Research – Page 2 – Chrysalis School

Paradigm Shift

October 10, 2014 By:Alison McNee

Research: Research on the brain and in education clearly shows that many of the practices held tightly by traditional schools are flawed and even harmful to continue. Even though we can all see a desperate need for change, schools remain status quo, with rigid structures and a focus on norms, efficiency, obedience, and passive learning. Marilyn Ferguson described the need for a paradigm shift in education in her classic book,The Aquarian Conspiracy, to find more effective ways to educate our children than the traditional school model.

Practice: At Chrysalis we recognized the paradigm shift occurring in education years ago and have been operating in this new paradigm for 32 years. In the new paradigm, learning is individualized and flexible, based on human relationships, and focuses on each child’s potential. We enjoy watching our students adapt to this new sense of schooling, where learning isn’t defined by the number of worksheets you fill out, but by the depth of your ability to think critically, creatively, and independently.

Is Homework the Problem or the Solution?

October 3, 2014 By:Alison McNee

Research: The latest National Center for Families Learning survey found that 60 percent of parents admit they face chronic struggles helping their children with their homework, which is up about 10 percent from last year. Parents complained about their level of involvement in the process, not having enough time, not understanding the subject matter, and experiencing push-back from their kids as specific challenges.

Practice: At Chrysalis we view homework as a measure of independent learning, meaning that we ask parents to minimize their involvement in the process. While it may be important to help your child by setting aside for homework, we want and need to know if your child struggles with or is stressed by the assignments we send home. This is crucial information for a teacher and an important element of personalization. In our elementary and middle school programs homework is typically done in class or study session. We take purposeful steps to expand students’ independence and increase their capacity to do homework over time. We may choose not to assign homework when a student isn’t ready because we know it has to be purposeful to be meaningful. So if you’re not feeling the struggle this year, welcome to the club!

Is Your Child Getting Enough Sleep?

September 26, 2014 By:Alison McNee

Research: The American Academy of Pediatrics recently issued a new recommendation for later start times in schools. They conclude that early start times are key contributors to insufficient sleep, especially among middle and high school students. Chronic sleep loss can increase indices of obesity, depression, and automobile accidents within this population. Just as significantly, it makes it harder to learn. Sleep boosts memory, attentiveness, and ultimately, student performance.

Practice: We want our students to perform their best, so unless they ask us for early classes, we tend to start their schedules after 9am. As parents we can promote good sleeping habits by helping them establish restful bedtime routines, removing their phones and computers at a reasonable time so they are able to rest without the pressure to respond to texts, and letting them sleep in when their bodies need it.

You Can Learn Anything

September 19, 2014 By:Alison McNee

Research: The Khan Academy recently published a video entitled “You Can Learn Anything,” which emphasizes a very positive message about learning. It contradicts the common perception that intelligence is “fixed” or that people are “born smart,” and instead relays a message that we are born to learn. Failure is part of our growth and an important part of the learning process at any age or stage.

Practice: We often receive students from other schools who believe they are “bad” at a particular subject because they never got their questions answered, weren’t able to master a concept “in time,” or failed to see the relevance in their assignments. By giving them the support they need to experience success we see students develop the confidence they need to persist, grow, and learn whatever they seek.

Self-Awareness

September 3, 2014 By:Alison McNee

Research: In his new book, entitled How We Learn, Benedict Carey claims that self-awareness is key to effective learning. He argues against traditional notions of how we learn (long hours in quiet isolation with a textbook) and promotes “tactical schooling,” which incorporates new knowledge about memory and the brain. When students learn how to learn, the task becomes less stressful and gives them an edge in making choices about their academic pursuits.

Practice: One of the benefits of working so closely with our students is that we can continually examine what works and what doesn’t to develop such self-awareness. Our teachers are constantly experimenting with new learning tactics and strategies to help students get to know themselves as learners and identify their true academic capacity.

Meaningful Partnership Between Teachers and Students

August 28, 2014 By:Alison McNee

Research: A report from the American Psychological Association argues that positive student-teacher relationships promote engagement, influence classroom behavior, and ultimately raise academic achievement. They can be supported when teachers establish personal connections with students, maintain frequent communication, and offer guidance and praise.

Practice: Our personalized programs encourage meaningful partnerships between students and their teachers. Consulting teachers in particular play a special role at Chrysalis as the one person who sees the whole child. They steer a student’s program, maintain communication with their team of teachers, serve as your primary point of contact, and can get to know a student deeply over the years. This relationships allows them to know your child’s strengths, potential, and help them achieve their goals.

Every Child

August 13, 2014 By:Alison McNee

Research: The National Association for Gifted Children argues that general education programs are not meeting the needs of all students. In response, it promotes gifted education programs, highlighting some of the most important evidence-based methods and practices that can maximize student achievement. They include: pace, appropriate levels of challenge, the reduction of repetition, grouping students by ability level, identifying strategies that work for each child, augmenting the relevance of curriculum, responding to individual needs, and providing appropriate individualized support.

Practice: At Chrysalis we recognize the effectiveness of these techniques not only for gifted children, but for all children. Our individualized approach allows all of our students to benefit from these practices to work toward their own personalized goals. We provide a gifted education for every child.

Let Your Children Take Risks

August 6, 2014 By:Alison McNee

Research: In his Ted Talk entitled “5 Dangerous Things You Should Let Your Child Do,” Gever Tulley challenges us to reconsider allowing children to take risks that have been virtually eliminated by modern society. He argues that learning to play with fire, use a pocketknife, or take apart an appliance offers valuable learning opportunities and encourages children to develop their sense of self, their perspective on the world around them, and de-mystify daunting tasks.

Practice: We certainly won’t be throwing spears or playing with fire at school this year, but summertime offers a great window of opportunity to allow kids to stretch their zone of comfort by offering new experiences. As parents we can encourage them to take measured risk by allowing them time to explore and placing such opportunities within their reach.

Teaching to the Brain

July 30, 2014 By:Alison McNee

Research: In his model of how the brain learns, David Sousa emphasizes the importance of experiencing success in accepting or rejecting new learning. When a student experiences success or failure in a learning situation, corresponding positive or negative emotions are connected to it. Success tells the brain to focus on the subject for further processing, while failure creates a block and develops resistance to new learning in that area.

Practice: This is why it’s so important that we create the right educational experience for each student in every subject. If a student has experienced failure in a particular subject there will naturally be resistance that inhibits their flexibility in this area. Under these circumstances we can offer individual courses that can tailor the subject to the student’s interests, abilities, and preferred learning style to start building success and change how the brain reacts to new learning.

Is Your Child Reading Too Early?

July 23, 2014 By:Alison McNee

20131119_101845 Research: A number of studies are beginning to emerge to support the claim that children are learning to read too young. They argue that starting formal schooling at 5 has no long-term benefits, can be damaging to other areas of development, and can affect their self-confidence if they aren’t ready. The new recommendation is for children to begin around age 7, allowing playful learning approaches to take a more prominent place in their development until then.

Practice: At Chrysalis each child is allowed to take the next step in their academic path when they are ready. Since we individualize every student’s program, there is room to develop at their own pace, without ever feeling frustrated, behind, or belittled by the process. With older students who’ve developed a reluctance to read from previous school experiences we start small, hone in on their interests, and get creative with what counts as reading (graphic novels, online content, non-fiction, etc.).

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