Math Power… What’s it all about…

Math power rules our money and in many ways money rules the human world and has deep impact on the physical world as well.

Math power rules computer mediated systems such as social media etc.. that have deep impact on our communications, social and emotional identity and well-being.

Math power rules our healthcare systems which has profound impact on our well being and longevity.

Math power rules our politics in many ways which have deep impact on how we impact or are impacted by political decision making and planning.

Math power rules our lives’ simple logistics in many ways from cooking, transportation, purchasing, educational choices, and on an on.

This list could be much more extensive and well described but I think the point is made. Math interest, fluency, meaning making and application are thoroughly woven into human existence in the modern world. 

If we accept, as many do, that a great majority of people… like 70%.. are just not good at math.. Meaning – they do not have the right born in “math stuff ,” than this excludes all those people from basic access to these power domains and as such, to power over their own lives in a free society.

In our schools, we have a responsibility for this outcome during our citizens’ youth. From age 5 to 18 say…. those 13 years of K-12 schooling are what we must own. If we send the majority of children out into the world feeling “math powerless” and maybe being “math powerless” what does that say about what we have been doing those 13 years. 

Aside reading and writing literacy issues of the last 100 years, math literacy has been hanging in the shadows of our focus. Lip service paid for sure.. but little done that perception tells us is as at least equivalent or approximate to what has been invested in over these years in terms of our citizenry’s language literacy. For sure, the assertions in this paragraph can and should be challenged but you get my point… I hope. Math power needs some attention…

Along these lines, the Rio School District and other organizations have been toying with Improvement Science as a method for solving or at least acting on BIG problems like the math power problem. One initial activity of the Improvement Science process is to “fish-head” the problem by getting stakeholders to generate causal factors that connect to the initial problem statement. Of course crafting the initial problem statement is a giant challenge to begin with because it seems so simple but the entire network of improvers needs to be clear on it…. So I say the problem with math power in our American society is too few have it…. That is, the problem can be clarified to the small percentage of Americans who have the math interest, fluency, and meaning making practices sufficient to navigate the many societal power structures that are dependent on math. Now that might not be so clear but this would indicate that no one writer should be crafting the problem in isolation in this networked methodology. Still, it’s my two cents.

So if we temporarily accept that the BIG problem to improve is that too few people have MATH POWER, then here is a list of causal drivers and sub-drivers, and sub-sub drivers that contribute to the overall problem. In Improvement Science, once we have networked and exhausted this problem analytic visual then we collaborate to choose one or two drivers to improve, the ones we think collectively will contribute the most to the overall problem solution with the least amount of effort. Ergo, the elegant action solutions. Here is a short list of causal drivers that first come to mind today;

  1. Math is taught out of context in schools.
  2. Math learning is mainly focused on procedures and computation.
  3. Math teachers who have equal parts high level math pedagogy, math interest, and math knowledge are in scarcity.
  4. Math learning is often isolated from other learning.
  5. Math learning environments often fail to provide necessary time for deep exploration and deep learning.
  6. Math learning is often overly competitive.
  7. The myth that math ability is more nature than nurture is still rampant.
  8. Math use in societal contexts is often hidden intentionally.
  9. Math is rarely taught as it relates to its beauty, fun, or profundity. 
  10. Math is rarely taught as a family activity.
  11. Math learning is most often taught through abstract/symbolic activities with a growing demand for visuals but rarely taught as hands on/ minds on.
  12. Little time is afforded for math play.

And the list might go on and on and on and on and on and on and on and on and it should and then it should be arranged into a complex fish with drivers and sub drivers and connections etc….

And thus, the soap box version of keyboard linked thinking out loud yearns yet again towards a social justice and democracy bent… Change the world? Change the distribution of Math power – Math Interest, Fluency, Meaning Making…. And have some fun while doing it…. The fun comes in when we learn to struggle for things within the delayed gratification and sometimes joy not only of accomplishing or learning something but even more powerfully – for the joy of the struggle itself…. We commonly glorify this pursuit in the arenas of sport… that are now so fully “Billy balled” with maths…. that there is little difference in the Math/Sport domains in many ways……  still there is a giant chasm of interest that separates the two…. And yes fantasy football and sports gambling may have dragged some folks temporarily into a math powered world only to be left out again as they attempt to make meaning from their medical test results, mortgage papers, or daily weather report.

So here is to doing some social justice work…. Changing the distribution of math power. Inverting it. 30/70 to 70/30 aiming towards 100/0 of course…. Now where shall we begin? 

