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<v Speaker>Teach Me is supported in part by Lloyd A. <v Speaker>Fry Foundation. <v Speaker>Additional funding for WTTW's ongoing programs on Chicago's school reform <v Speaker>is provided by The Joyce Foundation. <v Speaker>Teach Me and other programs in the WTTW Journal series are supported in part <v Speaker>by the Dr. Scholl Foundation. <v Speaker>[music plays] <v Speaker>The teachers basically are being retooled. <v Speaker>I am being retooled. <v Rita Rice>I've been dragged kicking and screaming into the 20th century. <v Speaker>I'm rejuvenated. I I can't wait to get here in the morning. <v Speaker>The notion that one is an excellent teacher and can remain excellent for 10, <v Speaker>15, 20 years without ever doing anything differently is just wrong. <v Speaker>Next on WTTW Journal, Teach Me, what happens
<v Speaker>when veteran educators must rethink the way they teach. <v Royal Kennedy>Good evening. I'm Royal Kennedy. <v Royal Kennedy>Tonight, we present the last program in our year long Making the Grade series. <v Royal Kennedy>Since we began this station wide effort, we have covered every aspect of Chicago <v Royal Kennedy>school reform from the struggle of newly elected local school councils <v Royal Kennedy>to the controversial issue of using vouchers to choose schools. <v Royal Kennedy>But the bottom line of reform is to improve the education of Chicago's children, <v Royal Kennedy>and that takes place here in the classroom. <v Royal Kennedy>Tonight's program focuses on one Chicago public grade school where veteran <v Royal Kennedy>teachers are changing their methods to reflect the best known research <v Royal Kennedy>on how children learn. [music plays]
<v Royal Kennedy>For these children of Chicago's Washington Irving Grade School, learning in the 1890s <v Royal Kennedy>was little more than rote repetition, an endless drill. <v Royal Kennedy>Few stayed much past 6th grade. <v Royal Kennedy>Instead, they went on to become meat cutters, seamstresses, steel workers, <v Royal Kennedy>jobs requiring little formal schooling. <v Royal Kennedy>But although unprecedented change over the next hundred years would make education the <v Royal Kennedy>key to employment, teaching and learning often stagnated, becoming as <v Royal Kennedy>dangerously outdated as Irving's 19th century building. <v Royal Kennedy>By 1988, it was on the verge of collapse and people were feeling the same way <v Royal Kennedy>about Chicago's public school system. [marching band plays] <v Royal Kennedy>Illinois' then Governor Thompson came to open a new building for Washington Irving. <v Royal Kennedy>It was the symbolic setting for him to sign into law a radically new form of education,
<v Royal Kennedy>one embodied in the Chicago School Reform Act of 1988. <v James R. Thompson>Here at Washington Irving, we've built the outside. <v James R. Thompson>Let's make the inside work. Thank you very much. <v James R. Thompson>[applause] [music plays] <v Royal Kennedy>Despite its new building, Irving is a typical Chicago public grade school. <v Royal Kennedy>The neighborhood is one of urban contrasts. <v Royal Kennedy>An abandoned factory looms over new university facilities. <v Royal Kennedy>A creeping gentrification coexists with dilapidated buildings and vacant <v Royal Kennedy>lots. <v Royal Kennedy>As in most city schools, Irving's student population is primarily black and Hispanic. <v Royal Kennedy>86 percent are classified as poor. <v Royal Kennedy>These children start out bright eyed and eager, but if they follow statistics, half <v Royal Kennedy>of them will never finish high school. <v Royal Kennedy>Irving's teachers are also typical of Chicago, where 25 years of classroom <v Royal Kennedy>experience is average.
<v Royal Kennedy>They, too, started out eager and enthusiastic, just like Pat Mark, who began <v Royal Kennedy>teaching at Irving 30 years ago. <v Pat Mark>I knew I was going to change the world. <v Pat Mark>There wasn't going to be a better teacher than Pat Mark. <v Pat Mark>And I really had that feeling for a long, long time. <v Pat Mark>Until until you get into the to the system <v Pat Mark>and you get you get into that, what shall <v Pat Mark>I call it, quagmire. <v Pat Mark>It was just this this feeling of almost despair. <v Pat Mark>You know, you just go on and you think you're doing a great job. <v Pat Mark>And then up come the reading scores and up come the math scores. <v Pat Mark>And you know what to what did you do all year? <v Pat Mark>And it was that. Year after year. And you just sort of get you give up. <v Madeleine Maraldi>They were up there giving their guts, their all and they weren't getting the response <v Madeleine Maraldi>they wanted from their children. <v Madeleine Maraldi>[bell rings]. <v Madeleine Maraldi>Good morning, gentlemen. How you doing? <v Royal Kennedy>Madeleine Miraldi became principal of Irving School when it was relocating to the new
<v Royal Kennedy>building in 1988. <v Royal Kennedy>But her plans went far beyond moving a staff from one facility to another. <v Royal Kennedy>She wanted them to move to a whole new philosophy of education. <v Madeleine Maraldi>It's not only a change of technique or method, the <v Madeleine Maraldi>change of attitude. You have to change your attitude about how children learn, <v Madeleine Maraldi>to change your attitude about whether children. <v Madeleine Maraldi>Tornadoes today, huh? What room are you in? <v Madeleine Maraldi>My attitude is that every single one of these children who walk through these doors <v Madeleine Maraldi>can be the very, very best, that all the potential is there. <v Royal Kennedy>But Irving students hadn't been the best. <v Royal Kennedy>For years, they had been reluctant learners with test scores in the lowest 25 percent <v Royal Kennedy>of the nation. Madeleine presented that history to her faculty, along <v Royal Kennedy>with a disturbing challenge. <v Royal Kennedy>Maybe the students weren't learning because of the way they were being taught. <v Madeleine Maraldi>This was difficult for them to accept the fact that I was looking <v Madeleine Maraldi>at them and not at the community and drugs and poverty and everything else.
<v Madeleine Maraldi>I was not looking at the parents. <v Madeleine Maraldi>I was not looking at the children. I was looking at the teachers. <v Madeleine Maraldi>And it angered many of the teachers. <v Madeleine Maraldi>It really did. <v Royal Kennedy>In fact, Madeleine faced tremendous resistance. <v Royal Kennedy>Some Irving teachers felt so insulted, they left the school. <v Royal Kennedy>Among those who stayed, the reactions were mixed. <v Rita Rice>It makes you doubt that what you've ever done <v Rita Rice>has been of any value, for one thing. <v Speaker>It was a new spark of hope. <v Speaker>We had we had uh we had gone through other principals and and <v Speaker>other board of education mandates. <v Speaker>It just wasn't working. <v Speaker>Good evening, ladies and gentlemen. Let us call this meeting to order. <v Royal Kennedy>But the new reform law had transferred power from a central bureaucracy to the local <v Royal Kennedy>school councils for the first time in Chicago history. <v Royal Kennedy>Parents, community members, teachers and the principal of individual schools <v Royal Kennedy>could determine for themselves the curriculum and how it should be taught.
<v Royal Kennedy>The starting point for Irving was to find out from the teachers in which subject students <v Royal Kennedy>performed the worst. <v Madeleine Maraldi>It was unanimous. It was writing. <v Madeleine Maraldi>They don't know how to write. They don't like to write. <v Madeleine Maraldi>We don't do a lot of writing. <v Madeleine Maraldi>I said, OK, let's start with writing. <v Pat Mark>All right, guys. Today we're going to try to be like Walt Whitman. <v Pat Mark>How many of heard of Walt Whitman? <v Royal Kennedy>The new building had come equipped with a roomful of computers, and it was Madeline's <v Royal Kennedy>idea to use them for a writing lab. <v Pat Mark>Let me read this little piece from Song of Myself, where he talks <v Pat Mark>mostly about the sounds that he has heard in his life. <v Pat Mark>I hear bravuras of birds, bustle of growing wheat. <v Royal Kennedy>Eager for a change, Pat Mark told Madeleine that she wanted to teach the new course. <v Pat Mark>I jumped on her bandwagon. I mean, not because uh for any other reason, except that <v Pat Mark>she excited me and I wanted to um feel good about myself and <v Pat Mark>I hadn't been feeling good about being a teacher.
