http://www.giddensschool.

org/a-giddens-education/academics/23

Second/Third Grades
In second and third grades students are actively engaging with their
teachers and peers in learning pursuits. They have developed the
perspectives, skills, and knowledge to successfully navigate a school day
and are able to apply them in new, exciting ways. There is focus on
applying their personal preferences and ideas to a community. Students are
given many opportunities to learn from each other and to share their
knowledge in a variety of contexts.

The second and third grade classes begin to practice leadership skills,
spearheading projects such as the Giddens School Postal Service, an
interdisciplinary experience that engages the entire community in letter
writing through a fully functioning postal service. Second and third graders
begin to incorporate their expanding knowledge of the world into their
intellectual pursuits, carefully considering the application of new
knowledge to a variety of contexts. This allows them to interact with
relevant topics of social justice and equity from a place of empathy and a
desire to make positive changes.

Reading
Second and third grade is often when students transition from the
behaviors of learning to read to those of reading to learn. Students are able
to access information from both fiction and non-fiction texts with purpose
and to deepen their own understanding. They also have well developed
attitudes and habits of reading: maximizing reading time, building stamina,
selecting “just right” books that are based on interest, strategies to decode
unknown words, and the ability make meaning from what they have read.

During daily independent, partner, and small group reading time, students
work on a variety of individual goals, such as using context to derive the
meaning of new vocabulary, self-correcting when they make errors that
detract from meaning, attending to punctuation cues, stopping and thinking
about meaning, or reading dialogue with phrasing and expression.
Teachers read aloud from a variety of genres. Through discussion and
lessons, students explore comprehension, fluency, and vocabulary building
strategies to enrich their understanding and enjoyment of literature.

Writing
Second and third graders work hard to build a community of writers,
writing about what they know best – true stories from their lives – as well
as crafting writing pieces that reflect knowledge newly acquired through
research and investigation. They also focus on developing skills to work
respectfully with a writing partner, giving and receiving detailed feedback,
and developing an understanding of the importance of audience when
engaging in written communication. Students practice revision strategies,
including determining the most important part of their story, zooming in
and adding details, dialogue, feelings and inner thinking. These strategies
help the reader to better visualize the story. Throughout the writing
process, students work on mechanics, including the proper use of capitals,
punctuation, and conventional spelling patterns. Second and third graders
write for a variety of purposes, developing their abilities to communicate to
share information, connect with others, and advocate for their opinions.

Math
Second and third graders mathematicians work to develop routines and
build a mathematical community that allows them to engage in productive
work and conversation about mathematical ideas, including articulating
their solution strategies and understanding other’s ideas. Students solve
mathematical problems that are based in real world contexts, working
individually, in small groups, and with the entire class. They are given
multiple opportunities to develop visual thinking, which requires both the
ability to extract and use information from pictures, and the ability to put
verbal or numerical information into picture form. In addition to lending
depth and meaning to the basic operations, students find connectedness
between mathematics and the world around them. The Bridges in
Mathematicscurriculum engages students in developing standards based
knowledge and skills while practicing and deepening their mathematical
understanding across mathematical operations and concepts.
Science
Science in second and third grade gives each student the opportunity to
apply their knowledge of the scientific method to deepening their
understanding of the world around them. Students work with their peers to
question assumptions as they actively explore the concepts in life science,
physical science, earth science, and engineering. These concepts are
presented through hands-on SPARK projects, units of study that give
teachers and children opportunities to think more deeply about a scientific
concept, and its connection to justice in the world, in a developmentally
appropriate way. An example of this in a second and third grade classroom
might be a study of weather patterns across different areas of Washington
State and how those patterns impact the people living in those areas. This
context give student’s the opportunity to learn important meteorological
concepts, while exploring the impact that weather has on the economics,
health, and social opportunities in a region.