 

  

 

2020 a Collaborative Post – Melissa Wantz (T.O.S.A.) & JP (SUPT.)

The year 2020 is certainly an interesting numeric configuration. If you subtract 1776 from 2020 you get the 244 years of the existence of the United States of America. If you think of the last time a year’s numbers lined up like 2020 (repeating) that would be 1919, which was 101 years ago. Twenty twenty in Roman numerals looks like MMXX, which is cool. The Mayan system counts with 20s, and 2020 looks pretty elegant in this culture, too. Mayan numbers read vertically, and so the shell at the bottom is 0. The dot in the middle is 20, and the line at the top 

is 5 (400s) or 2,000. 

 

Twenty is ten twins. The Mayans had twin gods Hunahpu and Xbalanque, who as kids were challenged to play a game of pok-ta-pok after angering the rulers of the land of the dead. Pok-ta-pok is like a mix of basketball and soccer, played by shooting the ball, literally, from the hip into a small hoop. The twins won the game and were welcomed back home as heroes. They later became rulers of the Earth after one was turned into the Moon and the other the Sun. Our sun has an outer shell called a corona that is 2 million degrees. In literature shells are typically perceived as feminine symbols representing birth, good fortune, resurrection. A conch shell in William Golding’s 1954 novel “Lord of the Flies” governs the boys’ meetings. Whoever holds it holds the right to speak. Freedom of speech has infinite value.

The year two thousand twenty seems like an opportunity to stop and think about numbers. Numbers lead us in many directions conceptually, and one attractive focal point is time. We measure time by counting numbers of events, some related to physical phenomena and others more arbitrary. I like to talk with children about their age, their birthdays, and how many orbits around the sun (years) they have traveled. To my mind, this helps ground them in realities they may not have considered. Thinking about numbers can provide context, and context can help us know the world or the self.

One can be an interesting number. One Euro is what you can buy a house for in the Italian village of Gangi in Sicily. Or 1.12 dollars. Gangi has a population of 189 people and a bunch of empty homes from the 1800s. The emptiness is sad for the citizens because it represents a progression of sons and daughters going somewhere else. The village sits on a hill and looks from a distance like a turtle shell. The Maya associated turtles with water and the earth, and also with thunder and drumming. The father of the Hero Twins, the Maize God, is sometimes shown emerging from a turtle shell or holding one as a drum. Another Mayan deity, Pauahtun, wears a turtle shell on his head as he supports the world all by himself, like the Roman god Atlas.

As inhabitants in the 21st century, we are clearly immersed via our screens in a sea of information that challenges us to wade through its depth and complexity in order to understand a simple sense of what’s going on in the present. For many, the ever-growing, exponentially increasing current of information and our access to it renders the “knowing and connecting to the past or future” even more troublesome. If we can’t see in the London fog-like sea of present information, how are we to know where we have been or are going. Numbers, I say, numbers are a useful tool for this wading.

 

Birds that wade include herons, cranes and snipes. Snipes are real, but a snipe hunt is a practical joke started in the 1800s. It is a quest in the dark for a squirrel-like bird that doesn’t exist. The Byrds were a Los Angeles band, not a joke, and their 1965 hit “Turn! Turn! Turn!” gave comfort to people during a complex time by explaining the seasons of life in a simple way. Joni Mitchell was nine years old at the time of the London Smog of 1952, four poisonous days in December when people died and birds smacked into buildings due to air that was 66 times more toxic than normal. Some 18 years later she sang “I have come here to lose the smog and I feel to be a cog in something turning,” but she was talking about Woodstock, New York, not London. She also said we are stardust.

When I think of 2020 and the 244 years of the USA, I think of dividing the difference (244) of the minuend (2020) and the subtrahend (1776) by a conservative 20th century average American life-span, say 70 years. In dividing 224 by this 70-year life span, we get 3.2. This makes me think that just 3 life spans and some change takes us from today’s America to the moment of its inception in 1776. It seems so long ago, 1776, so distant, and yet just three life spans stacked upon themselves reaches back to the days of our Founding Fathers — yes fathers — in just three life spans somehow the singularity of “Fathers” seems repugnant in our enlightening to gender issues in 2020 America.

