Snapshot: Innovation & Design Thinking

Virtue Knowledge Faith Knowledge

Faith

Virtue

Knowledge

Faith

Virtue

Knowledge

Faith

Virtue

Knowledge

Faith

Virtue Knowledge Faith

St. David’s

Virtue

Ageless Application

Preparing students for college and life requires more than just “knowing”: it requires evaluation of knowledge and creative problem solving

Innovation at St. David’s begins by fostering creativity at the youngest levels and carries through to postgraduate internships

Faith Virtue

Knowledge

Creative Problem Solving

Faith

Innovation & Design Thinking

St. David’s Snapshot is a periodical publication that highlights one particular topic which exemplifies the ways in which St. David’s School fulfills its mission.

Snapshot Innovation -- Spring 2016 v4.indd 1

5/2/2016 8:19:36 AM

’s id v a D . t S r o f s n a e M n io t a v o n n I t solving Wha gh creative problem ge Preparation for colle

and life throu

his greato, Ovid introduced ag s ar ye nd sa ou th .” Two minds David’s student re me into new things s. Every day a St. “My mind compels rd wo e es th for the e th dg wi a guest ju etamorphoses, th-graders. I was fif e’s est invention, the M rn bo Os s.

M ” s dents “sell deMost recently it wa ge of watching stu ile iv pr e me of their truth. th d ha d an ne, a smartTank” presentations vated coffee machi cti -a ice vo a : grade-wide “Shark up ed feet d dream at rescues parents’ e products they ha ated Lego-sorter th m signs for remarkabl to au an int: en po ev ’s d id oof of Ov a school bus, an aders are living pr gr th fif phone app to locate e es Th . es ec efield of unused pi new things. from the cruel min ity compel us into tiv ea xt cr d an y sit rn curio venture over the ne our minds, our inbo nd the next hill, to yo be ok sity and lo to rio cu ed is s desir way: th Mankind has alway e were created this W

et. an pl xt ne e we creates; , who e next sea, to th in His image. He us e ad mountain, across th m o wh r, to w places and rives from our Crea creation, we seek ne s Hi at creative impulse de er nd wo so we are creative. And derive from Him, ve presentations to nt. , where students gi om ideas, and we inve ro ss is cla K epr e gins in th . Some may call th At St. David’s, it be a Lego rocket ship on g

in fly n in tio tra va the Inno en a steam rough the course of cs they choose – ev th pi s to ue t in ou nt ab co ns y io ne e t ur ques is jo hool, th ep a desk open. Th their peers and field es in the Middle Sc y SpaceX should ke nk, hands-on class sa Ta k we ar ; Sh ok , senior d am am n an Fo ru s, ol, Blue elective imagination , computer science rams in Lower Scho se og ur pr co M n sig EA De ST : & ctr ve r an ele ic car, an Innovation Warriors Initiati e efficient design fo or the Upper School m t, a ec oj of t pr en n sig pm lo de e base station for de the deve 8th grade class-wid a waterproof WiFi r year ’s projects inclu fo is es Th yp ot ts. ot ec pr oj pr of dy tion year independent stu y waste, and produc minate unnecessar eli to ies ve ati iti in tal e newest technolog environmen d’s students have th vi Da .

St tive d ea an Cr . ­­ – y. us um og d technol are tremendo our football stadi only in science an t tions of our times no va , no om in ro l ild ss bu ica cla ly og y ol in ever ll not on The techn

vation must happen inds in new ways wi m no in eir at th th y pl ow ap kn to s we but student t been invented. at their fingertips – , and teaching our bs that have not ye insight in any field jo r w fo ne y ad rth re fo , g ds in in br m nt of cutting-edge , strong thought can but will form agile dents on the forefro s, stu tie its ili d ab an n ol ow ho sc eir strong reliance on ions the confidence in th in its foundation: a riors Initiative posit ar ve W ati n iti tio In va is th no In of s y a deep understande securit St. David’

ality comes from th to apply to his work qu le e ab tiv s nc wa sti he di e s d’ us Davi part beca n defines St. pedagogy, but St. was successful in tion and innovatio di id tra Ov of g. n in sio rn fu lea is of dition w insights to religion. Th our faith and the tra dents can bring ne in philosophy and stu n r tio ou da e us un ca fo be m fir not only tion and a nonical literature, ing of literary tradi continue to read ca e W . m ra og pr al style.

