Graland Today

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va on! of Gates Inno i t i d E rs al Speci Over 20 Yea

GRALAND WINTER 2020

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IN THIS ISSUE:

August-October 2017

What’s Your Problem?

Gates Endowment

Josh Cobb

Jessica Goski

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10

Today

Gates Evolution 3 Family of Inventors 12 Beyond Tinker Time 14 Reflections on Grit 16

GRALAND COUNTRY DAY SCHOOL

“

Above all else, the process should be fun...let the students dream, create, test, refine...and come back for more.

”

~ Statement of Philosophy for the Charles C. Gates Innovative Invention Competition (July 1999)

Graland Today is a monthly publication of Graland Country Day School Volume 7, Issue 2 Send correspondence to: Associate Director of Communications Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org

At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.

Graland’s Guiding Principles Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community

Ascende Omnem Montem

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G INNOVATE!

Middle schoolers have been learning and practicing innovation skills for 20 years in the Gates Invention and Innovation Program. In 2016, the innovation team at Graland more formally identified six skills that are essential to innovation which are now taught throughout the school.

GRALAND’S

6

INNOVATION SKILLS Empathy

Put yourself in someone else’s shoes.

Creative Thinking Go outside the box.

Critical Thinking

Use existing knowledge and new information to solve problems. Ask good questions.

Grit/Perseverance

Keep trying. Push through failures.

Experimentation

Try, fix, try some more.

Collaboration

Work together, share, listen, communicate.

Understand your own strengths and weaknesses while embracing others.

Celebrating 20 years of Gates Innovation at Graland

The Evolution of the CHARLES C. GATES

Invention and Innovation Program

By Martin Twarogowski, Charles C. Gates Director of Innovative Learning

Twenty years ago, a forward

thinking Graland graduate established and endowed the Charles C. Gates Invention and Innovation Program. Although the title of this article might suggest the program has undergone significant changes over the past 20 years, it is in fact very much the same as day one. Mr. Gates’ original vision remains the heart and soul of the program.

In one of the original program manuals, the following is emphasized: “Real problems are to be identified and solved through a creative process. Inventions should have a practical function, make life easier, safer, or solve an everyday problem.

Students should not be afraid to take risks and develop an appreciation for hard work.”

If all that sounds familiar, it should. These core concepts are timeless and continue to drive this program and ensure its ongoing success. While Mr. Gates’ core philosophy for the Gates program provides a solid foundation, there certainly have been changes over the past 20 years. Notably, the growth in participation numbers is impressive: 1999 - 10 inventors 2005 - 35 inventors 2011 - 71 inventors 2015 - 116 inventors 2020 - 138 inventors One visible example of the program’s growth hangs in the staircase leading down to the Gates lab. Take a close look at the posters on the walls. You will notice the faces of the participants

get smaller and smaller as the camera moves farther away each year to capture the growing number of inventors.

And recently we welcomed a large improvement in the amount of workshop space. For the inaugural Gates program, inventors utilized 400 square feet; today’s inventors have 3,500 in the Corkins Center. BackCHARLES in the day, there were only two faculty C. GATES serving as Gates coaches. In 2020 there are 12.

Another subtle way the Gates program has evolved is the introduction of the design PROGRAM thinking process.

While continuing AT GRALAND • EST. 199 to lean on the original Gates core philosophy, coaches have implemented an effective protocol that helps students gain new skills in creative problem solving: design thinking. This powerful framework helps inventors derive a deep understanding of their users as well as their solutions.

More evidence of the Gates program evolution is found in the types of solutions being created by our inventors, some of which are not tangible products. Students are designing solutions like websites, smartphone apps, services or other unique ideas that help people. Our student inventors are leading the way with a keen understanding of the needs and resources of the 21st century.

The tools students are using have adapted as well. Aside from quadrupling the number of shop staples like hammers, saws, drills, duct tape and, well, staples, the Gates lab is now equipped with some impressive state-of-the-art machines. Large format printers, 3-D printers, “finger safe” table saws and a massive laser cutter/engraver are in constant use, truly augmenting the way students create.

An American businessman and former cabinet member to President Jimmy Carter, Bert Lance, coined the phrase, “If it ain’t broke, don’t fix it.” In many ways that could be the mantra of the Gates philosophy, an approach that has remained relevant for 20 years and undoubtedly will for 20 more. Also fitting, “If it ain’t broke, make it bigger and better.”

INVENTION & INNOVATI

Graland Today

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Celebrating 20 years of Gates Innovation at Graland

Creating Future Gates Students and Lifelong Problem Solvers

By Elizabeth Leddy, Innovation Specialist

Classroom teachers, specialists, and innovation specialists are constantly collaborating to find ways to use design thinking to deepen the learning throughout the Lower School. When students approach a problem from an empathetic perspective, they can apply what they learn about that population or individual, and find a way to help them.

This approach helps make learning more concrete, and allows students to connect deeply and empathetically.

Lower School students use the Gates lab to practice the six innovation skills with time for reflection on how their learning transfers into their day at school and home. Here are some examples.

Kindergarten Cowfolk

In addition to learning about life on a ranch or in the rodeo, students use empathy to design items to help ranchers, cattle, or cowfolk. After gaining background information and doing empathy interviews in their classrooms, they work in small groups to brainstorm solutions to a problem, and work in the Gates lab on prototypes of their solutions using recyclables and miscellaneous materials.

Grade 1 Bird Enthusiasts

In their multidisciplinary bird unit, first graders gain a general understanding of birds and some of the survival challenges they face in the wild. Students collaborate in small groups to create something to help birds with one of the challenges. For example, last year they designed window stickers to keep birds from flying into the sky reflection in Graland’s windows.

