A little concerned about Tools of the Mind

[Anonymous]

We came from CO where they had Tools of the Mind. Have to say I don't see a different at all between the classrooms in CO and our non-Tools pre-k classroom in DCPS.

My kids have learned just about the same thing in each. Why get so focused on it?

[Anonymous]

New poster here, but wading in. We've been attending open houses and observing classrooms through Ward 2 with a view toward sending DC to DCPS...and I have to say that we've been favorably impressed by TOM PS/PK classrooms. The kids seem very focussed even as their playing -- every single one of them, without disruptions -- and if this level of engagement can carry on into the elementary years, it'll be a vast improvement over many of the Grade 2-4 classrooms we've seen that didn't have kids come up through TOM.

[Anonymous]

Anonymous wrote:

I disagree. The belief that underprivileged children just need a "head start" on academics and drills to close the gaps may well have contributed to perpetuate them. I'm no expert but have read as much. From experience as a parent of an upper elementary school child it also seems to me that, regardless of background, the children who do best are those who've learned to work together and figure things out without getting frustrated and demoralized. In fact, I'd say that too much emphasis on academics (vs. the socio-emotional/executive-function aspects) at an early age comes to set them back in upper elementary and middle school, when this all matters most.

ITA! Play based preschools are phenomenal. Most upper income kids don't go to "academic" preschools.

[Anonymous]

Play based preschools are awesome for upper income kids. However DCPS primarily serves low-income kids who come with significant academic deficits by the time they arrive for Kindergarten.

Preschool is a great way to "catch up" these kids to their middle class peers. Tools of the Mind isn't exactly the best way to do that.

[Anonymous]

Part of this debate may stem from a misperception that it's either/or (either developing numeracy and literacy OR doing project-based or otherwise guided play). ToM does both, developing the former on a foundation of higher-level cognitive and behavioral skills that are developed during the latter.

[Anonymous]

My Pre K DS loves TOTM at Marie Reed. He has learned about different topics, plays cooperatively, and has fun in the process. He seems to be developing academically too. I don't perceive any chaos in the classroom.

[Anonymous]

Is Tubman the only school that isn't allowed to give they students homework. And all they do is play and act things out. They wont correct them if they writing a letter wrong on paper. I don't like Tom at all.

[Anonymous]

Anonymous wrote:Is Tubman the only school that isn't allowed to give they students homework. And all they do is play and act things out. They wont correct them if they writing a letter wrong on paper. I don't like Tom at all.

Tools of the Mind isn't an academic program. It's a social-emotional, community-based curriculum. If you want your child's letters corrected or homework sheets, you must go to a different place. Try KIPP or DC Prep.

[Anonymous]

NP here. I would rely on the long-term research, which supports ToM as better than all other programs for the ability of kids to learn in K and beyond. Ability to focus and a facile memory are the core of everything else that comes later, and I am sure your child will have no trouble reading and writing.

I say this based only on what I've read of research studies, not as a parent in the program (although I'd love it to be an option in our area) or anyone affiliated with it.

[Anonymous]

Anonymous wrote:Play based preschools are awesome for upper income kids. However DCPS primarily serves low-income kids who come with significant academic deficits by the time they arrive for Kindergarten.

Preschool is a great way to "catch up" these kids to their middle class peers. Tools of the Mind isn't exactly the best way to do that.

Research suggests that ToM actually IS the best way to do that, which is why public school programs that heavily serve Head Start kids are switching. It may seem counterintuitive, but it has great outcomes consistent across location and SES.

[Anonymous]

Anonymous wrote:Preschool is a great way to "catch up" these kids to their middle class peers. Tools of the Mind isn't exactly the best way to do that.

Research suggests that ToM actually IS the best way to do that, which is why public school programs that heavily serve Head Start kids are switching. It may seem counterintuitive, but it has great outcomes consistent across location and SES.

There is a great chapter confirming and explaining this in the book "Nurture Shock", a book that btw anybody providing "advice" on this board should read no matter what.

[Anonymous]

Bancroft uses it. From what I have read it sounds like a good program but I have not seen it in action. I read with my son at home and do all those other things. I would home there would be some academics in the program but if it is soley play based that seems to make sense to me too.

The program seems to focus on the self regulatory skills kids need for future acadmic success. But we will see. Let's hope it works.

[Anonymous]

Anonymous wrote:NP here. I would rely on the long-term research, which supports ToM as better than all other programs for the ability of kids to learn in K and beyond. Ability to focus and a facile memory are the core of everything else that comes later, and I am sure your child will have no trouble reading and writing.

I say this based only on what I've read of research studies, not as a parent in the program (although I'd love it to be an option in our area) or anyone affiliated with it.

Indeed. TOTM is supported by a lot of empirical research ( something that cannot be said for most of the reforms that the last 5 superintendents have tried).

The research also supports the hypothesis that play-based pre school programs are superior to academic programs in terms of eventual academic attainment. Small children don't learn things well by being taught directly. They learn indirectly by being exposed to things. They also apparently learn better if more than one person presents the same word/concept to them.

[Anonymous]

This was posted to an education blog I follow. Note the comment, this was not tested in at risk categories of kids. I wonder given the SES risk of the kids that are using it in many schools in DC if this does not become its own experiment

Tools of the Mind: Promising pre-k curriculum looking less promising
08/27/20123 Comments

A lot of data from the last couple of decades shows a strong association between executive functions (the ability to inhibit impulses, to direct attention, and to use working memory) and positive outcomes in school and out of school (see review here). Kids with stronger executive functions get better grades, are more likely to thrive in their careers, are less likely to get in trouble with the law, and so forth. Although the relationship is correlational and not known to be causal, understandably researchers have wanted to know whether there is a way to boost executive function in kids. http://www.danielwillingham.com/1/post/2012/08/promising-pre-k-curriculum-looking-less-promising.html

[Anonymous]

Just curious how parents feel about TOM now that it's been implemented for a few years now.