David’s education ths never go out of t because eternal tru bu , n) ca help n ey ca (th t the tex use artists sing, not only beca to d an t in pa to an cause art d muWe continue s (they can), but be lem ob pr n sig de e our governengineers solv dy history because stu to ue in nt co e W face sic are beautiful. the problems that tive minds to solve ea cr d an ce ld en bo flu s in ed e ment ne pervasiv at once respect the we , id Ov ke Li . it. on our country r efforts to build up e courageous in ou you read As s. d’ of tradition and ar vi ing at St. Da en pp ha e ar gs in th r Exciting

mind, along with ou apshot, allow your Sn of ue iss is th h throug new things. be compelled into ts, challenging students’ minds, to ker converses with studen

Fourth graders Emma Aldredge, Katie White, Rebekah Leshnock, and Ollie Koon work together to craft prototypes of their inventive ideas.

Carre Academic Dean Justin blems -- a skill that is and critically to solve pro y vel ati cre them to think vital in any discipline.

Justin Carreker Academic Dean

ON THE COVER: Gunnar Kratz shapes his “Blue Foam” prototype into a device he designed to keep outerwear climate controlled in various weather conditions.

Snapshot Innovation -- Spring 2016 v4.indd 2-3

1

5/2/2016 8:19:43 AM

’s id v a D . t S r o f s n a e M n io t a v o n n I t solving Wha gh creative problem ge Preparation for colle

and life throu

his greato, Ovid introduced ag s ar ye nd sa ou th .” Two minds David’s student re me into new things s. Every day a St. “My mind compels rd wo e es th for the e th dg wi a guest ju etamorphoses, th-graders. I was fif e’s est invention, the M rn bo Os s.

M ” s dents “sell deMost recently it wa ge of watching stu ile iv pr e me of their truth. th d ha d an ne, a smartTank” presentations vated coffee machi cti -a ice vo a : grade-wide “Shark up ed feet d dream at rescues parents’ e products they ha ated Lego-sorter th m signs for remarkabl to au an int: en po ev ’s d id oof of Ov a school bus, an aders are living pr gr th fif phone app to locate e es Th . es ec efield of unused pi new things. from the cruel min ity compel us into tiv ea xt cr d an y sit rn curio venture over the ne our minds, our inbo nd the next hill, to yo be ok sity and lo to rio cu ed is s desir way: th Mankind has alway e were created this W

et. an pl xt ne e we creates; , who e next sea, to th in His image. He us e ad mountain, across th m o wh r, to w places and rives from our Crea creation, we seek ne s Hi at creative impulse de er nd wo so we are creative. And derive from Him, ve presentations to nt. , where students gi om ideas, and we inve ro ss is cla K epr e gins in th . Some may call th At St. David’s, it be a Lego rocket ship on g

in fly n in tio tra va the Inno en a steam rough the course of cs they choose – ev th pi s to ue t in ou nt ab co ns y io ne e t ur ques is jo hool, th ep a desk open. Th their peers and field es in the Middle Sc y SpaceX should ke nk, hands-on class sa Ta k we ar ; Sh ok , senior d am am n an Fo ru s, ol, Blue elective imagination , computer science rams in Lower Scho se og ur pr co M n sig EA De ST : & ctr ve r an ele ic car, an Innovation Warriors Initiati e efficient design fo or the Upper School m t, a ec oj of t pr en n sig pm lo de e base station for de the deve 8th grade class-wid a waterproof WiFi r year ’s projects inclu fo is es Th yp ot ts. ot ec pr oj pr of dy tion year independent stu y waste, and produc minate unnecessar eli to ies ve ati iti in tal e newest technolog environmen d’s students have th vi Da .

St tive d ea an Cr . ­­ – y. us um og d technol are tremendo our football stadi only in science an t tions of our times no va , no om in ro l ild ss bu ica cla ly og y ol in ever ll not on The techn

vation must happen inds in new ways wi m no in eir at th th y pl ow ap kn to s we but student t been invented. at their fingertips – , and teaching our bs that have not ye insight in any field jo r w fo ne y ad rth re fo , g ds in in br m nt of cutting-edge , strong thought can but will form agile dents on the forefro s, stu tie its ili d ab an n ol ow ho sc eir strong reliance on ions the confidence in th in its foundation: a riors Initiative posit ar ve W ati n iti tio In va is th no In of s y a deep understande securit St. David’

ality comes from th to apply to his work qu le e ab tiv s nc wa sti he di e s d’ us Davi part beca n defines St. pedagogy, but St. was successful in tion and innovatio di id tra Ov of g. n in sio rn fu lea is of dition w insights to religion. Th our faith and the tra dents can bring ne in philosophy and stu n r tio ou da e us un ca fo be m fir not only tion and a nonical literature, ing of literary tradi continue to read ca e W . m ra og pr al style.