<v Pat Mark>I want you to be Walt Whitman today and think about sounds. <v Royal Kennedy>The first year, every class in the school was to come to the lab twice a week to work <v Royal Kennedy>with Pat on writing. But there was a twist. <v Royal Kennedy>Not only were students required to learn how to use the computers, so were their <v Royal Kennedy>teachers. <v Rita Rice>I would put my toe in the doorway. <v Rita Rice>Say I'm not coming in there, I don't want any part of it. <v Rita Rice>Well, I've been dragged, kicking and screaming into the 20th century. <v Royal Kennedy>By year 2, a second writing lab was set up in the school library. <v Royal Kennedy>Even teachers with reservations about the new program had learned to handle the <v Royal Kennedy>technology on their own. <v Royal Kennedy>But computers alone weren't going to turn students into writers. <v Royal Kennedy>The teachers themselves had to change. <v Harvey Daniels>I'm going to write about asparagus, but you write about whatever you ?inaudible? <v Royal Kennedy>Madeline called on Harvey Daniels of the Illinois Writing Project to bring its writing <v Royal Kennedy>workshop to Irving. <v Harvey Daniels>The Illinois Writing Project was started in 1977 as a way of helping teachers <v Harvey Daniels>to teach kids to write better. Most public school teachers, oddly enough, really don't
<v Harvey Daniels>get much training in the teaching of writing. <v Royal Kennedy>This workshop was the third one held at Irving within 2 years. <v Royal Kennedy>By now, most of the faculty had already attended. <v Royal Kennedy>But it was the first time for fifth grade teacher Rita Rice, who has taught for 29 <v Royal Kennedy>years in Chicago schools. <v Rita Rice>Well, I was rather coerced into it. [laughing] Nagged, if <v Rita Rice>you will. And so I really felt I had to do it. <v Rita Rice>So I did. I was embarrassed not to by that time. <v Royal Kennedy>By coming here, Rita and other veteran teachers are learning what their education failed <v Royal Kennedy>to give them, ideas for getting kids to write. <v Royal Kennedy>Like keeping a daily journal. <v Mrs. Banks>?inaudible? were worrying me to death. Mrs. Banks, can I write in my journal? <v Mrs. Banks>I have something to write about. <v Mrs. Banks>Some, like kids, are afraid to raise their hand if they don't understand a lesson, <v Mrs. Banks>they will put that in there. So they gave you so much information <v Mrs. Banks>and I had just stopped grading papers and all I wanted to do was read the journals. <v Mrs. Banks>[laughing].
<v Speaker>I was an R.J.S, a reluctant journal starter, <v Speaker>but I guess I have to just take the plunge and <v Speaker>I think I'll start next week. You've convinced me. <v Speaker>I want you to start journaling. <v Speaker>OK, what you're gonna write in your journals is how these 2 characters. <v Speaker>OK, boys and girls, it's time to get your journals out. <v Speaker>It's journaling time. <v Royal Kennedy>At Irving every day in every grade, children write about anything at all in their own <v Royal Kennedy>journals and it won't be corrected. <v Royal Kennedy>That's because Irving's faculty is learning to stop using one of English teachings most <v Royal Kennedy>common but fruitless practices, the red marking of all errors in students' <v Royal Kennedy>writing. <v Harvey Daniels>We've known for a long time that that does nothing to improve the quality of kids' <v Harvey Daniels>writing in the future. In fact, no more effective than marking no errors at all. <v Harvey Daniels>And of course, it has a religious dimension. <v Harvey Daniels>People think it's the right thing to do and parents expect it and it's tradition and so <v Harvey Daniels>forth, just doesn't happen to work. <v Rita Rice>Many, many times, I've had the child corrected, make <v Rita Rice>the same mistakes over again and the corrected paper and frequently
<v Rita Rice>add a few more. <v Dr. Steve Zemelman>The question is how to teach it effectively. <v Dr. Steve Zemelman>You and I, more professional people probably learned those roles pretty <v Dr. Steve Zemelman>well in school. Lots of kids didn't. <v Dr. Steve Zemelman>It was not an efficient way to teach. <v Dr. Steve Zemelman>And if you want me to help, raise your hand and coming over. <v Royal Kennedy>Steve Zemelman is the other co-founder of the Illinois Writing Project. <v Royal Kennedy>He's helping Rita try out some of the new techniques she picked up at the workshop. <v Rita Rice>What I'm trying to work on is the method of correcting <v Rita Rice>kids' papers, having them get more involved and taking the responsibility <v Rita Rice>for making their own corrections. <v Rita Rice>Do you see a mistake? <v Child>It's supposed to be has. <v Rita Rice>That sounds better. Okay, Samantha, c'mon. <v Dr. Steve Zemelman>They did interviews and Samantha came up with a 6 page interview. <v Dr. Steve Zemelman>Samantha had never written more than a couple of words or sentences in her life, <v Dr. Steve Zemelman>and we couldn't even get her to cut it down. <v Dr. Steve Zemelman>She is so proud of this. And if the kids are proud, then they're going
<v Dr. Steve Zemelman>to have the willing to put more energy into correcting the spelling <v Dr. Steve Zemelman>and punctuation and so forth. <v Rita Rice>Are you happy with this sentence? <v Rita Rice>Anything there you think you might like to change? <v Rita Rice>No? Well, go on, that's OK. <v Speaker>He was born on March 8th. <v Rita Rice>In the old days, you sat them down. You went through it with them. <v Rita Rice>You said you fix this, this, this, this and this. <v Rita Rice>And that's the way it was done. <v Dr. Steve Zemelman>If I just tell this kid how to change the paper, the kid's just being a secretary. <v Dr. Steve Zemelman>And that's not writing. The real aim is not for me to make <v Dr. Steve Zemelman>a perfect paper. It's for that kid to learn how to make changes. <v Rita Rice>You see any spelling problems with babies? <v Speaker>It's supposed to be i-e-s. <v Dr. Steve Zemelman>The trick is how to learn how to ask children questions <v Dr. Steve Zemelman>so that they make discoveries on their own.
<v Dr. Steve Zemelman>That's tricky. It takes a long time for teachers to learn. <v Madeleine Maraldi>Every one of us are learners. And I need to allow <v Madeleine Maraldi>my teachers to grow also. <v Madeleine Maraldi>This is a very stressful time, this time of reform for all of us. <v Madeleine Maraldi>This is not an easy job. This is a difficult job. <v Rita Rice>It's been a stressful year. I must say it's probably the most stressful year I've ever <v Rita Rice>had. Change is stressful. <v Royal Kennedy>Despite the anxiety, Rita is already noticing the first small steps her students <v Royal Kennedy>are making toward becoming writers. <v Rita Rice>The biggest changes in the quantity and the interest <v Rita Rice>that some of them are beginning to show and write. <v Rita Rice>That's, I think, the real change. <v Royal Kennedy>Quantity and an interest in writing. <v Royal Kennedy>That's where it starts. But teachers who had been working with the new approach for 2 <v Royal Kennedy>years are also seeing dramatic changes in the quality of student writing. <v Pat Mark>I passed out your I Hear and Listen papers and <v Pat Mark>these are the uh the finished copies.
