Edutopia's 10 Big Ideas to Improve Public Education

Summary

The video script highlights innovative approaches to education, emphasizing hands-on, real-world projects that engage students in subjects like geometry, physics, and environmental science. It showcases how technology integration, deep inquiry, and emotional intelligence are transforming traditional learning, fostering a collaborative and emotionally supportive environment. The script also underscores the importance of community involvement in education, illustrating successful models that bridge gaps between schools and families, enhancing student achievement and well-being.

Takeaways

• 🌟 Education is viewed as the most crucial job for the human race, emphasizing its fundamental role in societal development.
• 🏫 There is a movement to reform the public school system, aiming to innovate and improve the quality of education.
• 💡 Students possess untapped potential and drive, capable of achieving great things when engaged and motivated.
• 🏛️ Innovative teaching methods, like designing a high school for the year 2050, inspire students to think creatively and solve complex problems.
• 🔧 Hands-on projects, such as building tools for space or electric cars, provide students with practical skills and a sense of accomplishment.
• 🧪 The integration of subjects like math, science, and English with real-world applications helps students to understand and retain information better.
• 🎨 Artistic expression through projects allows students to explore their creativity and express their understanding of various subjects.
• 📈 The use of technology in classrooms, from digital cameras to GPS systems, enhances learning experiences and engages students in modern tools.
• 👥 Teamwork is a vital skill developed through collaborative projects, teaching students to work together and communicate effectively.
• 📊 Emphasis on in-depth learning over high-stakes testing encourages students to delve deeper into subjects and develop a genuine understanding.
• ❤️ Emotional intelligence and empathy are recognized as essential components of education, contributing to students' well-being and social skills.
• 👨‍🏫 Mentorship and support for teachers, especially new ones, are crucial for effective teaching and continuous improvement of educational practices.
• 🌐 Community involvement in schools, through programs like home visits or after-school activities, fosters a supportive environment and enhances student success.

Q & A

What is the central theme of the video script discussing?

The central theme of the video script is the importance and transformation of education, focusing on innovative teaching methods, student engagement in real-world projects, and the integration of technology in the learning process.

What is the goal of the design competition for the high school students in Seattle?

The goal of the design competition for high school students in Seattle is to create a state-of-the-art high school for the year 2050, with students working in teams to solve various problems related to the design and construction of the school.

What project are the fifth graders in Lackawanna, Pennsylvania, working on?

The fifth graders in Lackawanna, Pennsylvania, are designing a tool to put out fires in space, demonstrating their creativity and problem-solving skills in a unique context.

How are the high school students in Hawaii applying their learning?

The high school students in Hawaii are building electric cars and racing them, combining their knowledge in science, technology, engineering, and mathematics (STEM) in a hands-on project.

What is the significance of the projects mentioned in the script for students' learning experience?

The significance of the projects is that they provide students with a hands-on, real-world learning experience, allowing them to apply their knowledge in practical ways, fostering critical thinking, creativity, and collaboration.

How does the script illustrate the importance of deep inquiry in education?

The script illustrates the importance of deep inquiry by showing how students become more invested and engaged when they study a subject in depth over an extended period, leading to a more profound understanding and retention of the material.

What role does technology play in the transformation of education as depicted in the script?

Technology plays a pivotal role in the transformation of education by facilitating interactive and immersive learning experiences, providing tools for data collection and analysis, and supporting the integration of various subjects in project-based learning.

How does the script address the issue of high-stakes testing in education?

The script addresses the issue of high-stakes testing by advocating for a shift in focus from test preparation to in-depth learning, emphasizing the development of critical thinking, problem-solving, and collaboration skills over memorization and test-taking strategies.

What is the role of mentorship and community involvement in the educational process as shown in the script?

Mentorship and community involvement are shown to be crucial in the educational process, providing support, resources, and real-world context to students' learning experiences, and fostering a sense of belonging and investment in their education.

How does the script highlight the importance of emotional intelligence in education?

The script highlights the importance of emotional intelligence by showing its impact on students' ability to manage their emotions, empathize with others, and work effectively in groups, which in turn enhances their learning and academic performance.

What is the significance of the home visit program initiated at Susan B. Anthony Elementary School?

The home visit program is significant as it helps bridge the gap between school and home, fostering better communication, trust, and involvement from parents, leading to improved attendance, academic performance, and a more supportive learning environment.