David’s education ths never go out of t because eternal tru bu , n) ca help n ey ca (th t the tex use artists sing, not only beca to d an t in pa to an cause art d muWe continue s (they can), but be lem ob pr n sig de e our governengineers solv dy history because stu to ue in nt co e W face sic are beautiful. the problems that tive minds to solve ea cr d an ce ld en bo flu s in ed e ment ne pervasiv at once respect the we , id Ov ke Li . it. on our country r efforts to build up e courageous in ou you read As s. d’ of tradition and ar vi ing at St. Da en pp ha e ar gs in th r Exciting

mind, along with ou apshot, allow your Sn of ue iss is th h throug new things. be compelled into ts, challenging students’ minds, to ker converses with studen

Fourth graders Emma Aldredge, Katie White, Rebekah Leshnock, and Ollie Koon work together to craft prototypes of their inventive ideas.

Carre Academic Dean Justin blems -- a skill that is and critically to solve pro y vel ati cre them to think vital in any discipline.

Justin Carreker Academic Dean

ON THE COVER: Gunnar Kratz shapes his “Blue Foam” prototype into a device he designed to keep outerwear climate controlled in various weather conditions.

Snapshot Innovation -- Spring 2016 v4.indd 2-3

1

5/2/2016 8:19:43 AM

Problem Solving Theme-based problems prompt pre-K through 3rd grade students to think creatively. They engage in a collaborative design process to propose inventive solutions and present their findings in the annual science festival. Along the way, they learn geography, sociology, political science, and economics.

Seniors propose, investigate, and develop their own course of study based on personal passions under the guidance of a faculty mentor.

In their final science festival presentation, fourth grade students work independently to identify problems they see in the world and design and build inventions to solve those issues. Proposals are judged and ranked on feasibility, sustainability, and desirability.

Partnering with local companies, the internship program gives Upper School students a view into the wider world and expands students’ horizons.

Each student proposes a solution to a personally significant problem. After the first round of presentations, the top ideas are identified and the students form small groups around the winning projects to refine their ideas. Presenting their final projects in the “Shark Tank,” outside judges quiz the students on the design’s feasibility, sustainability, and desirability.

Students in the World Cultures class look at systemic sociological problems inherent in Africa, the Far East, and India. Students choose a region, identify a particular public health issue, and propose and present solutions in the annual Global Innovation Celebration.

2

Snapshot Innovation -- Spring 2016 v4.indd 4-5

Seventh grade earth science students study environmental issues, including a field trip to the Pamlico Sound to identify key ecological issues. Afterwards, they propose inventive solutions that are on display during the annual Environmental Expo. Eighth graders engage in local solutions, this year designing a student recreation area.

Advance Placement classes provide challenging opportunities for students to ask creative and critical questions in a rigorous academic setting. Successful completion leads to college credit.

This class affords Upper School students an opportunity to create their own inventions using stateof-the-art computer software, three dimensional printers, and power tools.

3

5/2/2016 8:19:45 AM

Problem Solving Theme-based problems prompt pre-K through 3rd grade students to think creatively. They engage in a collaborative design process to propose inventive solutions and present their findings in the annual science festival. Along the way, they learn geography, sociology, political science, and economics.

Seniors propose, investigate, and develop their own course of study based on personal passions under the guidance of a faculty mentor.

In their final science festival presentation, fourth grade students work independently to identify problems they see in the world and design and build inventions to solve those issues. Proposals are judged and ranked on feasibility, sustainability, and desirability.

Partnering with local companies, the internship program gives Upper School students a view into the wider world and expands students’ horizons.

Each student proposes a solution to a personally significant problem. After the first round of presentations, the top ideas are identified and the students form small groups around the winning projects to refine their ideas. Presenting their final projects in the “Shark Tank,” outside judges quiz the students on the design’s feasibility, sustainability, and desirability.

Students in the World Cultures class look at systemic sociological problems inherent in Africa, the Far East, and India. Students choose a region, identify a particular public health issue, and propose and present solutions in the annual Global Innovation Celebration.

2

Snapshot Innovation -- Spring 2016 v4.indd 4-5

Seventh grade earth science students study environmental issues, including a field trip to the Pamlico Sound to identify key ecological issues. Afterwards, they propose inventive solutions that are on display during the annual Environmental Expo. Eighth graders engage in local solutions, this year designing a student recreation area.

Advance Placement classes provide challenging opportunities for students to ask creative and critical questions in a rigorous academic setting. Successful completion leads to college credit.

This class affords Upper School students an opportunity to create their own inventions using stateof-the-art computer software, three dimensional printers, and power tools.

