Maine Support Network (MSN), a well-established, not-for-profit, professional development organization in the state of Maine, USA has developed a philosophy of teaching and learning that influences all of our work: Celebratory Learning.

This article provides a brief description of Celebratory Learning and explains how MSN has embedded this philosophy into all aspects of their work (e.g., facilitating meetings. systemic planning, and professional development). Furthermore, the article highlights how Celebratory Learning forms the foundation of our work with GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) schools and supports the development of learning environments that both inspire and prepare all students for post-secondary learning.

Celebratory Learning

Celebratory Learning combines positive interdependence, individual accountability, equal participation, play and humor, connections to previous learning, and theme- and need-based learning in a brain compatible environment. The Celebratory Learning approach draws from the most current research related to teaching and learning, part of which involves advocating a holistic approach to supporting learning. A Celebratory Learning approach is multi-dimensional and fosters inter- and intra-personal learning as well as cognitive learning.

Celebratory Learning embeds the elements of cooperative learning. For example, in meetings, workshops, or courses we define our working agreements in collaboration with the participants. In other words, groups collectively define the conditions that best support their abilities to work and learn—both together and as individuals. At the beginning and end of every session, we quickly review the agreed upon working conditions--first as a reminder, then to see if anyone has a new condition for the group to consider, and finally to review how the group is attending to the conditions and to bring closure to the day. 

Additionally, we help groups establish a clear vision of what success looks, sounds, and feels like. In working with one GEAR UP school team, for instance, after the goals and objectives of the overall grant were articulated, we broke the large group into three small groups. Each small group had a task associated with identifying what a grant outcome might either “look”, “sound”, or “feel” like for parents, students, and staff. The “sound” group was charged with clearly describing the types of things that one would “hear” students, staff, and parents saying in a school that had successfully achieved the identified outcomes. The “feel” group and “look” groups each did the same.  This activity not only helps bring to life the outcomes in terms of behaviors, but it also makes outcomes much more tangible. This activity is also very effective when identifying the working conditions of the group or helping to bring school mission statements to life.

Celebratory Learning takes advantage of humor and play. Laughter is a light-hearted gift we can learn to model in our work. For example, we always start our sessions with an ice breaker. One ice breaker we use requires Play-doh, a kind of modeling clay used by children. Each member receives a small Play-doh container and uses the Play-doh to create a shape to describe “the shape they feel they are in.” They introduce themselves through their Play-doh sculptures. For instance, an educator might roll her Play-doh into a snake-like object and then stretch it as she introduces herself and explains how often she feels stretched to the limit.  This activity inevitably inspires lots of laughter. While an ice breaker is one way to introduce the attitude of humor and play, it is also important to promote and support this outlook throughout the session.

Connecting to previous learning is essential in Celebratory Learning. In order for new information to be relevant and meaningful, it is important to form connections or linkages to previous knowledge. For example, we may use mind mapping or a KWL process to engage participants in thinking about connections at the beginning, middle, and end of their work. We encourage this to happen naturally, but also find ways to facilitate those connections when necessary. 

Celebratory Learning promotes needs-based learning.  Choices, life-long learning, individual problem solving, and self-identified needs--as well as learning that is important for the entire community--are emphasized. This is extremely important in our work with the GEAR UP schools because American schools are constantly involved in multiple reform efforts, and many reforms are only superficially implemented and produce dubious outcomes. We work with schools to identify both their strengths and weaknesses. This often requires staff to share resources, to talk about what others schools are doing, and to use data to look closer at themselves. Schools, like the students they work with, are often aware that they need to know and/or do something, but need to have opportunities that prompt their questions and desire to learn. These processes ensure that the supports provided by GEAR UP are relevant and have been selected by the school community. 

Components of brain compatible learning environments—such as absence of threat, meaningful content, choices, adequate time, enriched environments, collaboration, immediate feedback, and mastery--naturally fall into place when one attends to the elements of Celebratory Learning. When we plan a GEAR UP activity, we consider the set up of the room, how we will move individuals into and out of different activities, and how much time will be needed for transitions and full engagement. We connect with participants prior to sessions to help identify hoped-for outcomes, we collectively review the identified outcomes at the beginning of a session, and we provide ample time for participants to discuss that the identified outcomes, if achieved, would make their time together valuable and a success. One technique that supports this type of reflection and sharing is Think/Pair/Share. Think time (individual time) is provided first. Participants then pair up with someone near them and discuss their thoughts (pros and cons), and then the pairs report out to the whole group. This provides opportunities for individuals who require quiet, individual processing time, as well as opportunities for individuals who think better while discussing a topic and engaging with others.

The building of a collaborative learning community is always the foundation for Celebratory Learning experiences. A sense of belonging and caring for others moves members along a continuum from isolation, competition, and winners and losers toward cooperation, equality, membership, ownership, empowerment, and shared responsibility. One activity we have used that cultivates collaborative community plus creative thinking and problem-solving is Snowball. Each participant writes a challenge on a piece of paper. These challenges can range from specific classroom-management issues to school/ community-wide issues. The participants then wad up their papers, and a snow-ball fight, with a great deal of laughter, ensues. When time is called, each group selects three snowballs, and together writes ideas to respond to the challenges written on their snowballs. These solutions are discussed and then posted on the school or GEAR-UP websites for later reference.

We make sure we build the celebration of learning into every interaction with school staff, and we believe this philosophy is being adopted in GEAR UP schools. Our evidence includes the fact that teachers in many of the schools have become active members of learning communities and are working together in specific content areas or in grade-level teams to improve instructional practices. They are serving as peer coaches, learning partners, and curriculum developers in learning cultures that are becoming increasingly collaborative.

Conclusion

Changing the daily interactions among teachers and teachers and students takes time, collaboration, and determination. Like the development of effective Celebratory Learning classrooms, involvement, engagement, purpose, and outcomes have to be understood by all the participants. Developing processes to model these practices for staff and students can be challenging, but, through the utilization of multiple approaches, GEAR UP schools are working collectively to ensure that all students participate in an education that is rigorous and inspiring and will prepare them for a future of learning. For more information about the GEAR UP program, go to www.gearupme.org