), and communities of practice (both face-to-face and virtual). Although Howe is in the beginning stages of becoming more connected, we have already experienced great benefits from widening our access to resources. For example, every classroom has access to five iPads, multiple desktop workstations, a document camera, and an interactive whiteboard. Teachers and students have used these tools to create classroom and student blogs, Skype with experts, curate student work in digital portfolios, and take virtual field trips, to name just a few examples. Collaborative teams also use Google Apps for Education, such as Drive, Sites, and Google+, to share resources and have powerful conversations around learning. As a community of learners, we look forward to connecting with other schools to increase our instructional capacities together.
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