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School for the Arts, Sciences and Agriculture

La Puerta

11 Highway 554 þ PO Box 61 þ Abiquiu, NM 87510 þ (505) 685-0006 þ info@lpsasa.org

Where we open the DOOR to a

world of possibility!

Elementary School Curriculum

Introduction

At La Puerta we believe that when given the opportunity, all children will accomplish the extraordinary. We understand that learning is a natural process and that through carefully designed instruction we will create opportunities for students to explore the world around them in meaningful ways. Students at La Puerta will be actively involved in their learning and grow to become leaders of their own learning. In this student-centered environment children will embrace ideas related to specific themes and work on projects that allow for all content areas to be integrated; Language Arts, Math, Science, Social Studies and Technology. At La Puerta we recognize that children have unique strengths and interests and learn at varying rates. Our multiage classroom honors each child, their abilities and learning styles and gives each child the resources they need to be successful, passionate, responsible learners and citizens.

At La Puerta we make it a priority to create a nurturing and supportive environment that promotes active exploration, inquiry, observation through hands-on learning projects. Through our careful instructional design we make sure to incorporate “real life” experiences so students are able to make connections to the world around them making learning more meaningful. We strive to introduce students “new literacies” – technology - and its application in the world. We have partnered with many local organizations and continue to seek out opportunities to involve the community in our learning. Our integrated approach to learning addresses the basic skills while focusing on themes developing opportunities for student to gain a deeper, more meaningful perspective of the world in which they live. At La Puerta students are expected to work hard and have fun.

We will use the Common Core National Standards for English and Math and New Mexico State Standards for all other content areas as our roadmap to instruction. We will not limit our instruction to these standards, rather we will use them as a guidelines. Given our unique instructional approach, we except that in most cases, children at La Puerta will exceed grade level benchmarks.

Emphasizing the Arts, Sciences and Agriculture

To ignite excitement in the minds and hearts of our students and to engage the whole child our goal is to integrate aspects of the arts, sciences and agriculture into every facet of the learning process. Creative, theme-based projects allow students to explore topics from many different angles respecting and honoring the interconnectedness of life. Research shows that arts in education stimulates the brain and allows students to make deeper, more personal, connections with content. Emerging evidence suggests that inquiry-based models of learning, spawned from scientific thought, offers students opportunities to become thoughtful problem solvers using skills that will lead to life-long learning. Located in Northern New Mexico where agriculture runs deep within the culture and history of its communities, La Puerta has ample opportunity and space to provide authentic learning experiences focused on gardening, animal husbandry and other local farming traditions.

Artisans (performing and visual), scientists, farmers, business men and women, elders, community members from the local and surrounding areas will be invited to work with students on projects providing their expertise on a given subject. Creating relationships with community members will provide opportunities for students to explore topics in a “real-world” situation.

Multiage Classroom

Multiage classrooms support a holistic approach to teaching and learning. Instruction in a multiage classroom is differentiated; we select a topic or theme that becomes the focus of instruction and adapt subject matter to a child’s ability level. Additionally within a carefully structured environment, the multiage classroom supports an integrated curriculum; combining several subjects in one lesson. Among the many benefits of a multiage classroom, students are able to successfully master individual learning targets at their own pace creating responsible, self-motivated learners. Students become a family, working cooperatively when necessary, encouraging others to take risks and to perform beyond what is comfortable. Additionally, a multiage classroom provides a secure learning environment, where students are able to freely explore the world without fears and limitations.

Project-Based Learning

Project-based learning is not new to the realm of education although recently there has been a great deal of attention focused on its success in classrooms across our nation. A project-based curriculum also lends itself to an integrated approach of teaching and learning. Instead of segmenting the school day and compartmentalizing each subject, which often leads to a child’s disinterest and confusion of the bigger picture, a project-based learning environment allows children to explore a topic wholly by providing students with “real-life” learning experiences. In a project-based classroom the child becomes the leader of their learning by asking relevant questions and finding or creating solutions that have real meaning in the world. To become independent learners who can work on their own or cooperatively with peers, students must learn how to evaluate their own work. Project-based learning not only teaches students how to plan worthwhile projects, but how to assess their own learning as well. These meaningful activities hook students on learning while teaching them ways to apply their learning to the real world. In a project-based classroom, the walls become transparent – so that the world becomes the classroom.