Outlines

00:00

🚀 Innovative Education: Designing the High School of 2050

This paragraph introduces a transformative approach to education where students are actively engaged in real-world projects. Geometry students in Seattle are tasked with designing a state-of-the-art high school for the year 2050, working in teams and participating in a design competition. The narrative also touches on fifth graders in Lackawanna, Pennsylvania, creating tools to extinguish fires in space, and high schoolers in Hawaii building and racing electric cars. The emphasis is on hands-on, project-based learning that stimulates students' interest and encourages deep inquiry into subjects they are passionate about.

05:03

🌟 Impact of Engaging Education: Lessons Beyond Memorization

This section of the script highlights the profound impact of engaging students in meaningful educational projects. It discusses how students remember and value the projects they undertake, in contrast to rote memorization for tests. The importance of deep inquiry into subjects, such as war studies for seventh graders or frog biology for first graders, is emphasized. The script also mentions the incorporation of technology into classrooms, such as GPS for field trips, and the use of data from cheerleading workouts in algebra classes. The goal is to shift the focus from high-stakes testing to in-depth learning and the development of real-life problem-solving and collaboration skills.

10:06

💖 Emotional Intelligence in Education: Caring for the Heart and Mind

The script explores the significance of emotional intelligence in education, emphasizing its role in enhancing learning and self-esteem. It discusses how students who can manage their emotions are better at focusing, learning, and remembering information. The narrative includes a story of a student who overcame bullying through empathy and the importance of creating a supportive environment where students feel good about themselves. The role of mentors and experienced teachers in guiding new teachers is also highlighted, as well as the positive changes brought about by a home visit program that fosters trust and communication between parents, teachers, and students.

15:09

🏘️ Community Involvement in Education: Building a Supportive Ecosystem

This paragraph showcases the importance of community involvement in enhancing educational experiences. It describes the McCaw School of Mines, built and financed by community volunteers, and the School's connection with local businesses and individuals. The script also highlights IS 218, a New York City public school that serves as a community center offering a wide range of services and activities. The school operates as a partnership between the Board of Education and the Children's Aid Society, demonstrating how a 'Yes' mentality can lead to significant achievements in education and community building.

Keywords

💡Education

Education is the process of acquiring knowledge, skills, values, and habits. In the video, it is portrayed as the most important job for the human race, emphasizing its role in shaping the future. The script discusses various educational reforms and innovative teaching methods, such as project-based learning and hands-on activities, which aim to engage students and prepare them for the challenges of the future.

💡Public School System

The public school system refers to government-funded schools that are open to all students. The script mentions the intention to reform this system, suggesting a need for change to better meet the educational needs of students. The video showcases examples of how schools are adapting to provide more engaging and effective learning experiences.

💡Hands-On Learning

Hands-on learning is an educational approach where students learn by doing and engaging in practical activities rather than just listening or watching. The video script illustrates this concept through examples such as students designing tools to put out fires in space and building electric cars, which allows them to apply theoretical knowledge in real-world contexts.

💡Collaboration

Collaboration in education refers to students working together in teams to achieve a common goal. The script highlights the importance of collaboration skills, as students in the video work in teams to solve complex problems and complete projects, which is crucial for developing teamwork and communication abilities.

💡Inquiry-Based Learning

Inquiry-based learning is an educational method where students explore a topic or question based on their interests, leading to a deeper understanding of the subject. The video emphasizes the process of deep inquiry, where students integrate various subjects and pursue areas of interest over several months, fostering critical thinking and engagement.

💡Technology Integration

Technology integration in education involves the use of digital tools and resources to enhance learning experiences. The script describes how cutting-edge technology, such as digital cameras, probes, and laptops, is being used in classrooms to facilitate learning in subjects like physics and biology, making lessons more interactive and relevant.

💡Project-Based Learning

Project-based learning is an instructional method where students gain knowledge and skills by working for an extended period on a complex problem or question. In the video, students engage in projects such as designing a high school for the year 2050, which requires them to apply multidisciplinary knowledge and skills to solve real-world problems.

💡Emotional Intelligence

Emotional intelligence is the ability to recognize, understand, and manage one's own emotions and those of others. The video discusses the importance of educating the heart alongside the mind, emphasizing the role of emotional intelligence in learning and social interactions, as well as its impact on academic performance.

💡Community Involvement

Community involvement in education refers to the participation of community members in school activities and decision-making processes. The script highlights the benefits of community engagement, such as the home visit program at Susan B. Anthony Elementary School, which fosters a supportive learning environment and improves student outcomes.

