Concept Spotlight: Lower School SP English

THGILTOPS

LOWER SCHOOL SÃO PAULO

escola CONCEPT

“THE WORLD DOESN'T CARE WHAT YOU KNOW. WHAT THE WORLD CARES ABOUT IS WHAT YOU DO WITH WHAT YOU KNOW.”

TONY WAGNER

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spot light

By Ana Carolina Erlacher

What does Innovative Education look like? What drives our community in the quest for continuous growth and learning? What is in our spotlight at the moment? These and many other questions will guide Spotlight, this publication that is now in its second edition.

This present edition will focus on Lower School, celebrating the sparkling curiosity of its learners, families and educators. Children in Lower School are well known for raising intriguing questions that lead to more abstract and conceptual thinking, and their research and projects gain a deeper level of complexity. What a golden age, full of joy and significant learning!

spotl

5 When everyone is currently committed to staying home and the school campus is closed, learning must continue and change in education is inevitable. Home embraced school as school became virtual. Through the screen of iPads, tablets, notebooks and even cellphones, learning opportunities were offered by the school to be embraced virtually at home.

These changes surely affected the way learning happens and also taught us some unexpected skills.

Educators, for instance, quickly had to understand the specificities of the Virtual School and how to manage a group and lead learning from a distance. Students engaged in learning in a completely new manner, developing skills that go beyond the curricular content.

Parents now have the opportunity to closely observe how learning happens for their child and actively participate in this process.

In this dialogue, where the perspective of leaders, educators, parents and families are celebrated and documented, Spotlight is meant to broaden our view of how education can be positively impacted and become even more meaningful in everyone's lives.Â

When everyone is currently committed to staying home and the school campus is closed, learning must continue and change in education is inevitable. Home embraced school as school became virtual.

Through the screen of iPads, tablets, notebooks and even cellphones, learning opportunities were offered by the school to be performed virtually at home.

We hope this reading extends your thinking and brings you joy, as we come together as a community of continuous learners. Are you ready to embark on this journey with us?

light

Ana Carolina Erlacher is a principal for the Lower and Middle School Division and also coordinates the Middle School program for all 3 Escola Concept campuses in Brazil.

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A TEACHER'S PERSPECTIVE

Yhan Valonne is a grade 2 educator sharing his experience through virtual school and how the school community may contribute to teaching & learning success.

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Observing learners' growth "I used to think

young learners wouldn't be able to interact and understand an online platform such as Google Classroom," admits Yhan Vallone, Grade 2 educator of Escola Concept SĂŁo Paulo. After some opportunities for growth and celebrations of successes throughout the process filled with moments of rich learning opportunities made up of mini lessons, practices, application of learning, and reflections, Yhan understands that reality is different from what he had previously imagined.

Ongoing feedback from all members of the comunitĂĄrio contributed to solid growth along the journey and Yhan is proud to celebrate that his initial assumptions were incorrect.

Learners were able to understand what was expected in an online environment and, now, they can navigate with independence and ownership on their own learning during our online live lessons. "I also observed that learners made use of the habits of mind, as they were able to manage their impulsivities, listen to their peers with understanding and empathy, and persist in their daily online tasks."

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The apps we love The use of technology apps is infused throughout the learning process. For the development of reading fluency in both English and Portuguese Epic and Árvore do Livro have been used for moments of individual, shared, and guided reading.

When it comes to mathematics, we use apps like the ‘’Khan Academy app,’’ which provides learners with video lessons and exercises to practice content that is aligned with our Brazilian National Common Curriculum ( BNCC) parameters. We also use the ''Prodigy app'' with the idea of developing fluency in the English language, solving math problems, and logical reasoning, which is also aligned with the program content for each grade level. Still exploring mathematics, we also use the "Educacross app" as a way to also practice, apply, and internalize the acquired knowledge in our online math classes.

Epic!