Grade 2 Biographers

In lieu of purchasing or creating a prop that merely represents their person of study, second graders design something to help the person overcome a challenge or problem.

To scaffold the learning, students first participate in a smaller design project where they build something for a character in the book “Gooney Bird Greene” by Lois Lowry that will help this character be a successful member of their classroom.

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Grade 3 Immigration Studies

All design thinking starts with empathy, and third grade is focusing on this trait with a year-long social studies unit on immigration. Through “empathy interviews,” students practice asking questions, digging deeper into someone’s story and making connections with others. They use their listening and questioning skills to interview members of the Graland community and create an art installation in the library to demonstrate their understanding of others’ perspectives and journey.

Grade 4 Neighborhood Buddies

Fourth graders used the design thinking process to modify and create games that met the needs of their buddies. Students practiced the empathy phase through low-risk empathy interviews with classmates about homework and classroom experiences.

This prepares them for empathy interviews with their buddy’s teachers and researching the challenges their buddy may face.

They use the information they gain to think about what type of game their buddy might want to play and how they could support their buddy’s success.

Every day, our lower school students are practicing innovation skills on campus. As our students become more fluent in demonstrating and reflecting upon these skills, the design thinking process is becoming more familiar to them, and by the time these innovators enter the Gates program in middle school, they are well versed in the six innovation skills. Our hope is that we can continue to keep our students engaged in taking an empathic approach to problem solving, which will support their middle school experience and in the future, both inside and outside the classroom.

Empathy - Creative Thinking - Critical Thinking - Grit/Perseverence - Experimentation - Collaboration

Middle School Embraces Innovation

By Jorge Chavez, Innovation Specialist and Co-Director of the Gates Invention and Innovation Program

While the Gates Invention Competition is instrumental in helping Graland promote the ideal of “children as inventors,” the vision of Charles C. Gates ‘34 was that curiosity and inventiveness would interweave into the overall curriculum. With the expansion of the Gates lab in 2016, this vision is being realized on a daily basis as teachers use Graland’s innovation skills to enhance their lessons.

Take a look.

for their vocabulary project on living establishments.

Challenges ensue, as there are no building directions provided, and there is seemingly only one way to assemble the dollhouses.

Through perseverance and hot glue, they arrive at a successful conclusion.

Students then use a combination of laser cut and upcycled materials to identify and label household items, allowing them to further explore the unit within their classrooms.

Build with Buddies

Special Memories

Buddy activities are a big hit in developing collaborative skills. Fifth graders team up with lower schoolers to help “disguise” Thanksgiving turkeys made on the Epilog Laser Machine from upcycled materials.

Seventh graders pair up with third graders to work on coding skills during national “Hour of Code” week. Eighth graders help pre-kindergartners work on their fine motor skills by hand-tying ribbon around cardboard hearts for Valentines Day.

Global Learning

The world language team uses the lab to add elements of creative thinking, critical thinking, and collaboration to their lessons. Sixth graders come into the lab to puzzle together a pre-cut cardboard house

Seventh-grade students use the design thinking process to help memorialize someone in their community with the memory box project. In advisory, they gain empathy by working to truly understand the meaning of items they collected to represent each honoree’s life. They draw initial prototypes, practice their design in cardboard, and lastly create their final design in wood for the public display in February. Several creative and meaningful prototypes are in the works; be sure to look for the display case modeled after a barn to honor someone who grew up on a farm!

Historians

In the spring, seventh graders will again use the lab to construct physical

representations of personal amendments written for a history assignment. Reflecting upon what values and ideals are important to them, students will put their critical and creative thinking skills to work.

Service Minded

For their redesigned service-learning program, eighth graders use visual and emotional cues from their constituents to map and ultimately identify the needs of their community partners. These will be part of their culminating capstone projects that require each student to identify a United Nations 2030 Sustainable Development Goal and research a way to help communities reach that goal.

Innovative creations in the past have included a filter to keep microplastics from entering waterways, and a water purification system to help prevent schistosomiasis in underdeveloped countries.

Enhanced Learning

Informally, teachers talk about changing up 20% of what is done in the classroom on a daily basis. While this was only a snapshot of what things look like in middle school, you can see that teachers are continuously engaging with the Gates lab to supplement their lessons and enhance learning.

By adapting and taking risks, teachers continue to grow as learners themselves and embody the vision that Charles Gates set forth over 20 years ago.

Graland Today

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Celebrating 20 years of Gates Innovation at Graland

Q&A:

Inventors Share Insights into Gates Program

By Katie Bergsieker, Max Birner, Alia Bokhari, Ava Jacobson, Sofia Saavedra and Noa Sachs

Members of the Journalism Club, with help from their advisor, Ms. Kelly Gaudet, interviewed several Gates participants to get their perspectives on what it is like participating in the program and their experiences as young inventors.

Q: When you created the original model of your invention, even though you didn’t end up winning, what made you want to try the same idea again?

Cayla Wolf (8), co-inventor of Tod Lock and Tod Lock 2.0: “We weren’t happy with just being in the finals and we knew we could persevere with our idea and make it better. We didn’t want to give up on an idea we were so passionate about.”

Helen Austin (7), inventor of Doggy Wings and Doggy Wings 2.0: “My first year was the prototype; it was really interesting. However, I realized it was too bulky and could have made it better in order to help animals in a way that made me feel nice. So, I decided, why not try again? It was really fun and enjoyable, and it made me think harder than I usually would.”

Q: How did the Gates coaches motivate you to persevere even when things were frustrating and help you through the invention process?

Remy Wolkov (8), co-inventor of Tod Lock and Tod Lock 2.0: “They helped us when we didn’t know what the next step was, and they pushed us to find more ideas. They gave us all of the resources that we needed, but they didn’t give us the solutions, so we could pursue independence.”