<v Pat Mark>And again, you guys have given me goosebumps. <v Pat Mark>I just am just so amazed at the kinds of writing that you're doing. <v Pat Mark>And I said this morning we would have some of you read uh them <v Pat Mark>to us. Let's start with Regina. Would you like to read yours, please? <v Regina>I hear the sounds of shotguns in the night. <v Regina>And as I listen, I hear the people screaming for help. <v Regina>And I think why? I hear the sound of the early morning, the sun calling <v Regina>me to get out get out of bed. <v Regina>The wind telling me to come out and enjoy the beautiful day. <v Speaker>I hear the change in my pockets rattling. <v Speaker>I'm here waiting at the bus stop. <v Speaker>It's not cold, but frigid. <v Speaker>My breathing makes glaciers. A second later, it becomes a cloud. <v Speaker>I hear the whispers of gossipers talking about the enemies as it passed through the noisy <v Speaker>hallways. <v Pat Mark>When do you hear the sound? Where do you hear the sound? <v Pat Mark>Why do you hear the sound? <v Pat Mark>Some wonderful stuff is happening in there. <v Pat Mark>I can call myself teacher now.When people ask me, what do you do for a living?
<v Pat Mark>I would never say teacher, especially Chicago teacher. <v Pat Mark>I wasn't proud to be named a Chicago teacher, but now <v Pat Mark>I I boast about it. <v Madeleine Maraldi>We've really shifted away from them. <v Royal Kennedy>To keep the momentum going, the teachers and Madeline often meet in small groups to share <v Royal Kennedy>program ideas and successes. <v Madeleine Maraldi>When when we were trying to pick some things out to to talk about today, we <v Madeleine Maraldi>wanted to compare ?inaudible? George did last year to what he did this year. <v Madeleine Maraldi>He wrote last year, way down deep underneath the sea lies the Titanic. <v Madeleine Maraldi>Way down deep. Way down deep underneath the sea, a watery graveyard. <v Madeleine Maraldi>Way down deep. That was George last year, and he wrote a lot of other wonderful pieces. <v Madeleine Maraldi>He wrote this year, Tree Feelings. <v Madeleine Maraldi>I am a pine tree sitting on the edge of a cliff looking at all the wonderful things this <v Madeleine Maraldi>world has to offer. Watching an eagle soar up above me, watching it come <v Madeleine Maraldi>down slowly in a spiral motion with all the colors of the sunset flickering to <v Madeleine Maraldi>all points. Then the sky turns black, but not from the night, <v Madeleine Maraldi>but from pollution. Mankind's stupidity.
<v Madeleine Maraldi>The eagle is shot down by a game hunter. <v Madeleine Maraldi>Then I hear the buzz of the chainsaw ready to cut me down. <v Madeleine Maraldi>I wish life was like it used to be, but it isn't. <v Madeleine Maraldi>What a leap! From 7th grade to 8th grade. <v Pat Mark>I would like to bet some- we would walk into a suburban school. <v Pat Mark>We wouldn't see the kind of writing that's coming out of Irving School today. <v Pat Mark>I I feel sure about that. <v Keith Scott>Okay. What you have to do here now is you have to take the food out the shopping cart and <v Keith Scott>put it on the belt there. OK, so you do that and you you just watching the cashier <v Keith Scott>ringing up. ?inaudible? What you're doing is you just- <v Royal Kennedy>Madeline got a grant to bring actors Keith Scott and Denise Berry to Irving. <v Royal Kennedy>They hold weekly drama workshops to inspire writing among many of the younger students. <v Keith Scott>I just I just want to stand still for a second. <v Keith Scott>Please, just stand still. <v Keith Scott>Right there. <v Denise Berry>One of the things that I've discovered in working with the drama in the schools is that <v Denise Berry>it helps writing because it gives the children something they want to write about. <v Denise Berry>And if you create the experience, you create the joy and the interest.
<v Speaker>So the next day, they did bring us the Nintendo and <v Speaker>then we could not see because we'd be ?inaudible?. <v Speaker>The end. <v Speaker>And after, we couldn't sleep. <v Royal Kennedy>After working with the actors, children update their writing in a special drama journal. <v Denise Berry>There's been a dramatic change in the writing because initially the students would just <v Denise Berry>tell a story back to us that we had told them. <v Denise Berry>They've started to now take that story and do the next step, which is to create their own <v Denise Berry>story. To add on. <v Denise Berry>Junior said his first word. <v Speaker>Mom! [laughing] <v Denise Berry>Dad called mom at work. <v Royal Kennedy>Irving's third grade classes give an evening performance of their very own drama writing. <v Royal Kennedy>It is one of many programs designed to bring parents into the school, a critical <v Royal Kennedy>component for their children's success. <v Royal Kennedy>[applause]
<v Speaker>What I like best about them is that they build self-esteem in a child and they build <v Speaker>encouragement. It's really great to see that. <v Speaker>Giving them the opportunity to express themselves and to write their own stories was <v Speaker>wonderful and they did an excellent job and I'm very proud of them. <v Royal Kennedy>Pride is a driving force in the writing program. <v Royal Kennedy>Every bulletin board in schools celebrates student writing. <v Royal Kennedy>A school newspaper highlights their stories and all children have their written work <v Royal Kennedy>bound into anthologies that they are encouraged to share with other classes. <v Royal Kennedy>Ali Shareef wrote about Indians on a whale hunt. <v Ali Shareef>We went close to the whale, so close we could see its hair. <v Ali Shareef>Then with the mighty ?heat?, it threw a spear. <v Ali Shareef>The whale sputtered and ?rolled?, but we had it under control. <v Speaker>Okay, that was beautiful, Ali. Thank you. <v Speaker>And looking at the picture, we just tried to capture the essence of what it meant to the <v Speaker>student. And as you can see, this is what Alysia wrote. <v Speaker>A Walk. As I was walking through the forest on a summer day.
<v Speaker>I was followed by the sun. <v Alysia Cobbs>Suddenly I heard a voice, a strange voice. <v Alysia Cobbs>I looked around only to see no one. <v Alysia Cobbs>Relieved, I continued to walk, secured and protected by the big green trees that stood full, tall, and beautiful. [applause] <v Speaker>And Montes. <v Speaker>Montes Is doing well. <v Pat Mark>Yeah. This is just to say the sky's beautiful light is kissing my <v Pat Mark>eye. Oh, pale moonlight. <v Pat Mark>I think of what love can do. <v Joe Perlstein>Most of you have been at Irving School for the greatest part of your educational <v Joe Perlstein>career. <v Royal Kennedy>Seventh and eighth grade teacher Joe Perlstein has taught at Irving for 25 years. <v Royal Kennedy>He decided to meet with a group of his students to find out how they felt the writing <v Royal Kennedy>program had changed. <v Joe Perlstein>What was writing like the old Irving school? <v Speaker>Boring. <v Joe Perlstein>Boring? <v Speaker>Teachers always said you write a story about what you did all summer long.
<v Speaker>I don't want to write about summer. <v Speaker>What what's wrong with that ?inaudible?. Write about what you've done all summer long. <v Speaker>That's a bore. We do it every year. <v Joe Perlstein>These are the types of topics that basically do not turn children <v Joe Perlstein>on. They basically turn children off. <v Speaker>How you spend Christmas or uh how you help around the house or <v Speaker>who's your favorite movie star? <v Joe Perlstein>The Illinois Writing Workshop tried to help us develop a technique <v Joe Perlstein>of creating different topics, which would <v Joe Perlstein>interest different types of children. <v Joe Perlstein>Our children are writing poetry. <v Joe Perlstein>They're writing narratives. <v Joe Perlstein>They're writing descriptive, persuasive. <v Joe Perlstein>They're writing short pieces. They're writing long pieces. <v Joe Perlstein>They enjoy writing, and that is the crux of the whole thing. <v Royal Kennedy>The same philosophy is driving the reading program, which was started after <v Royal Kennedy>spending the first year focusing on writing. <v Joe Perlstein>They're reading books, books that they enjoy reading.