Methods of Learning

The design of curriculum and instruction at La Puerta is driven by research-based methods of learning that focus on the whole child and brain development. Like a painter who may dip and dab their brushes into a variety of colors to paint a masterpiece of their own, at La Puerta we work to create a unique design using ideas and concepts from other successfully proven models of learning. At La Puerta students will experience components of successful educational models of learning such as:

Montessori Education: Multiage classrooms where students progress at their own rate based on their developmental needs.

Waldorf Education: “Where music, dance, and theater, writing, literature, legends and myths are not simply subjects to be read about, ingested and tested; they are experienced. Students cultivate a lifelong love of learning as well as the intellectual, emotional, physical and spiritual capacities to be individuals certain of their paths and to be of service to the world.” http://www.whywaldorfworks.org/02_W_Education/index.asp

Expeditionary Learning: Hands-on active learning through “real-world” experiences where students learn to observe carefully, hypothesize, ponder, analyze, discuss, share and reflect on results.

Inquiry-Based Learning: “’Inquiry’ is defined as ‘a seeking for truth, information, or knowledge -- seeking information by questioning.’ Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.” http://www.thirteen.org/edonline/concept2class/inquiry/index.htm

Integrated Learning: Isolating subjects in the curriculum deprives the brain of what it does best--integrate and make connections that apply to solving problems. Knowledge of facts and skills, essential foundational ingredients in an integrated curriculum, is best learned in relationship to a WHOLE that gives purpose to the learning. An integrated curriculum ties all subjects together in some way by focusing on a particular topic or theme.

Strength-based Learning: When a child recognizes their own strengths they have the ability to make important choices on how to approach a given topic and how to best demonstrate what they know and have learned.

Differentiated Instruction: Instruction designed based on student interests, abilities and learning styles. A differentiated curriculum is essential in a multiage classroom. Even in traditional classrooms where children are the same age there is still a wide range of abilities and interests that need to be recognized. A differentiated approach meets a child where they are at and takes them to where they need to be.

Multiple Intelligences: Howard Gardner, professor of Education at Harvard University, coined the phrase “multiple-intelligences” to describe how children learn in a variety of ways. Gardner’s theory demonstrates the importance of providing children with a variety of ways to approach a given topic. At La Puerta, “real life” learning situations are used as much as possible. “Real life” situations not only offer opportunities for, but often even require the use of more than one form of intelligence.

Thematic Structure of Learning: Class and school wide themes are central to learning at La Puerta. Students are able to see relationships among concepts and knowledge learned in different content areas when they are immersed in a theme for a period of time. School wide themes foster a sense of community when all students are learning similar concepts. Students become aware of the progression of concepts and skills from kindergarten through sixth grade.

These models emphasize similar core values:

· Child-Centered

· Learning is natural and constructed

· Reflection

· Self-paced

· Exploration of ideas/concepts

· Hands-on

· Connection with Nature

· Stewardship: Refers to our responsibility to care for our natural resources - land, air, wildlife and water - sustainably, so future generations can enjoy them. The moral and ethical responsibility for caretaking on behalf of others.

· Empathy and Caring

· Habits of Mind: Refers to the idea of using “intelligent behaviors” to aid in working through life’s challenges; how to act on the information you have or that you have been given. Some examples of these 16 “intelligent behaviors” are applying past knowledge to new situations, thinking flexibly, responding with wonderment and awe, finding humor and remaining open to continuous learning. Arthur Costa and Bena Kallick, Habits of Mind, 2000.

Our Instructional Goals:

Foremost, curriculum at La Puerta is designed to be challenging and fun. We have high expectations for students and believe that they can and will rise to the expectations. New Mexico State Standards serves as a roadmap for curriculum design, but the curriculum is not limited to them. La Puerta has a broad range of objectives that includes all subject areas and social and emotional development. Even though our goals are separated below by subject, keep in mind that many of them cross-over and apply to some or all areas. La Puerta places special emphasis on ensuring that students accomplish the following objectives:

Language Arts:

· develop proficiency in reading, writing, listening and speaking;

· develop the powers of intelligence: thinking, knowing, reflecting, observing, imagining, appreciating, questioning and judging;

· develop familiarity with literature and a love of reading;

· be able to use both oral and written language to their benefit and the enlightenment and pleasure of others;

· integrate and be exposed to one or more different foreign languages with an emphasis on Spanish;

· become thoughtful process oriented writers by using the 6+1 Traits of Writing process;

· cultivate the development of strengths, interests and abilities;

· write, publish, and produce pieces of literature and music;

· develop skills necessary to be effective communicators using a variety of methods;

· reflect on learning; and

· read, write and speak for a variety of purposes;

· enjoyment,

· gather information, and

· learn new ideas.