Helen: “It was not easy or stressful, really just exciting. The program really pushes your limits, but not in a bad way. You always have people around you to help you if you were struggling with something, but you also had to learn to work on your own.”

Q: What was your experience like with the program?

Ava Jacobson (5), inventor of a to-be-named Fit Bit holder: “My experience doing Gates for the first time has been wonderful. I am having so much fun creating new solutions for problems in our world. I was having trouble at first coming up with something that has not already been created, but now that I have my idea I am so excited to get started. It is slightly scary to present your idea to the coaches, but they’re very nice and will help you. I am so excited to continue with my project.”

Griffin Adams (6), inventor of the Easy Buckle: “Gates was different than anything I had done. I had fun and got to build whatever I wanted (unless it was too expensive).

Last year I made it to the finals. When you find out that you are a finalist, there is a lot of pressure to make the slideshow, practice it, and get a good sleep.”

Curious about the Gates coaches’ perspective?

Turn to page 13 to learn more!

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Empathy - Creative Thinking - Critical Thinking - Grit/Perseverence - Experimentation - Collaboration

GATES INVENTION & INNOVATION PROGRAM

JOURNEY OF AN INVENTOR 1. Empathize: Interview at least two people to learn about their challenges.

4. Propose: Develop a pitch with details about the problem, the inspiration and how it can be solved.

5. Design: Use the design thinking process to build, test and refine a N T AI prototype.

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2. Define Problem: What is the challenge, who does it impact, how will you improve the experience?

3. Ideate: Brainstorm multiple ideas on how to solve it.

6. Presentation Prep: Develop a poster and elevator pitch. Prepare for a more extensive presentation if selected as a finalist.

7. Show Time!

Set up your table at the Gates Expo to showcase your invention and discuss your journey with the judges and other visitors.

8. Finalist Presentation: Top inventions are presented separately to the judges.

From this group winners are recognized at an all-school assembly!

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TR

Celebrating 20 years of Gates Innovation at Graland

What’s Your Problem?

By Josh Cobb, Head of School

W

hat’s your problem?

This guiding question of the Charles C. Gates Invention and Innovation Program has inspired Graland students for two decades.

Admittedly, the query can contain an edge of accusation, as if one was just jostled on a busy New York City sidewalk, but for the students participating in Gates, it is asked in earnest. It requires young inventors to identify a problem impacting others and go solve it. It both launches and fuels the inventive process.

Interestingly, that process also relies on elements of the socialemotional learning (SEL) framework that Daniel Goleman introduced in his book, “Emotional Intelligence,” and refined

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in his collaboration with Peter Senge, “The Triple Focus.”

According to Goleman and Senge, the keys to social-emotional growth are an understanding of self, of others, and of the world. These keys also unlock innovation. To recognize and comprehend a problem, one needs to be aware of one’s own experience of that problem, and then, more importantly, delve deeply into others’ experience of that same problem. This second element relies on empathy, the ability to envision a perspective beyond one’s own. In “The Triple Focus,” Goleman states that “SEL concerns a focus on other people. This is the basis of empathy—understanding how other people feel and how they think about the world—along with social skills, cooperation, and teamwork. In the working world these abilities are seen in the best team members, good organizational citizens, and effective leaders.” The capacity to understand others is essential for successful innovators and more comprehensively, successful people.

Empathy - Creative Thinking - Critical Thinking - Grit/Perseverence - Experimentation - Collaboration

Henry Ford, arguably one of America’s great inventors, said, “If there is any one secret to success, it lies in the ability to get the other person’s point of view and see things from that person’s angle, as well as your own.” From Ford’s time until today, many have refined his insight and legitimized empathy’s role in innovation. Specifically, IDEO, a global design firm featured in Tony Wagner’s “Creating Innovators,” initially developed the term, “design thinking,” and then Stanford University expanded on the concept, once again giving empathy an essential position in that framework. Stanford’s Design Thinking Process originates with Empathy, including interviews, shadowing, seeking to understand, and being nonjudgmental, and then progresses from there to Define, Ideate, Prototype, and Test. Though each stage is as important as the next, empathy is the catalyst.

Wagner also recounts how IDEO’s former CEO Tim Brown defines the characteristics of a design thinker and includes empathy as “the ability to imagine the world from multiple perspectives and having an attitude that puts people first.” This trait also influences two of the other attributes of an inventor—integrative thinking, the ability to see all dimensions of a dilemma, and collaboration. Wagner specifically acknowledges empathy’s important role in one of “the most essential qualities of a successful innovator […]: collaboration, which begins with listening to and learning from others who have perspectives and expertise that are very different from your own” and deems empathy one of the most significant character traits for us to nurture in our future entrepreneurs and innovators.

Throughout “Creating Innovators,” Wagner explores what traits connect the impactful innovators of our time and discovers three essential themes—play, passion, and purpose— that motivate their inventive journey. This final element— purpose—is the one most closely linked to empathy, as it relates to the inventors’ need to make a difference in the world. They are not just creating inventions for themselves, out of some sense of whimsy. They are creating with others, for others.

Empathy is at the heart of their collaboration and innovation.

Because of the incredible importance of these humanitarian endeavors, Goleman also urges educators and parents to prioritize the teaching of empathy. Though he discusses how cognitive empathy (understanding how other people experience the world) and emotional empathy (having an intuitive sense of how others feel) help us create strong relationships, he specifically stresses the need to foster empathic concern in students so that they can take empathic action in the service of others.

