About

Who are we?

SBLC stands for  Strength-Based Learning Cohort. We are a learning cohort with approximately 44 students shared between two teachers. Students join us in Third Grade and stay with us through Fourth Grade. Along with developing knowledge and skills through Texas State Standards, our holistic approach to education also emphasizes and fosters the development of social-emotional growth, community, and ownership of learning. A primary goal is to cultivate a growth mindset and develop independent learners and leaders .

Courtesy of With + Math = I Can

How Is the SBLC similar to a traditional classroom?

Students acquire knowledge and skills through meaningful and authentic learning opportunities. Rotations ensure they get core area subjects every day. Classes average 22 students in each. SBLC students participate in grade-level field trips, plays, and attend special areas with grade-level classes.

How is the SBLC different?

Our two-year timeframe allows for several unique experiences. Because of this longevity, students are able to cultivate deeper-level relationships with classmates and teachers. This investment creates a safe and genuinely supportive community of risk-takers. The continuity of our program also provides authentic opportunities for students to experience both successes and failures, and to develop perseverance and resilience.

Two years gives us time for children to develop at their own pace. Teachers have the broad perspective of the curriculum, and can differentiate activities for the student’s need. The team effort between the two teachers who specialize in their curriculum helps identify common threads and how to instruct/work with students  By contributing and committing to a community for a period of time, they see their unique value to one another.  We truly invest in each other.

Daily, we block and rotate through core subjects (STEM/Humanities) and an additional project block. Social Emotional Learning Components are woven intricately throughout every part of the day.

What does a typical SBLC day look like?

Students begin their day in Kiker Morning assembly. From there, we return to our homeroom multiage classrooms to unpack, complete classroom jobs, and choose a Soft Start from a menu of academic warm-up options. We set an intention for the day and move into core blocks, science/math and language arts/social studies. Special areas, lunch, and recess and interspersed in this time. We transition to Project Block, a multiage interdisciplinary period. There is a 15 minute period for self reflection on individual and community learning each day. We return to homeroom for the last 10 minutes of our day to reflect, participate in classroom jobs and economy, then out for dismissal.

Is there a certain “type” of SBLC student?

The short answer: no. Our learning community includes all types of learners. Our goal is to meet each student where they’re at--strengths and struggles included--and guide them in reaching their full potential. We are all working to be the best versions of ourselves!

Daily, SBLC learners:

*transition between multiple settings

*are responsible for managing personal materials

*share community materials & community space

*experience three teachers (personalities, teaching styles, classrooms, etc.)

*encounter opportunities to be flexible

*reflect on academic, social, emotional, and behavioral progress

*develop communication between school & home regarding learning/progress

*identify & actively build areas of strength and areas to growth (academic, social, emotional, and behavioral).

Why does the SBLC loop?

Staying together for two years affords time. It builds relationships, promotes trust, and students know they belong to a community. There is essential life learning about commitment. We encourage one another when we fall as well as celebrate each other’s successes. There is consistency with the same set of three teachers. Students have confidence coming back each year and teachers can pick up right where they left off. Teachers develop deeper understandings of a child’s strength and needs. Looping also supports stronger relationships with the teachers and parent.

What does multiage look like in the SBLC? Why mixed ages?

The SBLC is a family of learners who support and care for one another. The grades blur as we become cooperative and interact.

Having multiple grades opens opportunities for leadership and mentorship. Students learn from one another no matter what grade, and that appreciation of one another regardless of age helps promote that we can learn from everyone. Fourth graders savor the “oldest” role and know that it carries responsibility. Third graders have natural role models. Forging these friendships builds self-esteem, social skills, and confidence. Students have a more positive attitude towards school. The multiage environment promotes a spirit of cooperation and caring because they are simply classmates, not a certain grade level.

How does the SBLC foster social emotional growth, community, and ownership of learning?

Teachers spend extensive time designing instruction and routines which build these areas. Routines such as setting a daily intention, Take Off/Landing reflections, and town meeting foster communication, appreciation, and how to goal set and meaningfully reflect.

Understanding and teaching the ties between our brains and emotion is critical in empowering children to truly maximize their potential. We operate on the belief that we are all continuously able to grow in any area. We are not born with/without “smart.” Knowing that we are limitless in growing, we can approach any task, relationship, or problem with optimism. WE CAN GROW -- seeing how far we can go is the goal.

Using strategies such as mindful breathing, awareness moves to what we teach them they can control: attitude, strategy, effort, and focus. This foundational perspectives encourages and uplifts, creating a safe space for risk.

We know students need to build the skills of expressing their wants and needs. Learning how to negotiate, compromise and work together are essential to a happy, healthy community. We model and role play through our MindUp curriculum (see parent resource tab in blog for more details). There are many activities which require teamwork, and promote positive, safe opportunities to both learn to lead, and to learn. Students are given purposeful experiences where they learn to express their unique ideas and are supported in their value. Discussion and sharing our thinking are essential and occur constantly in our classrooms.

Students are given focused time on appreciation and gratitude. Teachers directly teach ways to  value our similarities and differences, and how to use our strengths and struggles to help one another. Our daily Take Off/Landing notebooks ask us to express our learning from the day from the perspective of a supportive classroom community.

Reflection is a key component in our academic and social-emotional learning. Teachers ask students to stop and think about an activity after completion. They are asked to examine how they approached the task, others involved, and how they felt and handled it. They may find ways they found challenge or got stuck...and how they overcame it. If things didn’t work, they think of alternative ways to move. Students are given opportunities to try these new possible solutions, and develop perseverance. Portfolios in core subjects are sent home regularly, where students look back and monitor their effort and work.

Teachers tailor activities so they are differentiated for different learners. This way, each individual encounters opportunities to face challenge, with support. Our language in the classroom promotes understanding failure as a learning opportunity, and that working hard and focusing on a goal is important. We discuss putting effort into things, even when it feels hard, and that the good feelings come from giving your best...walking away from a job knowing you gave your all. We are with them every step of the way, teaching them how to revise their thinking, edit, and go back to make things better.

We instruct positive critique. Students learn to start with a compliment, and use questioning like, “You could…” “Have you thought about?” These are motivating statements which encourage each other to want to improve our work. We begin to see our first work isn’t “the end,” but actually may be “the beginning” of something better. Learning to develop a product of excellence is an invaluable process.