<v Joe Perlstein>Do you think a man should own a woman? <v Speaker>No. <v Joe Perlstein>They don't, so when you read this, how did you how did you feel about that ?poem?? <v Joe Perlstein>Were you cheering for any side here? <v Speaker>Yeah, for her side. Because he was trying to beat on her because she wouldn't listen to <v Speaker>everthing he said. <v Joe Perlstein>He was trying to what on her? <v Speaker>Beat on her. <v Joe Perlstein>So what'd she do about it? <v Joe Perlstein>I teach the reading lab class where they can read a pocket <v Joe Perlstein>book of their choice, but they must commit to reading those pocket books and they must <v Joe Perlstein>verify the story. <v Speaker>Did you write the book in your journal? <v Royal Kennedy>Throughout Irving, students verify that they are reading books not necessarily by doing <v Royal Kennedy>book reports, but by discussing them one on one with any adult in the school. <v Speaker>I can tell that you definitely read the book, so I will sign <v Speaker>off. <v Royal Kennedy>The signature gives credit and an accounting for report card time. <v Royal Kennedy>In Joe's class, it also means a button for every thousand pages read. <v Joe Perlstein>To the Thousand Club, I'd like to welcome Christopher Porche. <v Joe Perlstein>Here you go, Chris. Alright. <v Joe Perlstein>At first it was difficult. They really didn't want to.
<v Joe Perlstein>They struggled. They fought it. <v Joe Perlstein>But now it's starting, the tide is turning. <v Speaker>When I came to Irving I said to all my friends, I ain't read no books. <v Speaker>I ain't read no books. And I saw this book by Judy Blume. <v Speaker>It was called Superfudge. And I read it and I was like, it was like it was good. <v Speaker>Then I read another one and I found myself read another one of her books. <v Speaker>And I got to the point where I had read almost all her books, I <v Speaker>got about 2 more of them to read. <v Speaker>Readers are leaders. <v Joe Perlstein>Have a nice day. <v Madeleine Maraldi>Here's your check. <v Speaker>Thank you very much. <v Madeleine Maraldi>Going to the bookstore. OK. All right. <v Madeleine Maraldi>Have a good time. I'm gonna see your books when you get back. <v Royal Kennedy>And Madeline wanted to be sure that each child in Irving would have a book he wants to <v Royal Kennedy>read. So she went after a grant to send every class in the school to a bookstore <v Royal Kennedy>once a month. <v Speaker>Don't all get Pippi Longstocking. <v Speaker>It's ?either? One copy, please. <v Speaker>Remember, this is for our room library. <v Speaker>Benjamin Franklin. I'm looking for Benjamin Franklin.
<v Speaker>That is uh 3.95. <v Speaker>3.95. We can you can take that. <v Royal Kennedy>Children are each allotted $4 to pick a book that will become part of their own classroom <v Royal Kennedy>library. <v Speaker>I think it involves excitement. It makes them want to read their books. <v Speaker>It just enhances their interest. <v Speaker>I want to buy this too with my own money. <v Speaker>You may. <v Dr. Richard Anderson>You really need to find books the children want to read. <v Dr. Richard Anderson>So access to libraries, bookstores, give them <v Dr. Richard Anderson>an opportunity to find something they're going to want to read. <v Royal Kennedy>Dr. Richard Anderson was chairman of the Commission on Reading, whose work resulted in <v Royal Kennedy>Becoming a Nation of Readers. <v Royal Kennedy>Reading scholars from across the country pulled together 2 decades of research to produce <v Royal Kennedy>this now nationally famous report on how to turn children into readers.
<v Speaker>[kid reading] <v Dr. Richard Anderson>Children learn to read by reading. It seems obvious and I know that it's obvious when you <v Dr. Richard Anderson>think about basketball. How do kids become great basketball players? <v Dr. Richard Anderson>Hundreds of hours on the playground and in the gym, yet we're surprised <v Dr. Richard Anderson>with low test scores. <v Dr. Richard Anderson>Children who can't read so well, who may be only reading a few minutes a week. <v Madeleine Maraldi>Say it. <v Speaker>Peter Cottontail. <v Madeleine Maraldi>Peter Cottontail, that's right. Winnie the Pooh. Which one are you going <v Madeleine Maraldi>to read first? <v Royal Kennedy>Irving decided to turn research into reality for all of its 450 students. <v Royal Kennedy>If we know kids become readers by reading and by having books they want to read, <v Royal Kennedy>then the school's job is obvious. First, surround children with literature at every <v Royal Kennedy>opportunity. <v Librarian>Can I have your library card, please? <v Royal Kennedy>Besides the bookstore trips, a monthly outing to the neighborhood library guarantees <v Royal Kennedy>every child the book of his choice. <v Speaker>And what does little Sal do with all her berries? <v Royal Kennedy>Twice a week. All students in kindergarten through fifth grade come to a former store
<v Royal Kennedy>room. Madeline converted into the Lit Lab, where children are immersed in a world <v Royal Kennedy>of literature and storytelling and dramatization. <v Speaker>Hello. ?Bear? got very excited. <v Speaker>Oh boy, he thought. I'm talking to the moon! <v Royal Kennedy>And Irving has even found a way to get books into children's homes by giving them a way. <v Speaker>You may walk all around the tables. <v Speaker>You get to pick one book. <v Royal Kennedy>There's a party atmosphere here to build excitement for the theme of holiday books, <v Royal Kennedy>special ed teacher Janet O. Hausen used grant money to purchase enough books <v Royal Kennedy>for every child in the school, many of whom have never had a book to call their own. <v Speaker>?inaudible? the old man. <v Royal Kennedy>But above all, children need to spend time reading. <v Royal Kennedy>So at every grade level, a chunk of time is set aside each day for kids to just <v Royal Kennedy>read hours a week. <v Dr. Richard Anderson>We need to change our minutes into hours. <v Dr. Richard Anderson>The more you read, the better you're going to get at it. <v Dr. Richard Anderson>It figures. <v Rita Rice>I have never seen so much reading go, go on before.
<v Rita Rice>I think of all the programs here that is by far the most successful. <v Joe Perlstein>Often children come up to me and say, Mr. Perlstein, <v Joe Perlstein>that was a great book. <v Joe Perlstein>Mr. Perlstein, I love reading. <v Joe Perlstein>Mr. Perlstein. you know, it's not bad. <v Joe Perlstein>Children are reading and they're enjoying <v Joe Perlstein>enjoying it. <v Teacher>No peeking. <v Teacher>OK. <v Student>Umm. ?inaudible? No, no, no. <v Teacher>OK, look. <v Student>I know I know one of them. <v Student>?Socket? <v Teacher>Oh, yes. It is. <v Royal Kennedy>Irving's faculty's is on a journey to find better ways to teach and the fuel that's <v Royal Kennedy>driving them is cutting edge research. <v Dr. Betty Hutchison>We know through all kinds of research now that rote learning has failed us.