Over the years, many Gates projects reveal this type of empathic engagement. I specifically remember two from the 2014 Expo and Competition, the Grav-WASH-ity and the Hugs of Hope Blanket. Sophie Goldberg ‘16, then a sixth grader, invented the former, a washing machine that was powered by gravity, not electricity, for people in rural areas of developing countries. The latter, invented by Rachel Colson ‘16 and Sofia Palumbo ‘16, also sixth graders at the time, was a blanket that contained survival supplies for those stranded in refugee camps. Both of these award-winning creations showed the inventiveness that defines the work of all Gates participants and demonstrated the social-emotional understanding of self, of others and of the world that Goleman stresses.

They displayed the impactful synthesis of empathy and creativity.

As we celebrate the twentieth anniversary of the Gates Invention and Innovation Program, I stand in awe of Charles C. Gates’s expansive vision.

It was about much more than invention. It was about humanity, because by inspiring young inventors to think beyond themselves and to create for the sake of others, Mr. Gates was not only cultivating the next innovators, he was cultivating the next leaders. Though the ability to empathize is the starting point of the design process, it is also very much the genesis of compassionate leadership. As I look to the future, we will rely on this convergence of invention and compassion to solve the dilemmas that are most threatening to our society. Then the simple question, “What’s your problem?”, will truly reveal its profound significance.

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Celebrating 20 years of Gates Innovation at Graland

Gates Endowment Inspires 20 Years

By Jessica Goski, Director of Development On December 19, 1998, Graland alumnus

Charles C. Gates, Jr. ‘34 presented the school with a $1 million gift to establish the Gates Innovative Invention Science Competition. Initiated to nurture and support creativity and the entrepreneurial spirit in elementary school students, this unique program came to Graland five years after Gates established the Grubstake Fund at California Institute of Technology. The Grubstake Fund was designed to assist faculty members who have a technology that may be commercially viable by providing funding to advance promising projects to the prototype or proof-ofconcept stage.

“Five years later, Dad said ‘it’s almost too late,’” shared Diane Gates ‘69 Wallach, daughter of the late Charlie Gates. “He

said, ‘Third graders may be more creative than grown-ups. We have to get them starting to think like business people at an earlier age.’” Recognizing Graland as a much more experiential school than others, Mr. Gates approached the school with his idea to start an invention competition. The school responded with an emphatic “yes” immediately.

Expanding the Vision

Ten years later, in 2009, Mrs. Wallach introduced another school to the Gates Program, Cardigan Mountain School, an all-boys boarding school in New Hampshire. “Cardigan is a more traditional school than Graland, however, I recognized the need for boys to tinker,” she said.

Cardigan is now in its 10th year and celebrating this milestone with a new lab inspired by conversations with Martin Twarogowski and Andy Dodge, co-director

“This very special gift allows Graland to embark on a project that should enthrall and inspire children here for generations to come. Not only will the endowment allow us to proceed with the very exciting plans we have been discussing, it also will enable the school to serve as a model to educational institutions across the country.” ~ Alexander “Exie” Harvey IV, Headmaster (December 18, 1998)

History of the Gates Program

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The Gates Invention and Innovation Program is named for alumnus Charles C. Gates ’34. He believed all children are natural inventors, unafraid to explore new ideas or take old ideas apart. His experience at Graland, during which he was encouraged to think creatively, inspired him to fund the program and competition through a generous endowment.

He died in 2005, but his daughter, Diane Gates ’69 Charles C. Gates ‘34 Wallach, is still closely involved as a program mentor.

of the Gates program at Graland. “I was so pleased to have Graland be involved in sharing its learning and success with Cardigan,” said Mrs. Wallach.

The Power of Endowments

The decision to endow the Gates program was a thoughtful and intentional one.

“We wanted to ensure that money would always be there for the program and its leaders. We did not want the coaches worrying about funding or the program’s existence year-to-year. We wanted them to focus on the students and their work,” Mrs. Wallach explained.

In the 20 years since the inception of the Gates program, the Gates Family has made additional contributions to Graland, most significantly during the school’s recent ASCEND campaign. Beyond the funding of the program itself, the family expanded its support with the creation of the Charles C. Gates Director of Innovative Learning, currently filled by Mr. Twarogowski. “We are so happy to have helped Graland create this position and to have endowed it to protect it,” said Mrs. Wallach. “This position is a total gift to Graland.”

1998

Gates presents Graland with a $1 million endowment to establish the Charles C. Gates Innovative Invention Competition.

1998-99

Graland builds an invention laboratory and finalizes details of the program.

Empathy - Creative Thinking - Critical Thinking - Grit/Perseverence - Experimentation - Collaboration

of Innovation

Q&A Graland Endowment

Pride in Program Philosophy

Reflecting on the past 20 years of the Gates program here at Graland, Mrs. Wallach is proud not only of the program’s individual success, but even more so in its effect on the overall “way of thinking” for Graland students.

“Dad always believed that real innovative thinking was a critical life skill. He said that Graland was the best education he ever had - more than any higher education or graduate program in which he was involved. The Gates program allows students to roll up their sleeves and ‘just do it,’ not to simply talk about problems and issues,” she shared.

“I believe our hidden goal was always to have this way of thinking permeate the whole school. The Gates program is simply a tool, a vehicle for offering students an opportunity to dream, create, test and refine their problem-solving skills. We are so proud to see how that concept has been promoted and infused throughout all classrooms and grades at Graland.”

Graland Gratitude

As we celebrate the 20th anniversary of the Gates Innovation and Invention Program, the entire Graland Country Day School community extends its deepest gratitude to the Gates Family for its vision and for providing a lasting legacy to support student creativity and the entrepreneurial spirit.

Q: How is Graland’s endowment used?

