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Looping: Building Relationships and Extending Learning

Looping: Building Relationships and Extending Learning. Ellen Closs. What is looping?. Looping refers to the newly popular practice of a teacher teaching the same class for 2 or more years (Grant 1996a). History of Looping.

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Looping: Building Relationships and Extending Learning

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  1. Looping: Building Relationships and Extending Learning Ellen Closs

  2. What is looping? • Looping refers to the newly popular practice of a teacher teaching the same class for 2 or more years (Grant 1996a).

  3. History of Looping • Rudolf Steiner introduced the concept of looping in the Waldorf Schools at the beginning of the 20th Century. Teachers taught the same group of students for grades 1-8 (LAB). It is still common in Germany today for teachers to teach the same group of students for four years (LAB). • During the early period of education in the United States, it was common to have one-room schoolhouses where there was only one teacher who taught students in multiple grades. • In 1913, the U.S. Department of Education sent out a memo regarding the practice of looping (Grant, Johnson, & Richardson, 1996).

  4. Is looping right for you? • Who can loop? • What are the academic and social advantages? • What are the academic and social disadvantages?

  5. Who can loop? • Any group of students and teachers are able to loop, although it is a more common practice in elementary schools (Denault). • The practice of looping varies by school. Some schools have just a small number of teachers that loop, while all teachers and students loop in other schools (Grant 1996a, and Burke).

  6. Principles of Looping • Schools need to consider if looping will be a temporary or permanent program (Wynne et. al). • Schools need to determine the length of time the teacher will stay with the same group of students. Most school range from 2-5 years, but 2 years appears to be the most common (Wynne et. al). • Looping should not be mandated as some teachers are not committed to the practice (Grant 1996a). • Teachers need to be provided with both staff development on the practice of looping, as well as both years’ curriculums (Grant 1996a).

  7. Academic Advantages • Teachers gain extra time to teach as “getting to know you time” is not as necessary during the second year (LAB) • Teachers have more knowledge about their students’ strengths and weaknesses (LAB) • Less special education referrals in many schools that use looping (Forsten) • Less grade level retentions in multiple schools using looping (Forsten) • Stronger teacher-student relationships improve student performance (LAB; George & Oldaker) • Teachers report improved job satisfaction (George & Oldaker) • Student discipline improvement (Forsten) • Increased possibilities for summer learning (LAB) • Improved attendance for both students and teachers (LAB) • Looping aids in parents and families becoming stronger partners (Checkley, 1995; Haslinger, Kelly, & O'Lare, 1996; Lincoln, 1997; Shepro, 1995)

  8. Social Advantages • Students have less apprehension about starting school the second year (Hanson, 1995; Checkley, 1995a) • Students have more time to develop stronger social skills the second year (Hanson, 1995) • Looping leads to a stronger emotional and intellectual climate which may lead to encouraging stronger risk-taking skills (LAB) • English Language Learners (ELL) become better adjusted in looping classrooms (Haslinger, Kelly & O’Lare, 1996) • There is a stronger sense of community and family in looping classrooms (Checkley)

  9. Academic Disadvantages • Teachers need to be familiar with multiple curriculums • Parents may be concerned if they feel that their child will have a “poor teacher” for more than one year (Burke)

  10. Social Disadvantages • Possible personality conflicts between either parents and teachers, or students and teachers (Burke) • Students may have difficulty in saying good bye the 2nd year (this can be minimized by: taking students to meet future teachers and sharing highlights of the following year’s curriculum) (Forsten)

  11. Conclusion • Although looping is not a new practice, it has become much more popular in recent years. Schools that are considering using the practice of looping, need to consider both the advantages and disadvantages in deciding what is best for teachers, students and the school.

  12. References • Burke, Daniel L. “Looping: Adding Time, Strengthening Relationships.” ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education Champaign IL, 1997. http://www.ericdigests.org/1998-2/looping.htm • Checkley, K. “Multiyear education: Reaping the benefits of looping.” ASCD Education Update Newsletter, 37(8), 1-6, 1995. • Denault, Linda E. “Restructuring? Keep It Simple... Consider Looping!” The Delta Kappa Gamma Bulletin, p19-26, Summer 1999. • Elliot, Daniel C. “The Gift of Time.” Leadership, Nov./Dec. 2003. • Forsten, Char, Jim Granrt, Bob Johnson, and Irv Richardson. Looping Q&A: 72 Practical Answers to Your Most Pressing Questions. Crystal Springs Books: Peterborough, NH, 1997.

  13. References • Forsten, Char. Jim Grant and Irv Richardson. “Multiage and Looping: Borrowing from the Past.” Principal (Reston, Va.), pp. 15-16+, March 1999. • George, P.S. “Long term teacher-student relationships: A middle school case study.” Columbus, OH: National Middle School Association, 1987. • George, P.S., & Oldaker, L.L. “Evidence for the middle school.” Columbus, OH: National Middle School Association, 1985. • Grant, J., Johnson, B., & Richardson, I. Multiage Q & A: 101 Practical Answers to Your Most Pressing Questions. Peterborough, NH: Crystal Spring Books, 1995.

  14. References • Grant, J., Johnson, B., & Richardson, I. The Looping Handbook: Teachers and Students Progressing Together. Peterborough, NH: Crystal Spring Books, 1996a. • Grant, Jim; Johnson, Bob; and Richardson, Irv. Our Best Advice: The Multiage Problem Solving Handbook. Peterborough, N.H.: Crystal Springs Books, 1996b. • Hanson, B.J. “Getting to know you: Multiyear teaching.” Educational Leadership, 53(3), pp. 42-43, 1995. • Haslinger, J., Kelly, P., & O’Lare, L. “Countering Absenteeism, and Apathy.” Educational Leadership, 54(1), pp. 47-50, 1996.

  15. References • LAB (Northeast and Islands Regional Educational Laboratory At Brown University) “Looping: Supporting Student Learning Through Long-Term Relationships.” by the LAB at Brown University, 1997. http://www.alliance.brown.edu/pubs/ic/looping/looping.pdf • Wynne, H., & Walberg, H. “Persisting Groups: An Overlooked Force for Learning.” Phi Delta Kappan, 75, pp. 527-30, 1994. • Zahorik, J.A., & Dichanz, H. “Teaching for Understanding in German Schools.” Educational Leadership, 5(5), pp. 75-77, 1994.

  16. Looping Websites • http://www.alliance.brown.edu/pubs/ic/looping/looping.pdf • http://www.ginnyhoover.com/looping.htm • http://www.teachnet.com/how-to/looping/index.html • http://www.eduref.org/cgi-bin/print.cgi/Resources/Educational_Levels/K-12_Education/Grouping/Looping.html • http://www.ascd.org/publications/ed_update/199511/checkley.html • http://www.ascd.org/publications/ed_update/199803/rasmussen.html • http://www.naesp.org/ContentLoad.do?contentId=95 • http://www.ericfacility.net/ericdigests/ed429330.html • http://www.ericfacility.net/ericdigests/ed414098.html

  17. To loop or not to loop: what’s best for you?

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