From the Middle East to China, Fincher 4th graders traveled the Silk Road simulation in '01.

All schools have required units of study. To my mind, for concepts to move from banal rote learning into the realm of artistic craftsmanship, integration is the key. Umbrella concepts which bind a whole body of knowledge together are needed rather than parsing out information in isolated, and isolating, fragments. What umbrella concept has changed over time depending upon the educational level, the academic benchmarks, the curricular units, and students I have. Currently, the geographic concept of Place suits the needs of my fourth grade students perfectly. Content is posed within the context of large, global questions which students repeatedly return and modify as more knowledge is obtained. Spiraling information makes subject area boundary delineations porous and  real.More pertinent and definitely more valid.  This causes eruptions of glorious, enriching tangents due to sparked student interest and curiosity. Yes, there is a plan to follow, but there should be flexibility. That is what makes learning exciting.

Constructivist and inquiry based theory underpins everything. Learning how to learn, to communicate and articulate understanding, to argue well within the context of intellectual discourse and to be deeply reflective are important learned skills.  A great deal of time in class is spent on learning how to explain viewpoints, both their own and others, with clarity and deliberation. Thought processes are valued over obtaining the right answer. There can be quite a few correct answers, or methods to get to an answer, depending on the logic applied. Variance and divergence, with logic, is encouraged.

"...and he kept walking, walking, walking." A 1991 play adaptation of Ananzie and the Spider the Fincher 2nd graders did.

Students live within a larger context. At the start of the year, the class does a great deal of foundation work in conflict resolution processes. Tolerance and understanding of alternate cultures is stressed. Different configurations of cooperative groupings: within the classroom, within the grade level and in multi-grade groupings add to the children’s understanding of social roles and functions.  It is here children learn how to be human. They challenge each other, support each other and when things go amiss––as often happens, take a deep look at what happened and learn from it. There are no failures. There are just times to learn what didn’t work. By calling a spade a spade, and owning actions and feelings, they can think about how to change the parameters next time for a more successful outcome. This applies to all the students.