Prodigy Educacross Khan Academy

Árvore de Livros

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How do I see learning through the screen?

Visible thinking routines are used to explore thinking, activate prior knowledge, establish connections, make careful observations, reason with evidence, and establish thoughtful conclusions. Reflection is a large part of the learning process. It is essential for learners to think about their thinking and engage in metacognitive processes so that they understand what they know, what they don’t know, and what they still need to learn.

Every day, students have opportunities to engage in some of the routines, expressing themselves through oral discussions, writing their thoughts, or creating visual resources, which allows them to build knowledge with their colleagues and educators, extending their thinking and creating new challenges.

"Every day, students have opportunities to engage in some of the routines... extending their thinking and creating new challenges."

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Some words for the parents I think parents can help by understanding that it is okay for your child not to know all the answers or to have difficulty in some areas of knowledge. I consider it important that families talk to their children, ask how they are feeling, what is more challenging for them, or what are the tasks that are the easiest. I believe the use of habits of the mind is as important for children as it is for families! We all should have the patience to listen to the children with understanding and empathy and wait for their own and individual time to internalize the amount of new information.

Learning can sometimes be difficult and frustrating, but it can also be fun and special.It is necessary to understand what are the expectations of the school for each grade level and to acknowledge that there will be challenges that are unique to the age group. It is also important to emphasize that we are all experiencing a pandemic, that teachers are doing their best, and that everyone is always open to continuous learning and feedback.

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12 Here's a timeline of how the school has been communicating with parents throughout COVID-19 crisis this far.

OUR JO

Crisis manageme

March 14th: international incidence response company: deep cleaning of learning environment & training of cleaning staff

March 17th: launch of virtual school phase 1.

March 23rd: school informs families that meal and after school fees are suspended for March and for the entire period the school will remain closed.

April 18th: vacation toolkit with appropriate age level suggestions for children and families.

April 24th: the school focused on the individual needs of each division. Early Years and Grade 1 remained on vacation to maximize on campus learning. Lower and Middle School Learners continued with virtual school on May 4th.

May 13th: 20% tuition reduction for Early Years and Grade 1 for the July tuition.

10% tuition reduction for Lower and Middle School for the July tuition.

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OURNEY

ent during COVID-19

March 25th: launch of virtual school phase 2

May 15th: launch of phase 3 for Lower School

April 6th: launch of the donation campaign for the Escola Concept partners of the COLLAB network or choice of tuition reduction

May 19th: local holiday anticipation for Wednesday and Thursday

April 7th: first communication about the anticipation of vacation.

May 22th: local holiday anticipation for Monday

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ADAPT

CHANGE

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The school routine in times of COVID-19

By Ana Carolina Erlacher

School has never been so far and so close at the same time, don't you think?

We cannot be together in the same space, but somehow school is now part of our family routine, as home and virtual become the new space for building knowledge and developing skills.

In face of so many changes, challenges, and uncertainty, the role of schools has been deeply discussed by different researchers and authors all over the world and the answer to this question is definitely more complex and deep than the words this article try to convey. In times with so many changes, it is crucial to constantly reflect upon the purpose of schools for all of us to start grounded, committed and focused on a common purpose.

Some may state that the main purpose of school is to simply focus on the teaching and learning of content. If we were living in different times, perhaps going to school for the learning of content, would be sufficient, but we know that education goes beyond learning mathematics, developing language skills, writing, creating art, and learning about scientific theories.

Learning is about understanding the content and applying it to solve existing problems, finding new problems, and exploring multiple solutions to complex questions.

School is also where children establish routines, foster autonomy, learn the value and meaning of friendships, cultivate social emotional skills, apply the learning of content to solve problems in the world around us, and learn new skills and tools to solve problems that still have not emerged on our horizon.

So, how does school continue to play its role in times of COVID-19?

One way of answering this question is by closely observing the impact of COVID-19Â on school in our learner's routine. We invite you to reflect upon how routine can play an important role in the development of our learners with a focus on their academic and social emotional skills, in addition to preparing them for the future that lies ahead.

