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Clarion Domains of Progressive
Learning

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What is it?

The Clarion Learning Program is based on four domains of learning: Academic Rigor, Character of
Learners, Application of Learning, Culture of Learning. Academic Rigor based on the New York State
Common Core Standards ensures the comprehensive development of a child’s academic knowledge and
skill based; a base which ensures success as they move through school and into the competitive world of
work. The Character of Learners guides the teachers to support and ensure that children develop the
skills, the mindsets and the values which result in them becoming productive, caring and successful
individuals in the world of family, community and work. Application of learning ensures that not only do
children acquire skills and knowledge, but that they can use them in a productive manner. We also know
that students who can apply skills and knowledge have learned to a very powerful standard. The Culture
of Learning guides teachers in creating a powerful and joyful learning environment. Where children are
engaged and motivated to learn and where learning is joyful, rewarding and confidence building.

Why is it powerful?

The Clarion learning experience is powerful because it is child centered. Clarion students are expected to
be engaged and motivated in their learning and are supported in becoming more mature and
independent. This school-wide mindset causes the school to create a learning environment where the
instructional practices are proven to be efficient and highly effective in supporting a child’s
development. Children are partners with their teachers in developing and guiding their growth. Critical
are the personal relationships developed between child and teacher supported by ongoing dialogue and
reflection. Children are supported in being active learners and “makers”. Teachers carry out detailed,
but flexible planning supported by a wide array of excellent resources, embedded in dynamic
educational experiences. Teachers learn from their students as they continually observe each child’s
development and tune the learning experience to best meet the needs of each child.

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What are the Clarion Domains of Learning?

1. Academic Rigor

Clarion follows NY State Common Core Standards. Our frameworks for Literacy, Math and Science, Social
Studies are highly recognized for their impact on learning outcomes.

2. Character of Learners

Academic Rigor is no longer enough to effectively engage with the dynamic world in which we live. The
competencies children need encompass a lot more. Some school do this well, some not so well and
some not at all. This is where Clarion starts differentiating itself.

3. Culture of Learning

We ensure that all this effective learning can take place by the development of a culture of learning. We
speak to the individual strands – again no one school does all of them – hence, we are now even more
unique.

4. Application of Learning

This is where we talk about learning needs to be applied to have meaning. We talk about Project Based
Learning and the design thinking process – using the learning to a meaningful action. By now, we should
be fairly unique as a school

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Academic Rigor

Standards

NY State Standards - Common Core

New York State P-12 Common Core Learning Standards (CCLS) are internationally-benchmarked and
evidence-based standards. These standards serve as a consistent set of expectations for what students
should learn and be able to do, so that we can ensure that every student is on track for college and
career readiness.

http://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards

Learning Frameworks

Literacy Framework – Fountas & Pinell Literacy Continuum / Caulkins Read-Write
Program

An organic progression learning for reading and writing developed by the renowned Teachers College
Reading and Writing Project. Comprised of processes, sequences, continuum, books, levels, lessons,
methods, principles and strategies, it supports children in writing clearly and skillfully and reading
flexibly and joyfully.

A comprehensive, researched based program of learning for high-impact literacy instruction. Rigorous
and articulated interventions support Fountas & Pinnell Literacy™ through the use of leveled
assessments.

Math Framework – Bridges Math

A research-based, fully articulated and sequential development of mathematical concepts and skills,
with a strong focus of learning through student investigation, practice and practical application to real
world situations.

Science – Building Blocks of Science

A developmentally appropriate exploration of scientific concepts and knowledge coupled with the
learning of the scientific method; a strong focus is placed on exploration through hands-on activity.
Teachers are alert to individual interests and frequently extend activity to incorporate those interests.
Topics are often integrated with the Units of Exploration.

Social Studies - Transdisciplinary Units of Exploration / Bank Street College of
Education

Units of Exploration relating to year-long social study themes are experienced through student inquiry.
Supported by a wide array of resources, children build understanding through field trips, a wide array of
in-school hands on activities, project-based, and ongoing reflection using a wide range of media drawing
on all subject disciplines.

