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The SRV Model
Active Learning and Critical Thinking the SRV Way
When my oldest daughter started at SRV in first grade I must admit I tried to dress her in matching clothes and always made an attempt to color coordinate her hair bow with her outfit. It didn't take me long to realize that all these efforts were being undone at school and she was coming home very, very dirty but very, very happy. If this scenario seems remotely familiar to you and you have battled grass stains, mud stains, grounded-in dirt, paint splatters, or a multitude of other messes – thank a teacher!
Why should you thank a teacher for all this extra laundry expense? Because getting dirty is a very important part of the SRV experience: it is not only allowed, but expected. As our philosophy states: "children learn with their heads, hearts and hands." What this means is our students are not passive, compliant learners. They do not sit at a desk all day long following the directions of authoritarian teachers who fill their heads full of discrete pieces of information or facts that are learned out of context. Writer and educator Alfie Kohn calls this the "bunch-o-facts" model of teaching. Instead, our hands-on, creative learners engage in real learning experiences both in and out of the classrooms; and yes, they get dirty.
From observing in the classrooms over the past two months, I have had the pleasure of witnessing lively classroom discussions where students know how to raise pertinent questions and dive deeply into more high-level thinking. I've watched students offer other points of view and artfully challenge another's thinking in meaningful and respectful ways. When revising written work, I have observed the oldest group students actively evaluate feedback about their papers' strengths and weaknesses before making a decision about what to revise. Our children learn to take risks and learn from mistakes. These are not skills that one learns by filling out workbooks or listening to lectures, but rather by being active, engaged and challenged in a safe environment.
Mike Nowell, our highly articulate and talented shop and sports teacher, writes, "one component of critical thinking is the ability to critically weigh beliefs one holds about oneself and the world against seemingly contradictory evidence and arrive at a new belief, hold fast to the old belief, or enter a state of uncertainty based on the evidence and its level of verifiable support. Active learning through invested work provides ongoing opportunities for children to engage in developing this fundamental skill. The role of the educator in this process is to choose experience over expedience for the child, to give the child the time and guidance to build her abilities as a critical thinker by asking her to name her beliefs, to make observations, to draw conclusions, to call forth past experience and to generate potential solutions."
In looking at our Woodshop curriculum, Mike continues, "the individual project work and lack of artificial deadlines for completion offer the welcome opportunity to help children build independent thinking skills in parallel with their projects. Nine times out of ten when a child asks, 'What do I do?' my first reply is, 'Think.'"
Our two-day preschool teacher, Kim Schmucki, believes, like Mike, that time is crucial to both supporting and sustaining active learning and critical thinking. Kim writes, "It is evident to me as a preschool teacher, and I am certain to the other group teachers, that SRV values providing expanses of time for kids to really delve into classroom activities whether the activities are teacher-generated or student-generated. I feel so fortunate as a preschool teacher to be given the responsibility to use my discretion and judgment to make the decision to let the group take more time than originally scheduled to 'really get into' an activity, whether it's dramatic play, play in the block area, painting at the easel or playing in the sandbox. From the preschool perspective, this is often when peer relationships solidify, and the kids can take the time to explore relationships and materials."
In Music, improvising encourages active learning and critical thinking. Jodie writes, "As would be expected, improvisation occurs in the midst of making music in some way (the active part) and the critical thinking occurs when the students – in the moment – create something that is completely their own. Whether its dance, instrumental work, or singing a very particular-to-music kind of thinking has occurred for children to integrate many different stimuli and respond musically and creatively."
Any parent with a Middle Circle student knows that Fort Town is a huge part of the Middle Circle experience. As Gloria has written in her Outdoor Choice Newsletter, "students don't go out to their forts to play, but rather to work." There is so much to say about the forts and the academic learning that happens during this type of play that it deserves its very own FREEP article. Students are actively learning concepts related to science, economy, ethics and governance while swinging from vines, counting their slate pieces, sweeping out the Tire Fort, and organizing the items for sale at the store.
Lastly, I'll provide a great example of active learning and critical thinking that comes from our Kindergarten Litter Brigade. The litter brigade went for a hike a couple weeks ago in two separate directions, carrying radios as they always do for safety reasons. Suddenly, Nita radioed to Annie, "We found a snake! Bring the camera!" Kj got the camera to Annie and the classes reconnected at Bamboo Island around a very large snake that seemed quite happy to pose for them. The students looked closely at it, entertained questions, and tried to make sense of this visitor to "our" world. When the classes returned, Bob downloaded the camera. Then, Anu helped Annie with the Smartboard and they set up an information station to help kindergartners learn about the now identified Eastern Garter snake. The question of the day for that day was "Have you ever seen a snake?" The book of the day was Hide and Go Snake. Discussions revolved around poisonous snakes, harmless snakes, why snakes don't care for their young, what patterns are on snakes, lengths of snakes, how fast snakes move, etc. In math children made pattern snakes.
At SRV, children are given the guidance, materials, and space they need to directly explore the world around them, to ask and answer questions, and to make meaningful connections for themselves. Collaborative, hands-on projects yield educational discoveries that empower children with a sense of accomplishment, satisfaction and joy about learning.
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