Constructivism is a theory of learning based on the premise that knowledge is built (or constructed) upon earlier knowledge.

We structure learning to build on what students already know and support them in revising and refining their understanding as they work toward mastery. In addition to content knowledge, our students engage in learning processes that develop conceptual understanding and self-knowledge.

The workshop model is a way in which we structure our classrooms and, particularly, our literacy and mathematics learning blocks. These workshop structures ensure that instruction is tailored and appropriate for students’ current understandings, needs and personal experiences.

Moments in the day like Math, Reader’s or Writer’s Workshop have some whole group instruction/discussion and include more time for small group/partner work, differentiated learning and independent practice. To make this happen, teachers take time to get to know each child as an individual and receive the support, data, and resources they need to adapt instruction to the needs of diverse learners. Our goal is for students to  connect what they learn to their own lives, making learning meaningful for all.

Project-based learning or “inquiry” facilitates the constructivist approach. ​Inquiry Learning integrates skills and knowledge through meaningful and engaging projects that make abstract learning concepts concrete.

As reflective learners, students connect what they learn to their own lives. Teachers strive to teach for understanding, ensuring that students deeply internalize what they learn and are, in turn, able to apply what they learn to new and different circumstances and contexts. Within the CWC learning model.

CWC believes that learning experiences should give students the ability to engage in and make use of their multiple intelligences. This belief drives us to create rigorous, creative and joyful academic experiences that integrate across subjects.

We firmly believe that with strong teaching in the classroom supported by targeted intervention as needed, every child can meet or exceed grade level expectations that are academic, social, or behavioral in nature. We recognize that students learn in different ways and we adjust our teaching to maximize the learning potential of every child.

The overarching goal for our English Language Arts instruction is to ensure that students are able to develop and utilize improved communication skills, vocabularies, and writing abilities in an authentic manner. 

CWC uses a Balanced Literacy approach, which includes methods such as: 

• Reader’s and Writer’s workshop
• Phonics Instruction
• Interactive Read-Aloud
• Interactive/Shared Reading & Writing
• Independent & Guided Reading

Students engage in study of historical topics and scientific exploration through hands-on projects that utilize an interdisciplinary approach. Inquiry projects invite students to examine real-life topics and questions that tie to authentic topics of interest. 

Social studies learning, while often tied to learning something historical, will almost always connect as well to current everyday issues that are developmentally appropriate for every grade level. Inquiry projects are often the place where students delve into related learning about civic engagement, social justice and how to become a positive changemaker in one’s community.  Inquiry learning is also a place where relevant diversity, equity and inclusion topics are tied in.  

Science-focused inquiry learning aligns to the Next Generation Science Standards (NGSS) and includes physical science, life science, and earth-systems science. Methods of all science courses include the tools of science (e.g., technology, hands-on materials) and support the development of the reading, writing, analysis, and communication skills students need to become science-literate.  Lab experimentation allows students to test their hypotheses.  

Projects could include: 

• Building Healthy Communities (K)
• Biodiversity and Interdependence of Ocean Habitats (1st Grade)
• Survival & Sustainability on Mars: Exploring How An Engineer Would Live in Space (3rd Grade)
• Re-Imagining the California Mission (4th Grade)
• Climate and Justice (6th Gr.)
• Genetics & The Future (7th Gr.)
• The Statue in the Plaza: Should it Be Removed? (8th Gr.)

Cognitively Guided Instruction (CGI) problem solving is a core framework for CWC’s Math Workshop. CGI is an educational philosophy that capitalizes on over 20 years of research showing that students come to school with rich informal systems of mathematical knowledge and problem-solving strategies that serve as a basis for learning mathematics. 

Across grades K-8, CWC LA utilizes the Illustrative Mathematics curriculum to make our CGI-aligned Math Workshop come to life. Illustrative Mathematics is a nationally regarded, standards aligned program.

Students participate in daily community building activities and ongoing Social Emotional Learning (SEL) lessons. The time and location of these lessons is different for every class and grade level, however CWC prides itself in not only having a dedicated block throughout the week for SEL but integrating it throughout all subjects and parts of the day, including outdoor play time. 

A number of tools have been blended together to create an SEL program that specifically develops skills in:

• self-recognition and self-management of one’s emotions
• an understanding of others including empathy and perspective-taking
• decision making, problem-solving and resolving conflict

SED Components may include: 

• Mindfulness exercises
• Peace Corners
• Instruction and practice with SED “Cool Tools”
• Morning Meeting
• Community Circles and Class Meetings for group problem-solving and community-building  
• Integrated Diversity, Equity, and Inclusion work