<v Dr. Betty Hutchison>We know now that we aren't we are not turning out readers. <v Dr. Betty Hutchison>We are not turning out writers. <v Dr. Betty Hutchison>We're not turning out problem solvers. <v Royal Kennedy>So Madeline encourages her teachers to try more effective methods by filling their <v Royal Kennedy>mailboxes with the latest research on how children learn best. <v Norma Barron-High>I sometimes feel like I'm still in school at the university level because she gives us so <v Norma Barron-High>much material sometimes that I feel a little bit overwhelmed by everything that's in <v Norma Barron-High>there. <v Jeanette Reid>Basically, it was through some of the literature that I received in <v Jeanette Reid>my mailbox that I I began to really seriously reconsider my <v Jeanette Reid>method of teaching reading. <v Jeanette Reid>Boys and girls, at this time you put your stories away and get out your reading <v Jeanette Reid>books, we're gonna start reading. <v Royal Kennedy>For 25 years, Jeanette Reid had used one of the most common approaches to reading <v Royal Kennedy>instruction. <v Jeanette Reid>We're going to read about a little boy named Julian who puts a message in a bottle. <v Jeanette Reid>For many years, I was a traditionalist with 3 reading groups, the top, <v Jeanette Reid>the middle, the low group. And it seemed to me that uh
<v Jeanette Reid>those that were in the lowest reading group suffered. <v Jeanette Reid>They felt dumb. <v Dr. Richard Anderson>What we know from research about grouping children within classrooms <v Dr. Richard Anderson>is that it generally works pretty well for the <v Dr. Richard Anderson>uh uh able child who gets into the high group. <v Dr. Richard Anderson>Now, ironically, the losers uh are children who get placed <v Dr. Richard Anderson>in the low group. <v Jeanette Reid>I no longer have the uh reading groups. <v Jeanette Reid>I've discarded that and we collaborate on reading. <v Jeanette Reid>You may now collaborate and get in your groups. <v Jeanette Reid>Where do you think his bottle might end up? <v Student>Hawaii or France, even on its way to China. <v Jeanette Reid>That's it! <v Jeanette Reid>I find that the children seem to have a much more positive <v Jeanette Reid>outlook in regards to reading, and I think it enhances their self-esteem.
<v Royal Kennedy>But before the rewards are obvious, teachers must conquer the fear and uncertainty <v Royal Kennedy>that go hand-in-hand with change. <v Jeanette Reid>You risk falling on your face, quite frankly. <v Jeanette Reid>You risk chaos and failure. <v Jeanette Reid>But what we've been doing in the past hasn't been working, so we must try. <v Jeanette Reid>We must at least try. <v Norma Barron-High>I'm going to start reading it to you and then we're going to take turns reading it. <v Norma Barron-High>Doctor DeSoto, the dentist, did very good work, so he had <v Norma Barron-High>no end of patients. <v Royal Kennedy>Second grade teacher Norma Barron-High has 10 years experience in the Chicago Public <v Royal Kennedy>Schools. But at Irving, she read some studies that inspired her to put aside the <v Royal Kennedy>traditional textbook reader and develop her own combination reading <v Royal Kennedy>and writing program. <v Norma Barron-High>What do you have to tell me first in the story? <v Norma Barron-High>Maribel. <v Maribel>That Doctor deSoto was a good doctor. <v Norma Barron-High>Yes. You have to tell me about Doctor DeSoto. <v Norma Barron-High>So one, the first thing when you go back to your seats, tell me. <v Dr. Betty Hutchison>Teachers are often afraid to depart from the
<v Dr. Betty Hutchison>basal reader, the textbook, they're afraid to depart from structured <v Dr. Betty Hutchison>learning. They're afraid to depart from worksheets because they fear <v Dr. Betty Hutchison>chaos. They fear the absence of structure. <v Royal Kennedy>But Norma took the plunge not only by departing from the textbook, but also by <v Royal Kennedy>restructuring her classroom to allow children to help each other rewrite the story <v Royal Kennedy>they've read. <v Student>What is Doctor DeSoto? <v Student>A dentist. <v Student>And? <v Student>A doctor. <v Student>So write that down. <v Royal Kennedy>And when children work together, Norma can give her bilingual students the individualized <v Royal Kennedy>attention they often need. <v Norma Barron-High>[speaking Spanish]. <v Royal Kennedy>But making these kinds of changes hasn't been easy. <v Norma Barron-High>I had lots of anxiety because I feel like, gee, maybe I don't know what I'm doing.
<v Norma Barron-High>It's not familiar territory. <v Norma Barron-High>It means letting go of what I've been trained to use. <v Student>He is a mouse and Dr. DeSoto's wife <v Student>is his assistant. <v Madeleine Maraldi>This is about a dentist? What is this- <v Norma Barron-High>I think one thing that relaxes me a little bit about this is that she has <v Norma Barron-High>stated over and over that she is evaluating us in the program <v Norma Barron-High>according to whether or not our children are reading more. <v Norma Barron-High>And are they writing more? They may not be writing perfect English <v Norma Barron-High>papers, but they are definitely writing more. <v Madeleine Maraldi>You retelling the story? It's beautiful. <v Student>The next day, the fox came in. <v Norma Barron-High>My children in the past were learning how to read, but <v Norma Barron-High>I didn't see them reading for pleasure or reading anything else. <v Norma Barron-High>Now, what I see my kids are really starting to love to read. <v Madeleine Maraldi>And you're going to read your book to 6 people?
<v Madeleine Maraldi>How many are in your family? <v Student>6. <v Madeleine Maraldi>6? OK, well. <v Madeleine Maraldi>It's very difficult for the teachers, I think, to want to take control and <v Madeleine Maraldi>be creative and do these things because they have been censored in the past. <v Madeleine Maraldi>And it's very hard to believe the person who's in charge who tells you, <v Madeleine Maraldi>go try it, be a risk taker. <v Madeleine Maraldi>I'll support you if you fall flat on your face. <v Royal Kennedy>It's that kind of support that gave sixth grade teacher, Bobbie Stockwell, the confidence <v Royal Kennedy>to try a new teaching style after 20 years. <v Student>I want to know who this is. <v Student>That's that's his wife. <v Student>That's the daughter, and that's the king. <v Student>No, that's his wife. <v Student>Well, we'll read about it. Zeus <v Student>was the ruler of the gods and the fathers of many gods and men. <v Student>That's the one ?inaudible? got. <v Bobbie Stockwell>I like to allow my students to have a little more movement and talking in <v Bobbie Stockwell>the room. And I know that in some schools that's frowned <v Bobbie Stockwell>upon that students need to be quietly working at their desk. <v Student>?inaudible?
<v Speaker>Apollo. <v Speaker>?inaudible? <v Bobbie Stockwell>I went to college in the 70s and teaching was very traditional, <v Bobbie Stockwell>textbook oriented. And I carried that through my teaching experience for several <v Bobbie Stockwell>years, even up until recently. <v Bobbie Stockwell>Half man and half horse. <v Bobbie Stockwell>That's what this is about. And you're right. <v Royal Kennedy>So when Bobby thought about teaching Greek mythology, she put aside traditional lecture <v Royal Kennedy>so students could learn how to work together in groups. <v Bobbie Stockwell>I divided the groups according to their interest in the gods and goddesses, and because <v Bobbie Stockwell>of the fact that they were able to choose their god or godess, they were much more <v Bobbie Stockwell>excited about looking for the information. <v Student>OK, one of his first services to humanity was the ?killing? with his famous bow and arrow. <v Diamond>You got to look for it, not me. <v Monique>Ms. Stockwell said you got to do it. <v Diamond>No, she said you look for it and I write it down. <v Monique>I'm the writer! You're supposed to do it. <v Bobbie Stockwell>Diamond, are you doing the writing? Then Mo'Nique should be helping you.
<v Bobbie Stockwell>And I ended off having some children who chose the same God or goddess who had difficulty <v Bobbie Stockwell>working together. <v Speaker>What section are we going to do? <v Bobbie Stockwell>You have to decide between each other how you want to do this. <v Bobbie Stockwell>If you would like, if you would like to take turns writing with her, you ask <v Bobbie Stockwell>her. <v Bobbie Stockwell>So one added plus I think to working in groups is so that children can learn <v Bobbie Stockwell>to get along together and learn to accept what each has to offer. <v Bobbie Stockwell>In many ways, I don't think the old way is really working with these kids. <v Bobbie Stockwell>So hey, you know, if what we've been doing is not working real well, why not try <v Bobbie Stockwell>something different? I mean, our kids can't do anything benefit from it. <v Bobbie Stockwell>And I find teaching more interesting, you know, as I step out in a different way. <v Speaker>8. ?inaudible? 2 times 8. 2 times 8. 5. <v Speaker>OK, see they comply. <v Royal Kennedy>But input is needed to come up with new ideas. <v Royal Kennedy>That's why staff development is a priority at Irving.
