At the risk of sounding like a broken record or being accused of having ‘tunnel vision’, I emphatically believe that the explicit and implicit instruction of critical thinking skills across all domains of learning is the head cornerstone essential to rebuilding equity in education.
In support of this philosophy I have designed a ten (10) year initiative aimed at using the practical application of critical thinking skills to address and correct the gaps in achievement which exist and persist in our public schools and are at crises levels for African American students. The initiative is the Wholistic Education- Critical Thinking Initiative 2021 (WE- CTI 2021). The vision of the WE- CTI 2021 is to use the triad of curriculum, instruction, and assessment to engage educators, learners, and parents toward closing the academic achievement gap from the inside out, by building a bridge.
The Critical Thinking Initiative is completely learner- centered; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, the programs associated with The Critical Thinking Initiative were designed to serve the student, their parents and/ or guardian, and the educators who teach them. Teachers who teach students to know, to care, and to act hold themselves to the same standards they expect of their students. These teachers can begin to speak genuinely about how to act with individual and collective responsibility and to address issues of difference so that they create celebration rather than division (Kelly, 1999).
Dr Nieto (2008) discusses the seven characteristics (anti-racist, basic education, for all children, pervasive, outreach to family, social justice, and critical pedagogy) of multicultural education. I am in complete agreement with this assertion. I go even further to suggest that multicultural education is embedded in what I call Wholistic Education™. The goals and expected outcome of Wholistic Education [The Gee WE Theory] is to produce a thinker with the ability to recognize all aspects of self as being healthy, positive, and relevant, to cultivate a conscientious life long learner who is cognizant of the connections that center on change, and to establish a foundation to be nurtured and sustained in order to serve as the building blocks for transformative engagement in every domain of learning (Gee, 2009).
The case study at Findlay High School in Ohio provided provocative insight and important research findings related to the inequity of access to critical thinking skills for students who are tracked into non college prep courses. Zohar & Dori (2003) addressed the notion of the mutual exclusivity of higher order thinking skills and low achieving student. Their findings illuminated the trend that excludes exposure to instruction of critical thinking to students who are not enrolled in higher level i.e. Honors or AP courses. This practice ensures that the vast majority of the school, particularly minority and disadvantaged student, will not receive instruction in critical thinking skills (Marin & Halpern, 2011).
I propose to build on the results from the Findlay scenario and the research supporting the need for critical thinking skills i.e. higher order thinking for the maximal development of the learner, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.
The Wholistic Education (WE) Theory is a direct response to the imperative question:
What cognitive skills and dispositions do good critical thinkers seem to demonstrate habitually which poor critical thinkers seem not to possess?
There are 8 Essential Facts of The Wholistic Education (WE) Theory [The Gee WE Theory]:
1. Critical Thinking, Problem Solving, and Decision Making are the three core building block (3CB’s) of Wholistic Education. They do not always occur in precise order. They are action oriented engagement.
2. The Effort- Achievement Dynamic (EAD) is a Wholistic Education to explicitly teach and exemplify the connection between effort and achievement (Marzano, R., 2001).
3. Wholistic Education recognizes the concept negativity as the absence of positivity. WE addresses the problem of negativity by infusing and saturating the problem with positive proactive solutions.
4. WE values Self- Directed Learning and its 3 Key Principles: self- management, self- monitoring, and self- modification.
5. Wholistic Education values questions more than correct or incorrect answers. WE requires one to be an insatiable questioner.
6. Wholistic Education is authentically learner- centered. WE ALWAYS begins with Sphere 1- Self which ALWAYS begins the learner’s self- designated frame of reference known as Identity Frames (IF’s).
7. Wholistic Education is authentically collaborative. All three spheres (self, community, and world) are inextricably intertwined.
8. Wholistic Education values SILENCE, REFLECTION, and TIME TO THINK (TTT).
References
Gee, Marilyn (2009). An educator’s mission statement. Walden University (MSED paper)
Kelly, K. (1999, April).With new eyes. Classroom Leadership. Retrieved November 15, 2011,
from http://pdoline.ascd.org/pd_online/embracing/199904cl_kelly.html
Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents:
Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1-13.
doi:10.1016/j.tsc.2010.08.002
Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural
education. Boston, Massachusetts: Pearson Education.