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Routine

For children, school brings routine and routine brings predictability. While surrounded by uncertainty, school helps children and families organize their schedules in a predictable manner, which allow children to manage the unknown and control their anxieties.

While engaging in a predictable schedule, relationships are fostered with educators and other learners inside the learning environment.

By letting go of their immediate desire of playing and finding the grit to focus on learning, children understand that there is some loss in every small choice. Dealing with these small frustrations along the process, children learn about grit and resilience as healthy habits, developing intrinsic motivation that will support future choices when challenges need to be faced.

Since school is in session, following the routines established pre-COVID-19 are essential for maintaining a sense of purpose and commitment to school.

When learners observe a shared commitment by their classmates and educators to stay connected virtually, this reinforces the sense of normalcy and the need to have a schedule during these unusual times of quarantine.

Have you also been hearing the words "oh, I'm bored..." during this quarantine? Yes, we know‌ that's a feeling we cannot avoid, as we all miss going out to a park, to the movies, to the beach... We miss practicing sports, hanging out with friends and even the breeze and sunlight on our faces when we are outdoors.

Routine also marks the child’s understanding about time. Weekdays should be filled with meaningful learning, school responsibilities, family chores, and limits. During the weekend there’s additional time for relaxation and other engagements. Anticipating the weekend to pause the weekday routine is both positive and productive.

But, beware: routine is not meant to be pleasant at all times. And it is ok! It also helps children to understand that, in learning, effort and choices are much needed, so we can experience the joy of positive results later. At home, the stimuli are several, from that favorite TV series to the toys on the desk.

School also creates opportunities for our learners to virtually meet their classmates, bringing to their routine the closeness of friendship and fostering a sense of belonging, so important in times of social isolation.

17 FOR PARENTS, THE SCHOOL CAN ALSO HELP IN THE ORGANIZATION OF FAMILY ROUTINE, SUPPORTING THE STUDY AND WORK TIMES FOR ALL. IF YOU ARE A PARENT, WE LEAVE HERE SOME TIPS TO MAKE THIS ROUTINE MORE VISIBLE AND MEANINGFUL FOR YOUR CHILDREN: Have a calendar in your learning space and use it daily to plan and document important events, tasks, accomplishments; Make a board with the family routine hour by hour - from wake-up time to bedtime - and follow it as much as you can. Include the school hours, school online events and some time to revise the studies with independence.

Include in this routine some quality time together. Make sure you spend some precious minutes with your children, playing, watching a movie or simply sharing your feelings and thoughts at the dinner table.

Allocate time for the unexpected. Follow the agreements and, eventually, break the routine! Find joy and stay positive so you can support one another when challenging times arise!

If we all come together as a community, we will leave a legacy of learning that will impact generations to come. Let’s partner to ensure that children have routine, predictability, and stability in their lives.

COME AND JOIN US IN THIS JOURNEY. OUR SPOTLIGHT IS EDUCATION (OR YOUR CHILD'S EDUCATION).

WHAT'S YOURS?

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A teacher's life

revisited

Maria Elisa Bonafim, Grade 3 educator, is a highly creative professional. She likes to involve her learners in the world of imagination, to write with many different types of letterings, and she has had fun making videos for the virtual school.

During vacation, she took her time to create theme nights and have fun with her two children. Let's hear what she has to share about these good times she recently spent with her family.

19 A MOMENT IN THE QUARANTINE THAT WENT TO INSTAGRAM ... was the Bertolami Bonafim family camp.

It was a very special moment when our family camped in the living room. We had a lot of fun!

I CHANGED MY MIND ABOUT‌ my children's independence. I realized that they are much more independent than I imagined. They are helping me to wash dishes, sweep the house, dust ...