 

Split 3.2 in half, and you find a pair of 1.6 twins, which is pretty close to the Golden Ratio (1.618033), related to the Fibonacci Sequence, a pattern where each number is the sum of the two before. Seen in flower petals, pine cones, tree branches, conch shells, DNA double helixes and spiral galaxies, the Golden Ratio is not, however, found in black holes, which are examples of singularity. In mathematics, singularity is the point where a function takes an infinite value, especially in space-time, where matter is infinitely dense, as at the center of a black hole. It is at this point that math ceases to be “well-behaved” (a person entering a black hole would undergo unequal stretching or spaghettification, a term coined by the late physicist Stephen Hawking). Not well-behaved was Virginia Woolf, a 20th century English writer who places characters in situations where they feel, interiorly, time-space boundaries stretch and collapse. Rhoda in Woolf’s 1931 novel “The Waves” stands at the edge of a cliff in Spain one day to watch the ocean and feels that she is being dissolved by the passage of time. “Beneath us lie the lights of the herring fleet. The cliffs vanish. Rippling small, rippling grey, innumerable waves spread beneath us. I touch nothing. I see nothing. We may sink and settle on the waves. The sea will drum in my ears.”

Still, in my numerical and arithmetical wonderings, I chose to sidestep the more multi-step mathematical calculations that might drag both me and you into the potentially confusing and perplexing world of statistics. I could have easily researched the average lifespans of the various centuries and averaged those numbers. And I could have considered the average age that people have had children. If I used that calculation, say between 20 and 40, I could have infused my musings with these calculations to more accurately depict the idea of generations of a single family reaching back to the birth of our nation. With these numbers, I might have talked about how many grandmothers, how many great grandmothers it takes to reach back to that national birthday. I didn’t use those numbers and calculations though, because I was trying to make a simple point: that 1776 really isn’t that long ago—just three 70-year old people in a row gets us there.

 

Oliver Jeffers paints and writes children’s books. He also investigates the intersection of art and science in a series of paintings called “Measuring Land and Sea.” In these, he places statistics across beautiful landscapes — waves, prairies, mountain ranges — trying to dissolve an impasse between feeling and reasoning. However, this doesn’t work, he admits: “Rather than increase our understanding of the work, this combination makes things less clear by providing superfluous distraction…” In pok-ta-pok, no doubt, any distraction at all may result in defeat.

Yes, 2020 is calling out to us in all its morphemic and phonemic splendor. It beckons us to ponder numbers and their impact on our lives. And 2020 is there for at least 365 and ¼ days, till we discard it for another fascinating series of values, 2021… ah, a progression.

 

“The Progression” is a 2010 poem about absurd numbers and putting up houses for absurd money. It was written by Omar Pérez, a Cuban poet who earned an English degree in Havana and studied Italian in Tuscany. Pérez believes poetry is a natural function, like drumming rain and the twin spirals of DNA. “The fact that we can give notice of it does not mean that we make it.” Pérez found out at age 25 that he is one of three sons of the late revolutionary Che Guevarra, but this news did not distract him from his purpose. He told PBS: “When I was 25 years old, I was already a human being….I didn’t want to become anything different. I was…what I wanted to be, a poet.” 

20/20 vision is rare after a certain age.

In honor of 2020, poetry, math, and creative collaboration, I offer this poem for 2020;

Twenty twenty

A repeating year

Numerical meaning

With struggle

Comes clear

The non – numeric

Left to the heart

The mind

The pen

Today 

I will start  

THRIVE19

This week we held our first annual THRIVE conference, THRIVE19. On two days in late September we came togethers as leaders in our educational community. Students, teachers, support staff, parents, partners, business and other leaders came together to celebrate and learn about what is THRIVING in our schools and educational community and to begin to touch on what still needs to THRIVE. We began with imagining three trees…. A THRIVING tree, a resilient tree and a tree that is just surviving. 

All too often, in our American society, we envision and resource our public schools as places that are just and should just survive.

But we are doing far more than surviving.. In many ways we are THRIVING. Perceptions and narratives though are powerful influencers on those within and those outside the educational community. 

And so this first THRIVE conference in the year 2019 held on the beach in ventura overlooking the great Pacific ocean, set out to establish and experience and reflect on the THRIVING. 

We thank everyone who came. Each was an integral element to the event. We will continue to process the experience by sharing and editing video captured, making websites, sharing thought exchanges, doing some additional surveys and other activities including planning for THRIVE20.

We especially want to thank those who presented or facilitated workshops, explores, or speaker sessions.

Thanks to Sabba Quidwai from Apple for her speaker session on design thinking.

Thanks to Terry Thoren from WonderMedia for his speaker sessions and  David Romano for workshops on StoryMaker animation software.