Zohar, A., & Dori, Y. (2003). Higher order thinking skills and low achieving students: Are they
mutually exclusive? Journal of Learning Sciences, 12(2), 145-182
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Thursday, December 8, 2011
Wholistic Education Odyssey™: A State by State Southern Sojourn to HBCUs
North Carolina 2012 Spring Break Sojourn
Monday, April 02- Thursday, April 05
WHAT: Tour and visit HBCUs in North Carolina.
WHO: 1st and 2nd generation college students (grades 8-12), their parents, and educators. 45 students/ 10 adult chaperones
WHEN: CMS Spring Break- 4/02/12 (Monday)- 4/05/12 (Thursday)
WHERE: North Carolina Historically Black Colleges and Universities in Charlotte, Salisbury, Winston- Salem, Greensboro, Raleigh/ Durham, Fayetteville. * Tour begins and ends in Charlotte, NC
WHY: Examine higher education & explore the HBCU experience.
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Monday, April 02- Thursday, April 05
WHAT: Tour and visit HBCUs in North Carolina.
WHO: 1st and 2nd generation college students (grades 8-12), their parents, and educators. 45 students/ 10 adult chaperones
WHEN: CMS Spring Break- 4/02/12 (Monday)- 4/05/12 (Thursday)
WHERE: North Carolina Historically Black Colleges and Universities in Charlotte, Salisbury, Winston- Salem, Greensboro, Raleigh/ Durham, Fayetteville. * Tour begins and ends in Charlotte, NC
WHY: Examine higher education & explore the HBCU experience.
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Monday, November 28, 2011
6 - TIERED MODEL for Transformative Engagment
The tiered model is presented as a linear hierarchical model, this is not to suggest that one level is more or less important or relevant than another it is merely a means of presenting the transformative model. The concept of collaboration is an integral component to the model. The inclusion and actualization of collaborative practices between and among each level is a necessary condition for transformation
Tier 1- District Level
Superintendents, Central Office Staff, School Board Members
FOCUS:
1) The capacity to establish and maintain focus on the future.
2) The capacity to maintain direction once a clear focus has been established.
3) The capacity to act strategically by reallocating existing resources, seizing opportunities, and creating a new future.
Tier 2- School Level
Principals, Administrators, Educational Leaders,
FOCUS:
1) Develop a common language and vision of critical thinking skills across every domain of learning.
2) Plan of Action to Close Achievement Gap
Tier 3- Classroom Level
Teacher-Leaders, Educational Support Staff,* those
directly involved in classroom instruction and learning
FOCUS:
1) The Wholistic Education™ Curriculum, Instruction, and Assessment Model
Tier 4- Learner Level
The student/ learner
FOCUS:
1) Six (6) Assumptions for creating a learner centered classroom-Marzano’s Model
Tier 5- Home/Family Level
Home Level-Parents, guardians, siblings, extended family
Tier 6- Community Level
Civic and business leaders, non-profit orgs, interested stakeholders, nationally & globally
The driving principle at the core of each level is the explicit and implicit actualization of critical thinking skills and the use of a common language by which to define and articulate a framework for thinking.
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Tier 1- District Level
Superintendents, Central Office Staff, School Board Members
FOCUS:
1) The capacity to establish and maintain focus on the future.
2) The capacity to maintain direction once a clear focus has been established.
3) The capacity to act strategically by reallocating existing resources, seizing opportunities, and creating a new future.
Tier 2- School Level
Principals, Administrators, Educational Leaders,
FOCUS:
1) Develop a common language and vision of critical thinking skills across every domain of learning.