Social Studies
Social Studies in the second and third Grade classrooms is focused on the
student’s developing understanding of the interconnectedness of systems in
the world. Opportunities to find patterns throughout civics, history,
geography, and economics are interwoven into experiential projects that
build on a child’s desire to learn more. These are SPARK projects, units of
study that give teachers and children ways to engage deeply with a social
studies concept, and its connection to justice in the world, in a
developmentally appropriate way. In second and third grade, an example of
this might be a study of democratic decision-making. In this context,
students can explore how decisions are made and begin to understand the
foundations of democracy. They can apply it to their own lives, and the
decisions they make every day, as well as to decisions made on the global
landscape.

Art
Second and third grade students use their time in art to focus mostly on 3
dimensional projects. To start this work, student focus on a drawing project
that creates a 3D effect; the project calls for students to create 3
dimensional spaces reminiscent of a spider web. Drawing to create
dimension like this requires students to think about space, perspective and
shadow.
Physical Education
Our athletes have fun exploring teamwork strategies in a variety of sports
and activities. Through a range of team games and small group challenges,
students continue to learn how to work together and solve problems to
achieve their goals. These are skills that have been stressed throughout the
year to help the second and third grade students be successful in sports, the
classroom, and life. Along with team-oriented activities, students are enjoy
developing sports tactics in basketball and hockey, and various track and
field events.

Spanish
The Spanish program at Giddens School supports children in building their
understanding of World Languages and the Spanish speaking countries. By
providing Spanish instruction in preschool – 5th grade, we are instilling in
students an awareness of the varied ways in which the world
communicates and solidifying pathways of language development that
support future language learning. Exposure to Spanish vocabulary and
language conventions is balanced with cultural explorations throughout the
program. After graduation, many Giddens School students go on to place
into higher levels of Spanish instruction in their middle schools, building
on the solid foundation of instruction provided during Spanish class at
Giddens.

Library & Media

The second and third grade classes begin year by using the library time to
explore themes of injustice and inequality. Read aloud stories are aimed at
giving the students a variety of viewpoints around these ideas, including
racial and gender inequality, from around the world. As the year
progresses, the second and third graders started to dig deeper into the ways
that libraries work. The students focused on library organization. Using the
Giddens School library as a starting point, the students learn about call
numbers, barcodes, and the different systems used to organize materials.

............................

http://www.giddensschool.org/a-giddens-education/academics/k1
Kindergarten/First Grades
In kindergarten and first grade, students develop their roles as contributing
members of a learning community. There is focus on developing their
sense of self, identity as a learner, and their role in belonging to a larger
group. As they engage in academic pursuits, developing social emotional
skills such as learning to name and regulate their emotions, advocate for
their needs, and understand perspectives different from their own allows
the students to apply and share new knowledge effectively. Students
practice social and emotional strategies throughout the day, from the
playground to choice time, and while engaged in learning activities. The
kindergarten and first grade students’ experience of the classroom
community empowers them to take action on projects that affect the wider
world, like the Harvest Food Drive and other emergent projects. They
demonstrate responsibility, ownership, and confidence allowing them to
take increased academic risk. Kindergarten and first grade students engage
with foundational knowledge across curricular areas in engaging ways that
are responsive to their individual learning trajectories.

Our Curriculum

Reading
Kindergarten and first grade students are immersed in a balanced reading
program, which incorporates instruction in phonemic awareness, phonics,
sight words, and an appreciation of literature. They have daily
opportunities to engage with text independently, with a reading partner, in
a small group, and in whole group settings. Students also participate in
active exploration with letter/sound relationships, word solving strategies,
comprehension skills, and sight word recognition. Each month, a new
author or theme is studied allowing the children to develop reading
mentors, favorite authors, and a love for books. Comprehension skills are
developed through one-on-one reading with a teacher, guided reading
groups, and interactive read-alouds. Kindergarten and first grade readers
represent a range of skill levels, from those building their knowledge of
early print decoding, to others who are integrating their decoding and sight
word skills to decipher more complex texts. Across this range, students are
supported in their growth through frequent, informal assessment and
skilled adaptation of the reading program.
Writing
In kindergarten and first grade, students are developing their identity as
authors. The writing workshop curriculum provides a structure for this
process, as well as for exploring a wide range of writing genres. Students
practice their writing skills on everything from personal true stories to
nonfiction informational texts, and friendly letters. Writing skills are also
addressed throughout the day during group interactive writing, independent
journal writing, and many emergent opportunities. Kindergarteners and
first graders write for a variety of purposes including reflective,
informative, narrative, and responses to literature. When writing, students
are encouraged to use a combination of phonetic “best-guess” spelling and
conventional spelling using resources such as the word wall and sight
words. Students are supported in expressing their full ideas in written form,
using pictures, labels, sentences, lists, and all other forms of recording. As
part of the publishing process, students have many opportunities to “fancy
up” a self-chosen writing piece to share with a broader community,
developing their confidence in using written expression to communicate
their ideas.

