Mabo’s 3 Biggest Learnings at Presidio

Mabo’s 3 Biggest Learnings at Presidio

1. Environment Setting　（環境設定）

        Use Brain Function Map as a blue print of classroom setting. I found that the room setting of Room7 was actually corresponding to a brain map. In this way, I believe that it encourages children to have multisensory experiences, “synesthesia（共感覚）,” efficiently and effectively.

2. Cultural Conflict Resolution in Language　（言語の壁）

        I made a guideline to communicate with a child who does not speak my language.

1) Use English (Dominant Language)

2) Use Gesture (Body & Facial Language)

3) Use Child’s Home Language

4) Use Third Language

5) Use Gibberish

I experienced that this strategy works well. The child started talking. Also, two other teachers reported that it worked well. So, I keep collecting more dates and continue academic research.

3. Applying ZPD into School System

        During I was reading all logs Presidio CDC has held, I found that always the school system developed by ZPD. It sounds really normal, but it needs purposeful observation and strong analysis, finding the proximal zone, and appropriate scaffolding. And, I was amazed because, at Presidio, it was done really beautifully. Moreover, they kept all the logs!! This is great!

Jim Cummins

Schecter, S., & Cummins, J. (2003). Multilingual education in practice using diverstiy as a resource. Portsmouth, NH: Heinemann.

(p.4)
1.Language-as-problem orientation
2.Language-as-right orientation
3.Language-as-resource orientation, in which linguistic diversity is seen as a societal resource that should be nurtured for the benefit of all groups.

(pp.8-9) These studies (e.g., Goodlad 1984) suggest that teacher-centered transmission of information and skills remains the predominant mode of instruction. Sirotnik (1983), in discussing the implications of Goodlad's study, points to the fact that the typical American classroom contains

a lot of teacher talk and a lot of student listening...almost invariably closed and factual questions...and predominantly total class instructional configurations around traditional activities-all in a virtually affectless environment. It is but a short inferential leap to suggest that we are implicitly teaching dependence upon authority, linear thinking, social apathy, passive involvement, and hands-off learning (29).

Goodlad, J. I. (1984). A place called school: prospects for the future. New York: McGraw-Hill.

Sirotnik, K. A. (1983). "What you see is what you get-consistency, persistency, and mediocrity in classrooms." Harvard Educational Review 53: pp.16-31.