2) Plan of Action to Close Achievement Gap
Tier 3- Classroom Level
Teacher-Leaders, Educational Support Staff,* those
directly involved in classroom instruction and learning
FOCUS:
1) The Wholistic Education™ Curriculum, Instruction, and Assessment Model
Tier 4- Learner Level
The student/ learner
FOCUS:
1) Six (6) Assumptions for creating a learner centered classroom-Marzano’s Model
Tier 5- Home/Family Level
Home Level-Parents, guardians, siblings, extended family
Tier 6- Community Level
Civic and business leaders, non-profit orgs, interested stakeholders, nationally & globally
The driving principle at the core of each level is the explicit and implicit actualization of critical thinking skills and the use of a common language by which to define and articulate a framework for thinking.
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Wholistic Education Odyssey™
A State by State Southern Sojourn to HBCUs
The WE- HBCU Odyssey is listed as part of the Odyssey(s) in the Wholistic Education Sankofa Scholars Series Titles. The African Adinkra symbol speaks to the concept of “returning (to the past) to get it”, that is the remembering the past to go forward. The transition from high school to college is as close to a traditional rites of passage as we have managed to maintain. To that end, or rather to that continuation, our Historically Black Colleges and Universities seem the most logical place to sojourn on our odyssey.
Target Audience: 1st and 2nd generation college students (grades 9-12), their parents, and educators.
The WE Odyssey™ has a three -fold target focus. The Odyssey is a student- centered program; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, The Odyssey was designed to serve the student, their parents and/ or guardian, and the educators who teach them. Wholistic Education™ uses this model as the framework to ensure the maximal development of the student, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.
2012 Spring Break 8- DAY SOJOURN
Multiple States & Historical Washington DC Tour
Saturday, March 31- Saturday, April7
Multiple States & Historical Washington DC Tour
Saturday, March 31- Saturday, April7
Hampton U Norfolk State U Virginia State U
Virginia Union U Bowie State Coppin State
Morgan State U of MD- Eastern Shore
Virginia Union U Bowie State Coppin State
Morgan State U of MD- Eastern Shore
Howard U & Historical Washington DC TOUR
Contact WEE, LLC for more program information.
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THE SANKOFA BUTTERFLY PROJECT
A Wholistic Education -Critical Thinking Initiative 2021 Program
The Sankofa Butterfly Project is one of many programs promoting the Wholistic Education Critical Thinking Initiative 2021. The Sankofa Butterfly Project (SBP) is targeted toward African American female students grades 7-12+, their families and communities, and those who have been impacted by the U.S. national achievement gap affecting our nation’s school system.
The disparity between various demographic groups of students is commonly referred to as the “achievement gap.” In actuality, a number of different gaps exist that result in this phenomenon of low achievement. These include an opportunity gap, resource gap, readiness-to-learn gap, and a preparation gap of teachers constituting an overall education gap.
The Sankofa Butterfly Project actualizes the three (3) goals and expected outcomes of Wholistic Education™ in such a way as to affect positive change towards closing the achievement gap. The SBP seeks to educate and empower women and girls to become contributing members of a global citizenship in a world community. The SBP is a part of the Wholistic Education Critical Thinking Initiative. This 10 (ten) year initiative is aimed at applying critical thinking skills to address and correct the achievement gaps which exist and persist in our nation’s schools and are at crises level among African American students.
All courses offered in the Wholistic Education Critical Thinking Initiative 2021 are aligned with the current North Carolina Standard Course of Study (NCSCOS) and the Common Core State [ Reading Standard for Literacy in History/ Social Studies 6-12] and NC Essential Standards adopted on June 2, 2010 and scheduled to take effect in the 2012-2013 School Year. http://www.ncpublicschools.org/acre/standards/new-standards/
The Sankofa Butterfly Project is an academically rigorous 6 (six) week program. The SBP meets after-school 3 (three) times a week [M/W/F] for 2 (two) hours and for 3 (three) hours on Saturday [10am- 1pm]. Attendance is to all sessions is MANDATORY. Parents and participants must sign a 100% Perfect Attendance Commitment Contract prior to participation. The sessions of the SBP will accept 8 (eight) students into the program. Admission Requirements: African American female grades 10-12; C average students. Must be recommended by student’s high school counselor, teacher, or other qualified adult.
