Rejecting the "At-Risk" stereotype : Project U-STARS~PLUS Helps Kids "At-Potential". - Page 1 |
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#61 | July 2010 Rejecting the “At-Risk” Stereotype Project U-STARS~PLUS Helps Kids “At-Potential” The persistence of the educational “haves” and “have-nots” is reflected in the achievement gap between children of poverty and their more affluent peers, as well as between children of color and their white peers. Every day, schools and communities across the U.S. identify millions of young children as “at risk”—especially those with a minority background, who live in poor neighborhoods or are learning English as a second language. FPG’s Project U-STARS~PLUS (Using Science, Talents, and Abilities to Recognize Students ~ Promoting Learning for Under-Represented Students) has turned the “at-risk” stereotype on its head. Rather than assuming children are at-risk, U-STARS~PLUS assumes “at-potential.” Project U-STARS~PLUS works with school districts to support elementary teachers in the early recognition and nurturing of outstanding potential in children from economically disadvantaged and/or culturally and linguistically diverse families and children with disabilities in order to improve academic achievement in science. The philosophy of U-STARS~PLUS is to recognize children’s strengths by 1) providing an environment that nurtures students intellectually and emotionally, and 2) observing students systematically. By their nature, young children tend to be interested in how things work, so science provides an excellent means to engage all students. Because it is inquiry-based and focuses on exploration and problem-solving and is not based soley on verbal skills, science gives students the opportunity to demonstrate thinking skills, creativity, and persistence. By using science as a platform, teachers can easily integrate reading, math, writing, and art. Teachers get support to develop high-end learning experiences (see sidebar) for their students and learn new tools for observing students through ongoing professional development provided by U-STARS~PLUS project staff and school site teams. Teachers learn what to look for—especially how outstanding abilities manifest in children from under-served populations—how to structure classrooms with active and appropriately challenging learning so that students can more easily demonstrate their potential. Teachers employ a number of activities and techniques to best serve Project U-STARS~PLUS is Characterized by Five Components 1. High-end challenging learning opportunities; 2. Systematic observation of students to identify potential to inform instruction; 3. Hands-on, inquiry-based science lessons that focus on exploration, problem solving, higher-level thinking, creativity, and persistence and that can be meaningfully integrated across the curriculum; 4. Parent and family engagement in school and academic areas of interest; and 5. Systemic change through capacity building.
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Title | Rejecting the "At-Risk" stereotype : Project U-STARS~PLUS Helps Kids "At-Potential". - Page 1 |
Full Text | #61 | July 2010 Rejecting the “At-Risk” Stereotype Project U-STARS~PLUS Helps Kids “At-Potential” The persistence of the educational “haves” and “have-nots” is reflected in the achievement gap between children of poverty and their more affluent peers, as well as between children of color and their white peers. Every day, schools and communities across the U.S. identify millions of young children as “at risk”—especially those with a minority background, who live in poor neighborhoods or are learning English as a second language. FPG’s Project U-STARS~PLUS (Using Science, Talents, and Abilities to Recognize Students ~ Promoting Learning for Under-Represented Students) has turned the “at-risk” stereotype on its head. Rather than assuming children are at-risk, U-STARS~PLUS assumes “at-potential.” Project U-STARS~PLUS works with school districts to support elementary teachers in the early recognition and nurturing of outstanding potential in children from economically disadvantaged and/or culturally and linguistically diverse families and children with disabilities in order to improve academic achievement in science. The philosophy of U-STARS~PLUS is to recognize children’s strengths by 1) providing an environment that nurtures students intellectually and emotionally, and 2) observing students systematically. By their nature, young children tend to be interested in how things work, so science provides an excellent means to engage all students. Because it is inquiry-based and focuses on exploration and problem-solving and is not based soley on verbal skills, science gives students the opportunity to demonstrate thinking skills, creativity, and persistence. By using science as a platform, teachers can easily integrate reading, math, writing, and art. Teachers get support to develop high-end learning experiences (see sidebar) for their students and learn new tools for observing students through ongoing professional development provided by U-STARS~PLUS project staff and school site teams. Teachers learn what to look for—especially how outstanding abilities manifest in children from under-served populations—how to structure classrooms with active and appropriately challenging learning so that students can more easily demonstrate their potential. Teachers employ a number of activities and techniques to best serve Project U-STARS~PLUS is Characterized by Five Components 1. High-end challenging learning opportunities; 2. Systematic observation of students to identify potential to inform instruction; 3. Hands-on, inquiry-based science lessons that focus on exploration, problem solving, higher-level thinking, creativity, and persistence and that can be meaningfully integrated across the curriculum; 4. Parent and family engagement in school and academic areas of interest; and 5. Systemic change through capacity building. |