Math
Mathematicians in kindergarten and first grade explore ideas, play games,
and search for mathematical connections in the world around them.
Students are encouraged to inquire, investigate, discuss, and construct as
they explore in all mathematical areas. They participate in ongoing
investigations developed within real-life contexts that encourage children
to mathematize their lives. The Bridges in Mathematics curriculum
provides many opportunities for students to develop mental models, to
explore multiple strategies, and to communicate their thinking in clear
language. Students put forth their ideas in a community of their peers and
learn to justify and defend their thinking, as well as understand and
appreciate peers’ ideas. Problem solving skills are developed using story
problems, which allow students to visualize the actions in the problem.
Kindergarten and first graders strive to move fluidly through visualization,
recording, and reporting to deepen their overall understanding of the
number system and other mathematical concepts. Students are encouraged
to approach problems in a variety of ways, working to be accurate, fluent,
and efficient in each situation. There is a focus on students developing
their individual identity as a mathematician and fostering a lifelong
enthusiasm for mathematics.
Science
Kindergarten and First Grade scientists are developing the perspectives,
knowledge, and skills needed to enthusiastically engage with the scientific
method. They are developing an understanding of fundamental
hypothesizing, testing, evaluating, and reporting techniques in real world
contexts. These real world scenarios are presented as SPARK projects,
units of study that give teachers and children opportunities to think more
deeply about a scientific concept, and its connection to justice in the world,
in a developmentally appropriate way. An example of this in a
Kindergarten and First Grade classroom would be a study of underground
worlds. This exploration allows for learning in life science, earth science,
and an opportunity to begin understanding how human use of natural
resources is changing the Earth.

Social Studies
Social Studies in kindergarten and first grade is focused on relating
complex systems to the student’s own life. Civics is learned through the
creation of a classroom community that values respect and compromise.
Geography is explored by learning about personal histories and those of
their classmates. Economics concepts are interwoven into learning about
sharing and preservation of classroom resources. History is presented
through rich literature focused on the lives of children through time.
SPARK projects are units of study that give teachers and children
opportunities to think more deeply about a social studies concept, and its
connection to justice in the world, in a developmentally appropriate way.
In kindergarten and first grade, an example of this might be a study the
food’s each child’s family prefers. This project focuses on the
communication of personal preferences, cultural identity, and the
opportunity for respectful comparison, all of which reinforce foundational
social studies skills.

Art
Kindergarten and first grade students use their art time to make
connections with other specialists and their classroom. Some examples of
this kind of work include collaboration with science work on the subject of
dogs/wolves, where kindergarten and first grade students learn the how-
to’s of drawing a dog as well as looked at how famous artists portray dogs
in their artwork. This drawing work asked the students to focus on line,
learn to draw what they see in an image, and to think about the variety in
dog breeds.

In preparation for our annual Arts Festival, each kindergarten and first
grade
student makes a clay piece for the two new permanent garden wind chimes
attached to the Rhododendron tree. Students also create stacking sculptures
based on contemporary artworks and contributed a painted record using
symmetrical designs for the fences and plant beds. At the end of the year,
each student will bring home a collection of their 2D (flat) artwork in a
portfolio.

Physical Education
Kindergarten and first grade athletes have fun exploring teamwork
strategies in a variety of sports and activities. Through a range of team
games and small group challenges, students learn how to work together
and solve problems to achieve their goals. These skills are stressed
throughout the year to help the kindergarten and first grade students be
successful in sports, the classroom, and life. Along with team-oriented
activities, the classes enjoy developing basketball and hockey skills, while
also participating in various track and field events.