3

5/2/2016 8:19:45 AM

MS science teacher Melissa Osbourne works with Lila Smith and Jackson Moore to deconstruct and analyze a digital piano keyboard.

Innovation Warriors and Design Thinking He had an idea. Dr. Ted Morris, Associate Vice Chancellor of Engagement, Innovation and Economic Development at East Carolina University, fosters partnerships to encourage more entrepreneurial activity to stimulate investment and create jobs. As a St. David’s parent, he thought, “Why not introduce this concept to my daughters’ school?”

Dr. Morris proposed an innovation workshop with St. David’s students to develop criticalthinking skills, foster entrepreneurship among even the youngest of students, and enable students to recognize their potential. The program was launched as a summer innovation camp, and the Innovation Warriors Initiative was born.

A couple of successful summers later, Lower School principal Michael Noto approached Dr. Morris about applying some of his techniques to the Lower School Science Festival. “We had changed the focus of our science festival in the

4

Snapshot Innovation -- Spring 2016 v4.indd 6-7

Lower school to celebrate the process of creation and not simply the finished product,” explains Noto. Rather than passive presentations with a tri-fold, “We were looking for our students to come up with solutions to common problems and actually see the process of design and problem solving happen from start to finish.”

Dr. Morris was brought in and in concert with his creative and supportive colleagues, Wayne Godwin and Jim Menke, his expertise brought the capstone project to fruition in the fourth grade. “After identifying common concerns,” explains Noto, “students explore lots of possible solutions to issues raised by their peers.

The programs are real, as are the solutions.”

The fourth grade students then research their ideas, develop a prototype, and present their final results at the science festival, where outside judges reward excellent design thinking.

Capitalizing on the creative spirit of the Lower

School’s science festival, Dr. Morris and Middle School weekly collect recyclable paper from each classroom Principal Neville Sinclair soon developed a program and office on campus. that continued this enthusiasm for innovation. BeDuring their community service day this fall, eighth ginning in the fifth grade, students now participate in grade students met with Dr. Morris and other design the Middle School Shark Tank where students presleaders to discuss a new playground on campus that ent solutions to problems to a panwould be desirable for all students, el of supportive “investors.” pre-kindergarten though 12th The flow of ideas continues grade. Working in small groups, throughout the Middle School the students talked about how curriculum. In the sixth grade, the the design would impact locaWorld Cultures course includes a tion, physical fitness, and more. two-part innovation assignment They conducted surveys to ask called the Global Innovation Projthe students and teachers their ect. This project, which culmithoughts, and finally, they denates with the Global Innovation signed the playground.

Trade Show in the spring, chalChallenging these young thinklenges students to choose a major ers to look at complicated issues problem that affects Asia or Africa and arrive at their own solutions and propose, develop, and create is exciting for all involved in the a model for a unique solution.

Innovation Warriors program.

Seventh grade students tackle Throughout their St. David’s environmental issues during their career, students are being chalDr. Ted Morris, Program Initiator Earth Science course, looking lenged with the following: “Look closely at issues relating to clean at your world around you. What water and recycling. The current recycling program do you see that would make this world just a little bit at St. David’s is run by seventh grade students, who better? What can I create that will change it?”

Making a hair-raising discovery, Ariel Lee ’16 demonstrates physics concepts by allowing static electricity to course through her body. The class focuses on bringing concepts to life, with students creating everything from a ping pong cannon to a bicycle-powered smoothie blender, to an apparatus which analyzes trajectories of muddy golf balls.

5

5/2/2016 8:19:51 AM

MS science teacher Melissa Osbourne works with Lila Smith and Jackson Moore to deconstruct and analyze a digital piano keyboard.

Innovation Warriors and Design Thinking He had an idea. Dr. Ted Morris, Associate Vice Chancellor of Engagement, Innovation and Economic Development at East Carolina University, fosters partnerships to encourage more entrepreneurial activity to stimulate investment and create jobs. As a St. David’s parent, he thought, “Why not introduce this concept to my daughters’ school?”

Dr. Morris proposed an innovation workshop with St. David’s students to develop criticalthinking skills, foster entrepreneurship among even the youngest of students, and enable students to recognize their potential. The program was launched as a summer innovation camp, and the Innovation Warriors Initiative was born.

A couple of successful summers later, Lower School principal Michael Noto approached Dr. Morris about applying some of his techniques to the Lower School Science Festival. “We had changed the focus of our science festival in the

4

Snapshot Innovation -- Spring 2016 v4.indd 6-7

Lower school to celebrate the process of creation and not simply the finished product,” explains Noto. Rather than passive presentations with a tri-fold, “We were looking for our students to come up with solutions to common problems and actually see the process of design and problem solving happen from start to finish.”

