EIGHT PILLARS
Building character requires consistent programming that cultivates habits; habits form the basis for lasting character. There is much truth in an age-old proverb: good thoughts produce good behavior; good behavior produces good habits; good habits build good character, and good character shapes destiny. At the same time, challenging academic curriculum requires a continuing effort to identify and implement educational components that result in stellar achievement. In the process of developing and refining our program and curriculum, we have chosen eight “pillars” that inform our efforts. These pillars are rooted in research, history, and our own evolving experience during our quest to provide the best education to every child at Birchwood.
Our first pillar informs us that all curriculum design and pedagogy must be time-tested and research-based. When making decisions about academic content or teaching methodology, we are careful not to jump on educational bandwagons or blindly follow theoretical trends. We use historical precedents: “Does history show us that this content is appropriate or that this method works? What is the track record of student achievement under this approach?” Then we check with the research: “Where and what is the empirical data to support the success of this approach?”
But as we let time-test and research-based inform our decisions, we do not allow precedent to constrict us. After asking these questions, we are prepared to learn and innovate, and we have developed some of our own curriculum that has enhanced student achievement.
Our second pillar informs us that we must benchmark our curriculum content, that is, we need to identify the schools and the academic programs in the United States and abroad that have demonstrated superior student achievement. We seek to discover, “What levels of academic achievement are other schools able to reach with their students? How do they get there? What materials do they use? How is the academic program designed?” When we find superior programs, we unabashedly learn what is being done well and improve our own program.
Our third pillar informs us that good education is rooted in a sound taxonomy of thinking skills. Benjamin Bloom’s taxonomy of thinking skills guides us in this effort. Bloom’s taxonomy begins with knowledge and understanding but extends to application, analysis, synthesis and evaluation. In other words, students at a basic level must learn to learn, study, memorize and master bodies of information. From this base, they can learn how to think: apply knowledge, analyze it, synthesize it into new forms, and evaluate it against other bodies of knowledge.
Our fourth pillar informs us that curriculum design at the elementary and middle school level must be systematic. A well-defined curriculum for each grade level in each subject must build upon itself year after year. A robust, detailed, academic foundation, formed in elementary and middle school, enables students to excel in high school. Quality teachers may bring fresh inspiration or creative strategies to the curriculum, but the scope and sequence remains constant, adjusting only for the speed at which students proceed through coursework.
Our fifth pillar informs us that student attitude and student work ethics are just as important to the learning process as good curriculum and good teachers. To this end, we have developed special curriculum to foster these virtues. In morning openings, students listen to stories of great individuals and great historical events that illustrate qualities such as industry, self-discipline, courage, and compassion. These stories help etch lasting impressions in the mind and conscience of each child. Furthermore, we expect student performance to be commensurate with each student’s ability. Whether of average or superior intellectual ability, children should learn to produce work.
Our sixth pillar informs us that parents and teachers should maintain a close, communicative relationship concerning the academic, social and emotional needs of students. To this end, not only do we hold regular parent meetings, but we maintain an open door policy toward parents in order to quickly and thoroughly address any issues that arise.
Our seventh pillar informs us that great teachers are needed if students are to learn at high levels. Great teachers must not only know their subject matter well, but they must always be ready to “go the extra mile” with each student, whether for remedial work or advanced work. Furthermore, great teachers recognize the need to work in harmony with the school’s curriculum, faculty, and administration. They play an essential role in not only making their own classrooms exciting and challenging, but also in keeping the environment of the school happy, positive, and productive.
Finally, our eighth pillar informs us that because our mission is particular as it relates to both character development and academic excellence, we need to augment the core curriculum with an array of special programs that help us refine our program and provide students with maximum benefit. For example, we offer character classes, a leadership class, study skills and research classes, and programming for gifted students.
The following links will bring you to a brief discussion of each subject and the corresponding syllabi:
> Reading Curriculum
> Mathematics Curriculum
> Language Arts Curriculum
> Science Curriculum
> Social Studies Curriculum
> Computer Instruction
> Music Overview
> Spanish Syllabi
Building character requires consistent programming that cultivates habits; habits form the basis for lasting character. There is much truth in an age-old proverb: good thoughts produce good behavior; good behavior produces good habits; good habits build good character, and good character shapes destiny. At the same time, challenging academic curriculum requires a continuing effort to identify and implement educational components that result in stellar achievement. In the process of developing and refining our program and curriculum, we have chosen eight “pillars” that inform our efforts. These pillars are rooted in research, history, and our own evolving experience during our quest to provide the best education to every child at Birchwood.