💡Mentoring

Mentoring in an educational context is a process where an experienced individual provides guidance and support to a less experienced one. The video mentions mentor teachers and program directors who provide support to new teachers and students, helping them navigate the educational process and achieve their goals.

💡Cultural Diversity

Cultural diversity refers to the variety of cultural backgrounds represented within a group or community. The script discusses the importance of acknowledging and embracing cultural differences, as seen in the school that offers translations of speeches and songs into multiple languages, promoting inclusivity and understanding among students and parents.

Highlights

George emphasizes the importance of education as the most critical job for humanity.

The public school system is undergoing reform to better engage students.

Students express their potential and drive when given the opportunity to learn through their interests.

Teachers find fulfillment in designing educational experiences that make students feel heroic.

Sophomore geometry students in Seattle are excited to solve real-world problems, such as designing a high school for 2050.

Fifth graders in Lackawanna, Pennsylvania, are designing innovative tools to extinguish fires in space.

High school students in Hawaii build and race electric cars, combining education with hands-on experience.

Students are energized and focused through hands-on projects that cover a wide range of subjects.

Students engage in deep inquiry, integrating various subjects and expressing their learning through art and performance.

Technology is integrated into classrooms to facilitate new ways of learning and to make lessons more interactive.

Harrison Central High School has experienced a transformation in curriculum with the introduction of cutting-edge technology.

Students use technology for real-world scientific explorations and to improve extracurricular activities like cheerleading.

Eighth-grade teachers create a car-focused project that integrates science, language arts, and math.

The importance of teamwork and real-life problem-solving skills is highlighted through collaborative projects.

Schools are moving away from high-stakes testing to focus on in-depth learning and understanding.

Emotional intelligence and social skills are recognized as crucial components of education, alongside academic knowledge.

Community involvement and support are key factors in the success of educational programs and student achievement.

A home visit program in Susan B. Anthony Elementary School has improved parent-teacher communication and student performance.

The School of Mines is an example of community collaboration, providing a unique educational experience.

IS 218, a public intermediate school in New York City, serves as a community center offering a range of services and activities.

Transcripts

>>George: I strongly believe

that education is the single most important job

that the human race has.

>>Teacher: We're actually out to reform the public school system.

>>Student: You know, we're not stupid, we have a lot of drive in us.

We could do anything we put our minds to.

>>Teacher: You know, it hits you, as a teacher you're like, "Oh my god.

Something that I designed made this kid feel like a hero."

>>Teacher: Jeffrey?

>>Student: Are we going to have enough room

for the whole webpage just on that one line?

>>Teacher: You'll be surprised, it just goes right down.

>>Student: Water.

>>Student: And the water...

>>Teacher: Imagine if kids from the beginning could be learning

through developing their interests through things that they're in love

with or that they cared about, you know, just imagine.

>>Teacher: We would place the dome right here for instance.

>>Narrator: These sophomore geometry students in Seattle have a problem,

and they're excited about solving it.

>>Teacher: The problem that they have

to solve is how do you design a state-of-the-art high school

in the year 2050 on a particular site.

Students are in teams of three to four,

and they're in a design competition for a contract to build it.

>>Student: It's the fire-eliminator.

This is a vacuum, there's water inside it.

>>Narrator: In Lackawanna, Pennsylvania,

these fifth graders are designing a tool to put out fires in space.

>>Student: If you turn it on high, it sucks up the fire balls.

>>Narrator: In Hawaii, high school students are building electric cars

and racing them.

These students have something in common: they are energized, focused,

and challenged, determined to do their best.

They are collaborating in hands-on,

real-world projects studying everything from robots to worms,

learning lessons they'll never forget and having fun in the process.

>>Student: We did an experiment on dead worms.

We smelled them and they didn't smell good.

>>Marco: We have a camera now that you guys can go out and shoot.

>>Marco: If I look back at my own education,

I remember the projects I made.

I remember the hand I made in kindergarten.

I remember the volcano I made in third grade

because they were projects.

They were things that had an end to them.

Something tangible, something that I can say

to my mom, "Mommy, look what it is.

Look mom, look what I did."

>>Teacher: So that's not absolutely set in stone.

>>Narrator: Twice a year, students work with their teachers to come

up with a question or area of inquiry that they will pursue

for the next several months.