Dr. Morris was brought in and in concert with his creative and supportive colleagues, Wayne Godwin and Jim Menke, his expertise brought the capstone project to fruition in the fourth grade. “After identifying common concerns,” explains Noto, “students explore lots of possible solutions to issues raised by their peers.

The programs are real, as are the solutions.”

The fourth grade students then research their ideas, develop a prototype, and present their final results at the science festival, where outside judges reward excellent design thinking.

Capitalizing on the creative spirit of the Lower

School’s science festival, Dr. Morris and Middle School weekly collect recyclable paper from each classroom Principal Neville Sinclair soon developed a program and office on campus. that continued this enthusiasm for innovation. BeDuring their community service day this fall, eighth ginning in the fifth grade, students now participate in grade students met with Dr. Morris and other design the Middle School Shark Tank where students presleaders to discuss a new playground on campus that ent solutions to problems to a panwould be desirable for all students, el of supportive “investors.” pre-kindergarten though 12th The flow of ideas continues grade. Working in small groups, throughout the Middle School the students talked about how curriculum. In the sixth grade, the the design would impact locaWorld Cultures course includes a tion, physical fitness, and more. two-part innovation assignment They conducted surveys to ask called the Global Innovation Projthe students and teachers their ect. This project, which culmithoughts, and finally, they denates with the Global Innovation signed the playground.

Trade Show in the spring, chalChallenging these young thinklenges students to choose a major ers to look at complicated issues problem that affects Asia or Africa and arrive at their own solutions and propose, develop, and create is exciting for all involved in the a model for a unique solution.

Innovation Warriors program.

Seventh grade students tackle Throughout their St. David’s environmental issues during their career, students are being chalDr. Ted Morris, Program Initiator Earth Science course, looking lenged with the following: “Look closely at issues relating to clean at your world around you. What water and recycling. The current recycling program do you see that would make this world just a little bit at St. David’s is run by seventh grade students, who better? What can I create that will change it?”

Making a hair-raising discovery, Ariel Lee ’16 demonstrates physics concepts by allowing static electricity to course through her body. The class focuses on bringing concepts to life, with students creating everything from a ping pong cannon to a bicycle-powered smoothie blender, to an apparatus which analyzes trajectories of muddy golf balls.

5

5/2/2016 8:19:51 AM

in the

Lower School A colorful lemonade stand suddenly popped up in the Student Commons, and six fourth grade students began selling their refreshing beverage to Upper School students and faculty. As part of their math enrichment course, and under the guidance of enrichment teacher Tammi Palpant, these students developed a business plan, researched costs for items such as cups, lemons, and sugar, designed and constructed their lemonade stand, and staffed their booth during peak hours in the Student Commons.

“The students learned a variety of skills including measuring, fractions, decimals, giving change, marketing, hammering, painting, and even how to use a circular saw!” said Mrs. Palpant. “It was a great opportunity for students to learn that math is more than just numbers and rules.” Their plan included donating all their proceeds to ministry partners in Guatemala.

Lower School STEAM enrichment teacher Caitie Anderson takes the same approach, explaining, “Young students have boundless imagination and a willingness to jump at any idea. I want to foster that enthusiasm and direct it to setting and achieving goals.”

Traditionally, enrichment courses are designed to ‘enrich’ the classroom curriculum through art, music, languages, PE or science. On the other hand, STEAM enrichment extends what students are learning in the classroom with project-based learning grounded in the areas of Science, Technology, Engineering, Art and Math.

Taylor Winstead ’24 glues her Blue Foam prototype.

6

Isabel Mitchko ’24 watches Dillon Stallings ’24 cut out her prototype with a heated-wire cutter.

STEAM teacher Caitie Anderson gives Brock Phillips ’28 encouragement as he tries to figure out a building system that works.

In the Lower School, you may find students tending an herb garden, creating a shadow box theater, directing stop-animation movies, or embarking on entrepreneurial ventures. All of these are activities are intentionally designed to challenge the students to innovate and think critically, all in a fun, exciting environment.

It’s not unusual to see Ms. Anderson pulling a wagon full of laptop computers, moving from classroom to classroom. Her ability to engage even the youngest of users in computer-based projects is exciting. “Technology is the students’ tool, so I want them to be familiar with the applications, but also to know that technology is not simply entertainment,” she explained. “My favorite thing about technology is that you can get any question answered.”