Thanks to Heli Ruokamo and Marjaana Kangas for their speaker and workshop sessions on playful learning.

Thanks to Jarkko Myllari and Ignacio Mendoza for workshop sessions with students showcasing summer science academy student leader technology activities.

Thanks to Sam Strothers from DMTI – Developing Mathematical Thinking Institute, Fawn Nguyen, and Cesar Rosales for math focused workshops.

Thanks to Dr. Maria Hernandez, Margarita Mosqueda and others for their workshop on bilingual learning.

Thanks to Steve Anderson from Thoughtexchange for workshops on thoughtexchange social media tools.

Thanks to Mike Vollmert and Heidi Baynes for their workshop on Rasberry Pi technologies and Mike’s beach walks.

Thanks to Joe Bruzzese from Sprigeo on his workshops on middle grades learning.

Thanks to Phil Shapiro for his multiple workshops and general contribution to the conference as a whole.

Thanks to partners from OUHSD, CSUCI, CLU, UCSB, CDR, Learning Priority, MJP computers, Ventura County Watershed Control,  Myers, Widders, Gibson, Jones, and Feingold Law Firm, Sage Inc, A4E, and other partners for participating in the partnership forum.

Thanks to Juliet Herman and VCOE and Rio teachers for the VC Innovates workshop.

Thanks to Dr. Cordova, Dr Yeager, Dr. Hirsch Dubin and Rio teachers and students for workshops on Inquiry learning and instructional design.

Thanks to Oscar Hernandez and student leaders from RSD and OUHSD for the student leadership forum.

Thanks to Jay Sorenson from OUHSD for his workshop on HighSchool Technology.

Thanks to Gena Mathwin and fellow Rio teachers for their workshop on garden learning.

Thanks to Rene Hohls for her workshop on Library learning.

Thanks to Dr. Carolyn Bernal for her women in leadership forum.

Thanks to BiJian Fan for his workshop on origami math art.

Thanks to Dr. Jerome Clifford for his workshop on Summer Science Academy and beyond.

Thanks to Julee Vollmert for her workshop on empathy and learning.

Thanks to Heather Behrens for her workshop on the Rio/ Channel Islands Maritime Museum partnership workshop.

Thanks to Lacey Piper for her workshop on food and health.

Thanks to Rio art teachers for workshops and explores.

Thanks to Rio music teachers and students for their presentations.

Thanks to Dianne DeLaurentis for her workshop on the dramatic arts.

Thanks to HipHopMindset for their performances.

Thanks to TRSB – The River Songs Band for their performance of Songs of the Pacific

 

Thanks to all those in Rio who worked hard to plan and make the event happen. Thanks to the students – children – who wove the thread of THRIVING into THRIVE19 and who are the reason for the work.         

The Reading Classroom

The Reading Classroom

Rio School District children are thriving in many ways. Our recent years’ emphasis on critical thinking, communication, collaboration, creativity, and caring has helped the adults in our organization create classroom and school environments that are suitable for young children’s development as full human beings as well as supporting their literacy development which is so essential to their success and sense of confidence in school systems and other contexts that demand high levels of reading, writing, and speaking. While I believe the above statement is evidenced in many ways we continue to look for the right mixtures of environment, tools, methods, practices to create classrooms across every school that help every child to progress to their maximum potential as readers.

This year we are focusing on reading interest, fluency, and meaning making. We put reading interest first in this order because we believe that fluent – meaning making readers are first and foremost interested readers. Next in the order is fluency that we basically define as the ability to decode and produce the text at a rate sufficient to support the reader’s meaning making of the text. Lastly, and most importantly in academic contexts like schools, we aim for children’s meaning making which includes their basic comprehension and understanding of the texts but expands to their ability and choices of ways to express the meanings they have read through writing, speaking, drawing or other media. This short post is a description of an idealized reading classroom from the point of view of the superintendent, educational researcher, and teacher. Its purpose is to spark further discussion and then actions across our District and others that have common goals in helping more children become interested, fluent, and meaning making readers.

In California we typically have 180 school days per year and we divide the years into things we call grade levels. We typically assign one teacher to a group of children for this year in elementary grades and more than one teacher to children in the middle grades years. Regardless of the structure I think it’s important to state early in the post that an idealized school context for readers is one where every teacher in every grade and every subject is a reading teacher involved and invested in each child’s development as interested, fluent, meaning making readers. This post is my description or listing of activities that are observable and should or could be observable in as many of those 180 days as possible across a school year. As a student of learning I know that in almost every context, repetition and time are key elements in learning. Things we do almost every day are understood by children as important as we have valued them by apportioning time to them.