<v Royal Kennedy>At this math workshop, 15 Irving teachers will each spend 30 afterschool <v Royal Kennedy>hours to update their math instruction. <v Dr. Arthur Hyde>If someone learned how to teach math prior to 1980 or <v Dr. Arthur Hyde>1985, then the world has moved on and passed them by. <v Speaker>What are the possible sums that we can come up with? <v Royal Kennedy>This week, the workshop focuses on activities for teaching probability. <v Royal Kennedy>It's led by 2 Chicago public school teachers under the guidance of its founder, Professor <v Royal Kennedy>Art Hyde. <v Dr. Arthur Hyde>There are a number of teachers in the system that are absolutely fabulous, <v Dr. Arthur Hyde>working under the most extraordinarily difficult conditions I have ever seen. <v Dr. Arthur Hyde>Um and yet, alongside of them are some people that are in desperate need of help. <v Speaker>Well, you know what? Why don't I give you another chance to strategize again? <v Royal Kennedy>The teachers have to do the very thing they would expect of their students. <v Royal Kennedy>Think through number combinations and predict which sums are most likely to come <v Royal Kennedy>up on the dice. <v Speaker>One on each number. <v Speaker>Well, there's only one way to make 12.
<v Speaker>2 6s, but there's a lot of ways to make, wait a minute. <v Speaker>?inaudible? more 6s than you ?did anything?. <v Speaker>Yeah. All right. Put that on a 6. <v Speaker>OK. First one, 6. <v Dr. Arthur Hyde>This notion that one is an excellent teacher and can remain excellent for 10, <v Dr. Arthur Hyde>15, 20 years without ever doing anything differently. <v Dr. Arthur Hyde>It's just wrong. <v Speaker>8. [laughing]. <v Speaker>Why don't you guys explain how you set it up? <v Speaker>OK. We stacked seven, uh 3 times <v Speaker>because 7 kept coming up. <v Dr. Arthur Hyde>We believe that they have to experience as learners themselves the kinds <v Dr. Arthur Hyde>of teaching that we would like them to do. <v Dr. Arthur Hyde>If they've never seen it and they never experienced it, then how are they going to do it? <v Joe Perlstein>You cannot do what we're doing without staff development. <v Joe Perlstein>It's totally impossible. <v Joe Perlstein>The teachers, basically, are being retooled.
<v Joe Perlstein>I am being retooled. <v Jim Dancy>The thrust now is for discovery. <v Jim Dancy>The idea is that if the children are involved, they will retain it, whereby <v Jim Dancy>if you teach them from rote memory, or just teach them and give them the answers. <v Jim Dancy>They will forget it. <v Speaker>What is the diameter of a circle? <v Speaker>This is a circumference. Now look up on the board. <v Speaker>What did you say the diameter was? <v Speaker>Oh, in the middle. <v Speaker>You're going to have to work together. One person may have to hold a circle while one <v Speaker>stretches the string around. <v Speaker>Yes. When you finish the green, go to the white one. <v Royal Kennedy>Discovery and involvement are also the focus of Irving's math lab, which opened in <v Royal Kennedy>the fall of 1990. All students in grades 4 through 6 come here twice <v Royal Kennedy>a week with their teachers to work with Herman Smith. <v Herman Smith>The ?number? Of diameters <v Herman Smith>in the circumference. We're trying to help them to understand the reasons for <v Herman Smith>what they are doing. I know when I was in grade school, nobody ever ever
<v Herman Smith>told me why I was doing it. You know, it was just this. <v Dr. Arthur Hyde>The problems of mathematics, curriculum and mathematics teaching <v Dr. Arthur Hyde>are really things like we assume that getting the one right answer <v Dr. Arthur Hyde>as quickly as possible is what's really involved in doing math or using math. <v Dr. Arthur Hyde>We assume that kids understand mathematics by memorizing math facts, <v Dr. Arthur Hyde>and that's just wrong. Those things just wreak havoc with <v Dr. Arthur Hyde>mathematics teaching and learning in this country. <v Speaker>?inaudible? <v Herman Smith>OK, so we put here 3 plus. <v Royal Kennedy>In the math lab, Irving Teachers are learning to change their focus to one that gives <v Royal Kennedy>children hands on experiences that help them make sense of math. <v Speaker>2. <v Herman Smith>And that's what? <v Speaker>3. <v Herman Smith>And and what? Something left over.
<v Herman Smith>We hope that they will discover that circles have something unique. <v Herman Smith>They could see that little more than 3 times <v Herman Smith>in diameter would always approximately what the circumference is. <v Speaker>It's just gonna take how many diameters to make this circumference? <v Speaker>3.7 ?inaudible? <v Speaker>It's gonna be three around 3.7 something, won't it? <v Royal Kennedy>The children are learning the relationship between circumference and diameter by <v Royal Kennedy>manipulating real objects. <v Royal Kennedy>In education lingo, they're called manipulatives. <v Speaker>One benefit of math lab for me is that I'm learning too. <v Speaker>I never really use manipulatives when I taught math. <v Speaker>And with math lab I can see how manipulatives are used, what kind <v Speaker>they are and how they benefit to kids. <v Royal Kennedy>And that's the whole point of all the labs at Irving. <v Madeleine Maraldi>The program that I wanted to develop was to have my teachers observe <v Madeleine Maraldi>this master teacher in action with these lab experiences and then <v Madeleine Maraldi>asking them to get up and work with that teacher in a team approach.
<v Speaker>?inaudible? 15.3. <v Bobbie Stockwell>It's not sitting down with just paper and pencil figuring their problems out. <v Bobbie Stockwell>But it's doing math. <v Bobbie Stockwell>It's um moving the circles, measuring the circles that they seem to like. <v Bobbie Stockwell>It's just very different than what we have in the regular classroom. <v Bobbie Stockwell>And they like it. <v Student>And I like the work he gives us. <v Student>I like doing it because it's fun and hard at the same time. <v Bobbie Stockwell>When I see my students really enjoying school, I enjoy teaching. <v Bobbie Stockwell>I feel like the time that I spend is well worth the while. <v Bobbie Stockwell>I leave school feeling better, you know, about my job. <v Dennis Dandeles>3 4 5 6 7 <v Dennis Dandeles>8. OK. <v Royal Kennedy>The science lab is another place Irving's children and teachers are learning by doing. <v Dennis Dandeles>OK. What does this measure, class? And ?inaudible? <v Student>How fast the wind goes. <v Dennis Dandeles>Thank you. How fast the wind goes. Today we're gonna make a model <v Dennis Dandeles>?inaudible? One that actually works.
<v Royal Kennedy>The science lab opened at the same time Irving's writing lab began. <v Royal Kennedy>Twice each week, classes from kindergarten through sixth grade come here with their <v Royal Kennedy>teachers to work with Dennis Dandeles. <v Dennis Dandeles>Today, I think science is even more important than any other time in our history. <v Dennis Dandeles>Because, well, science is all around us. <v Dennis Dandeles>So to be able to decode our world, you have to know something about <v Dennis Dandeles>science, concepts and principles. <v Dennis Dandeles>Tornado maker. OK. Would you demonstrate to the class how that works? <v Royal Kennedy>Although science is a subject widely recognized as critical to our nation's future, <v Royal Kennedy>it is commonly neglected by grade school teachers throughout the country. <v Royal Kennedy>The attitudes expressed by Irving teachers are not unusual. <v Norma Barron-High>One thing in the past, there hasn't always been enough time to fit science in. <v Rita Rice>If I had a few minutes to fill out the end of the day, that's where it <v Rita Rice>came. <v Jeanette Reid>Science is not high on my priorities in the classroom quite frankly. <v Dennis Dandeles>It's probably because the way they were taught, they were probably taught to be passive
<v Dennis Dandeles>students and to learn what the teacher wanted them to learn. <v Dennis Dandeles>And it probably wasn't meaningful or enjoyable. <v Dennis Dandeles>Bottom line. <v Dennis Dandeles>I'm going to press your thumb against her palm and <v Dennis Dandeles>I'm going to put the tape around it all away <v Dennis Dandeles>around the thumb, but not the fingers. <v Dennis Dandeles>I want her to use her fingers. I don't want to use her thumb. <v Madeleine Maraldi>Teachers traditionally have taught science from the textbook. <v Madeleine Maraldi>Read Chapter so-and-so and let's do a little discussion. <v Madeleine Maraldi>Answer the questions at the end and then we go on. <v Madeleine Maraldi>This was an opportunity for them to maybe get that experience that they should <v Madeleine Maraldi>have somewhere along the line received in their education. <v Madeleine Maraldi>For the children, it's a wonderful place because most of what goes on in there are hands <v Madeleine Maraldi>on experiences. <v Dennis Dandeles>With your thumb taped down, print your first name <v Dennis Dandeles>on the line. On this line, right here. <v Dennis Dandeles>I want you to print your name the best you can.