Spanish
The Spanish program at Giddens School supports children in building their
understanding of World Languages and the Spanish speaking countries. By
providing Spanish instruction in preschool – 5th grade, we are instilling in
students an awareness of the varied ways in which the world
communicates and solidifying pathways of language development that
support future language learning. Exposure to Spanish vocabulary and
language conventions is balanced with cultural explorations throughout the
program. After graduation, many Giddens School students go on to place
into higher levels of Spanish instruction in their middle schools, building
on the solid foundation of instruction provided during Spanish class at
Giddens.
Library & Media
Kindergarten and first grade classes begin their focus, both in the
classroom and in the library, on pattern books. Stories with obvious and
repetitive patterns offer an opportunity to examine the structure of books
and allow for students to engage with the text in more meaningful ways.

..........................

http://www.esynola.org/

About ESYNOLA
Founded in 2006, Edible Schoolyard New Orleans (ESYNOLA) changes the way
children eat, learn, and live at five FirstLine public charter schools in New Orleans.
Our aim is to improve the long-term well being of our students, families, and school
community, by integrating hands-on organic gardening and seasonal cooking into the
school curriculum, culture, and cafeteria programs. We work to create a strong and
vibrant school community where students are engaged in experiential learning
through hands-on kitchen and garden classes and special events, and where
students are provided with healthy, nutritious meals and snacks through school-
based meal programs in an inviting and sustainable cafeteria setting.

ESYNOLA involves students and the school community in growing, harvesting,

preparing and enjoying food together as a means of awakening their senses,
cultivating an environment that promotes a sense of pride and responsibility for our
land and natural resources, and developing a love of fresh, seasonal foods. We help
our children find a place at the table, and in the world, by nourishing their minds and
bodies, building community through our programming, and creating a beautiful
environment that stimulates students' curiosity and desire to learn about the natural
world. As part of this vision, the whole school community – students, families,
teachers, and neighbors – is able to participate in the growing, harvesting and
sharing of food together as a means of building community and improving the health
and well-being of all those we serve.

ESYNOLA is a signature program of FirstLine Schools, a network of five public, open-

enrollment charter schools in New Orleans.

Garden Education
Garden Education: Teaching children how to grow their own food
Through hands-on gardening classes tied to life science lessons, FirstLine students
experience the joys and hard work of growing their own food right on their own
school campuses. Our largest edible garden is one-third of an acre at Samuel J.
Green Charter School, and we are currently expanding the gardens at Arthur Ashe
Charter School in Oak Park and Phillis Wheatley Community School in the Treme.
Langston Hughes Academy's Dreamkeeper Garden has expanded its production
garden and is now home to chickens, goats, and a pot-bellied pig. By cultivating five
dynamic gardens specialized for each FirstLine School, we seek to create therapeutic
and educational spaces, and to increase the amount of food grown in the garden and
the number of children and families served. Garden harvest is used as ingredients in
culinary classes, prepared as snacks in garden classes, featured in recipes at special
events, sent home with families and school staff through the school’s harvest table,
and sold by middle school students at local farmers markets.

...............................

http://journals.sagepub.com/doi/abs/10.1177/07417130022087035?journalCode=ae
qb

Expanding Conceptions of Experiential Learning: A Review of the

Five Contemporary Perspectives on Cognition
Tara J. Fenwick

First Published August 1, 2000

bstract

This article offers a comparison of five distinct currents of thought apparent in

recent scholarly writing addressing experiential learning, defined here as a
process of human cognition. These five perspectives were selected for their
heuristic value in expanding conventional notions of experiential learning, ranging
from conceptions of reflective constructions of meaning to psychoanalytic,
situated, emancipatory, and ecological theories of learning. A rationale for this
typology is outlined, and the problems of classification and comparison of multiple
perspectives are discussed. The five perspectives are each described briefly,
outlining their view of knowledge, learning, and teaching; their understanding of
relations between knower, culture, and knowledge; and critiques and questions
raised by other perspectives. Caveats about the limitations and presumptions of
such a typology are declared along with invitations for response and critique.

