Explaining KIPP's 'SLANT'
Elliott Witney blogs again with Deborah Meier today.
Dear Deb,
You've asked how we can reconcile our practices with the Golden Rule of "Do unto others what you would have others do unto you." Or, in other words, how aligned are our practices with our beliefs? That's a question I've been focused on since I was in college, and I deeply appreciate the chance to get into it with you.
I'll devote this second letter to discussing the educational practice you asked about, known as SLANT. This is a perfect example of how alignment between practice and beliefs is just as crucial—if not more so—than the specific practice itself.
SLANT emerged at our school in Houston as an easy way to explain to children some key elements of a stimulating learning environment. Engaged learners Sit up; they Listen; they Ask and Answer questions; they Nod when it makes sense to nod; and they Track the speaker—whether that speaker is a fellow student or the teacher. SLANT is a means to an end, not an end in itself—a distinction that is worth re-reading. The important thing here is that these elements are all in service of a greater goal: to maximize student learning time in
Dear Deb,
You've asked how we can reconcile our practices with the Golden Rule of "Do unto others what you would have others do unto you." Or, in other words, how aligned are our practices with our beliefs? That's a question I've been focused on since I was in college, and I deeply appreciate the chance to get into it with you.
I'll devote this second letter to discussing the educational practice you asked about, known as SLANT. This is a perfect example of how alignment between practice and beliefs is just as crucial—if not more so—than the specific practice itself.
SLANT emerged at our school in Houston as an easy way to explain to children some key elements of a stimulating learning environment. Engaged learners Sit up; they Listen; they Ask and Answer questions; they Nod when it makes sense to nod; and they Track the speaker—whether that speaker is a fellow student or the teacher. SLANT is a means to an end, not an end in itself—a distinction that is worth re-reading. The important thing here is that these elements are all in service of a greater goal: to maximize student learning time in
