On Fridays, when Long-View teachers meet as a team, we often begin with a discussion of an article on a topic that we are considering. This year, Ms. Fleury kicked off the series with “Transfer as the Goal of Education,” an article that synthesizes research on the difficulty of using prior learning in new situations.

Transfer is a concept that we refer to daily, both in academic blocks with learners and among ourselves as we analyze the work of learners through informal discussion. In a Long-View Math Block, for instance, we coach learners to see how they transfer understanding from the community conversations in a Concept Study or Thought Exercise over to the work they do with partners on problem sets in Studio. But we also work to foster the transfer of larger ideas across disciplines, across days, across years. A discussion of the t ransformative power of awe in Campfire pops up as the practice of “Reading with Awe” in Literacy Block. We see learners take what they heard about growth mindset in Math Block with them as they power through an obstacle in designing an experiment in Science.

teaching teamLisa ZapalacSeptember 12, 2023Long-View Micro Schoolprofessional development

Learning for the Long-View

It's time to start Learning for the Long-View. We wanted to share an exciting project we have been working on this summer. We have created a new platform to support educators (and interested parents!) called “Learning for the Long-View.”

Learning for the Long-View is a subscription-based website focused on elevating learning and transforming thinking in mathematics. Members will have access to a dynamic library of videos, guides, graphics, scripts, as well as weekly chats and live events with the Long-View team. This is all in addition to weekly lesson plans.

Our math team is continuously working to spread the Long-View approach. In this new web platform, subscribers have an innovative way to develop content knowledge for the teaching of mathematics, while also exploring how advanced pedagogy can elevate and impact learning….

generalLisa ZapalacAugust 3, 2022Long-View Micro Schooleducators, math, professional development

Long-View Teachers Travel to North Carolina to Support School District's Math Teachers

One of the interesting things about Long-View Micro School is the financial model. Our financial model stands apart from the financial models of most independent schools in which tuition is set to cover about 90% of costs, and then funds are raised to manage the “gap.” In the typical independent school, dollars are raised from within the parent community through the annual fund and a gala or other social event. For the most part, it is expected that parents contribute to both of these events, and thus the true cost of attending the schools exceeds tuition. The annual fund and the gala occur during the fiscal year and thus there is significant pressure to raise funds from these events because the budget assumes these dollars will be procured. The dollars must come in lest the school end up in a difficult situation by Q3 or Q4.

At Long-View, we do not depend on fundraising to fund the gap between tuition and operating costs, and the gap is strategically tighter than in most schools….

Long-View + the number lab: Our Business Model

It’s quiet at Long-View with the kids out for summer break, but it is actually a time of intense activity for our teaching team. This is the busiest part of the year for our other business venture, the number lab, which is concentrated on supporting educators and schools working to raise the level of their math instruction. Our work:

focuses on the task of building math instruction so as to privilege advanced conceptual mathematical understanding in order to facilitate reasoning;
focuses on attempts to design innovative classroom practices that bring the practice of knowing mathematics in school closer to what it means to know mathematics within the discipline.