In a new e-book, by Cynthia McCallister, is a brief guide to the Cooperative Unison Reading approach. It provides an innovative angle on reading instruction by looking at the reading process as a cooperative human process and applying theories from science that explain cooperation.
McCallister also looks at the reading process as a form of action, as opposed to the accumulation of discrete skills that are accumulated through linearly transmitted instruction.
The book is packed with practical applications of the method to real classroom situations, and comes alive with media assets such as audio and slideshows.
Even if you don't buy the book, you can access a free chapter that provides a training guide to the Cooperative Unison Reading method, led by an expert teacher in the method, Tara Silva.
The book is a companion to the online course, Cooperative Unison Reading/Mindful Reading, found on www.LearningCultures.net.
Visit the book's url and get yourself a copy today!
2016. Cynthia McCallister offers a brief guide to the Cooperative Unison Reading approach. It provides an innovative angle on reading instruction by looking at the reading process as a cooperative human process and applying theories from science that explain cooperation. McCallister also looks at the reading process as a form of action, as opposed to the accumulation of discrete skills that are accumulated through linearly transmitted instruction. https://www.inkling.com/store/book/mccallister-cooperative-unison-reading-1st/.
July, 2016. Cynthia McCallister had a conversation with Isaac Tejeda, a recent graduate from Urban Assembly High School for Green Careers, where he experienced the Learning Cultures curriculum in every class he took.
2013-2015. Read how we implemented Learning Cultures as a comprehensive school turnaround strategy at Urban Assembly High School for Green Careers, in 2013 NYC's 4th lowest performing high school with a 39% graduation rate. By 2016 it was among one of NYC's 7% top performing schools with over 60% of students graduating.
2013-2014. When Emily Jarrell became the principal at The Urban Assembly Unison School, her first experience in the role of principal, she knew she had a heavy lift in front of her. In fact, reflecting with a couple of staff members one afternoon in the first week of school, she was heard to have said, “Resilience or die.” The experience of heaviness at first felt overwhelming to Emily and all of her staff. But soon it began to take shape metaphorically, and the teachers began to refer to school culture as a boulder that needed to be moved.
2011-2013. I had the pleasure to work with the children who attend The Family School in the South Bronx, who are from Africa, the Caribbean, and Central America, among other places. They loved opportunities to share stories and read together in Unison. And dramatic gains in achievement reflected their engagement.
2011-2015. Beginning from it's first year, starting with a small class of 9th graders, I helped the staff build the school around the Learning Cultures model, where it was used to structure academic programs and curriculum in all subjects. In 2013 the school graduated it's first class.
Circa 2011. Cooperative Unison Reading is the crown jewel of the Learning Cultures framework. It is a method that all kids of any age or language background can easily follow to access a text and share ideas together. It promotes cooperation, self-regulation, and mindfulness. It's super fun, and kids develop reading skills and social-emotional well-being.
2007-2012. As a coach of all teachers, pre-K through 8th grade, I had an opportunity to witness the power of the practices I had invented when they were implemented on a large scale. And I had the chance to systematize procedures in order to develop consistency and coherence building-wide. This opportunity led to helped me articulate Learning Cultures.
Circa 1996. I moved to NYC as a young mother with school-age kids, enthusiastic to be part of a new, progressive, public school effort and hopeful that they would receive a good education. My hopes were dashed. And the first chapter of my book as a school reformer in New York City began.
Circa 1989. Learning Cultures was born on the first day I started my job as a kindergarten teacher. As a new teacher, and an ethnographer of emergent writers, I studied my students as they played with texts and shared their writing with one another in the early days of Writing Share.
Fundamental to learning is the need for students to share perspectives participate in relationships with one another. Through a program called Keepers of the Culture®, students learn to treasure their right to an education and uphold personal and collective responsibilities associated with membership in a civil learning community.