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Transcript of Looping
A Controverisal Issue Project by:
Emily Baker, Neeta Marwaha,
Kevin Perez, Elizabeth Vondrak,
and Shanna Yox Contemporary Philsophical Views of Education "It's so much easier for me to establish classroom expectations."
second grade teacher at Hillcrest Elementary School in East Moline, Illinois (1) "I have had some of my most rewarding teaching and learning experiences with these children."
teacher in Chicago, Illinois (1) "... learning began on Day one for the kids this year."
principal of the Spaulding School
in Suffield, Connecticut (1) "The community we had established with the kids was just amazing."
instructional coach at
Bailey's Elementary School
in Falls Church, Virginia (2) Do these sound like happy teachers to you? Why are they so happy? In comes the controversy... You know it must be a big deal when
it makes the national news... Right? What is looping? According to the North Central Regional Educational Laboratory, looping is "an educational practice in which a single graded class of children stays with a teacher for two or more years or grade levels."
(4) Looping may also be referred to as...
Teacher/Student Progression (1) Looping is NOT a new idea! Rudolf Steiner, an Austrian educator in the early 1900s, founded the Waldorf schools in Germany.
He believed that long-term relationships with teachers benefited a child's education, so Waldorf teachers stayed with their students from first through eighth grade. (1) A new fad in education??? References:
1. The Northeast and Islands Regional Educational. Looping: Supporting Student Learning Through Long-Term Relationships. Brochure. Providence, RI: Author, 1997. 28 June 2011 <http://www.alliance.brown.edu/pubs/ic/looping/looping.pdf>.
2. Moses, Alexandra R. "The Pros and Cons of Looping." Scholastic.com. Oct. 2006. 28 June 2011 <http://www2.scholastic.com/browse/article.jsp?id=7635>.
3. Morales, Tatiana. "New School Year, Same Teacher - CBS News." Cbsnews.com. 11 Feb. 2009. 28 June 2011 <http://www.cbsnews.com/stories/2005/10/06/earlyshow/living/studyhall/main918435.shtml>.
4. "Looping." Ncrel.org. North Central Regional Educational Laboratory. 28 June 2011 <http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk10.htm>.
5. "Research Brief: Looping." The Principal's Partnership. Union Pacific Foundation. Web. 30 June 2011. <http://oemanagement.com/data/_files/looping.pdf>.
6. "Looping." National Middle School Association. Nov. 2009. Web. 30 June 2011. <http://www.nmsa.org/research/researchsummaries/looping/tabid/2090/default.aspx>. (3) Most schools in Germany still keep teachers and students together from first through fourth grade. (1) still Pros of Looping In 1913, the following question was asked of the U.S. Department of Education: "Shall teachers in graded city schools be advanced from
grade to grade with their pupils through a series of two, three,
four, or more years, so that they may come to know the
children they teach and be able to build the work of the latter
years on that of the earlier years...?” (1) Students: Teachers: Gained teaching time during the second year. Time is not spent learning new names, teaching rules, or figuring out what students learned the year before. (1) In many cases, long-term teacher/student
relationships improve teacher job satisfaction. (1) Less anxiety about the new school year during the second year of looping. (1) Stronger sense of community among teachers, students, and parents. (1) "This is the best first day of school. I can be with my teacher from last year. I can see my friends. I like school." ~Larry, a fourth grader (1) They are "the happiest people in my building."
~Maryann Pour Previti, an elementary school principal,
commenting on the looping teachers at her school. (1) "Having the same parents for two or more years makes it easier ...
to get to know the families that much more." ~Phyllis Sisson, teacher (1) ELL students acquire their new language with more confidence. (1) They adjust more quickly to their new school and become comfortable with their teacher, which helps them develop more confidence in the language skills. (1) A safe, comfortable environment encourages students to take more risks. (2) BUILDING RELATIONSHIPS!! Teachers already know strengths and weaknesses going into the second year. (2) Cons of Looping Students: Teachers: A bad match between a student and teacher can be detrimental. Students may get to know each other too well, and social interactions could impede learning. (5) May make it more difficult for new students to fit in with a group that has been together for an extended period of time. (5) Continuity in the academic program. (5) Learning is more personalized. (5) Continuity of the instructional program. (5) More opportunities to help students with special needs. (5) Teachers are required to know and be able to teach multiple curricula. In the middle and high school level, this may mean teaching completely different subjects, such as earth science one year, and physical science the next. (6) Classroom management may be more challenging when students know each other too well. (5) If a teacher is ineffective, a student should not be paired with them for multiple years. (6) Teaching "tricks" may be used up after one year with a group of students. (6) Looping can be related to several philosophies of education or schools of thought. Waldorf Schools Suzuki Education Pragmatism In Waldorf schools, relationships between teacher and student were valued. In Suzuki education, learning is individualized for each learner. Looping with students would allow a teacher to better accomplish this. In pragmatism, learning occurs through doing. Looping with a group of students allows for more experimental learning to happen because a teacher knows the prior knowledge of their students and can plan accordingly.