A: Endowment distributions are a critical part of Graland’s financial model. Coupled with the Graland Annual Fund, these annual distributions cover 12% of the school’s operating costs. These essential dollars help fund unrestricted and restricted needs across the school’s operational budget each year, including program support, financial aid, faculty compensation, professional development and more.

Q: Why does Graland need an endowment?

A: While many might think that endowments are just for larger universities and hospitals, Graland and its independent school peers have long understood the critical role for this type of income in a school setting. Nonprofit best practices recommend that an organization’s endowment be three times the annual operational budget.

Please contact Jessica Goski, Director of Development (jgoski@graland.org, 303-336-3705) if you are interested in supporting Graland’s endowment by contributing to any existing fund or by establishing your own.

Did yo u

Special thanks to Diane Gates ‘69 Wallach for sharing her time, memories and perspective for the creation of this article.

Q: What is an endowment?

A: An endowment is a fund that is restricted to one or more specific uses. Only the interest from the fund can be spent, not the principal which anchors the endowment. Usually, only a portion of the interest or earnings from the endowment are spent on an annual basis in order to assure that the original funds will grow over time.

1999

2005

The first students begin their invention journey.

2000

students have received patents for their Gates inventions!

Thank you to Ellen Reilly from The Reilly Intellectual Property Law Firm, who mentors our students through the patent process.

2011

Charles C. Gates passes away at his home in Denver at the age of 84.

The first competition is held.

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? ow n k

The first two Graland inventors are awarded US patents for their inventions.

2009

The Gates Family Foundation endows Cardigan Mountain School to implement a Gates Invention and Innovation Program.

2019-20

The Gates program celebrates its 20th anniversary.

2016

The Gates Family provided an additional gift to fund the new Gates Innovation Lab and to create a new position, the Charles C. Gates Director of Innovative Learning.

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Celebrating 20 years of Gates Innovation at Graland

Matt ‘14, Patent Owner Matt is both the oldest and the only sibling to successfully patent one of his inventions. As a fifth-grader, he won first place for developing a website that connects people who have winter clothing to swap. By graduation, he and his invention partner, Chase Street ‘14, were on their way to owning a patent for Lax ‘Em, a lacrosse stick accessory that extends the life of the head, another first-place invention.

Currently a sophomore in college, Matt is studying economics and business, giving him ample opportunity to recall lessons learned during the invention journey and to reference the entrepreneurship skills he developed through the Gates program.

“The problem-solving and collaboration aspects have been valuable to me. Gates provided an environment to fail over and over so ultimately you can succeed. The coaches were always available to answer questions, but they never made decisions for me. That part is important because it allows kids to learn from their successes and failures.”

Maria ‘18, Inventor of Brush Better and Code Style Like Alec, Maria didn’t have much success in her first two years in Gates but her perseverance paid off. As a seventh-grader with partner Sophia Birner ‘18, she invented a toothbrush for people who wear braces. In eighth grade, she and Elle Morris ‘18 designed a website that curates dress-code approved clothing from brand-name retailers. Both inventions won first place but were not without challenges.

“Looking back, I would have made the toothbrush sturdier,” Maria reflected. “We used the 3-D printer and finally got the mechanism to work only two days before the competition after 11 prototypes. Then, the night before the competition I stepped on the toothbrush and it broke. I had to make a new one the morning of the expo.”

A Family of Inventors

By Mimi McMann, Associate Director of Communications

The four Romo-Nichols siblings, three Graland graduates and one current student, have likely set some kind of record with their family’s participation in the Gates Invention and Innovation Program. And not just because each of them competed every year in Middle School, which itself is exceptional, but also by earning top awards and even a United States patent. Each of the RomoNichols children says the Gates program has had a profound impact on their thinking skills and how they look at problem-solving. It has also given them confidence, public speaking experience and a place in their family of inventors. Keep reading for a look into what it’s like growing up in a family that thinks outside the box.

Nate, Budding Inventor

Alec ’16, Practical Inventor Alec is most proud of not quitting the Gates program after what he calls “unremarkable” results in his first two years of middle school. He finished on a brighter note, winning second place for Thermo-Break in 2015, a “rebreakable” karate board, and third place in eighth grade with a urinal attachment that prevents splash back.

“I learned that trying to force creativity is hard to do,” he said.

“For my eighth-grade invention, I got the green light a month after everyone else because I waited for an idea I really liked. Being patient during the creative thinking part was the key for me.”

Now a high school senior, Alec recognizes that growing up in a dynamic, innovative family is both inspiring and intimidating. “For me, there’s a lot of pressure to succeed,” he admitted. “My siblings are all doing great stuff in all aspects of their lives. I manage the pressure by focusing on what I’m interested in and putting my full attention on doing my best.”

A sixth-grader, Nate is in his second year competing in the Gates program and he is currently deep into the process of inventing an accessory for artist’s brushes with partners Josh Wolff (6) and Hugh Brophy (6).

“The hardest part is coming up with ideas,” he shared. “There are obstacles like working with a partner to decide on an idea and getting the idea approved. It takes a while to find something no one has done before.”

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Empathy - Creative Thinking - Critical Thinking - Grit/Perseverence - Experimentation - Collaboration

Unplanning: The Role of the Coach

By Justin Miera, Gates Coach

Teachers are very good at planning. We build curriculums, calendars, collaborations, and assessments with both shortand long-term goals. However, being a Gates coach flips this responsibility on its head. To be sure, there are some very important targets and outcomes we want students to meet, but the path they take is entirely their own.

Coaches want innovators to solve the problems of other people, to empathize and work from the other’s perspective. That is the only real assignment. Students are given a few practice activities to exercise their listening and understanding skills, but the challenge of finding an inspirational issue is their task.