So here we go, here is what a good reading classroom looks like from my point of view in terms of things you see commonly and every day as much as possible.

Reading classrooms let kids read freely for extended periods every day and give them choice in the texts they read.

Reading classrooms have many books in them and also provide access to libraries and other ways to access texts online and otherwise.

Reading classrooms have teachers and educators that read and model reading authentically in their lives not just as professional practice but because they are truly interested, fluent, meaning making readers themselves.

Reading classrooms provide daily opportunities for children to write about their reading and get regular feedback from their teacher and peers on this writing.

Reading classrooms have regular opportunities for all children to be read to. To hear read alouds.

Reading classrooms have teachers who have learned and who are learning about the reading process and who are constantly developing their practices to help children directly and indirectly to become interested, fluent, and meaning making readers through whole group, small group, and one one work with children.

Reading classrooms are visibly rich with texts and the artifacts of reading and writing.

Reading classrooms are very word rich in that they evidence high interest in the acquisition and exploration of words.. the basic units of language…

Reading classrooms have flexibility associated with the different children who populate them. They help the actual children learn to become or develop as readers rather than a homogenized standard established by others outside the classroom.

Reading classrooms have many opportunities for children to read with each other and to read the writing of their peers.

Reading classrooms have socio-emotional environments that create acceptance among all in the classroom for every child as reader regardless of their current status on spectrum across the three elements of interest, fluency, and meaning making.

Reading classrooms provide access and focus on texts that connect with the classroom children’s lives as well as new horizons they have never experienced.

Reading classrooms provide access and engagement with a variety of genre of texts and texts on and in a variety of media.

Reading classrooms strike a balance towards fun in reading but save the space for struggle as is necessary and appropriate in the context.

Reading classrooms are writing classrooms, are drawing classrooms, are literacy classrooms, and are reading more than text classrooms. Reading text is one key but major thrust in learning environments that focus every child to become interested, fluent, meaning making LEARNERS who understand that reading texts is a critical part their learning.

The list could surely go on but I think I will leave it at this for the moment as an invitation to educators and readers out there to add to the post. I will gladly take your thoughts, comments and ideas emailed to jpuglisi@rioschools.org and then see where they go from there. A community of readers working together thoughtfully is likely the best way to support the development of the next generation of readers. In nearly three and a half decades of this work, my wife and I continue to look for ways to increase the numbers of children we are able to guide as truly interested, fluent, and meaning making readers. For child readers living in less economically resourced contexts this is critically important so that they do not fall into the statistical reality that Demography is Destiny. For all children, and for our country, a generation of interested, fluent, and meaning making readers is essential for our democracy to function as one that is driven by an informed and thoughtful citizenry.

 

Thriving

Thriving………….

thrive

verb

\ ˈthrīv  \

thrived or throve\ ˈthrōv  \; thrived also thriven\ ˈthri-​vən  \; thriving\ˈthrī-​viŋ  \

Definition of thrive

intransitive verb

1: to grow vigorously : FLOURISH

2: to gain in wealth or possessions : PROSPER

3: to progress toward or realize a goal despite or because of circumstances —often used with on thrives on conflict

(https://www.merriam-webster.com/dictionary/thrive. , 1.27.19)

Thriving. At this moment and in this age, the words thrive and thriving have become a new focus. They were always there and present, but now more than ever, I think the Rio School District and other Districts like it might benefit from this solitary focus. Thriving. Are the children in our sphere of influence thriving? Are our employees thriving? Are the families and the community we are part of thriving? What are we doing to promote this thriving? What are we doing to hinder it? If we set aside, and I suggest we do for many reasons, the definition to gain wealth and possessions, we are left with growing vigorously and making progress towards our goals despite and/or because of our circumstances.

Rio’s children need to thrive in every sense as whole, developing human beings. They need to flourish physically, socially, emotionally, creatively, intellectually, academically, and civically. In recent years we have joined and contributed to the now two decades old movement to help children develop what have come to be known as 21st century skills. We preferred the word  “practices,” for various ethnographic and pedagogical reasons. We jumped on board networks of educational institutions that seek to amplify the need for schools to break from old conventions and learn to teach for skills/practices such as communication, collaboration, critical thinking, and creativity. We embraced this movement, contributed to it in the last few years and raised by both modeling, rhetoric, and action issues of equity and asked questions and took actions aimed at who the 21st century should and could transform in schools.