<v Dennis Dandeles>OK, let's take a look at number 3. <v Dennis Dandeles>Lace the shoe and tie it with your thumb still taped. <v Dennis Dandeles>Easier said than done, I bet. Let's try it. <v Royal Kennedy>In this introduction to animal adaptations, Norma Barron-High's second <v Royal Kennedy>graders are finding out firsthand how hard life would be without a thumb. <v Dennis Dandeles>Hands-on science only natural uh from the time they're born. <v Dennis Dandeles>We learn from our senses. <v Dennis Dandeles>Learning is active. It's not passive. <v Dennis Dandeles>We are going to pretend that we're birds. <v Dennis Dandeles>And I'm to give you different bird beaks to use. <v Dennis Dandeles>You're going to with your beak. <v Dennis Dandeles>I tried to pick up as many of the food items as you can. <v Dennis Dandeles>The styrofoam in the water represents water bugs, <v Dennis Dandeles>the lemon drops are really snails and the macaroni, you
<v Dennis Dandeles>guessed it, worms. Very, very good. <v Dennis Dandeles>Everybody in each group should have either a clothespin, <v Dennis Dandeles>a spoon, a scissors, or a toothpick. <v Dennis Dandeles>Now, some of these beaks are going to be better suited to pick up some of these different <v Dennis Dandeles>animals. <v Dennis Dandeles>I can make what I do in here enjoyable for the children and for the teachers. <v Dennis Dandeles>They'll be more likely and apt to do more in their classroom. <v Rita Rice>I think I certainly feel more competent and I have a lot of ideas that <v Rita Rice>he gave me for one thing. <v Rita Rice>And I think it's wonderful to have it on a regular basis. <v Norma Barron-High>Now, I I am actually teaching science in the classroom and then they go to the lab and <v Norma Barron-High>they get to experience it. That teaches my children that this is this is fun. <v Norma Barron-High>This is, you know, interesting. <v Royal Kennedy>It's not surprising because Irving is trying to bring its teaching in line with what <v Royal Kennedy>educational research has already proven. <v Harvey Daniels>Every field has had a major report summarizing all the research in the last couple
<v Harvey Daniels>of decades. And if you look at them, it's amazing. <v Harvey Daniels>They're all saying the same stuff. <v Harvey Daniels>Learning should be more interactive, more child centered, less presentation, less <v Harvey Daniels>worksheets, less dittos. And they're seeing this in science, they're seeing it in math, <v Harvey Daniels>they're seeing it in English. They're seeing all across the curriculum. <v Madeleine Maraldi>What we do here, if it is a success, can't be canned. <v Madeleine Maraldi>A community can't look at it and say, that's what we should do. <v Madeleine Maraldi>What you should do is develop it. <v Madeleine Maraldi>That's what we're doing. <v Joe Perlstein>And I'm going to say to your parent, yours, your trial, self <v Joe Perlstein>evaluated, self evaluated based on what is <v Joe Perlstein>in this pile of information. <v Royal Kennedy>Irving has developed programs that involve children not only in their own learning, but <v Royal Kennedy>also in their own evaluation by letting students participate in filling out their <v Royal Kennedy>report cards. <v Bobbie Stockwell>I noticed last time you filled out your report card, you really did a good <v Bobbie Stockwell>job rating yourselves. <v Bobbie Stockwell>But I want to remind you what rating is. <v Royal Kennedy>Madeline and the teachers designed a unique report card for students in grades 4 through
<v Royal Kennedy>8. They now receive letter grades and only 3 subjects math, <v Royal Kennedy>science and social studies. <v Royal Kennedy>They do not get a grade for reading or writing. <v Royal Kennedy>Instead, they rate themselves as readers and writers based on records they keep <v Royal Kennedy>in a report card journal. <v Bobbie Stockwell>Now I want you to get your journals out. <v Bobbie Stockwell>If you don't have them out and turn to. <v Dr. Richard Anderson>I'm very impressed with the notion that the child will keep track <v Dr. Richard Anderson>of the number of books that he or she has read. <v Dr. Richard Anderson>Now, this means that a report card is not someplace uh something that drops <v Dr. Richard Anderson>out of the sky once every few months. <v Royal Kennedy>Teachers do evaluate the children in writing and reading. <v Royal Kennedy>But instead of giving grades, they check observable behavior. <v Dr. Richard Anderson>The child selects books independently. <v Dr. Richard Anderson>This next one is reads a variety of materials, shows pleasure <v Dr. Richard Anderson>in reading. Now these are truly the important criteria. <v Royal Kennedy>Even parents are included. There's a section on the report card just for them. <v Odessa Lucas>I get a chance to tell uh the teacher and my child
<v Odessa Lucas>the improvement that I have seen them make from one marking period to the <v Odessa Lucas>next. And I also look what my child opinion is of herself. <v Student>I rated myself in effort of 10 because I did really good <v Student>and an an improvement. <v Student>I really improved because last year, I only read 12 books and this year I read 18. <v Madeleine Maraldi>Children need to know how to evaluate themselves <v Madeleine Maraldi>because that's how you become a critical thinker. <v Madeleine Maraldi>That's how you become a problem solver because you are an evaluator. <v Dr. Betty Hutchison>Problem-solving initiative, thinking through ideas, <v Dr. Betty Hutchison>communicating in creative ways that these are the things that we need for this century <v Dr. Betty Hutchison>in America. Our real problem is not whether we're going to be able to have the <v Dr. Betty Hutchison>same kinds of test scores that Japanese children have. <v Dr. Betty Hutchison>But whether our children are going to finish school and whether our children are going to <v Dr. Betty Hutchison>be able to solve the inevitable problems that a new century is going to bring to us. <v Jeanette Reid>You're going to do as you've done before.
<v Jeanette Reid>You will answer the questions by darkening the circle in a booklet next to <v Jeanette Reid>the answer you have chosen. <v Royal Kennedy>Yet a nationwide obsession with test scores is all too often driving the educational <v Royal Kennedy>programs of America. And ?critics? <v Royal Kennedy>charge that as teachers are pressured to push the kinds of banal and rote skills that are <v Royal Kennedy>easily tested, real learning is undermined. <v Dr. Arthur Hyde>Most standardized tests do not adequately test real understanding <v Dr. Arthur Hyde>of mathematical ideas. They test them the most and narrow form <v Dr. Arthur Hyde>of understanding kind of memorizing facts. <v Dr. Arthur Hyde>5 times 5 is 25. <v Dr. Richard Anderson>The main part of a standardized test in reading contains multiple <v Dr. Richard Anderson>choice questions about brief passages. <v Dr. Richard Anderson>It's a strained and unnatural kind of reading. <v Dr. Richard Anderson>It's not what anyone does in real life. <v Dr. Richard Anderson>Excessive emphasis on test scores tends to distort a reading program. <v Royal Kennedy>And Irving's emphasis has not been on tests. <v Royal Kennedy>It's been on the excitement of literature. <v Royal Kennedy>The understanding of math. The thrill of learning.
