In June, 2015, High School of Language and Innovation (HSLI) graduated its first class of students. HSLI is a located in the Bronx, in the building that used to be home to the massive Christopher Columbus High School. HSLI serves a population of 75% of students who are 'newcomer' ELLs, and 95% are from high poverty homes. In 2015, HSLI graduated its first class, and the students outpaced NYC citywide graduation rates.
HSLI was the first school to have implemented Learning Cultures at the high school level in every subject in every grade. This group of students are the first ever to have Learning Cultures for all four years of high school.
I had the pleasure of helping the staff implement the model through the first four years of the school's existence, and seeing the first class graduate.
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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!
Summer 2016. A new instructional procedure, developed by Cynthia McCallister, called Integrative Math©, combines elements of Cooperative Unison Reading®: and modes of representation Jerome Bruner presented in his book, Toward A Theory of Instruction (1974). Students use the rules of Unison to read story problems. Then, using manipulatives, crayons, markers, and stories, they integrate enactive, iconic, and symbolic modes of representation, strengthening their mathematical thinking.