The classrooms are buzzing at The Young Women’s Leadership School in Astoria (TYWLS). It’s one of those schools that brings tears – tears of joy as students feel cared for, respected, supported, and challenged throughout their learning. It feels as if students and teachers alike are in what athletes refer to as the “flow state” or the “zone.” Everywhere you look is deep concentration, deep learning, and deep satisfaction.
TYWLS is using mastery-based learning to break out of many of the organizational structures that bind, and one could argue constrain, our education system. Thanks to Dr. Allison Persad, principal; Caitlin Stanton, arts teacher; Christy Kingham, ELA teacher; Scott Melcher, social studies; Katherine Tansey, math teacher; and Greg Zimdahl for sharing their insights and wisdom.
The Power of Performance Levels
The Young Women’s Leadership School is focused on skills such as Argue, Be Precise, Collaborate, Communicate, Conclude, Discern, Innovate, Investigate, and Plan. These skills are the primary organizing structure for the school. ELA teacher Christy Kingham was the first to explain the TYWLS strategy. “We began to integrate project-based learning and performance tasks at the same time as we came to mastery-based learning,” she said. “We stay focused on helping students build skills, as those can be transferred into other domains. Content in each of the disciplines is very important, as that is what students use to engage in projects and performance tasks. However, we separate skills from content because of the importance of transferrable skills.” (more…)