The six- week program includes Monday, Wednesday, Friday, and Saturday dates are as follows:
*Each week is a total of 9.0 instructional hours/ a total of 54.0 additional instructional hours are covered in the entire six weeks of the Sankofa Butterfly Project.
2012 Spring Session I Dates 2012 Spring Session II Dates
Week 1: Feb. 6 - Feb. 11 Week 1: Apr. 16- Apr. 21
Week 2: Feb. 13 - Feb. 25* Week 2: Apr. 23- Apr. 28
Week 3: Feb. 27 – Mar. 3 Week 3: Apr. 30- May 5
Week 4: Mar. 5 – Mar. 10 Week 4: May 7- May 12
Week 5: Mar. 12 – Mar. 17 Week 5: May 14- May 19
Week 6: Mar. 19 – Mar. 24 Week 6: May 21- May 26
The due dates for applications are: Session I- Friday, January 27,2012 & Session II – Monday, April 9, 2012. The Sankofa Butterfly Project will only admit 8 (eight) students per session (no exception). So early registration is highly encouraged. Accepted participants will be notified via email and by phone. An official letter of acceptance will be mailed to the address in file. The Sankofa Butterfly Project will have additional programs in the Summer 2012 school year. Participants who are not initially selected are encouraged to re-apply.
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Monday, November 21, 2011
Teaching Effort
The WE Effort- Achievement Dynamic (EAD) is a Wholistic Education™ principle which seeks to explicitly and implicitly teach and exemplify the connection between effort and achievement.
Research and Theory on Reinforcing Effort tells us,
1. Not all students realize the importance of believing in effort.
2. Students can learn to change their belief to include an emphasis on effort.
Students might not be aware of the importance of believing in effort, but they can be taught. A remedy for this is for educators (especially classroom teachers) to make sure that explicitly teach and exemplify the connection between effort and achievement.
“Students who were taught about the relationship between effort and achievement increased their achievement more than students who were taught techniques for time management and comprehension of new material” (Van Overwalle & DeMetsenaere,1990 ).
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Saturday, November 19, 2011
Wholistic Education- Trending Genius™ Sessions
Trending is to have a general tendency, as events, conditions, etc. or to tend to take a particular direction; extend in some direction indicated.
And
Genius is defined as an exceptional natural capacity of intellect, especially as shown in creative and original work in science, art, music, etc.:
These sessions are designed for parents and learners to work together to generate solutions to the current problem of the academic achievement and its impact on African American students.
The Wholistic Education- Trending Genius Sessions (WE-TGS) is an ongoing series of interactive solution oriented workshops, lectures, discussions, presentations and symposiums with the focus on examining the concepts of critical thinking in every domain of learning as a solution to closing the achievement gap for all student, with particular focus on African American students and their parents and guardians.
Parent/ Guardian Session topics include: The 4 Approaches to Parental Impact on Student Achievement, Parental Role in Plan to Close Academic Achievement Gap, A Framework for Six Types of Parental Involvement, Volunteering Redefined, Parent Advocacy, Learning at Home
Student/ Learner Session topics include: Self- Odyssey: A Journey to Global Citizen, Wholistic Education Curriculum Model, Critical Thinking Series:
Small Group Classes (15 students max)
‚ Gender Specific- separate classes for boys and girls
ƒ Test- Taking Strategies (PSAT, AP, EOC, EOG, etc.)
Parent & Student Session topics include:
Wholistic Education: Beyond The Magic Triangle™ , Wholistic Education Curriculum Model™, Trending Genius™ Relevant Content, Socratic Seminar™
Contact WEE, LLC for more information on available programs.
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Wholistic Education Enterprises LLC Programs
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WE Odyssey: A Journey to Global Citizenship™ consists of three parts which are interrelated and build upon each other. The Self- Odyssey project seeks to allow the learner to acquire new content and skills by designing, planning, and producing a performance or a product.
