What is Project CHILD?
Tapping the Power of 3…moving beyond single level, single year, single dimensional teaching.
(Directly stated on the Project CHILD website)
Project CHILD (Changing How Instruction for Learning is Delivered) is a research-based teaching and learning system for grades K-5. The emphasis is on reading, writing, and mathematics. Science and social studies topics are incorporated throughout.
CHILD is a three-dimensional model that differs from the one-dimensional traditional model designed around a single teacher in a single grade. The CHILD triangulated design changes the traditional classroom in several dynamic ways.
Three teachers form cluster teams -- one teacher for reading, one for writing, and one for mathematics. Clusters teams work across three grade levels - K-2 for a primary cluster and 3-5 for an intermediate cluster. Teachers work with the same students for three years.
After direct instruction from the teacher, students work independently at three types of learning stations within their cluster. Students rotate to the three classrooms in their cluster. Each classroom has a Computer Station for technology-based work, a Textbook Station for paper/pencil work, and three Activity Stations for hands-on work. There is also a Teacher Station for small group tutorials and individual assistance.
The original research began in 1988 at Florida State University. Dr. Sally Butzin is the senior author. Since then there have been annual updates, along with numerous independent studies that document the effectiveness of the CHILD instructional system. CHILD students have significantly higher academic achievement and better behavior than their peers in traditional classrooms. Parent support and enthusiasm is also very high.
Project CHILD Overview
1. Primary and intermediate classes from cross-grade classroom clusters.
Three grade-levels form a cluster for instruction in the core subjects of reading, writing, and mathematics. Kindergarten, first and second grades form the primary cluster; while third, fourth, and fifth grades form the intermediate cluster. Each classroom in the cluster has learning stations equipped with computers, software, and other appropriate learning materials. Students spend at least one hour in each of the subject classrooms in their cluster every day.
2. Teachers are certified by the Institute for School Innovation (ISI) as CHILD Subject Specialists.
Cluster teachers function as subject specialists for reading, writing, or mathematics. Project CHILD teachers must attend all prescribed training classes, must complete and pass a certification examination, and be observed at least twice by an ISI consultant. Project CHILD teachers should continue their professional development through ongoing self-study, workshops, action-research, and by becoming mentor/trainers for new CHILD teachers.
3. Students stay with the same teacher team for three years.
Project CHILD students stay with the same cluster teachers for three years (kindergarten through second grade; third grade through fifth grade). Each year the students will move to a different home room within the cluster, but will have the same subject teachers throughout the three year cycle.
4. Teachers use the CHILD research-based materials to plan lessons and coordinate instruction.
While CHILD schools use their own curriculum and textbooks, they follow the cross-grade unit organization in the CHILD Planning Guides to coordinate lessons and incorporate a variety of appropriate software and learning activities for their students. Teachers incorporate suggestions from the teaching tips into their instruction. Teachers also use the CHILD Activities Guides to develop hands-on station activities tied to lesson objectives.
5. Students work at a variety of learning stations (technology, hands-on, paper-pencil) on a daily basis.
Each CHILD classroom has a Teacher Station for small group instruction, and five additional designated stations for technology, hands-on, and paper-pencil activities. Students work cooperatively at the learning stations when they are not working with the teacher. While whole group instruction is appropriate and necessary, it must be balanced with the station work.
6. Station activities are clearly defined with Task Cards, aligned with standards, are appropriate to students' abilities and needs, and provide feedback.
Teachers clearly explain station activities and use Task Cards to specify assignment requirements at each station. The assignments are appropriate for the students' level of intellectual and social development, and provide feedback. The activities may be self-checking with answer keys and rubrics provided.
7. Teachers use the Daily Station Assignment Board to designate where students begin working each day.
The teacher prepares a Daily Station Assignment Board so that students know where to begin working after whole group instruction. Teachers insure that students begin at different stations each day by using information provided on the Station Visitation Chart of the CHILD Passport.
8. The classroom ambiance is supportive, equitable, and risk-free, with high expectations for all.
CHILD teachers create a risk-free learning climate to enable students to learn from their mistakes. All students have equal opportunities to participate in all activities. Teachers set high expectations and clearly define these expectations. There is a positive tone where students are frequently praised and encouraged.
9. Cluster teachers meet weekly to plan and coordinate instruction.
Teachers within each cluster (primary and intermediate) work cooperatively. They participate in weekly structured cluster meetings, and complete the CHILD Cluster Meeting Agenda form.
10. Teachers observe students in the other cluster classrooms at least four times annually.
Twice during each semester, teachers spend thirty minutes observing the two other classrooms in their cluster. They complete the CHILD Cluster Observation Form and report to their colleagues at a team meeting.
11. Teachers conduct a ten-day orientation to train students in CHILD management techniques.
Teachers follow a structured ten-day orientation plan to train students to learn the purpose and use of the CHILD Passport, to responsibly use and care for materials and equipment, to stay on-task while working independently, to cooperate and help one another, and to move efficiently to the classroom learning stations.
12. Students set and assess unit goals.
Students are guided by their teachers to set reasonable goals at the beginning of each six-week unit. At the end of each unit, students assess whether they achieved their goals. They record this information in the CHILD Passports.
13. Students use CHILD Passports each day to guide independent movement to stations.
Students use their CHILD Passports to set goals, record information about their station work, express their opinions, reflect on their learning, and evaluate goal accomplishments. Students use the Station Visitation Chart on their Passport to guide their independent movement to the various learning stations within each classroom.
14. Students have frequent and equitable access to computers with software correlated with lesson objectives.
Each cluster is equipped with a minimum of twelve computers (3 for reading, 3 for mathematics, and 6 for language arts) with software correlated with lesson objectives. All students work at the Computer Station in each of the subject-area classrooms at least three times per week.
15. Students exercise control over materials and equipment.
Students have access to and control over all materials and equipment at designated learning stations. They use equipment carefully and store materials properly.
16. Students work as partners and in cooperative teams.
Students work at stations in cooperative teams where they learn to help and support one another. At the Computer Station, student pairs follow specific strategies to work as cooperative teams in order to increase access to the technology. They receive recognition and rewards to foster cooperation.
17. The principal provides leadership and support.
The principal attends designated CHILD training and visits the classrooms frequently to become thoroughly familiar with the CHILD methods and materials. The principal designates a CHILD site coordinator, and provides the necessary resources to fully implement the CHILD program -- including hardware and software. The principal facilitates communication and teamwork by helping teachers find ways to conduct structured observations. The principal facilitates communication with parents, central office staff, and the community at large.
18. There is adequate time for collaborative planning.
Each CHILD cluster must have a common planning time, either before, during or after school. At least one meeting per week is essential and should not be superseded by unscheduled faculty meetings, departmental duties, parent conferences, etc.
19. Instructional time is free from interruptions.
Instructional time is not interrupted by pull-outs, unscheduled special events, and intercom announcements. Block scheduling or other innovative scheduling plans that accommodate longer class periods are highly desirable to facilitate the station rotation process.
20. Parents use the CHILD Passports to stay informed and provide input.
Parents attend a CHILD orientation meeting at the beginning of the school year to become informed about the CHILD instructional model. Parents review their child's Passport, sign it and make comments at the end of each unit.