Our first pillar informs us that all curriculum design and pedagogy must be time-tested and research-based. When making decisions about academic content or teaching methodology, we are careful not to jump on educational bandwagons or blindly follow theoretical trends. We use historical precedents: “Does history show us that this content is appropriate or that this method works? What is the track record of student achievement under this approach?” Then we check with the research: “Where and what is the empirical data to support the success of this approach?”
But as we let time-test and research-based inform our decisions, we do not allow precedent to constrict us. After asking these questions, we are prepared to learn and innovate, and we have developed some of our own curriculum that has enhanced student achievement.
Our second pillar informs us that we must benchmark our curriculum content, that is, we need to identify the schools and the academic programs in the United States and abroad that have demonstrated superior student achievement. We seek to discover, “What levels of academic achievement are other schools able to reach with their students? How do they get there? What materials do they use? How is the academic program designed?” When we find superior programs, we unabashedly learn what is being done well and improve our own program.
Our third pillar informs us that good education is rooted in a sound taxonomy of thinking skills. Benjamin Bloom’s taxonomy of thinking skills guides us in this effort. Bloom’s taxonomy begins with knowledge and understanding but extends to application, analysis, synthesis and evaluation. In other words, students at a basic level must learn to learn, study, memorize and master bodies of information. From this base, they can learn how to think: apply knowledge, analyze it, synthesize it into new forms, and evaluate it against other bodies of knowledge.
Our fourth pillar informs us that curriculum design at the elementary and middle school level must be systematic. A well-defined curriculum for each grade level in each subject must build upon itself year after year. A robust, detailed, academic foundation, formed in elementary and middle school, enables students to excel in high school. Quality teachers may bring fresh inspiration or creative strategies to the curriculum, but the scope and sequence remains constant, adjusting only for the speed at which students proceed through coursework.
Our fifth pillar informs us that student attitude and student work ethics are just as important to the learning process as good curriculum and good teachers. To this end, we have developed special curriculum to foster these virtues. In morning openings, students listen to stories of great individuals and great historical events that illustrate qualities such as industry, self-discipline, courage, and compassion. These stories help etch lasting impressions in the mind and conscience of each child. Furthermore, we expect student performance to be commensurate with each student’s ability. Whether of average or superior intellectual ability, children should learn to produce work.
Our sixth pillar informs us that parents and teachers should maintain a close, communicative relationship concerning the academic, social and emotional needs of students. To this end, not only do we hold regular parent meetings, but we maintain an open door policy toward parents in order to quickly and thoroughly address any issues that arise.
Our seventh pillar informs us that great teachers are needed if students are to learn at high levels. Great teachers must not only know their subject matter well, but they must always be ready to “go the extra mile” with each student, whether for remedial work or advanced work. Furthermore, great teachers recognize the need to work in harmony with the school’s curriculum, faculty, and administration. They play an essential role in not only making their own classrooms exciting and challenging, but also in keeping the environment of the school happy, positive, and productive.
Finally, our eighth pillar informs us that because our mission is particular as it relates to both character development and academic excellence, we need to augment the core curriculum with an array of special programs that help us refine our program and provide students with maximum benefit. For example, we offer character classes, a leadership class, study skills and research classes, and programming for gifted students.
The following links will bring you to a brief discussion of each subject and the corresponding syllabi:
> Reading Curriculum
> Mathematics Curriculum
> Language Arts Curriculum
> Science Curriculum
> Social Studies Curriculum
> Computer Instruction
> Music Overview
> Spanish Syllabi
Birchwood
School
World Class Education
in a Globally Diverse Environment
A private
elementary school serving grades K through 8
| 4400 West 140th
Street Cleveland, OH 44135 Office: 216.251.2321 Fax: 216.251.2787 |
Core Curriculum
| About Us
CCIS (Cleveland
Council of Independent Schools)
OAIS (Ohio
Association of Independent Schools) |
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2010 Birchwood
School, All Rights Reserved |