Authentic Learning Category 4

Here is a collection of articles written on the EdVisions model and network schools.

Authentic Learning articles

*All articles are available upon request by emailing info@edvisions.org

Category 4: Multi-age full-time advisories in place; advisors responsible for no more than 20 students.

Benson, J., & Poliner, R. E. (2013). Designing advisories for resilienceEducational Leadership71(1), 50.

The article discusses schools' use of advisory programs, or non-academic group meetings led by advisors that focus on student development, social-emotional learning, and resilience. Topics include an advisory program at Needham High School in Massachusetts, the impact of student and advisor groupings on school culture, as well as the sense of community advisory programs foster. Also discussed is teacher development for teachers who become advisors.

Brennan, D. D. (2015). Creating a Climate AchievementEducational Leadership72(5), 56-59.

The article covers efforts to improve academic achievement at the Robert P. Hernandez Middle School, a Title I school in Round Rock, Texas, by focusing on teacher collaboration as well as social-emotional learning. The author discusses her role as school principal and the process of setting learning goals, creating new assessments, and intervening early on failing students. Particular attention is also given to student-teacher relationships and discipline policies.

Butzin, S. M. (2004). Stop the insanity!Phi Delta Kappan86(4), 307.

Focuses on "triangulated learning." Description of "triangulated learning," which has three teachers working together to teach reading, writing, and mathematics. Other aspects of "triangulated learning," including multi-age groupings, classroom rotations, learning stations that provide self-paced practice through different learning modes, the same subject teacher for three years, and the use of three learning modes.

Elmore, R., & Wisenbaker, J. (2000). The crabapple experiencePhi Delta Kappan82(4), 280.

Evaluates a multi-age team learning project at the Crabapple Middle School in Roswell, Georgia. Opinion that the program had strong leadership which helped its successful implementation; Focus on meeting social, emotional, physical, and intellectual needs through the program; Details of the program, including its grouping of students from various age groups and use of hands-on experiences; Discussion of the impact the program had in various areas, such as students' self-esteem and attitudes about school and learning.

Poland, S. (2012). The importance of the fourth r--RelationshipsDistrict Administration48(2), 68.

The article discusses the student-teacher relationship and the alleged importance for students to know that the teacher cares about their welfare. The author contends that a close student-teacher relationship can help avoid school violence, bullying and improve student learning. Scenarios of bullying and school violence are also provided.

Vidal, K. (2017). A journey to empathy and self-awarenessIndependent School76(3), 12.

The author shares her reflections on how middle school teachers in the U.S. can encourage self-expression, empathy and self-awareness in their students. Topics discussed include the role of independent schools' advisory programs on the development of students' self-awareness and empathy, the training of middle school teachers to observe and intervene in cliquey behavior, and students' demonstration of compassion.