Mathematics:

Students at La Puerta will have the opportunity to build their knowledge and understanding of math concepts gradually and at their own pace. Concepts are taught, practiced and reviewed continually so that children are able to make connections to important processes and understand their use and application. We encourage active hands-on exploration of ideas for students to:

· become competent in mathematics, problem solving and the use of technology; and readily participate without fear or dread;

· develop an awareness and appreciation for design and patterns in nature and the every day world;

· build new mathematical knowledge through problem solving;

· apply and adapt a variety of appropriate strategies to solve problems;

· make and investigate mathematical conjectures;

· communicate mathematical thinking coherently and clearly in a variety of ways using developmentally appropriate definitions;

· analyze, evaluate and make connections with mathematical thinking and strategies of others; and

· recognize and apply mathematics in contexts outside of mathematics.

The Sciences:

Using an inquiry-based learning approach students will have opportunities to observe, explore, question, ponder, predict, hypothesize, test, analyze, problem solve and build knowledge by approaching topics from a variety of ways. Students are introduced to a wide range of the sciences and a set of foundational concepts in each to:

· develop an appreciation and understanding of the sciences;

· develop an awareness of the importance of science in their daily lives;

· use inquiry-based techniques in observations and making discoveries;

· become environmentally conscious, knowledgeable and responsible;

· become aware of the consequences of using irreplaceable natural resources;

· understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating to think critically;

· understand the structure and properties of matter, the characteristics of energy, and the interactions between matter and energy (Physical Science);

· understand the properties, structures, and processes of living things and the interdependence of living things and their environments (Life Science);

· understand the structure of Earth, the solar system, and the universe, the interconnections among them, and the processes and interactions of Earth’s systems (Earth and Space Science);

· understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies (Science and Society);

· develop the understanding and knowledge necessary to enable students to be responsible stewards of the environment; and

· do research, build models, design objects and conduct experiments.

Social Studies:

La Puerta’s interdisciplinary approach to learning about our world and community; socially, culturally, economically, geologically, politically and historically offers students opportunities to:

· develop awareness, concern, consideration, respect and compassion for other people and cultures;

· be able to analyze social problems, identify possible solutions and organize and carry out a plan of action;

· develop a social consciousness, enough confidence in their own abilities and knowledge of the political system to enable them to contribute to change;

· become knowledgeable of the history and customs of their own and other cultures and develop an appreciation of each;

· develop a global awareness and an understanding that natural and human activities in one part of the world have an impact on all other parts;

· become producers as well as wise consumers;

· prepare children to be thoughtful citizens; and

· enable each child to appreciate and contribute to his/her culture.

Physical and Mental Well-Being:

Brain research shows that students thrive in a safe and nurturing environment. At La Puerta we are a family of learners working toward a common goal; to work hard, have fun and celebrate learning. Additionally we strive to teach children to:

· learn how to make progressively more complex decisions and assessments of their own behavior and academic progress;

· acquire knowledge and develop practices that will foster health and physical fitness;

· kindle empathy for others and a sense of responsibility and integrity;

· teach children how to lead, how to follow and the appropriate time for each;

· encourage children to strive to realize their own potential; and

· respect the mind and body through physical fitness and proper nutrition

The Arts:

Students will have many opportunities to express themselves and what they know through many different artistic modalities; literary and expressive arts, dramatic arts, crafts, dance, music/creative movement and visual arts. In addition to developing skills specific to the various art forms students will:

· develop a sense of aesthetics and an appreciation of the arts;

· develop a proficiency in one or more of the arts;

· develop metacognitive awareness (be able to think about their thinking);

· hear more deeply, see more appreciatively, and draw on non-traditional modalities when making critical and aesthetic judgments;

· make art and music;

· make connections between art and culture; and

· sharpen the intellectual and aesthetic abilities for lifelong learning and enjoyment.