Once the problem is found, and a solution is imagined, students must then convince the coaches of its viability. This happens during the “green light meeting,” and is a bit like an investor pitch. Inventors prepare for the meeting by collecting information on their needed materials, creating a patent-like drawing, and answering several probative questions. These questions include, “How does your idea make a difference?,” “What obstacles do you see?,” and “How have others solved

this problem?” This last line of questioning is sometimes the most difficult because we all want to imagine that our ideas are unique. Coaches use a mix of consolation and incentive to redirect an inventor whose idea already exists. Still, despite many yellow and red lights, dozens of inventions are created each year. When an invention is green-lit we get to ring a bell for the inventor, and the whole lab erupts in applause.

A third segment of the coach’s job is as a resource and facilitator to help students realize their vision. We don’t do the actual measuring, cutting, coding, gluing, or bedazzling.

Instead, we stand ready to give advice, safety protocols, and what-ifs. We may end up working closely with a handful of projects, but usually we answer a barrage of help requests.

Encouragement is probably the most helpful of our contributions, but we also get to play with the 3-D printer and the laser cutter. All invention work is completed at Graland.

The final duty of a coach is to set the table for presentations -- we literally set up more than 40 tables in the gym where innovators show off their hard work. And it is hard. The Gates program is a unique opportunity for students to both struggle and achieve. It is through this autonomy and responsibility that our children are no longer students who simply receive information, but they are masters in determining their own outcomes, realizing their own imaginations, and manifesting a better world for all of us.

“The Gates program is a unique opportunity for students to both struggle and achieve.”

Graland Today

I 13

Celebrating 20 years of Gates Innovation at Graland

Beyond Tinker Time: How Innovation Skills Elevate Lower School Learning Throughout campus, the six innovation skills aren’t limited to Tinker Time or the Gates Invention and Innovation Program. Here’s how Lower School teachers say they are applying and reinforcing the skills in their everyday classroom activities to elevate student learning.

Empathy

“Say sorry, and help them with your heart.” Lauren, a second grader, suggested this as a way to build community in her classroom. Most young children don’t understand the word empathy, but they innocently and innately do know how to use their hearts.

In Spanish class, we teach second graders about Rigoberta Menchú, a Nobel Peace Prize winner from Guatemala who endured many hardships in her young life. Many students are quite moved. They sit quietly and ponder the fateful events being read to them. Some react emotionally. Others raise their hands and ask insightful questions.

Several students say, “That is so unfair!” or “I am so sad for her.”

As a teacher, it is obvious when students are stirred by poignant stories from Spanish-speaking countries. Their human hearts take over. Their facial expressions and body language shift as they feel the same sadness as Rigoberta.

Empathy is a prominent leadership skill, and my hope is that we are creating global citizens at Graland who learn from history, and have a natural, compelling desire to help with their hearts.

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By Abbie Digel, Librarian

Library lessons at Graland are designed using both the six innovation skills and the American Association of School Librarians Standards, frameworks that encourage us to push the boundaries of student thinking and to stretch their limitless imaginations. With all this access to information, we have a wonderful opportunity to incorporate creative thinking into our lessons.

Creative thinking is critical to helping students develop research skills as they progress into middle school and beyond.

Older grades are lead to think creatively and critically about the information they consume, how to evaluate websites, and to question the “facts” they find online. They also learn how to construct and develop deeper-level research questions before diving into a particular subject. We want our children to grow up with the skills to solve problems and think critically about the world around them, and library classes give students the chance to pursue further knowledge of the subjects that excite them.

Critical Thinking and Physical Education

By Bambi Mayo, Athletic Director

Critical thinking is the mark of great athletes, those with a keen sense of positioning and a deep understanding of the rules of the game. Developing that skill requires students to practice often, self-assess, and reflect on their learning.

It starts with a simple, foundational skill -- dodging.

Students learn how to move in space, how and when to change speeds, and how to control their bodies. As they advance, they gain a greater understanding of rules and strategies and how to outmaneuver their opponent. Next, playing games helps students self-assess their performance and give them a better understanding of which strategies work. As coaches, we are able to give them feedback and help them make sense of the game. With physical education every day at Graland, Lower School students are provided the opportunity to learn, practice, and improve their manipulative skills as they develop the critical thinking and foundational skills to perform athletically.

Critical Thinking

By Kelly Viseur, Lower School Spanish Teacher

Creative Thinking in the Library

Creative Thinking

Empathy in the Spanish Classroom

Empathy - Creative Thinking - Critical Thinking - Grit/Perseverence - Experimentation - Collaboration

Experimentation

By Liza Baker, Kindergarten Teacher

By Michelle Benge, Lower School Science Teacher

The idea of experimentation begins as soon as you step into the lower school science classroom when one of the first things you see is the sign on the wall: “Mistakes are proof that you are trying.”

Experimentation is all about trying, failing, improving and trying again.

Recently, third-grade scientists worked in teams to engineer an avalanche protection system using materials such as popsicle sticks, toothpicks, pipe cleaners, string, straws and lots of tape to build catches and barriers to stop avalanches. After they created their catches and barriers, we then tested them by placing them in a cardboard mountain and rolling down marbles or balls of clay. After witnessing the results of these tests students went back to their tables and tried again, each time improving upon their design.

Through experimentation, scientists learn that failure is necessary to succeed and that one of the most important skills you can learn is to not give up.

Experimentation

Grit

“Mrs. Baker, I can’t do it!” is a typical reaction when kindergartners encounter something challenging at the beginning of the year. So, how do I respond to that statement? “Well, that might be true right now, but if you don’t try, how are you going to get any better?” This highlights the importance of fostering something even greater than a specific math, literacy or writing skill—grit.

In Middle K, we read children’s literature about making mistakes, a safe and organic way to have a conversation about failure. We point out our mistakes and then outwardly problem solve how to fix them or turn them into something else.

