the art of igniting
curiosity
The Clarion Domains of Progressive Learning
What are the Clarion Domains of
Progressive Learning?
Four domains of learning ensure a comprehensive and superior
educational experience.
Academic Rigor
Academic Standards, Learning Frameworks and Assessment Frameworks ensure a solid
foundation for current and future learning.
Character of Learners
Mindsets, Skills and Values underpin the virtues we guide children to develop;
characteristics critical to becoming productive, responsible, and caring adults.
Application of Learning
Children not only need to acquire skills and knowledge at a high standard, but must
know how and when to use them productively. We know that students who can apply
skills and knowledge have learned to a very powerful standard.
Culture of Learning
The Culture of Learning is the Clarion mind set and structure employed by teachers to
ensure that learning occurs in a special and joyful ecosystem.
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Why is it powerful?
The Clarion learning experience is powerful because it is child centered, challenging,
interesting, engaging and applied. We unlock and foster the students own inner
motivation to learn. We continually support children in becoming mature and joyful
independent learners. This school-wide ethos drives us to create a learning
environment which employs only instructional practices which are proven to be
efficient and highly effective in supporting a child’s development. Children are seen as
partners with their teachers in developing and guiding their growth. Critical to this
partnership is the meaningful personal relationships between child and teacher
underpinned by open and ongoing dialogue and reflection. Children are expected to be
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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Academic Rigor
Standards
NY State Standards - Common Core
Clarion follows New York State P-12 Common Core Learning Standards (CCLS) for
Literacy, Math, Science, and Social Studies. The Standards are internationally-
benchmarked and evidence-based standards. These rigorous standards serve as a
consistent set of expectations for what students should learn and be able to do. They
ensure that every student is on track for college and career readiness. They are also
well aligned with learning objectives from educational systems world-wide; assurance
that if children move on from Clarion they will be able to easily transition.
http://www.engageny.org/resource/new-york-state-p-12-common-core-learning-
standards
Learning Frameworks
Literacy Framework – Fountas & Pinell Literacy Continuum / Calkins
Read-Write Program
A comprehensive, sequential, researched based program of learning for high-impact
literacy instruction. Rigorous and articulated interventions support Fountas & Pinnell
Literacy™ through the use of leveled assessments.
https://www.fountasandpinnell.com/continuum/
An organic progression of learning for writing developed by the renowned Teachers
College Columbia Reading and Writing Project. Comprised of processes, sequences,
continuum, books, levels, lessons, methods, principles and strategies, the Calkins
Program supports children in writing clearly and skillfully and reading flexibly and
joyfully.
https://www.heinemann.com/search/searchresults.aspx?q=Units%20of%20Study%20in
%20Opinion%2C%20Information%2C%20and%20Narrative%20Writing%2C%20Grade%20K
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Math Framework – Bridges Math
A research-based, fully articulated sequential development of mathematical concepts
and skills, with a strong focus of learning through student investigation, practice and
practical application to real world situations.
https://www.mathlearningcenter.org/bridges
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 transdisciplinary Units of Exploration.
http://www.buildingblocksofscience.com/
Social Studies - Transdisciplinary Units of Exploration / Bank Street
College of Education
Units of Exploration relating to year-long overarching social study themes are
experienced through project-based student inquiry. Supported by a wide array of
resources and drawing on various subject disciplines, children build understanding
through research, field trips, a wide array of hands-on, project-based activities, and
ongoing reflection and expression of learning. The Units of Exploration were
developed uniquely for Clarion in collaboration with the Bank Street College of
Education.
Grade PreK - Family
Grade K1 - Transportation
Grade K2 - Water
Grade 1 - Community
Grade 2 - Dubai Now and Then
Grade 3 - Traveler's & Traders
Grade 4 / 5 – Egypt
Grade 6 – Immigration
https://www.bankstreet.edu/
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Assessment Framework
Program embedded assessments
Powerful assessment and record keeping strategies are embedded in each of the
academic programs and learning frameworks, ensuring teacher understanding of each
child’s growth and level of attainment. This ongoing assessment leads to selection of
the appropriate resources and instructional strategies for use with each child. In
Bridges Mathematics and Building Blocks Science, end of unit tests helps to ensure that
children have achieved learning objectives. In Literacy, 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
understand a child’s growth.
Portfolios
A digital and paper collection which gathers important student work as created by
students throughout the year. The portfolios provide understanding of student
development as seen through the lens of actual student work. Teachers and students
partner to choose the student work and associated assessment documents for
inclusion in the portfolios. Periodically the student reviews the portfolio (independently
and in collaboration with teachers, parents and peers), to reflect upon their growth and
development and to consider and establish goals for future learning. The portfolio is
an important vehicle for celebrating the child’s growth.
Measurement of Academic Progress (Grades 2 onwards)
An external standardized 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 as well as highlight areas of support
for individual children. The test is conducted three times per year in Math, Literacy and
Science.
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CAT 4 (Grades 3 onwards)
The Cognitive Abilities Test provides insight into a student’s potential. Teachers use
this information to ensure they are setting goals and providing instruction so that
students achieve or exceed the level matching their potential. This diagnostic test is
conducted at the beginning of each school year.
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Character of Learners
Mindsets
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.