 Grade PreK - Family

 Grade K1 - Transportation

 Grade K2 - Water

 Grade 1 - Community

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 Grade 2 - Dubai Now and Then
 Grade 3 - Traveler's & Traders
 Grade 4 / 5 - Egypt

Assessment Framework

Program embedded assessments

Powerful assessment and record keeping strategies are embedded in each of the academic programs
and educational frameworks ensuring teacher understanding of each child’s growth and level of
attainment. Instructional decisions are made regarding use of resources and instructional strategies to
be used with each child. In Bridges Mathematics and Building Blocks Science, end of unit tests helps to
ensure that children have achieved learning objectives. In the Literacy Continuum, assessments are
designed to monitor literacy growth through a seamless continuum of skills. During the Units of
Exploration, teachers maintain observational records and student project work to determine a child’s
growth.

Portfolios

A digital and paper collection of student work, which holds important student work and assessments as
it is created by students throughout the year. It provides another understanding of student
development as seen through the lens of actual student work. Teachers along with the students choose
student work and the appropriate assessment documents. Periodically the student will review the
portfolio to reflect upon their growth and development. Additionally, students, teachers and parents
use the portfolio to understand and celebrate the child’s growth.

Measurement of Academic Progress

An external standardized achievement test to objectively monitor individual student growth and
attainment - with benchmarking both locally and internationally – helping to provide quality assurance
of a school’s academic program and highlight areas of support for individual children.

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The Cognitive Abilities Test provides insight into a student’s potential. The teachers use this information
to ensure that they are setting goals and providing instruction such that students will achieve at a level
matching their capability. Teachers use the test as a guide to meet the needs of all children.

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Culture of Learning

Master Educators

Teachers hold advanced degrees and/or have extensive experience working in a progressive educational
environment and are experienced using the programs and frameworks adopted by the school. In
addition, the school has a strong teacher coaching framework that regularly observes and supports
teachers to ensure they are delivering the Clarion educational model.

Schools Without Walls

Curriculum related “out of school expeditions” and travel help the children develop deeper
understanding of the topics being studied in school. The activity also helps children to regularly apply
their knowledge and develop the Clarion characteristics of learners. The trips are exciting, interesting
and motivating and help the children connect their learning to the “real world”.

Responsive Classroom Framework

A set of educational practices which places the child at the center of the learning environment. Teachers
develop personal relationships with each child. The teacher guides the class in creating an emotionally
supportive and motivating learning environment which is challenging, engaging and tuned to the
interests of the children. Students develop into independent learners who take responsibility for and
have pride in their learning and their role as a productive member of the learning community. The
responsible and independent level of the children allows the teachers the freedom to craft support
which meets individual student needs.

Inquiry-Experiential-Exploratory Based

We learn in a powerful, engaging and motivating manner. Students develop deep understanding and
ability to apply and share what they are learning. The learning is active, built around wondering,
questioning, finding-out, experimenting, analyzing, constructing understanding and reflecting and
applying knowledge

Intellectual Curiosity & Engagement

Students are supported in wondering about their environment, themselves, classmates, and others.
They are supported in actively engaging themselves in allowing their “wonder” to drive their activity to
understand themselves and their world.

Joy of Learning

Powerful learning is filled with life, with sharing with others, with excitement and humor and fun as well
as hard work and disappoint. At school we learn as a “Community of Learners”, helping and supporting
one another to achieve and celebrate our accomplishments during our learning journeys.

Teacher Training/Coaching

At Clarion teachers are recognized as the critical factor in creating and delivering a powerful effective
learning environment. They are supported in understanding and executing the Clarion approach to
teaching & learning through the employment of research based professional development models.
These models emulate the teaching that delivered in the classroom; a dynamic and vibrant approach to
learning.

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Character of Learner

Mindset

Grit

The school day is filled with opportunities for students to develop the resilience and perseverance to
succeed and accomplish goals even in the face of adversity and failure. Children develop grit during the
school day; grappling with how to keep a block tower standing, how to write a persuasive text, coming
to understand a principle in Energy & Forces, or on the climbing frame. Teachers are always supporting
and helping them in meeting these challenges.

Wonder

Children are continually prompted to find-out, investigate, experiment, observe and try things. These
many opportunities allow the child’s curiosity to flourish, to grow as if a plant being supplied with just
the right amount of water and fertilizer. Often when discovering a child’s keen interest in something, the
teacher will follow-up with supporting activities frequently incorporating them into academic core
programs.