Recently we visited the Monet exhibit and we noticed that in one of his works there was a splatter of pink. I asked the students what they thought it might be and why he added it.

One student said, “I’m pretty sure it was a mistake that he turned into a ‘beautiful oops’ and it really worked because we’re all talking about it.”

My students are now regularly celebrating their failures, because they know that failing is not a permanent condition, it’s something that will help their brains make new pathways and actually result in them becoming stronger thinkers who show grit in the face of every challenge.

in Science

Collaboration in PreK

By Lisa Palmer, PreK Teacher

When young children attend school, it is one of their first opportunities to collaborate with many other people. It begins by walking into a space that has a finite number of resources for a large number of children. What happens when there are only so many blocks to go around?

The skills that are required to navigate such situations are the very same skills that help children develop the ability to collaborate, the action of working with someone to produce or create something. In an early childhood classroom, children naturally learn these skills through play with other children. When children work together to build a structure, they can create something larger and more elaborate than what they could achieve alone. Collaborating with peers involves sharing creativity and imagination to develop a story around that structure.

Communication, cooperation and self-regulation are important to successful relationships, and collaboration is a way children learn to respect others and control their emotions.

Collaboration

Grit in Kindergarten

Graland Today

I 15

Celebrating 20 years of Gates Innovation at Graland

The Voice of Experience: Reflections on Grit

By Sam Cohen ‘14

My first entry into the Gates Invention and Innovation Competition at Graland wasn’t much more than two photovoltaic cells sandwiched together with a few bent paper clips and a substantial quantity of hot glue. The device was meant to recycle a room’s ambient light for use during the nighttime, but the machine didn’t work, this much I knew. What I didn’t know was that this malfunctioning little science project would catalyze my fascination with technology, boost my self-confidence, and most importantly, show me that I could solve real problems.

That year, I didn’t qualify as a finalist. Despite this setback, my mentors at Gates encouraged me to try again and the following year I went back to the drawing board and attempted to turn my idea into a reality. During the process of developing my invention, I encountered problems every day. Parts that I had ordered didn’t fit and electronics often failed to work. On one occasion, I ordered a light fixture from Home Depot which I intended to retrofit with photocells and other electronics. It was clear that the fixture was the wrong shape, wrong size, and wouldn’t work at all for my invention. I felt defeated.

The deadline was fast approaching, and I couldn’t afford to waste more time. I remember talking with Mr. Masters, telling him about my predicament. I listed each of my issues to him in a barrage of complaints, but Mr. Masters wasn’t concerned about the problems. He stopped me and asked, “What are you going to do about it?” It wasn’t what I wanted to hear. I wanted Mr. Masters to give me the answer. I wanted to give up, but Mr. Masters made it clear that finding the solution was in my hands, and my hands alone.

I won the Gates competition that second year and was awarded support to pursue a patent. While the award was for my idea, I’ve come to realize that this is perhaps the least important element of the competition. The competition is about removing the barrier between yourself and solvable

problems. When I stood at the finalist’s podium and gave my presentation, I told the judges that my invention would reduce the carbon footprint of lighting systems. Today, I would have trouble knowing where to begin with such a large problem. As a sixth grader, however, Gates gave me courage. I chose a big problem and I tried my best to solve a little piece of it.

Gates taught me about technology, communicating my ideas with others, and working hard at something and then coping with its failure. But the lesson that I most value from the Gates Competition is that anyone can solve hard problems. The Gates program forced me to ask, “What am I going to do about this?”

It’s a powerful and provocative question, and one that I hope to ask for the rest of my life.

“I am extremely pleased that the program to spark Graland students with the desire to be inventors ... [will] hopefully be successful in terms of creating the thrill of being creative that will carry on into the later life of those students who pick up the challenge …” ~ Charles C. Gates (October 6, 1999) 16

You’re Invited!

Family Innovation Night

Celebrating the Gates Program 20th Anniversary Thursday, Jan. 30 • 5:30-7 p.m. • Gates Innovation Lab Hosted by Graland’s Innovation Team We’re celebrating the 20th anniversary of the Gates Invention and Innovation Program with a special event for families!

Join us with your children to work side-by-side on the six innovation skills as you solve design problems, Tinker Time-style! A ticking clock, a healthy level of challenge … whether you succeed or fail, you win when you learn from your experience. Gates coaches will be on hand to help guide you, but the solutions are all yours. Don’t miss this chance to tinker in the Gates lab with your kids!

graland.org/INN20

GET INVOLVED AT GRALAND!

Board Seeks Nominees The Board of Trustees is seeking volunteers to serve on a number of board committees for the 2020-21 term, and now is the time to consider opportunities to get more involved at Graland. Committee members are managed by committee chairs and membership is assessed annually to ensure diverse skill sets are present. To indicate your interest in learning more, there is a short form on the Graland website’s resource board under “Board of Trustees.” For other information about serving, contact the nominating chair, Max Caulkins ‘87.

Now Slating:

GPA Officers and Volunteer Leaders, 2020-21

The Graland Parent Association is a wonderful organization tasked with building community, promoting volunteerism, supporting the Graland mission and raising funds to benefit the school community. Each year, dozens of committed parents/ guardians step up to lead, plan and achieve these goals, and now is the time to begin looking at next year’s volunteer leaders.

Go online to the GPA resource board and complete a form so that you can be contacted to discuss your unique interests and availability. The formal slating process begins in March for the 2020-21 school year.

Save the Date Friday, April 17

Grandparents & Special Friends Day Invitation to follow

Save the Date:

Graland in the Making March 18, 2020

Alumni, former trustees and former faculty representing the early years of Graland from 1927-1977 are invited to join us on campus for a luncheon with Head of School Josh Cobb. We hope you will bring your stories and memorabilia to share.