Teachers design a safe environment and plan activity, so children can experience
failure and the subsequent success of persisting; trying it again, adjusting strategies,
experimenting and achieving.
Wonder
Children are continually prompted to find-out, investigate, experiment, observe and
try things. This support and opportunity allow the child’s curiosity to flourish, to grow
like a plant when provided just the right amount of water and nutrients. Often when
realizing a child’s keen interest in something, the teacher follows up with supporting
activities, incorporating those interests into core learning.
Risk-taking
Developmentally appropriate risk taking is critical to learning. Children are supported
in acting and thinking in ways where the outcome or the effect of their effort may not
immediately (or at times ever), achieve the desired result. Children are helped to
understand that such experiences provide powerful opportunities for learning and are
a necessary part of growth and development. Children are recognized and celebrated
for trying something even when immediate gain is not guaranteed.
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
understandings to promote your child’s well-being.
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Skills
Critical thinking
Students are supported in the act of wondering and of posing evermore powerful
questions. In turn, they develop deep insight; the ability to evaluate information and
come to understandings and judgements and about a wide array of academic and daily
living situations. This learning allows them to become sophisticated, effective, and
principled “action takers”.
Communication
Clarion students become highly adept in all areas of communication through active
learning. Communication is best learned as students are expected to collaborate and
convey their thoughts, ideas and learnings. Our teachers recognize that students need
to be active communicators in all learning environments. Communication is seen not
only as the ability to speak, read, write and listen, but as a critical tool in reflecting on
learning and building greater meaning and understanding.
Collaborating
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. Through frequent opportunities to work
together, and by providing students with guidance in developing the skills and
attitudes necessary to productively collaborate, students become comfortable and
confident working with others. Students learn how to move their group beyond difficult
situations to ensure that the group achieves its goals.
Creating
Students are continually encouraged to develop their own ideas, to make things based
on their own thinking. They learn to understand that creation is an act which requires
them acting on their thinking by responding to their explorations, experiences,
interests, needs, information, reflections and learnings. Teachers recognize that
becoming a creative person is fostered by providing children with many opportunities
to “create”; an understanding which requires teachers to also plan for intentional but
open-ended activities that support such creativity. Teachers know that creation is not
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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 and act of creating
moves the child to higher 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
condition 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 exposed to
and reflect upon those who less fortunate. These values are developed in Units of
Exploration, fieldwork, daily class meetings, community service and many other daily
activities. Modeling by staff is critical to this learning.
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.
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Responsibility
Students taking responsibility for their behavior and their learning is critical to the
classroom being a safe and productive learning environment. Students become
responsible as a consequence of ongoing discussion in the class. Children are guided
to identify, analyze and agree on sets of expectations that all children must
demonstrate. Teachers watch, interact and give feedback to students individually, in
small groups and with the whole class 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
For powerful learning to occur, it needs to be applied – “learning by doing”. By applying
the design thinking process to challenging activities and projects, students come to a
deep understanding of what they are learning and to how to use these learnings to
problem solve, create and communicate.
Active
A corner stone of all learning is students being engaged in their learning. Teachers
ensure that learning activities provide opportunities for students to move, touch,
discuss, experiment, think independently, question, share; to be actively engaged in
their learning.
Reflective
Students are continually supported in reflecting on all their experiences, their effort
and their acts of creation. They use this activity 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
meetings, small group meetings, one-on-one teacher-student and student-student
meetings and students independently thinking about and expressing their thoughts in
writing and with a wide range of media and expressive forms.
Project Based
Students are guided to create tangible expressions of their learning. Often, they
incorporate Design Based practices and at other times their creations are spontaneous
and impulsive. The critical factor 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.
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Design Process
Methodically planning the creation of a product (art, app, writing, sculpture, musical
composition, skit, speech, etc.), students learn the power of setting 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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Culture of Learning
The capacity to ensure that children to deliver on these individual domains of learning
and their synthesis requires a powerful ecosystem. We have built a comprehensive and
dynamic culture of learning; an environment where everyone is learning with and from
each other; children, parents, teachers and administrators. This ecosystem is
supported by having 2 qualified educators in each classroom.
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, each classroom has 2 qualified
teachers.
Responsive Classroom Framework
A set of educational practices which places the child at the center of the learning
ecosystem. Teachers develop close personal relationships with each child through
focused observation, ongoing discussions and continual review of the child’s work. The
teacher guides the class in creating an emotionally supportive and motivating learning
environment which is relevant, 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, reflecting and applying knowledge. The teacher’s role is
to guide learning, not deliver it.
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School Without Walls
Curriculum related “out of school expeditions” and travel help the children develop
deeper understanding of the topics explored in school. The activity helps children to
regularly apply their knowledge and develop the Clarion Character of Learners. The
trips are exciting, interesting and motivating, and help children connect their learning
to the “real world”.
Intellectual Curiosity & Engagement
Students are supported in wondering about their environment, themselves, their
classmates, and others. Teachers support and expect children to be active learners by
asking questions and by following their interests. Teachers support children by
allowing and encouraging their “wonder” to drive activity which helps them to better
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 disappointment. 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 and effective learning environment. They are supported in understanding and
executing the Clarion approach to teaching & learning through the employment of
evidence based professional development models. These models emulate the teaching
delivered in the classroom; a dynamic and vibrant approach to learning
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