<v Royal Kennedy>And Madeleine is confident that this focus will eventually pay off in test scores <v Royal Kennedy>too. <v Madeleine Maraldi>Our scores are hovering just about where they were. <v Madeleine Maraldi>There does not look like this great improvement, but I'm not discouraged because <v Madeleine Maraldi>I see it in the children, I see in what they're doing. <v Madeleine Maraldi>I think that improvement will translate to scores 2 or 3 years down the road. <v Madeleine Maraldi>[music plays] [class singing] <v Royal Kennedy>As teachers and students were winding down in June, it was a time of reflection <v Royal Kennedy>on the significant impact, the changes that Irving had made on the school's one time <v Royal Kennedy>apathetic learners. <v Joe Perlstein>They do now see the power of education. <v Joe Perlstein>Many of them are walking through the halls of urban schools saying, I'm going to college. <v Joe Perlstein>[laughing] And that to me is wonderful. <v Madeleine Maraldi>Our attendance is up to the end of the year 95 percent.
<v Madeleine Maraldi>So we have done what I think should be done in many, many different schools, especially <v Madeleine Maraldi>in neighborhoods such as ours. <v Royal Kennedy>Because of Chicago's revolutionary school reform is to succeed, it must do so <v Royal Kennedy>in neighborhoods like Irving's. <v Royal Kennedy>It must succeed with black and Hispanic children, half of whom are destined to drop <v Royal Kennedy>out if they never discover that learning can be more than rote repetition <v Royal Kennedy>and lifeless drill. <v Harvey Daniels>I see this everywhere I go that people who work with inner city kids believe they need a <v Harvey Daniels>skill and drill curriculum. These kids we're talking about that are disadvantaged, a lot <v Harvey Daniels>of times they don't make that fundamental connection of the heart with words and books <v Harvey Daniels>and ideas. And so school ?shouldn't? <v Harvey Daniels>model and offer them the most holistic opportunity to go, wow, I love to <v Harvey Daniels>read, man I can really write. <v Harvey Daniels>And you do not get that from filling in 80 trillion worksheets of semi-colons. <v Royal Kennedy>And school reform must also succeed with Chicago's veteran teachers, many <v Royal Kennedy>of whom are yearning for a breath of hope after decades of discouragement.
<v Pat Mark>I'm rejuvenated. I can't wait to get here in the morning, and when I go home <v Pat Mark>I hurry up with dinner because I I'm down at the computer trying <v Pat Mark>to think of what I should do tomorrow. <v Rita Rice>I'm not the same teacher I was 5 years ago, certainly. <v Rita Rice>I guess I think I've gotten a lot freer. <v Bobbie Stockwell>I'm most proud of the fact that I'm enjoying my job. <v Jeanette Reid>And I'm not afraid to experiment. <v Jeanette Reid>I'm not afraid to fail. <v Royal Kennedy>The tide of renewed enthusiasm and commitment that has swept across Irving's students <v Royal Kennedy>and teachers all began when reform transferred decision-making power to the schools. <v Royal Kennedy>And when Madeleine brought in her vision of leadership. <v Harvey Daniels>What I'm seeing is the emergence of a new class of Chicago principals <v Harvey Daniels>that are true instructional leaders in their buildings. <v Harvey Daniels>We're making it possible for teachers to quit looking over their shoulder and look ahead, <v Harvey Daniels>try new things to innovate, to take some risks with their kids and try state of the <v Harvey Daniels>art approaches, which is great. <v Jeanette Reid>She cheers us on. She cheers us on.
<v Jeanette Reid>And that's important, too, because just as children need to be encouraged by the teacher <v Jeanette Reid>and praised, teachers need to be praised, too. <v Speaker>Madeline Maraldi. <v Royal Kennedy>Every year, the Whitman Corporation in Chicago honors 20 city principals for excellence <v Royal Kennedy>in leadership. In the spring of 1991, Madeleine was selected as a winner, <v Royal Kennedy>receiving 5,000 dollars for Irving as part of her award. <v Madeleine Maraldi>We're going to take them to the bookstore and let them spend that money on <v Madeleine Maraldi>some of the most wonderful things in the world. <v Madeleine Maraldi>Books. Thank you very much. <v Royal Kennedy>Since school reform has come to Chicago, the responsibility to find these kinds of <v Royal Kennedy>leaders now resides here with the local school councils. <v Royal Kennedy>Every 4 years they must decide if their principal is more than just a building <v Royal Kennedy>administrator. Because the children are to learn, it is the principal <v Royal Kennedy>who must give teachers the confidence and support they need to change ineffective <v Royal Kennedy>methods and to keep learning themselves.
<v Joe Perlstein>It's very difficult to change. <v Joe Perlstein>It takes a lot out of a person. <v Joe Perlstein>However, you don't mind putting in the effort if there's payback. <v Joe Perlstein>If you feel that the children are growing, that they appreciate <v Joe Perlstein>what is going on, if you see a light at the end of the tunnel, <v Joe Perlstein>then you say to yourself, don't stop now. <v Joe Perlstein>Keep pressing, keep pushing, cause it will be all worth it <v Joe Perlstein>in the end. [music plays] [class singing]
Series
Making the Grade
Episode
Teach Me!
Producing Organization
Public Broadcasting Service (U.S.)
WTTW (Television station : Chicago, Ill.)
Contributing Organization
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia (Athens, Georgia)
AAPB ID
cpb-aacip-526-r20rr1qs8t
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Description
Episode Description
'Teach Me' follows an inner-city Chicago school that is determined to change the way teachers have been taught to teach. Instead of using rote learning and memorization, they want to inspire their students and teach them to love learning. The program talks to various teachers within the school on how they have changed how they teach and the improvements they are seeing because of it.
Series Description
"MAKING THE GRADE was a year-long, ongoing project of WTTW/Chicago aimed at showing the range of existing approaches to the education crisis, including the need for citizen involvement in school reform. "In 1991, MAKING THE GRADE included SHOPPING FOR SCHOOLS, SCHOOL REFORM: ALL POWER TO THE PARENTS', TEACH ME!, and individual profiles of people who make a difference in education called MAKING THE GRADE MINUTES. Also incorporated into the series was a special edition of Chicago's weekly forum for independent producers, IMAGE UNION. "SHOPPING FOR SCHOOLS explores the national issue of 'educational choice,' with education experts and representatives of communities in which working choice plans are in place. SCHOOL REFORM: ALL POWER TO THE PARENTS? follows members of the local school councils as they work through their first year of this new system in school reform. TEACH ME! introduces viewers to new concepts in educational research and to teachers who are implementing them in the classroom. The IMAGE UNION SPECIAL featured videos shot by high school students about their perceptions of school and of the issue of school reform."--1991 Peabody Awards entry form.
Broadcast Date
1991
Asset type
Episode
Media type
Moving Image
Duration
00:59:30.836
Embed Code
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Credits
Producing Organization: Public Broadcasting Service (U.S.)
Producing Organization: WTTW (Television station : Chicago, Ill.)
AAPB Contributor Holdings
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia
Identifier: cpb-aacip-594802b1202 (Filename)
Format: U-matic
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Citations
Chicago: “Making the Grade; Teach Me!,” 1991, The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed June 28, 2022, http://americanarchive.org/catalog/cpb-aacip-526-r20rr1qs8t.
MLA: “Making the Grade; Teach Me!.” 1991. The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. June 28, 2022. <http://americanarchive.org/catalog/cpb-aacip-526-r20rr1qs8t>.
APA: Making the Grade; Teach Me!. Boston, MA: The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from http://americanarchive.org/catalog/cpb-aacip-526-r20rr1qs8t