They integrate math, science, and English studies, and with the help

of local artists, express themselves in art work,

dance, video, drama, and music.

>>Student: [Sings]

>>Narrator: The process of deep inquiry

into a single subject is the same whether it's seventh graders studying

the war..

>>Student: Well I realized this, you look at this picture, you feel sorry

for the soldiers and that kind of makes you want to support the war.

But then if you look at this picture, you feel sorry for the Iraqis,

and that makes you think that the war isn't necessary.

>>Narrator: ...or first-graders focusing on frogs.

>>Student: That little green dot is called a spiracle.

>>Teacher: If you study something really deeply,

you become very invested in it.

So what you're seeing, even with the frogs in the first grade,

is tremendous investment.

Kids really, really care about frogs.

It wouldn't have been as deep if they would have studied frogs for two days

and lizards for two days.

>>Students: It's just a frog that we made that sticks out its tongue.

Not many people -- a lot of people wanted a tongue, but they didn't have

to get a tongue, but I did.

>>Narrator: Gulfport, Mississippi's Harrison Central High School hasn't

changed much since it was founded in 1957.

But over the past several years, there's been a quiet revolution going

on that has transformed Harrison's curriculum.

In almost every classroom,

cutting-edge technology tools are facilitating a new way of learning.

>>Student: There in the guild today, what could be said

about national politics is A,

the Republican party held the majority of voters, B..

>>Narrator: Now history lessons are as exciting as game shows.

>>Student: What is your final answer?

>>Narrator: Digital cameras help reveal the principles of physics.

>>Teacher: Are we collecting?

>>Narrator: Probes and laptops are used

in real-world scientific explorations.

They even use technology to improve their nationally-ranked

cheerleading squad.

>>Teacher: We tried to come up with a conditioning program,

and we used the computers and the probes

to tell us what the heart rate was before they exercised,

and then what it was afterwards, and also the respiration.

>>Student: Life without this stuff,

we'd have no idea how much things have changed,

and where we started and where we're at now.

>>Narrator: Data from the cheerleader workouts is given to students

in an Algebra Two class for analysis.

>>Student: We used a thing called linear regression

to get basically the average increase or decrease.

>>Karen: So you want to put your GPS's up this way.

Those six numbers, those numbers you see there are satellites circling

the earth.

>>Karen: They feel very comfortable with any of the technology nowadays.

They follow their instructions very well

because they're serious about it.

>>Karen: You see that word "position"?

Tap on the "position" and look for "status."

>>Karen: It's not a field trip, when we go out there,

the kids know that we're doing real science, and they're much more alert.

But if it was just a field trip, they wouldn't be there

because what does it really mean?

>>Karen: So if we know where Horney toads are, we want you to go

to that site and we want you to write down that latitude

and longitude on your paper, okay?

>>Narrator: To engage their students at the end of the year,

the eighth grade teachers came up with a project focusing on cars.

>>Student: Oh a car, look at it.

>>Narrator: Like most Landry projects, the car unit was featured

across the eighth grade curriculum.

In science class, students made balloon-propelled cars

out of recycled materials, and road tested their various designs.

>>Teacher: Try to write some different selling points.

>>Narrator: In Language Arts, students wrote car commercials,

and in math, they calculated loan payments.

>>Teacher: The six percent

of whatever you get for item number seven.

>>Student: So multiply six percent...

>>Teacher: Times that.

>>Narrator: They also use the web to plan trips and find information

on fuel economy, and environmental impacts.

>>Linda: I've had kids come back to me and tell me,

"Do you remember that project we did?"

They have never, ever come back to me and said,

"Do you remember that test we did?"

So I think that's the impact.

If the kids remember, test scores will go up,

and our tests always have.

>>Teacher: To the outside classroom, so..

>>Narrator: While students must draw on their knowledge of everything

from math and English, to the aesthetics of design,

they also learn an invaluable lesson in teamwork.

>>Joe: We can see how many we can fit.

We can see how many we can fit.

>>Student: I'm thinking because..

>>Joe: When we finally started on the site model,

there was constant little squabbling about, "Oh, this should go there."

>>Student: Just the bottom row itself,

just holds twelve hundred people, right?

>>Joe: No, no, no, this entire thing holds twelve hundred people.

>>Student: Oh, the entire school.

>>Teacher: They're faced with this really complex problem

that has certain constraints, and they have to figure out how to begin

to make the decisions, and move the process forward.

And how do you do that decision-making within a group?

