January 2019 Archives

By Rebecca Mannis, Ph.D.

What makes for best practice in education?  The answer to this question can differ depending on who you ask and whether that person's lens is more 'wide-angle' lens or specialized. Best practice vision can change when considering classroom needs or an individual student. The Educational Opportunity Association (EOA) best practices directory for 2018 offers methods and materials that are 'promising, validated and exemplary.' Fluency, the ability to efficiently access information and skills, impacts learning at various ages and stages and serves as a case study in considering K-12 best practices. 

Recent brain research provides insights about learning as a life-long process. Learning happens against the backdrop of two brain processes. Children's brains grow in the number and size of synapses, or brain cell connections. At the same time, a pruning process nibbles away at those brain cells to create stronger, more efficient pathways. University of Washington researchers reported structural changes in the white matter of school-aged children after eight weeks of intensive reading instruction. 

These neuroscience findings align with our understanding skills development in grade school. Fluency was one of the skills which particular gains and increased brain development. Professor Jeanne Chall discussed these skills in her classic Stages of Reading Development, which just marked its thirty-fifth anniversary of publication. She wrote that systematic, phonics-based instruction fosters accurate and fluent reading, the building blocks for reading comprehension and thinking critically about text. Dr. Chall shaped 1970s and1980s best practices, demonstrating that that 'learning to read' in the early grades enables students to effectively and confidently 'read to learn' new subject matter in middle and upper school. This helps youngsters process and access information for use in new contexts. Karyn Slutsky, Assistant Director of Queens Paidea School notes, 'Fluency of component skills is the basis of a firm foundation of any competency, whereas a shaky foundation leads to instability, insecurity, and anxiety.' 

Fluency is relevant to best practices discussion about 'personalized learning,' the trend toward computer-based delivery of instruction. While technology can play a role in practicing facts, the way that we incorporate digital information differs from how we process print content. UCLA Professor Dr. Maryann Wolf's Reader Come Home reports that college students who read digital content were less able to draw conclusions and connections from digital content than peers who read the same texts in print form. Although the research 'is in' about fluency shaping later learning, popular press decries the lack of consistent reading instruction in public and private schools. 

We can all get on board to address this, with an eye toward the culture of each school and the needs of our diverse students. The EOA notes that best practices can be modified to particular programs, the children in them, and the content being taught. Dyann Kaufman, learning specialist at The Avenues School notes that Avenues teaches fluency in the lower grades by systematically introducing skills in different formats, with individual or group work that brings in various senses. In grades 3-5, Avenues reinforces fluency with selected independent practice and small group 'buddy reading' activities. Other schools pride themselves on high levels of customization per individual learning style and goals rather than adhering to one methodology or one tech tool. To Dr. Manju Banerjee of Landmark College, we start by engaging students to be self-determined and have agency over whichever strategy will work best for them. Skill development is personalized and students feel supported in their learning approach."

We parents and professionals can help our children develop the fluency skills they need to learn and grow. This happens with committed, well-trained teachers who implement systematic techniques. These teachers can be supported to monitor children's growth in varied, consistent ways and to adapt instruction to those findings. Children's fluency grows with consistent independent and guided practice and when students are encouraged to develop insights about using skills across their coursework. Best practices in fluency provide our children the techniques and tools to learn efficiently and effectively as they progress through formal education to ultimately explore their passions beyond the classroom. It enables them to then be well-informed and curious members of society. Let's use what we know about brain science and best practices in learning the basics to help our children become digital citizens and citizens of the world who shape our society for good. #

Dr. Rebecca Mannis is a graduate of Harvard and can be reached at her private practice, rebecca@ivy-prep.com

By Jan Aaron

"My city lies between two rivers -- on a small island. My city is tall and jagged -- with gold + slated towers. My city is cut + re-cut + slashed by hard car-filled streets.

My city chokes on its breath, and sparkles with its false lights -- and sleeps restlessly at night. My city is a lone man walking at night down an empty street watching his shadow grow longer as he passes the last lamp post, seeking no comfort in the blank dark windows, and hearing his footsteps echo against the building + fade away." 