Risk-taking

Taking a chance at something and not succeeding is also valued and celebrated as critical to learning.
Teachers ensure that as students build their confidence in taking risks, they learn from the failure and
come to realize that without having taken the risk, genuine learning and achievement at a high level will
not be attained.

Well-Being

Leading a caring, responsible, self-fulfilling and productive life requires that we take care of our spirit,
our mind and our body. Teachers frequently visit this topic as part of daily classroom life and through
topic study. Good nutrition, the proper amount of exercise and recreation, healthy relationships, mental
and physical relaxation, intellectual stimulation and accessing health care in a timely fashion are critical
elements to looking after one’s health.

Skills

Critical thinking

Students are supported in learning how to analyze situations and information. Patterns are looked for,
anomalies discovered, conclusions drawn

Communication

Clarion students become highly adept in all areas of communication as well as the power of
communication. The foundation for powerful communication is oral and social-emotional
communication. Communication is seen not only as a function of speaking, reading, writing and
listening, but is developed emotionally, in the arts and in physical and social undertaking.
Communication provides the means by which students express their thinking, learn from others and
construct knowledge.

Collaboration

Children are guided in becoming ever more sophisticated at working socially to learn and accomplish
goals. The ability to collaborate with others and be productive is essential even in trying circumstances.

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Through frequent opportunities for students to work together and by providing students with guidance
in developing the skills and attitudes necessary to productively collaborate, students become
comfortable working on their own and with others. They learn how to move their group beyond difficult
situations to ensure that the group achieves its goals.

Creating

Students transition from learning about things to being able to make things and ideas. The practice of
creating becomes an everyday experience, students are not guided to simply mimic and copy. Creation
is the act of an individual taking their explorations, experiences, interests, needs, wants, information
and reflections, and making something new and meaningful to themselves or others. Creation is not
necessarily about making something new to the world; it is more often about making something new to
the individual. It is in the act of creation that all knowledge, skills and dispositions come together and
are given life. The desire to make something; an idea, a conclusion, a physical product, an expression, an
action, moves the child to new levels of understanding.

Values

Empathy

In the “Responsive Classroom” students spend a great deal of time reflecting upon their own behavior
and feelings, and those of others. They learn how to understand the situation and the feelings of others
and they use that information to help them relate to, work with, and support each other.

Humility

Children learn to appreciate and be thankful for what they have and are given exposure and
engagement with those less fortunate. These values are developed in their Unit of Study as well as
modeled by all staff members. Community Service & Field Trips support development of these values.

Integrity

Integrity is infused into the classroom culture through both explicit and implicit instruction. In addition,
Moral Education is delivered as part of Ministerial requirements. Expressions of integrity are valued and
recognized. Examples of integrity are reviewed through both historical and current events.

Responsibility

Students taking responsibility for their own behavior and their own learning is critical to the classroom
being a safe and productive learning environment. Students become responsible as a consequence of
discussion with the teacher and the rest of the class identifying the expectations that all children must
demonstrate in class. Teachers watch and interact with students as they learn through the day and she
regularly reflect with individual children or by bringing the class together to reflect on their
“demonstrations” of responsibility. Becoming responsible is a process developed over days and years
and through many to opportunities to practice, get feedback and reflect.

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Application of Learning

Active

A corner stones of all learning are students being actively engaged in the learning. Teachers ensure that
learning activities provide opportunity for students to be actively engaged in their learning.
“responsive” to student activity and use the understanding gained to continue developing and guiding
students in activities where they are engaged in their learning.

Reflective

Students are continually supported in reflecting on all of their experiences, their effort and their acts of
creation. They use this time to deepen their learning, to appreciate their learning and to guide them in
their future learning. Little meaningful learning occurs without meaningful reflection. Reflection occurs
through frequent whole class-based meetings, small group meetings, and one-on-one teacher-student
and student-student meetings.

Project Based

Students are guided to create tangible expressions of their learning. Often, they incorporate Design
Based practices and other times their creations are very spontaneous and impulsive. The critical idea is
that children become comfortable in applying acquired knowledge and skill using a wide range of
strategies and media as they become inspired to share, reflect upon and record their experiences, their
feelings and their learning.

Design Based

Methodically planning the creation of a product (art, writing, sculpture, musical composition, skit,
speech), students learn the power of developing an objective, creating a plan of action and following
through with execution and review. The principles involved are reflected at:
https://www.pblworks.org/what-is-pbl/gold-standard-project-design.

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