Agriculture:

We live in a community rich with culture and tradition stemming from agriculture; from family gardens to those raising livestock. Through the emphasis of agriculture students will have the opportunity to:

· develop knowledge and understanding of farming practices;

· preserve local farming traditions

· apply knowledge and skill to cultivate garden plots and care for animals;

· provide opportunities for students to learn by doing;

· understand the health benefits to eating locally grown fresh produce;

· learn techniques to incorporate fresh produce into daily living; and

· promote positive social (self-understanding, maturity, responsibility) and interpersonal skills.

Instructional Strategies

At La Puerta we offer the following experiences for students to reach individual learning targets and broader unit goals: (This is just a glimpse of some of the strategies used at La Puerta.)

· Performance

· Journal Writing

· Read Pair-Share

· Reading for a variety of purposes

· Exposure to multiple languages

(Spanish, American Sign Language-ASL)

· Discussion groups

· Game Playing

· Shared Reading

· Letter Writing

· Poetry

· Storytelling

· Playwriting & performance

· Unstructured exploration

· Sustained silent reading

· Read Aloud

· Newsletters

· Interviews

· Writing Prompts

· Creative Writing

· Research Projects

· Illustrate & publish

· Presentations

· Conducting Experiments

· Cooperative Learning projects

· Field Trips

· Contact with “experts from the field”

· Visual art projects

· Field Guides

· Brochures

· Multi-media projects

· Design and construction projects

· School & Community Service Projects

· Partner with other schools/classrooms around the world

· Peer tutoring

Assessment: How do we know our students are learning?

Portfolio Assessment

Our major means of recording the development and performance of an individual student is through an outcomes based portfolio. Student portfolios contain samples of the student’s work that show growth over time. Portfolios may also contain pictures of projects, videos of speeches and presentations, lists of books read, performance programs, as well as many other items that demonstrate what the student has learned and/or accomplished. Student self-assessment is an important part of the portfolio process as well. Additionally, teachers place the results of other types of student assessment in the portfolio. These may include checklists of skills and standards, teacher and peer evaluations, scores from other assessments, and anecdotal records (student and teacher observations). Students will work with their teachers and parents in reviewing their portfolios based on learning targets that each child set for themselves and goals defined by teachers and parents. Students will also be required to review portfolios with family members on a regular basis.

Other Forms of Student Assessment

Means of assessment vary from project to project and at times from student to student. Students are involved as much as possible in the assessment of their own work. However, the instructional personnel are responsible for maintaining a high standard of accomplishment. A student may be asked to revise a project until it attains an acceptable level of achievement. Rubrics are developed for many projects, with older students often involved in the development of the rubrics for their projects.

Progress Reports & Report Cards

Progress reports and report cards at La Puerta are carefully designed to provide accurate feedback to students and parents regarding the progress and success of meeting learning targets and goals. For that, grades given reflect understanding and are not arbitrary numbers/letters assigned to a given project or assignment. It is our goals for students to fully understand where their level of understanding is regarding a particular skill. Learning happens on a continuum that never ends – therefore students will always be given the time they need to fully grasp a skill or concept.

Parental Involvement

Parents are an integral part of the learning community at La Puerta. We acknowledge and honor the parent/guardian to be the child’s first teacher. We will seek partnerships with families so that working together we can provide the best opportunities for our children to be successful in school and in the world. Studies show that students’ academic progress increases when their parents are involved in the school.

When a student enrolls in the school, family members are asked to fill out a survey form on which they identify special skills and talents they possess as well as times they are available to teach or share these skills and talents with students.

Every family is required to support the learning community through volunteerism somewhere in the school. A minimum of twenty (20) volunteer hours per family is expected each school year.

Partnerships:

In addition to working with our parents, La Puerta has partnered with several local organizations and community members with whom we plan on working with in some way throughout the year.

Luciente, Inc

Pueblo del Abiquiu Library and Cultural Center

El Rito Library

Boys and Girls Club Del Norte

Abiquiu Inn

Ghost Ranch

Northern Youth Community Center

Abiquiu Studio Tour

ROOTS

2010—2011

Programs

Brief description of our classroom programs.