Celebrating

THE FIRST

50

YEARS Graland Today

I 17

Honoring our Montem Members

By Kristin Eklund ‘88 Weber, Associate Director of Development

The Montem Society Donors Luncheon in November was a wonderful event that brought together individuals with a wide range of relationships to Graland. Attending were a former head of school, current board members, a grandparent, a former board chair, alumni, parents of alumni, an alumni board member, and a former faculty member. It was heartwarming to hear each person share his or her personal relationship with the school, deep connection, and strong desire to financially support the school into the future. Members of the Montem Society have named Graland as the beneficiary of a bequest or planned gift.

The program included remarks by two eighth grade students who described their individual experiences at Graland.

Josh Cobb, Head of School, gave a brief update on Graland and described his major priorities. JonErik Borgen ’92, current parent, trustee and finance committee chair, shared an overview of the school’s financial strength and fiscally responsible management.

Graland is forever grateful for its Montem Society members. Our guests at the luncheon were Jim ’66 and Tudi Arneill, Ellie Caulkins, Diane Claassen ’70 Nichols and her father David Claassen (pictured), Ronni McCaffrey, Susan Osgood and Kristin Robbins.

For information about joining the Montem Society or making a planned gift, contact Kristin (kweber@graland.org or 303-398-3623).

TOP 6 WAYS TO GIVE IN 2020 Donate your tax refund from Uncle Sam.

1

Transfer appreciated stock. It’s easy!

4

Set up monthly giving and let it ride.

Give in honor of or in memory of a special someone.

Notify your company to give a matching gift.

Join the Montem Society with thoughtful estate planning.

2

5

3

Reach out to Jessica Goski, Director of Development (jgoski@graland.org , 303-336-3705) for more details about giving to Graland in 2020!

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6

PEN EVENT: STUDENT WELLNESS PANEL

GO READ AT THE SPRING BOOK FAIR

Tuesday, Jan. 14 6:30-8 p.m.

Fries Family Theater

Join us in the Hunt Family Learning Commons for the 2020 Graland Book Fair! When you purchase books through the book fair, both at the event and online, your purchases benefit the GPA. Support literacy and support the GPA at the Spring Book Fair!

Head of School Josh Cobb will facilitate a panel of experts who will share their personal and professional insights about how parents can support student wellness through mindfulness, stress management and intentionality. You will not leave this event with one more item for your to-do list, but with renewed perspective following an evening of thought-provoking discussion.

Heather Mock Founding Head of School at Compositive Primary with 21 years of education experience in K-12 schools Dr. Sara Knickerbocker Denver psychologist and educational consultant with expertise in cultivating emotional resilience and relationship skills

Wednesday, March 11 • 3:15-4:30 p.m.

Thursday, March 12 • 8 a.m. to 4 p.m.

Friday, March 13 • 8 a.m. to 1 p.m.

CELEBRATION OF COMMUNITY, CULTURES AND CHILDREN Thursday, Apr. 2 • 5:30-7 p.m. • Anschutz Commons

Alex Yannacone Director of Education and Community Programs at the Helen and Arthur E. Johnson Depression Center and a master trainer in suicide prevention

The Graland Parent Association is happy to announce the Celebration of Cultures Dinner has been reimagined! The Celebration of Community, Cultures and Children is a free, family-style catered dinner with friends that replaces the Celebration of Cultures Dinner previously scheduled for February 2020. Stay tuned for more details!

graland.org/PENPANEL20

graland.org/celebrationdinner

PEN EVENT: JOSH’S BOOK CLUB Tuesday, Apr. 28 • 6-7 p.m.

Hunt Family Learning Commons Book: “Searching for Bobby Fischer,”

by Fred Waitzkin We’ll further our exploration of how children find a sense of purpose through a discussion of the film and book, “Searching for Bobby Fischer.” You can prepare by reading the entire book, selections (chapters 1-5, 13-17, 19, 22) or by watching the Paramount film.

SPRING ART SHOW AND ICE CREAM SOCIAL Friday, Apr. 3 • 3:15-5 p.m.

Join student artists for our annual celebration of creativity and talent!

All students will have art from this year displayed throughout campus for your enjoyment. If you are unable to attend, you can still view the art until April 12. GPA volunteers will serve up ice cream and popsicles, including gluten free and dairy free options. See you there!

graland.org/PENBOOK20 Graland Today

I 19

NON-PROFIT ORG. US POSTAGE PAID DENVER, CO PERMIT NO. 2006

Graland Country Day School 55 Clermont Street Denver, CO 80220 303.399.0390 graland.org

Community Calendar January

7 Classes resume

14 PEN Wellness & Technology Panel 20 School Holiday (Martin Luther King Jr Day)

30 Family Innovation Night Celebrating the Gates Program 20th Anniversary (See page 17)

February

You’re Invited!

20th Annual

17 School Holiday (Presidents Day) 18 Professional Development (no school for students)

Gates Innovation Expo Thursday, Mar. 5, 1-3 p.m. • Hamilton Gymnasium Our middle school inventors are excited to share their inventions with you at the annual Gates Expo! This celebration of our signature program is where students demonstrate empathy as they tinker, create and innovate. Join us for our 20th year of invention and innovation!

March

5 Gates Innovation Expo 11-13 Spring Book Fair (see page 19) 12-13 Parent Conferences 23-27 Spring Break

30 Professional Development (no school for

students)

31 Classes Resume

Stay Connected and GoGraland!

1 20

Join us on

2

Update your contact information. graland.org/stayconnected

3

Visit campus for a community event.

Please recycle this publication or view it online at graland.org in the news section.