A NEW HABIT THAT I WANT TO MAINTAIN IS ... to create. We've never created so much around here! Without leaving our homes, we went to the cinema, we camped, we went to the pizzeria, to Mcdonald’s and even to the beach. All fruit of our imagination. In addition to uniting the family, these moments have fostered curiosity in my children.

MY CHILDREN MAKE ME PROUD WHEN ... they understand that we need to stay at home, to protect ourselves and to protect others; when they create letters or other gifts to give to friends, in order to share joy; mostly when they look me in the eye and say: Mom, thanks for everything!

I LEARNED TO ...

optimize the learning opportunities that are everywhere, at all times. I never thought of creating so many experiences for my family, nor that we would learn so many things from them ...

I WAS AFRAID OF ...

not being able to handle it! In fact, I'm afraid I might not be able to handle everything...

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Joy of learning, in any situation

Catarina Abreu, from Grade 3, is a very communicative learner, who struggled to understand how she could maintain her active participation in the virtual school. The testimonials she gave to Spotlight magazine is an amazing proof of how much learning kids are learning in this difficult but enriching time!

21 A MOMENT IN THE QUARANTINE THAT WENT TO INSTAGRAM ... the day my cousin came to play at my house. We played with dolls and Barbies and we had so much fun!

I CHANGED MY MIND ABOUT‌ this is easy! For sure, about the virtual class. At first, I hated it. Now I know that I can learn the same way and I love to answer questions in Live classes. In the project I am doing now, I am going to record a newscast with my friends. I'm so excited that I even made a paper microphone!

A NEW HABIT THAT I WANT TO KEEP ... studying on the computer. With virtual school, I learned how to do meaningful research and how to use Google Meets, which is a cool tool to use for the rest of my life so I can keep in touch with all my friends. Did you know that my mother visits her friends every year in Manaus, where she lived until she was 18 years old?

MY MOTHER MAKES ME PROUD ... when she accompanies me in class. She demands that my brother and I dedicate ourselves and that we should pay more attention to class. I am proud of her being strict.

I LEARNED ...

how to be away from people without feeling lonely. I always call my grandma or shout 'I love you' through the window, and she responds by waving a yellow cloth because she lives on the other side of the street. Now I am at a country club, where I play with the birds. My brother and I put water and bird seeds for them to come and we made a house for them!

I WAS AFRAID OF ... of being infected with Corona, because my mother had Corona without feeling it.

She found out when she went testing for another exam. Then we had to be isolated inside our house, and I was sad and super worried. But it passed, fortunately!

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A spoonful of rice, another of awareness Videogames were not enough to consume the energy of Enzo, Grade 5 learner, in the quarantine every day. The story changed completely when he got involved in the work of preparing and delivering lunchboxes, together with his parents, in communities in a vulnerable position in the Greater SĂŁo Paulo area.

23 A MOMENT IN THE QUARANTINE THAT WENT TO INSTAGRAM ... my mom preparing 5 pans of beans while I put the meal in the lunch boxes. There came a time when I started to sweat!

I CHANGED MY MIND ABOUT… when I was bored at school and wanted to go home. Now I value the opportunities I have to go outside for anything, even to go to the bakery.

A NEW HABIT THAT I WANT TO KEEP ...

I can't remember anything ... But, you know something funny? Out of nowhere, I got used to stretching, I do contortion while watching TV! I also sunbathe from the window.

I AM PROUD OF MY PARENTS WHEN…

they do all they can to help people in need. We have already donated 300 kits of lunchboxes with masks: my father is responsible for the distribution and my mother for the food preparation.

I LEARNED TO ...

play in the Tic &Toc (app) and to make a jelly that is even more flexible than slime.

I WAS AFRAID OF ...

I wasn't scared, because I think everyone will be infected with corona at some point. Still, I thought I could do more than staying at home, so I helped my parents with the distribution of the lunchboxes.