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http://www.jstor.org/stable/255760?seq=1#page_scan_tab_contents

JOURNAL ARTICLE
What Can One Learn from the Learning Style Inventory?
Richard D. Freedman and Stephen A. Stumpf
The Academy of Management Journal
Vol. 21, No. 2 (Jun., 1978), pp. 275-282
..............................

https://youtu.be/q_T56tVt_HI

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https://youtu.be/7bwMB17TYZs
...................

xperiential Activities for a Better World

By: Marilyn Levin with Lea Arellano

Description:

Experiential Activities for a Better World delivers the information and inspiration you need
to become a catalyst for personal and global transformation. It provides insights,
methods, perspectives, tools and over 100 activities for facilitators, teachers, counselors,
trainers, and group leaders – anyone who would like to transform injustice and inspire
hope and healing in themselves and others.

You can use the insights, tools and activities in this book to work with yourself, another
person, in pairs, small groups and large groups. Many of the approaches, tools and
activities in the book can be used by people with little or no experience. For people with
experience, there are additional chapters of instruction and intermediate and advanced
activities and handouts.

Experiential Activities for a Better World provides an explanation of the experiential

learning cycle, guidance in the facilitation of the activities and topics in the book, and
instructions on teaching people to respond to personal and societal challenges with
confidence, compassion and power.

Endorsements

At last, the brilliance, creativity, and compassion of Marilyn Levin's

extraordinary trainings are captured in a book. This is an incredibly rich
resource, packed with dynamic activities and brilliant ideas and insights. It
is a must have for facilitators!

- Lara Mendel, Co-Founder/Executive Director, The Mosaic Project

Marilyn Levin has done it again… She has provided the ultimate resource
for facilitators of change to transform the world and empower all.

- Cheryl Schwartz, Director Lifelong Learning Center at Prescott College

While many activity books exist, this particular Guide offers a level of
depth and innovation that is truly exceptional. Compiled based on years of
experience and researching the best resources out there, Marilyn’s
commitment to this work and desire to “transform” our lives is evident in
the contents of this publication. The activities offer opportunities for
change, enable safe risk through exploration, and provide an enjoyable
way to understand differences and why they matter. This Guide is a
welcome addition to the world of experiential learning and investigating
the untapped power of our human potential.

- Nina S. Roberts, Ph.D., San Francisco State University

Author Bio:
Marilyn Levin is a social entrepreneur engaged in several initiatives that are
accelerating the global transformation that is currently underway. She is an award
winning activist, a professional speaker and trainer and the author of Experiential
Activities for a Better World,www.experientialactivitiesforabetterworld.com. She is
currently the Director of the Spreading KINS Division of Green America. KINS Innovation
Networks, www.kinsinnovation.org, brings together high integrity servant leaders to
catalyze a globally sustainable economy. She is Founder of Global Sufficiency Network,
serving the cultural shift out of the mindset of scarcity that fuels fear, greed and conflict
in our society and served as Campaign Director for Four Years.
Go, www.fouryearsgo.org, an initiative to put humanity on a just, sustainable and
fulfilling path by 2014. You can reach her atwww.marilynlevin.com.

Marilyn received the "Karl Rohnke Creativity Award" in 2012 by

the Association for Experiential Education (AEE) for her
outstanding commitment to experiential education principles as
evidenced through the design, creation and/or production of
experiential education resources.

Contributing Author Bio:

Lea E. Arellano is a consultant, trainer, facilitator and coach. She is the principal of
Human Solutions Consulting which is a network of diverse consultants of color who serve
individuals, community based organizations, businesses and faith based social profits in
building capacity through cross cultural relationship building, communications and
strategic consulting. Human Solutions offers life changing seminars where people
reconnect with their joy, passion and love of life renewing the natural happiness humans
carry and need in order to be their best. Lea has been in the field for over 25 years and
brings a wealth of experience and new dynamic modalities for the most expeditious
sustainable changes for individuals and organizations. Please see her website
at www.human-solutions.us.