Snapshot Innovation -- Spring 2016 v4.indd 8-9

Ms. Anderson’s class pages are full of videos of her student’s projects. There are third grade “meteorologists” reporting the weather, using a green screen and their own script to help their audience prepare for their predicted severe weather. Fourth grade students, using TinkerCAD software, modeled their dream playground.

Even the youngest of our students are involved. Kindergarten students used their knowledge from a classroom unit about shadows and the sun to create shadow puppet shows. The students engineered a shadow puppet theater out of a box, wrote the script, recorded the audio, and produced their version of Goldilocks and the Three Bears on video.

“Students are seeing that these skills they’re learning can be applied to real life scenarios,”

Mrs. Palpant said. “A student actually said to me the other day, ‘I just love coming to this class because it’s not just doing problems, it’s figuring out that math is REAL.” The educational opportunities don’t end with our students. Proceeds from the lemonade stand are donated to Lemonade International, a Christian charity that serves the residents of La Limonida in Guatemala City, the largest slum community in Central America.

Lemonade International raises funds to support education and humanitarian programs for this population of 60,000 residents.

From concept to real-life application, Lower School students engage in STEAM education, which fosters creative thinking and problem solving skills that will serve them well throughout their academic career and beyond.

Mae Cline ’24 and Chesson Becker ’24 try out their prototype -- a phone-like hairstyling device that displays various hairstyle images for the user.

7

5/2/2016 8:19:55 AM

in the

Lower School A colorful lemonade stand suddenly popped up in the Student Commons, and six fourth grade students began selling their refreshing beverage to Upper School students and faculty. As part of their math enrichment course, and under the guidance of enrichment teacher Tammi Palpant, these students developed a business plan, researched costs for items such as cups, lemons, and sugar, designed and constructed their lemonade stand, and staffed their booth during peak hours in the Student Commons.

“The students learned a variety of skills including measuring, fractions, decimals, giving change, marketing, hammering, painting, and even how to use a circular saw!” said Mrs. Palpant. “It was a great opportunity for students to learn that math is more than just numbers and rules.” Their plan included donating all their proceeds to ministry partners in Guatemala.

Lower School STEAM enrichment teacher Caitie Anderson takes the same approach, explaining, “Young students have boundless imagination and a willingness to jump at any idea. I want to foster that enthusiasm and direct it to setting and achieving goals.”

Traditionally, enrichment courses are designed to ‘enrich’ the classroom curriculum through art, music, languages, PE or science. On the other hand, STEAM enrichment extends what students are learning in the classroom with project-based learning grounded in the areas of Science, Technology, Engineering, Art and Math.

Taylor Winstead ’24 glues her Blue Foam prototype.

6

Isabel Mitchko ’24 watches Dillon Stallings ’24 cut out her prototype with a heated-wire cutter.

STEAM teacher Caitie Anderson gives Brock Phillips ’28 encouragement as he tries to figure out a building system that works.

In the Lower School, you may find students tending an herb garden, creating a shadow box theater, directing stop-animation movies, or embarking on entrepreneurial ventures. All of these are activities are intentionally designed to challenge the students to innovate and think critically, all in a fun, exciting environment.

It’s not unusual to see Ms. Anderson pulling a wagon full of laptop computers, moving from classroom to classroom. Her ability to engage even the youngest of users in computer-based projects is exciting. “Technology is the students’ tool, so I want them to be familiar with the applications, but also to know that technology is not simply entertainment,” she explained. “My favorite thing about technology is that you can get any question answered.”

Snapshot Innovation -- Spring 2016 v4.indd 8-9

Ms. Anderson’s class pages are full of videos of her student’s projects. There are third grade “meteorologists” reporting the weather, using a green screen and their own script to help their audience prepare for their predicted severe weather. Fourth grade students, using TinkerCAD software, modeled their dream playground.

Even the youngest of our students are involved. Kindergarten students used their knowledge from a classroom unit about shadows and the sun to create shadow puppet shows. The students engineered a shadow puppet theater out of a box, wrote the script, recorded the audio, and produced their version of Goldilocks and the Three Bears on video.

“Students are seeing that these skills they’re learning can be applied to real life scenarios,”

Mrs. Palpant said. “A student actually said to me the other day, ‘I just love coming to this class because it’s not just doing problems, it’s figuring out that math is REAL.” The educational opportunities don’t end with our students. Proceeds from the lemonade stand are donated to Lemonade International, a Christian charity that serves the residents of La Limonida in Guatemala City, the largest slum community in Central America.

Lemonade International raises funds to support education and humanitarian programs for this population of 60,000 residents.

From concept to real-life application, Lower School students engage in STEAM education, which fosters creative thinking and problem solving skills that will serve them well throughout their academic career and beyond.