Wholistic Education Odyssey - A State by State Southern Sojourn to HBCUs ™ Historically Black Colleges and Universities [HBCUs] from an historical perspective, why were they necessary? Were they necessary? For who were they originally intended? Were different universities established for different reasons? What reasons? Were the intended goals met? Are HBCUs still necessary? Use the “Logic Wheel” to reason through the logic of having HBCUs from an historical and present day point of view.
We will use the framework of Wholistic Education™ to analyze the logic of HBCUs; using the elements of reasoning to generate essential questions we plan to address, document, and share. The WE Odyssey™ has a three -fold focus on Educational Leadership. The Odyssey is a student- centered program; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, The Odyssey was designed to serve the student, their parents and/ or guardian, and the educators who teach them. WE uses this model as the framework to ensure the maximal development of the learner, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.
Contact WEE, LLC for more information on available programs. The WE Odyssey-Journey to Self ™ is meant to serve as an odyssey in the sense that it is a “long series of wanderings or adventures especially when filled with notable experiences”. This “long eventful journey” may serve as an introduction or a continuation of the examin...ation of the concepts of focus. It is by no means meant to serve as a linear journey which can be completed by achieving some level (either real or imagined) of mastery. This initial stage of self- exploration delivered in 8 Steps and is based in Wholistic Education as a model of transformative engagement.
Wholistic Education (WE) Odyssey(s)™
WE Odyssey: A Journey to Global Citizenship™ consists of three parts which are interrelated and build upon each other. The Self- Odyssey project seeks to allow the learner to acquire new content and skills by designing, planning, and producing a performance or a product.
Wholistic Education Odyssey - A State by State Southern Sojourn to HBCUs ™ Historically Black Colleges and Universities [HBCUs] from an historical perspective, why were they necessary? Were they necessary? For who were they originally intended? Were different universities established for different reasons? What reasons? Were the intended goals met? Are HBCUs still necessary? Use the “Logic Wheel” to reason through the logic of having HBCUs from an historical and present day point of view.
We will use the framework of Wholistic Education™ to analyze the logic of HBCUs; using the elements of reasoning to generate essential questions we plan to address, document, and share. The WE Odyssey™ has a three -fold focus on Educational Leadership. The Odyssey is a student- centered program; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, The Odyssey was designed to serve the student, their parents and/ or guardian, and the educators who teach them. WE uses this model as the framework to ensure the maximal development of the learner, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.
Contact WEE, LLC for more information on available programs.
Wholistic Education™ Curriculum, Instruction & Assessment (CIA) Model-
I. WE- CIA Five Critical Attributes
1. Intellectually Engaging
2. Highly varied
3. Requires active engagement
4. Collaborative
5. Personally Meaningful
II. WE-CIA uses a Multi-genre Thematic Approach to Teaching and Learning
III. WE-CIA applies (2) Core Classroom Components (CCC) the key distinguishing model factors i.e. classroom norms.
1. Established Routines (ER)- daily format
· Pre- Opening
· Opening
· Arouse Curiosity
· Intellectually Engaging Interactions (IEI)
· Art of Body Movement (ABOMO)
· Closing
2. Daily Protocol (DP)- weekly format
DAY 1: Monday(s) Focus- Purpose and Questions
DAY 2: Tuesday(s) Focus- Information and Point of View (POV)
DAY 3: Wednesday(s) Focus- Concepts and Assumptions
DAY 4: Thursday(s) Focus- Implications and Consequences
DAY 5: Friday(s) Focus- Interpretations and Inferences
VI. WE- CIA follows a Weekly CIA Map which provides both structure and flexibility.
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Wednesday, November 16, 2011
Wholistic Education Enterprises LLC 6- Tiered Model for Transformative Engagement
Thursday, October 27, 2011
NEA - 2011 C.A.R.E. Guide: Strategies for Closing the Achievement Gaps
NEA - 2011 C.A.R.E. Guide: Strategies for Closing the Achievement Gaps
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Wednesday, October 12, 2011
Critical Thinking Initiative 2011-2021 - The Three Pillars & Their Three Keys
1st Pillar: The Goals [Expected Outcomes]
1.To produce a thinker who recognizes all aspects of self as being healthy, positive, and relevant.
