Barrington Elementary School

Serve • Lead • Succeed

Progressive / Informal Program at Barrington

The alternative progressive / informal program for K-5 students in the Upper Arlington Schools is offered at Barrington Elementary School and Wickliffe Progressive Elementary School. Students living in the Barrington attendance area may choose to enroll in the alternative progressive / informal program at Barrington at the time of registration. Wickliffe is a school of choice and does not have an attendance boundary as it offers the alternative progressive / informal program to students living in the Greensview, Tremont and Windermere attendance areas.

The progressive / informal program was established in the Upper Arlington Schools in 1972 by a group of educators, parents and Ohio State University professors who were committed to a common educational philosophy reflected through the practices of progressive education. They believed an educator’s primary responsibility was to teach children how to learn and become responsible citizens in a democratic society.

The roots of the program date back to the early 19th century and the work of educational philosophers and theorists like Froebel, Montessori, Dewey, Piaget and Vygotsky. Froebel demonstrated that play is the learning vehicle for the young child and that young children learn through play. The work of Montessori alerted educators to the importance of materials and surroundings as a means for structuring the learning of young children. John Dewey, known as the “father of progressive education,” advocated for a reconfiguration of schools to be more like democratic communities. In his own lab school, Dewey recognized that learning occurs through experience and advocated for teachers to consider the children’s interest as well as developmental level.

While the progressive programs have adapted to changing state and national standards, they remain committed to the Ten Foundational Principles. They foster family-like relationships among children, parents/guardians and teachers, with teachers and parents/guardians working together to coach, guide and support children through their learning. Our classrooms remain trusting, positive and respectful places where teachers and children journey together - a journey filled with joy and wonder, in a quest for knowledge.

Ten Foundational Principles of Progressive Education

We believe schools are essential to a democratic society.

Therefore,

We create a community for teaching and learning for all ages.
We raise social consciousness by encouraging the school community to examine and act upon complex issues within a democratic society.
We respect diversity among children and variation in their development.
We collaborate with colleagues and parents as co-educators to meet children’s needs.
We engage in thematic studies and foster authentic and emergent learning experiences.
We structure experiences that actively engage children in the process of learning and guide child choice and decision-making.
We design opportunities to integrate the arts in curriculum as an essential way to acquire and express knowledge.
We use time and space in a flexible manner.
We facilitate ongoing reflection and self-evaluation by children and adults.
We use learning groups and documentation to support and deepen learning.

Revised 2013

Multiage classrooms

What is a multiage classroom?

It’s a classroom where grade levels are deliberately mixed for educational purposes. The student is kept with the same teacher in the same class for two years. Multiage education involves a belief that all children can learn and may learn at different rates and in different ways.

In the progressive / informal program at Barrington Elementary School, classes are configured in multiage groupings in the 1/2 grade level.

What is the benefit of a multiage classroom?

The Association for Childhood Education International (ACEI) lists the following benefits of multiage classrooms:

Children are able to spend two years with the same teacher. This allows the teacher to develop an understanding of a child’s strengths and needs, and therefore is in a better position to support the child’s learning.
Children have two years to develop academically and are able to see themselves as successful, progressive learners.
Children develop a sense of community with their classmates; they become a family of learners who support and care for one another.
Children take charge of their learning by making choices. This sense of ownership is part of the foundation of lifelong learning.
Children have extra academic time because the teacher does not have to spend the early weeks of the school year getting to know all the children (as half return). The teachers can instead focus on getting to know the new students, building community in the classroom and allowing the returning students to be role models and leaders.

Looping classrooms

What are looping classrooms?

Looping refers to a teacher remaining with the same group of children for a period of two years, progressing from one grade level to the next.

In the progressive / informal program at Barrington Elementary School, we have looping classrooms at the 3/4 grade level.

What are the benefits of a looping classroom?

Research has shown that there are many benefits to this teaching configuration for students, teachers and families. The knowledge a teacher has of a student and his/her unique talents, strengths and abilities only increases with more exposure and time, as is allowed in a looping configuration. Most importantly, families, teachers and children get to know one another and develop deeper relationships in the two-year time period.

In a looping configuration, students feel a strong sense of stability; build and maintain strong interpersonal relationships; have an opportunity to build on previous experiences, knowledge and curriculum; and are part of an interactive community of independent learners.

For teachers, looping helps to foster active participation of students through developmentally appropriate instructional practices, ensure instructional continuity and flexibility, and provide increased student observation time for better awareness of individual learning styles.