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Student Agency OECD Future of Education and Skills 2030

25 The concept of student agency, as understood in the context of the OECD Learning Compass 2030, is rooted in the principle that students have the ability and the will to positively influence their own lives and the world around them. Student agency is thus defined as the capacity to set a goal, reflect and act responsibly to effect change. It is about acting rather than being acted upon; shaping rather than being shaped; and making responsible decisions and choices rather than accepting those determined by others.

When students are agents in their learning, that is, when they play an active role in deciding what and how they will learn, they tend to show greater motivation to learn and are more likely to define objectives for their learning. These students are also more likely to have “learned how to learn” – an invaluable skill that they can and will use throughout their lives.

Agency can be exercised in nearly every context: moral, social, economic, creative. For example, students need to use moral agency to help them make decisions that recognise the rights and needs of others. While a well-developed sense of agency can help individuals achieve long-term goals and overcome adversity, students need foundational cognitive, social and emotional skills so that they can apply agency to their own – and society’s – benefit.

In education systems that encourage student agency, learning involves not only instruction and evaluation but also co-construction. Co-agency is when teachers and students become co-creators in the teaching-and learning process. The concept of coagency recognises that students, teachers, parents and communities work together to help students progress towards their shared goals.

KEY POINTS ❚ Agency implies having the ability and the will to positively influence one’s own life and the world around them. ❚ In order to exercise agency to the full potential, students need to build foundation skills. ❚ The concept of student agency varies across cultures and develops over a lifetime. ❚ Co-agency is defined as interactive, mutually supportive relationships– with parents, teachers, the community, and with each other– that help students progress towards their shared goals.

To read in full, click here.

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A construção da autonomia moral na escola Texto adaptado* publicado por Telma Vinha, UNICAMP

27 O desenvolvimento da autonomia e de relações mais justas, respeitosas e solidárias são algumas das metas encontradas na maioria dos projetos pedagógicos das instituições escolares. Ao conversarmos com professores durante os cursos de formação, assessorias e nas pesquisas que realizamos, percebemos que, apesar de almejarem de fato esses objetivos, muitos não se sentem seguros sobre como esse desenvolvimento ocorre e como podem favorecê-lo no contexto educativo.

Jean Piaget (1932-1977) mostra-nos em seus estudos que o sujeito tem um papel ativo na construção dos valores, das normas de conduta. Há uma interação, isto é, um caminho de ida-evolta, com o indivíduo atuando sobre o meio e o meio sobre ele, e não simplesmente a internalização pura desse ambiente. Na realidade, não é apenas um ou outro fator isolado (família, traços de personalidade, escola, amigos, meios de comunicação etc.), mas o conjunto deles que contribui nesse processo de construção de valores morais.

Será durante a convivência diária, desde pequena, com o adulto, com seus pares, com as situações escolares, com os problemas com os quais se defronta, e também experimentando, agindo, que a criança irá construir seus valores, princípios e normas.

Ao relacionarmo-nos uns com os outros, é imprescindível a existência de regras que visam garantir a harmonia do convívio social. Aliás, as regras só existem em função da convivência humana e da necessidade de regulá-la. Contudo, para Piaget o importante não são as normas em si, mas sim, o porquê as seguimos.

O indivíduo que é autônomo segue regras morais que emergem dos sentimentos internos que o obrigam a considerar os outros além de si, havendo a reciprocidade. Desta forma, a fonte das regras não está mais nos outros, na comunidade ou em uma autoridade (como na moral heterônoma), mas no próprio indivíduo (auto-regulação). La Taille (2001, p. 16) ressalta que

“a pessoa é moralmente autônoma se, apesar das mudanças de contextos e da presença de pressões sociais ela permanece, na prática, fiel a seus valores e a seus princípios de ação. Assim, a pessoa heterônoma será aquela que muda de comportamento moral em diferentes contextos.”

Para ler na íntegra, clique aqui.

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LOWER SCHOOL SÃO PAULO

escola CONCEPT