2. To cultivate a conscientious lifelong learner who is cognizant of the connections that center on change.
3. To establish a foundation to be nurtured and sustained to serve as the core building blocks for transformative engagement in every domain of learning.
2nd Pillar: The Method
1. Curriculum- consists of the knowledge of the subject matter. The curriculum generally consists of the scope or breadth of content in a given subject area and sequence for learning.
2. Instruction- refers to the method of teaching as well as the learning activities used to help the learner master the content and objectives specified by a curriculum. Instruction encompasses the activities of both teachers and students. It can be carried out by a variety of methods, sequences of activities, and topic orders.
3. Assessment- is the means used to measure outcomes of education and the achievement of students with regard to important competencies.
3rd Pillar: The Target
1. Educators are defined as those who act as facilitators of learning who regard themselves as both a learner and a leader and who are committed to fostering and modeling an example of intellectual curiosity
2. Parents are those regarded as primary care givers i.e. blood relatives, legal guardian, etc. for age appropriate Learners and participants in WEE, LLC programs
3. Learners are those regarded as primary care givers i.e. blood relatives, legal guardian, etc. for age appropriate Learners and participants in WEE, LLC programs
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Wholistic Education- M- Power the Parent™ Series
Notes from, The Home Environment and Academic Achievement of Black American Children and Youth: An Overview by Diana T. Slaughter, School of Education and Social Policy, Northwest University; and Edgar G. Epps, Department of Education, University of Chicago. Journal of Negro Education, Vol. 56, No 1 (1987), Copyright ©Howard University
INTRODUCTION
What roles do Black parents have in their children’s schooling?
What contributions do parents make to student achievement?
These questions are important for important reasons:
1) American family structure and organization are presently undergoing rapid social change.
2) The current and projected costs of higher education exacerbate the importance of a solid academic foundation in the elementary and secondary school years.
3) There is increased evidence that American schools, as presently operated, are biased learning environments for many Black children.
The 4 Approaches to Parental Impact on Student Achievement
1. Parent as decision- maker
3. Parent as mediator
4. Parent as teacher Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Wednesday, September 28, 2011
Key Traits of a Successful School Leader
Committed to Equity and High Expectations for All.
Leaders expect all students to learn at high levels, and strive to close achievement gaps.
Results-Oriented.
Leaders focus relentlessly on student learning, regularly measure student progress, and consistently use data to inform practice at the school.
A Keeper of the Vision.
Leaders develop a sound vision, implement and sustain the vision, and inspire others to pursue the vision.
An Instructional Expert.
Leaders continually build their instructional knowledge and contribute to the instructional knowledge of others.
Culturally Competent.
Leaders see diversity as an asset and work with members of their community to meet the needs of individuals from all cultures.
Emotionally Intelligent.
Leaders identify, assess, and attend to the emotions of self and others.
A Model of Integrity.
Leaders act with integrity and honesty and expect the same from all members of their school community.
A Systems Thinker.
Leaders develop quality systems, solve problems within systems, and adjust systems when necessary.
A Professional Developer.
Leaders apply adult learning theory and model quality instructional practice as they develop their staff.
Reflective.
Leaders regularly reflect on their beliefs and actions, seeking feedback from others, and learning from their mistakes, as their practice evolves.
Decisive.
Leaders make wise, prudent, and timely decisions.
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Leaders expect all students to learn at high levels, and strive to close achievement gaps.
Results-Oriented.
Leaders focus relentlessly on student learning, regularly measure student progress, and consistently use data to inform practice at the school.
A Keeper of the Vision.
Leaders develop a sound vision, implement and sustain the vision, and inspire others to pursue the vision.
An Instructional Expert.
Leaders continually build their instructional knowledge and contribute to the instructional knowledge of others.
Culturally Competent.
Leaders see diversity as an asset and work with members of their community to meet the needs of individuals from all cultures.
Emotionally Intelligent.
Leaders identify, assess, and attend to the emotions of self and others.
A Model of Integrity.
Leaders act with integrity and honesty and expect the same from all members of their school community.
A Systems Thinker.