This age of renovation and renewal is recycling many progressive concepts and the work of many progressive thinkers. Many of which I was engrossed in pondering and engaging with when I entered public professional education work more than thirty years ago. These much needed schooling changes are clearly moving in a better direction for all children, for all communities and families and for the American democracy which is so intertwined and driven like an engine by our schools and the development of the next generation of citizens, people, workers.

Here in the Rio school District, where many and most children grow up in homes and contexts with little economic means, with little immersion in academic language experience, and many with little experience with English as a language, I believe it is time to focus on this word THRIVE, and to ask ourselves as their caretakers, questions that inquire into every aspect of their thriving. I am particularly interested in and focused in on three major elements of their thriving, though every aspect of their thriving is likely important. It is hard to tell what every child will need to become who they should be and to find the promise this country suggests we offer; life, liberty, and the pursuit of happiness.

I am focused on;

  1. Their happiness, safety, and feelings of well-being and nourishment when they are at school and in their homes.
  2. Their interest, fluency, and meaning making when it comes to the most valued literacies in academic institutions: reading, writing, speaking and maths.
  3. Their creativity and interest in learning and pursuing things they want to learn about which is directly connected to their freedom in the schools context.

 

Rio School District

“Educating Learners to Thrive

What we ought to be doing, and what I hope we are doing, is helping, guiding, contributing to, create contexts, environments, ecosystems, where and for children to thrive. In the coming weeks and months I will be working with others to ponder and take action guided by this focus and these words and to renew our assessment of ourselves along these lines. We are a little/big system with nine schools, more than 5,000 students, 500 employees, and a $60,000,000 dollar budget. I will be asking all our employees to begin by thinking about themselves and their own thriving as well as the children around them they come in most close daily contact with. Are they thriving? How can we tell? Can we measure this? Observe this? How will we know if we have prepared them to thrive when they leave us to go to high school and beyond? I can think of no better group of people to do this work with, there is much love and commitment here in the Rio School District community and a developing appetite for system wide learning and excellence.  

S.T.E.A.M. : What’s it all about?

S.T.E.A.M. : What’s it all about?

 

S.T.E.A.M. learning focuses on science, technology, engineering,arts, and math. These disciplines and practices have become more prominent focal points for school  curriculum and learning activities in recent times. The Rio School District has been engaged in developing S.T.E.A.M. learning for the last six years. S.T.E.M. learning has long been valued due to its connection to our modern society’s emphasis on these content areas in the world economy. Rio makes sure to include the Arts in our learning activities for its various important connections to human development.

 

The Rio School District is charged with two basic aims; protecting the children in our supervision and educating them in preparation for their academic experiences and future life. In educating children we are tasked with guiding student literacy such that they can read, write, speak and do math at the levels that California standards based curriculum demands. In addition, we are charged with helping children develop as full human beings and citizens of the United States of America. The arts serve both literacy and human development in a multitude of ways. There are many fully developed reasons to support arts in schools. The following links provide some easy reading on the subject;

 

http://www.pbs.org/parents/education/music-arts/the-importance-of-art-in-child-development/

 

https://artinaction.org/resource/arts-education-important-21st-century-learning-5-reasons-go-stem-steam/

 

https://www.americansforthearts.org/by-topic/arts-education

 

https://www.arts.gov/sites/default/files/nea_arts/neaARTS_2013_v1.pdf

 

https://www.giarts.org/article/elliot-w-eisner-role-arts-educating-whole-child

 

For many Rio students, S.T.E.A.M. learning helps to engage and motivate them to develop their basic literacy skills. Many Rio students depend on their schools to provide  opportunities that more affluent families can afford to support outside school. Rio children continue to have opportunities to experience and learn from a great variety of S.T.E.A.M. activities including visual arts, music, drama, dance, robotics, coding, drones, video production, animation, gardening, environmental science, maker activities, and the list goes on and expands each year. These opportunities support their learning and interest in reading, writing, speaking and math while developing their skills and practices in communication, collaboration, critical thinking, creativity, and caring.

 

S.T.E.A.M. learning is also an attempt to un-silo student learning and break down the walls and divisions between school subject areas so they can be more authentic and real world. The Rio School District’s aims to provide each child the opportunity to develop their academic literacies and grow as a full and whole human being and citizen is also anchored in providing children a variety of experiences that they can personalize and pursue as their interests.     

Job Poems

job poems