Thus Jerome Robbins, noted dance-choreographer describes New York in "Voice of My City", an extraordinary exhibit at the Performing Arts library, honoring this extraordinary human being. His story is best enjoyed by leisurely strolling and savoring the posters and videos (my favorite: Robbins instructing the young Mikhial Baryshnikov leaping in red tights).

Briefly: Born Jerome Wilson Rabinowitz in New York on October 11, 1918 into a family of Jewish immigrants and a world recovering from the devastation of World War 1, the Rabinowitz family arrived with cash but worked their way to stability. His parents Harry and Lena worked in a Manhattan deli, moving with their two small children across the Hudson to manage a corset factory.

Encouraged by his mother, young Jerry followed in his older sister's footsteps, investigating a range of artistic activities, from music to drawing to dance. By the end of high school, he sensed [that] more choices lay across the Hudson River. Indeed, by the time Jerry died at home on July 29, 1998, he and his enduring accomplishments had been recognized with a National Medal of the Arts in 1988. New York City Ballet staged a Robbins' festival in 1990.

He ferried to New York to attend college for a year (he studied chemistry at NYU), but finding a job was a dim possibility during the Great Depression, and he immersed himself in the Arts. He enrolled at Gluck Sandor's Dance Center, where Sandor and his wife, Felicia Sorel, introduced him to modern dance, character acting, and dramatics. Here he also changed his name to Jerome Robbins, performed on Broadway, choreographed and directed at a Poconos summer camp, and danced with Ballet Theater (now the American Ballet Theater) as well as in roles choreographed by Agnes de Mille, Michel Fokine and Anthony Tudor -- and looked for opportunities to choreograph. Robbins was fascinated by a common sight of the early 1940s sailors on leave in the city, a common site in the midst of war. Finding just the right collaborator in the conductor-composer Leonard Bernstein, Robbins was also searching for his place in the music world by defining American style. Their collaboration? Fancy Free debuted April 18, 1944 and prompted over 20 curtain calls. (Fancy Free's movie version -- my introduction to Robbins --starred Gene Kelly, Frank Sinatra, and Vera Ellen.)

Now famous, he was hired as Associate Artistic Director of the New York City Ballet, choreographing such obras maestras as "Age of Anxiety," (1950) and "Afternoon of a Faun" (1953) and hit musicals such as "The King and I" (1951) and "Peter Pan" (1954). Strolling the exhibit is the most satisfying way to experience it. Galleries are filled with marvelous visuals projecting his dancers performing.

We learn and see evidence of his sketching, photography skills, and journal writing. The exhibit is thoroughly engaging for its minutia. But I'm willing to bet that most compelling to visitors will be one of his masterworks, "West Side Story." Choreographer and director Robbins, composer Leonard Bernstein, and playwright Arthur Laurents first conceived a contemporary version of Romeo and Juliet as a conflict between Jews and Catholics at a New York street festival on the Lower East Side as their parents might have experienced it. But when they looked at their New York of the 1950s, their conflict between New York gangs became "West Side Story." See excerpt in the exhibit.

Consider my observations your appetizer to a Robbins banquet at the museum. Stroll to experience film clips of dancers interpreting Robbins choreography, and Robbins instructing dancers. See posters from his Broadway shows, and other memorabilia.

And there's more! 

Another exhibit salutes City Center with "The Peoples Theater", a major dance showcase for 75 years. Savor a trove of memorabilia and especially fine photographs of Melissa Hayden and other beautiful ballerinas and handsome male dancers like Herman Conejo. Dancer Twyla Tharp created her own distinct style. Another City Center innovation "Encores" is dedicated to the revival of beloved long-ago musicals. Vitrines outside the main exhibits are a trove of odd and touching memorabilia, and the Al Hirschfeld exhibit upstairs salutes the Center.

Robbins and City Center exhibits have listening stations where visitors can hear Robbins Voice of My City until March 30 and The Peoples Theater until March 2. #