Leaders develop quality systems, solve problems within systems, and adjust systems when necessary.
A Professional Developer.
Leaders apply adult learning theory and model quality instructional practice as they develop their staff.
Reflective.
Leaders regularly reflect on their beliefs and actions, seeking feedback from others, and learning from their mistakes, as their practice evolves.
Decisive.
Leaders make wise, prudent, and timely decisions.
*adapted from OUSD website
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Tuesday, September 27, 2011
WEE, LLC Critical Thinking Initiative 2011- 2021 Mission & Logo
Wholistic Education Enterprises LLC –Critical Thinking Initiative 2011-2021
Our mission is to use the components of curriculum, instruction, and assessment to engage educators, learners, and parents toward closing the academic achievement gap from the inside out.
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A Plan to Close The Achievement Gap for African American Students
Wholistic Education Enterprises LLC –Critical Thinking Initiative 2011-2021
Our mission is to use the components of curriculum, instruction, and assessment to engage educators, learners, and parents toward closing the academic achievement gap from the inside out.
Information from A PLAN TO CLOSE THE ACHIEVEMENT GAP
FOR AFRICAN AMERICAN STUDENTS (December 2008)
Closing the gap takes intentionality
State, school district, and school building leadership can help perpetuate the
achievement gap, or it can be a powerful force for eliminating it. When school
boards, superintendents and principals make closing the gap a top priority
– and when they plan, allocate resources, and design accountability measures
to do so – they make progress.
Developing real relationships is critical
To be effective, leaders must have high expectations of all students and
teachers, and a high degree of awareness of their own culture and the culture
of others. These leaders must be able to mobilize students’ cultures as a force
for learning, and they must reach out to engage parents and communities to
support educational excellence. Strong leadership helps embed these attributes
in the school or school district.
Leaders who close gaps see it as a moral imperative
Perhaps most important, education leaders who have made progress in
narrowing the education gap are those who have a sense of urgency and a
deep moral conviction that this work is central to their purpose as educators.
These are the educators who have the courage to challenge the status quo, to
build the political will for change, and to inspire their communities to sustain
the work of making schools work for everyone.
Success in school requires supporting the whole child
To succeed in school, students need strong leadership, effective instruction,
high expectations, and more. They need a comprehensive program of
academic and social support. This program should include academic and
professional career advising, psychological wellness counseling, and elements
that build trusting relationships. Such support will ensure that African
American students experience schools as supporting communities enabling
their success and not as environments of alienation and hostility. For far too
many African American children, this necessary support system and basic
prerequisite to educational success is missing.
Academic success requires guidance and planning
Students need consistent academic guidance – beginning in elementary school
– to help them think about their own aptitudes and interests, and to plan for
their adult lives. This guidance should continue through college and should
include career advising. Especially for students whose parents did not attend
college or post-secondary job training, learning how to navigate the education
system is a critical skill. Additionally, the move from high school or college
to the world of work is for many students the final in a series of critical
transitions for which they need professional guidance.
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Friday, September 23, 2011
THE FUTURE SUCCESS OF EDUCATION
“The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.”
--John Dewey
Educational researcher and school reform advocate, Phil Schlechty believes that “the future of America depends on the ability of the current generation of American educators to find new ways of linking the cause of public education to the building of democratic communities where they live” (Preface Leading for Learning. 2009). This task will require visionary leaders with a deep understanding of students, teachers, schools and the school community; content, outcomes and assessment;--and how the culture and socio-political landscape influences teaching and learning.
Focus Questions:
What do we want the future citizens of America to be able to know and do?
What do you bring to your role as leader for learning that will allow you to have a positive impact on our future?
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--John Dewey
Educational researcher and school reform advocate, Phil Schlechty believes that “the future of America depends on the ability of the current generation of American educators to find new ways of linking the cause of public education to the building of democratic communities where they live” (Preface Leading for Learning. 2009). This task will require visionary leaders with a deep understanding of students, teachers, schools and the school community; content, outcomes and assessment;--and how the culture and socio-political landscape influences teaching and learning.