Mae Cline ’24 and Chesson Becker ’24 try out their prototype -- a phone-like hairstyling device that displays various hairstyle images for the user.

7

5/2/2016 8:19:55 AM

Shark Tank Middle School and the

excited about what they’re come to life in a professional learning. Students have the way. They were pumped!” freedom to choose something A group of middle schoolthey are passionate about, and ers developed their grasp of this often brings a connection these concepts in a new elective with a grandparent or a friend called “Innovations of Fashion or their own interests.” This & Textiles,” where they applied personal connection to a their knowledge with unique problem allows for even more solutions, sewing their crecommunity involvement. ations themselves and donating Osbourne reflected on how that Anna Church ’21 measures her them to a mission organization dressmaking materials outside touch made her content called “Little Dresses for Africa.” become even more exciting, These sorts of opportunities explaining, “We had a graphic artist come move students beyond simply “knowing” in, and she drew out the designs. It made to the application of their knowledge in all the difference. Students saw their ideas creative ways.

The Innovations of Fashion & Textiles class put their learning into practice, creating new designs with unique materials, donating their products to a missions organization.

Fifth grade entrepreneurs Jackson Rouser, Kylie Neshat, Connor Lang and Philip Medlin present their “Mix It Up” idea to the sharks.

Standing before a panel of visiting “Shark Tank investors”, middle school students pitch their creative ideas for solving real-world problems. “Desirability, feasibility, sustainability are what we look for,” explained Middle School Principal Neville Sinclair. Those three key concepts flow from the Lower School Science Festival into the fifth grade Shark Tank experience, where students developed ideas like original mobile apps, fabric sealers, and robotic drawing machines.

Mrs. Sinclair noted that throughout the

8

Snapshot Innovation -- Spring 2016 v4.indd 10-11

experience, “We wanted to build on what students had accomplished in fourth grade.

They’re coming to us with these skills — so what does this look like in the Middle School?

That’s where the Shark Tank experience came in.” Sinclair emphasizes the continuity of skill building, as does Melissa Osbourne, fifth grade science teacher. “We work for almost a month developing their Shark Tank ideas!”

Osbourne said.

Student choice is key: “As teachers, we want the students to be interested and

“We want the kids to be interested and excited about what they’re learning.”

– Melissa Osbourne, 5th Grade Teacher

The Mix It Up team developed a concept to support the modern multitasker with a product that automatically stirs food that is cooking on the stove, preventing sticking and burning.

9

5/2/2016 8:20:05 AM

Shark Tank Middle School and the

excited about what they’re come to life in a professional learning. Students have the way. They were pumped!” freedom to choose something A group of middle schoolthey are passionate about, and ers developed their grasp of this often brings a connection these concepts in a new elective with a grandparent or a friend called “Innovations of Fashion or their own interests.” This & Textiles,” where they applied personal connection to a their knowledge with unique problem allows for even more solutions, sewing their crecommunity involvement. ations themselves and donating Osbourne reflected on how that Anna Church ’21 measures her them to a mission organization dressmaking materials outside touch made her content called “Little Dresses for Africa.” become even more exciting, These sorts of opportunities explaining, “We had a graphic artist come move students beyond simply “knowing” in, and she drew out the designs. It made to the application of their knowledge in all the difference. Students saw their ideas creative ways.

The Innovations of Fashion & Textiles class put their learning into practice, creating new designs with unique materials, donating their products to a missions organization.

Fifth grade entrepreneurs Jackson Rouser, Kylie Neshat, Connor Lang and Philip Medlin present their “Mix It Up” idea to the sharks.

Standing before a panel of visiting “Shark Tank investors”, middle school students pitch their creative ideas for solving real-world problems. “Desirability, feasibility, sustainability are what we look for,” explained Middle School Principal Neville Sinclair. Those three key concepts flow from the Lower School Science Festival into the fifth grade Shark Tank experience, where students developed ideas like original mobile apps, fabric sealers, and robotic drawing machines.

Mrs. Sinclair noted that throughout the

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Snapshot Innovation -- Spring 2016 v4.indd 10-11

experience, “We wanted to build on what students had accomplished in fourth grade.

They’re coming to us with these skills — so what does this look like in the Middle School?

That’s where the Shark Tank experience came in.” Sinclair emphasizes the continuity of skill building, as does Melissa Osbourne, fifth grade science teacher. “We work for almost a month developing their Shark Tank ideas!”

Osbourne said.

Student choice is key: “As teachers, we want the students to be interested and

“We want the kids to be interested and excited about what they’re learning.”