These are the things that are really maybe the most powerful learnings

that come from it.

The real life problem-solving communication, collaboration skills.

>>Joe: I did learn how to work with people

that didn't think the way I did, and thought non-linear, didn't believe

in deadlines sort of thing.

They really think out of the box, which is not like me.

I'm a completely in the box kind of person.

You've got to make sure you work together good.

>>Student: Why not have the whole site's wall open?

Be glass, facing the water.

>>Howard: People may be good test-takers,

but once you leave the world of testing, you have to think

for yourself because the world doesn't come organized

in four choices with the fourth one being "none of the above."

>>Narrator: For schools that are challenging the high stakes testing

movement, the goal is to put less emphasis on cramming, drills,

and test-taking strategies, and focus on in-depth learning.

>>Anne: I'm all for high standards,

I don't know of anybody who's for low standards.

The question is do we get

at what we're saying we want using the test to drive this?

That's the real crux of it.

And I would argue that we don't.

>>Teacher: R's represent that these are his strength areas,

and also any time you see the shape of a triangle,

those also represent the strengths..

>>Pat: We're interested in how students apply knowledge,

and so students are required through their high school

to do major projects each semester.

At the end of high school, they should have eight major projects

that they would have developed, that all of this is to be put together

on a multimedia portfolio to document what it is they're capable of doing.

>>Leili: We've been working with the Egyptians because they had

so many symbols and hieroglyphics and..

>>Leili: Compared to what sort of my friends in other schools do,

I think it's more interesting over here because you really get

to understand the thing more than just memorize stuff for a test,

and write it down and forget it.

>>Narrator: Sarah Button is about to tear her heart out in front

of her fifth-graders at the Patrick Daly school in Brooklyn.

>>Sarah: And her sister came into the room and said, "Are you going

to wear those old rags to school?"

>>Linda: We are talking about a whole new vision of education that says

that educating the heart is as important as educating the mind.

>>Daniel: Emotional intelligence,

which refers to how you handle your own feelings, how well you empathize

and get along with other people is just a key human skill,

but it also turns out that kids who are better able

to manage their emotions, for example,

actually can pay attention better,

can take in information better, can remember better.

In other words, it helps you learn better.

>>Student: When I first moved here a year ago, no one really wanted

to play with me, and all the fifth graders called me names.

>>Michael: What was it doing to your heart?

>>Student: It just made me feel really bad.

>>Michael: And what I try to teach the kids is that we have

to be more real about our emotions, and back to the time of Macbeth,

Shakespeare said, "Always give sorrow words.

Grief that doesn't speak whispers

to the overfraught heart and bids it to break."

>>Student: My main thing that's gotten me

through all this is empathy.

>>Tony: I believe that the social,

emotional component is clearly the most important part

of a child's life, and I don't know of any child who learns best

when they don't feel good about themselves.

If we can create an environment where we feel good,

and care for each other, everything else falls into place.

>>Student: It shouldn't be a world hate, it should be a world love.

>>Michael: Yeah.

>>Teacher: Speaking of ionic compounds,

we've got this cool card game that you've seen before, but we're going

to modify it a little bit.

>>Narrator: While project promised students are placed

in classrooms just three weeks into the program, they don't go it alone.

They are constantly monitored and supported by their peers.

>>Teacher: How do you think it went?

>>Teacher: I was really excited about the students.

>>Narrator: They're mentor teachers..

>>Teacher: It worked well, and it worked well for review.

>>Narrator: ...and by one of the program's directors.

>>Director: Then you had closure today and that was great.

I think that's one of the first times, Carrie.

>>Teacher: I think the most important issue

in teacher preparation is getting prospective teachers

into real life classroom settings early.

And if you're working with a mentored teacher, or an experienced teacher

or college professor, that interaction can be very effective

in learning how to teach.

>>Director: Your transition from the food labels

to the game was a little rough, so just tie in what you're doing here

and how it goes to there, and that's really going

to help them make the connection about what they do instead

of just having disjointed things.

>>Teacher: I like the way that you've taken that original card game,

but then you did take it to another level this time, so the students had

to write down the formulas.

They could challenge each other.

I thought it was great

[Singing].

>>Narrator: Like most student performances, this winter celebration

at Susan B. Anthony Elementary School in Sacramento,

California gives parents a chance to watch their youngsters shine.

But this holiday concert is different.

The speeches and songs are translated into Spanish and a Mung dialect,

just two of the 21 languages spoken by students at the school.