Focus Questions:
What do we want the future citizens of America to be able to know and do?
What do you bring to your role as leader for learning that will allow you to have a positive impact on our future?
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Student Achievement
"Not everything that counts can be counted, and not everything that can be counted counts."
--Albert Einstein
"How’d ya do?" "What did you get?" are words spoken by students every minute of every school day. Student achievement is the goal of educational endeavors and is on the minds of everyone associated with schools and schooling. Teachers come to school every day to facilitate instruction that ensures student success. Parents send their children to school so that they might learn and develop into successful adults. Tax payers support good schools because they know they bring other positive influences into the community. Legislators fund schools and develop and support programs that aim to give all students the opportunity for success.
As an educational leader, you will be responsible for the success of the students in your district, region, or state—and all things that lead to that success: well-trained teachers using effective and cutting edge instructional strategies, data collection that informs instruction, collaborative relationships with parents and the community, and high expectations for all stakeholders.
Focus Questions:
Do high test scores equal student learning?
How does inequity impact student achievement?
What things are barriers to student success?
Does achievement include areas of development other than academic?
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
--Albert Einstein
"How’d ya do?" "What did you get?" are words spoken by students every minute of every school day. Student achievement is the goal of educational endeavors and is on the minds of everyone associated with schools and schooling. Teachers come to school every day to facilitate instruction that ensures student success. Parents send their children to school so that they might learn and develop into successful adults. Tax payers support good schools because they know they bring other positive influences into the community. Legislators fund schools and develop and support programs that aim to give all students the opportunity for success.
As an educational leader, you will be responsible for the success of the students in your district, region, or state—and all things that lead to that success: well-trained teachers using effective and cutting edge instructional strategies, data collection that informs instruction, collaborative relationships with parents and the community, and high expectations for all stakeholders.
Focus Questions:
Do high test scores equal student learning?
How does inequity impact student achievement?
What things are barriers to student success?
Does achievement include areas of development other than academic?
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Thursday, September 22, 2011
Towards an Understanding of Wholistic Education™
The Wholistic Education (WE) Critical Thinking Initiative 2011-2021
The WE- CTI 2011-2021
This ten (10) year initiative is aimed at using the practical application of critical thinking skills to address and correct the gaps in achievement which exist and persist in our public schools and are at crises levels for African American students.
The mission of the WE- CTI 2011-2021 is to use the triad of curriculum, instruction, and assessment to engage educators, learners, and parents toward closing the academic achievement gap from the inside out.
The CTI seeks to actualize the three (3) goal and expected outcomes of Wholistic Education:
1. To produce a thinker with the ability to recognize all aspects of self as being healthy, positive, and relevant.
2. To cultivate a conscientious life long learner who is cognizant of the connections that center on change.
3. To establish a foundation to be nurtured and sustained in order to serve as the core building blocks for transformative engagement.
The WE-Critical Thinking Initiative has a Three- Fold Target Group: Educators, Learners/ Students and Parents
Educators are defined as those who act as facilitators of learning who regard themselves as both a learner and a leader and who are committed to fostering and modeling an example of intellectual curiosity.
Learners is the term Wholistic Education™ uses to refer to the student or the individual who is actively engaged in a particular domain of learning. The two words are used interchangeably.
Parents are those regarded as primary care givers i.e. blood relatives, legal guardian, etc. for age appropriate Learners and participants in WEE, LLC programs.
The Critical Thinking Initiative is wholly learner- centered; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, the programs associated with The Critical Thinking Initiative were designed to serve the student, their parents and/ or guardian, and the educators who teach them. Wholistic Education uses this model as the framework to ensure the maximal development of the learner, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.
Critical Thinking Initiative Programs
1) The Sankofa Butterfly Project- Phase One: Fall 2011
2) M- Power The Parent™ -3P (Parent Partner Program) Workshops
3) M- Power The Educator™ - Action Research: A Call for Critical Thinking Across Content Areas
4) Wholistic Education (WE) Scholar Series
5) Wholistic Education (WE) Literary Society
Contact Wholistic Education Enterprises LLC for program details
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