Akron Tries Innovative Teaching Program
July 28, 2016 at 4:25 p.m.
AKRON - Schools have used computers for years, but Akron Elementary is combining technology with innovation to create a new way to teach children.
Called Project CHILD (Computers Helping Instruction and Learning Development), the program uses the same teachers to teach the sam1e subjects to the same students at least two years in a row.
For example, from 8:30 to 9:30 a.m. each day, Sally Bales teaches math to grade 2. She also teaches math to a first grade class from 9:30 to 10:30 a.m. daily, and to another first grade class from 11:15 a.m. to 12:15 p.m.
Meantime, Rhonda Jewell is teaching reading to the same students at different times, and Janet Morgan is teaching language arts.
One advantage of this part of the program, the teachers said, is that the kids know what the teachers expect of them and the teachers get to know the kids.
But the most progressive aspect of Project CHILD, said Brett Boggs, principal of Akron Elementary, is that the use of "centers" and technology encourages kids to take more of an active responsibility for their own education.
"A Project CHILD teacher becomes more of a facilitator instead of an imparter of knowledge," he said.
Each student in each grade receives a "passport" specifically tailored to that grade level. The passport lists the goals the child is aiming for, and has a chart where the student keeps track of his or her progress in each subject matter.
After some traditional classroom time each day, students are assigned to stations, where they work independently on projects designed to enhance a specific concept. They may go to textbook station, where they read a book and then answer questions; or computer station, where they use writing or math games to learn or reinforce a subject; or they may go to challenge station, teacher station construction station or exploration station.
A "task card" at each station explains what the kids should do and why.
After their time at the station, they fill out their passport as to what they did on what date and whether or not the task was completed.
"In a traditional classroom you teach to the middle," Boggs said. "Now the kids assume responsibility for learning."
Each classroom has three computers, and language arts rooms have six. The school also has a computer lab.
"We use the technology, but the computer is just another tool in the classroom," Boggs said.
The program also teaches kids to cooperate with each other, which is one of the goals for the program.
Each classroom has a sign near the teacher's desk that says, "Ask three, then ask me."
That means, said language arts teacher Janet Morgan, that kids should first try to figure something out on their own, then if they have questions, should ask others at their station before asking the teacher.
"Where we really see that it does well is that it teaches kids to work together," Boggs said. "Kids learn to work through conflict."
For teachers, Boggs said, the program also has "rekindled their excitement about teaching," even though it's more work.
Math teacher Sally Bales, who has taught for more than 20 years, said, "This has really changed my life" because she sees such results.
Each student can proceed at his or her own pace, she said, and because of the emphasis on independent work, those who need help can get more attention.
While planning for Project CHILD began in 1995, Boggs said, the school put the program into practice in six classrooms last year, and expanded to six more classrooms this year. He said he plans on taking it school-wide next year.
Much of the planning time included teacher training and working with staff, parents and the community, Boggs said.
They visited schools in Indiana and Florida (where the program was originally developed) that already use Project CHILD, and trained three Akron teachers as Project CHILD trainers, who then trained the others.
Boggs said they also held sessions to educate parents and the community on what the changes would mean.
"I have seen things that were good ideas fail because they weren't communicated well," he said. "We're still in the process of trying to educate people."
Akron is a national demonstration site, and the school had more than 50 visits last year from other interested schools.
While the software and training have meant added expense, Boggs said, grants from Dekko and various foundations have helped meet that expense.
Project CHILD also means more work for the teachers, who must spend more time on preparation of materials and lessons.
But the teachers involved think it's worth it.
Bales said, "How effective schools are depends on what happens in the classrooms." [[In-content Ad]]
AKRON - Schools have used computers for years, but Akron Elementary is combining technology with innovation to create a new way to teach children.
Called Project CHILD (Computers Helping Instruction and Learning Development), the program uses the same teachers to teach the sam1e subjects to the same students at least two years in a row.
For example, from 8:30 to 9:30 a.m. each day, Sally Bales teaches math to grade 2. She also teaches math to a first grade class from 9:30 to 10:30 a.m. daily, and to another first grade class from 11:15 a.m. to 12:15 p.m.
Meantime, Rhonda Jewell is teaching reading to the same students at different times, and Janet Morgan is teaching language arts.
One advantage of this part of the program, the teachers said, is that the kids know what the teachers expect of them and the teachers get to know the kids.
But the most progressive aspect of Project CHILD, said Brett Boggs, principal of Akron Elementary, is that the use of "centers" and technology encourages kids to take more of an active responsibility for their own education.
"A Project CHILD teacher becomes more of a facilitator instead of an imparter of knowledge," he said.
Each student in each grade receives a "passport" specifically tailored to that grade level. The passport lists the goals the child is aiming for, and has a chart where the student keeps track of his or her progress in each subject matter.
After some traditional classroom time each day, students are assigned to stations, where they work independently on projects designed to enhance a specific concept. They may go to textbook station, where they read a book and then answer questions; or computer station, where they use writing or math games to learn or reinforce a subject; or they may go to challenge station, teacher station construction station or exploration station.
A "task card" at each station explains what the kids should do and why.
After their time at the station, they fill out their passport as to what they did on what date and whether or not the task was completed.
"In a traditional classroom you teach to the middle," Boggs said. "Now the kids assume responsibility for learning."
Each classroom has three computers, and language arts rooms have six. The school also has a computer lab.
"We use the technology, but the computer is just another tool in the classroom," Boggs said.
The program also teaches kids to cooperate with each other, which is one of the goals for the program.
Each classroom has a sign near the teacher's desk that says, "Ask three, then ask me."
That means, said language arts teacher Janet Morgan, that kids should first try to figure something out on their own, then if they have questions, should ask others at their station before asking the teacher.
"Where we really see that it does well is that it teaches kids to work together," Boggs said. "Kids learn to work through conflict."
For teachers, Boggs said, the program also has "rekindled their excitement about teaching," even though it's more work.
Math teacher Sally Bales, who has taught for more than 20 years, said, "This has really changed my life" because she sees such results.
Each student can proceed at his or her own pace, she said, and because of the emphasis on independent work, those who need help can get more attention.
While planning for Project CHILD began in 1995, Boggs said, the school put the program into practice in six classrooms last year, and expanded to six more classrooms this year. He said he plans on taking it school-wide next year.
Much of the planning time included teacher training and working with staff, parents and the community, Boggs said.
They visited schools in Indiana and Florida (where the program was originally developed) that already use Project CHILD, and trained three Akron teachers as Project CHILD trainers, who then trained the others.
Boggs said they also held sessions to educate parents and the community on what the changes would mean.
"I have seen things that were good ideas fail because they weren't communicated well," he said. "We're still in the process of trying to educate people."
Akron is a national demonstration site, and the school had more than 50 visits last year from other interested schools.
While the software and training have meant added expense, Boggs said, grants from Dekko and various foundations have helped meet that expense.
Project CHILD also means more work for the teachers, who must spend more time on preparation of materials and lessons.
But the teachers involved think it's worth it.
Bales said, "How effective schools are depends on what happens in the classrooms." [[In-content Ad]]