A few years ago, this kind of gathering seemed impossible

because language barriers

and cultural differences made parents leery of any involvement

with the school, and the disconnect between the school

and community led to other problems.

>>Carol: When I first became principal here at Susan B. Anthony,

the year before we had a tremendous number of suspensions,

about 140 to be exact out of 500 children.

Our attendance was not what it should be,

and there were just not the day-to-day connections

with the community that we needed for our students to achieve.

>>Teacher: Good job.

>>Narrator: Things began to change in 1998 when a small group of parents

and staff at Susan B. Anthony got together

with a non-profit community group to start a home visit program.

Teachers from the school volunteered to visit the homes

of their students twice a year to solicit input from parents and report

on their child's progress in class.

>>Parent: I haven't seen you in a long, long time.

>>Teacher: It's not your usual the teacher's stopping by.

It's we're coming together two by two, we'll visit you,

we'll talk about what are your goals for your child,

and how can we get your student there?

>>Teacher: How long have you lived in this area, in this community?

>>Leng: The kids are doing much better.

I mean if they're misbehaved, I say, "I'm going to call your mom and dad."

And then they stop, so they change.

And also it really enhances their self-esteem too.

It helps them feel good that I actually care about them.

I actually take the time to go visit them in their home.

>>Teacher: Very good.

>>Carol: If you're getting a pin or a medal, and your parents is

in the audience, please locate their hand and bring them

up because they are part of your learning plan.

>>Narrator: Carol Sharp credits the home visit program

for improving attendance and academic performance, and creating a new level

of trust of communication.

>>Carol: I see students that really believe in themselves.

I see parents that call me with questions on academics now.

I also see a low suspension rate, less vandalism,

increased in achievement, and attendance.

So as I look at year-to-year, it's gotten better and better.

>>Carol: Congratulations, Angel.

>>Voice: Well howdy, boys and girls.

Welcome to the McCaw School of Mines.

>>Narrator: Community volunteers built and financed the School

of Mines, and local architect, Bill Snyder, volunteered to design it.

>>William: So we went to Disneyland and we went to the Indiana Jones ride

where they created the illusion of taking people down underground

and into a cave situation.

So we sort of figured out with the resources

that we had what we could do, and it's kind of funny

because the company that built the Indiana Jones ride actually did the

work here for us as well, and what we did to get them to do that,

we had several kids help us write pleading letters to them

and we took the model that we built of this and we set it in their lobby

for about a month before they said, "Okay.

We surrender.

How can we help?"

>>Teacher: Everybody thinks we're just this Disneyland

that people come to and leave.

No, we have over one and a half million people in the valley here,

the community really is involved in the school.

The top CEOs come in to read to kids in our school district, mentor kids,

and be good role models so that our kids feel they're valued

in our community.

>>Thomas: Now who helps you with your homework at home?

>>Student: My calculator.

>>Thomas: Your calculator, but does your mother help you?

>>Thomas: The more smart kids we have, the better our future will be.

The more kids that are able to take care of themselves and provide

for themselves, the better we're going to be.

So I said anyone who does not have a kid in the school, share.

Just share what you have.

>>Narrator: There is an extraordinary community center

in the heart of New York City.

It offers a complete range of medical services from dental

and medical check-ups, to mental health counseling.

There are adult education classes, and computer training courses,

a basketball program, and a bicycle shop.

A dance company, and a string ensemble.

Those are just a few of the activities offered afterschool

at IS 218, a public intermediate school designed from the beginning

to meet the needs of the entire community.

>>Jane: When I first came to this school, I noticed two things.

I noticed that the children seemed happy,

and I noticed that there were a lot of extra adults around,

and I wanted to know what was happening here,

and how we could make it happen in more places.

>>Teacher: Do you want to spell this one first?

>>Student: Okay.

>>Narrator: IS 218 is open six days a week from seven in the morning

to nine at night all year long.

It's the product of a partnership between the New York City Board

of Education, and the Children's Aid Society, which pays for

and administers the extracurricular programs.

>>Teacher: So I think that's comforting for the parents

to see what type of stuff we have.

>>Jane: The needs are always greater than the resources that we can bring

to the table, even collectively.

But I think that we have found that if you have the word "Yes" written

in your heart, you can make almost anything happen.

And I think that we're living proof of that

in our schools in New York City.

>>Students: Hooray!

[Cheering]