– Melissa Osbourne, 5th Grade Teacher

The Mix It Up team developed a concept to support the modern multitasker with a product that automatically stirs food that is cooking on the stove, preventing sticking and burning.

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Innovation In practice Chris Kuley ’18

Billy Coleman ’16

“When it comes to creativity...give them the right tools and get out of the way.”

– Michael Noto, Design Class Teacher 10

Snapshot Innovation -- Spring 2016 v4.indd 12-13

John DelPapa ’16

Power tools and 3-D printers surround the class space. The walls are painted bold, yet unobtrusive colors: the choices of the Upper School students who painted “their” space last spring. The tone of the class fits the tone of the paint color: here is a space where bold ideas are embraced, discussed and brought to life.

The premise of the semester-long Innovation and Design elective is simple: challenge Upper School students to find solutions to common problems. The application of the class, however, is more involved and focuses on proposal, refinement, and creation.

Lower School Principal Michael Noto, who also teaches this Upper School class, is passionate about bringing student ideas to life. “We start with an issue and have the students work independently or in teams to dream up solutions.

These solutions are then debated: what could make the idea better? What might make it stronger? Finally, students create a working model of their idea. Whether they are cutting 2x4s with a table saw or working the 3-D printer, students have a physical representation of what previously lived only in their minds.”

“In this class,” explained Noto, “students develop both technical knowledge and hands-on skills that bring to life robots, tiny houses, re-imagined bicycle safety helmets, and improved drainage systems, all in response to real world issues with real world applications.”

“I want the person who has the idea to also have the know-how to make it happen,” Noto added. “The main emphasis of this class is building and creating.” This isn’t a shop class — it’s a reinvented way to foster creative problem solving by bringing ideas to life.

“Students are yearning to get messy,” said Noto. “They want to get their hands dirty, to see what they can create. In some ways, we are all drawn to the idea of making things.” Creative problem solving isn’t so much about teaching new concepts as it is fostering what is already there in our students. “When it comes to creativity,” said Noto, “we just need to give them the right tools and get out of the way.”

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5/2/2016 8:20:11 AM

Innovation In practice Chris Kuley ’18

Billy Coleman ’16

“When it comes to creativity...give them the right tools and get out of the way.”

– Michael Noto, Design Class Teacher 10

Snapshot Innovation -- Spring 2016 v4.indd 12-13

John DelPapa ’16

Power tools and 3-D printers surround the class space. The walls are painted bold, yet unobtrusive colors: the choices of the Upper School students who painted “their” space last spring. The tone of the class fits the tone of the paint color: here is a space where bold ideas are embraced, discussed and brought to life.

The premise of the semester-long Innovation and Design elective is simple: challenge Upper School students to find solutions to common problems. The application of the class, however, is more involved and focuses on proposal, refinement, and creation.

Lower School Principal Michael Noto, who also teaches this Upper School class, is passionate about bringing student ideas to life. “We start with an issue and have the students work independently or in teams to dream up solutions.

These solutions are then debated: what could make the idea better? What might make it stronger? Finally, students create a working model of their idea. Whether they are cutting 2x4s with a table saw or working the 3-D printer, students have a physical representation of what previously lived only in their minds.”

“In this class,” explained Noto, “students develop both technical knowledge and hands-on skills that bring to life robots, tiny houses, re-imagined bicycle safety helmets, and improved drainage systems, all in response to real world issues with real world applications.”

“I want the person who has the idea to also have the know-how to make it happen,” Noto added. “The main emphasis of this class is building and creating.” This isn’t a shop class — it’s a reinvented way to foster creative problem solving by bringing ideas to life.

“Students are yearning to get messy,” said Noto. “They want to get their hands dirty, to see what they can create. In some ways, we are all drawn to the idea of making things.” Creative problem solving isn’t so much about teaching new concepts as it is fostering what is already there in our students. “When it comes to creativity,” said Noto, “we just need to give them the right tools and get out of the way.”

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STUDY THINKING

INDEPENDENT “This opportunity [creating alternative solutions to disposable water bottle usage] has morphed into a job-like experience and will positively impact me as I intend to pursue a degree and career in the environmental science field after I graduate from St. David’s.”

—Ty Dulaney ’16

INDEPENDENT

FOSTERS

“My vision for St. David’s,” said Upper School Principal Scott Shaw, “is to create a culture in “St. David’s offered an opwhich students are empowered to learn and take portunity to take an online ownership of the complexities of their world programming class. The first class we were assigned and to make an impact on the lives of others. was a course in the coding My ultimate goal would be that when a student language Python offered by walks across the stage and is handed a diploma, MIT. This semester I learned the diploma is received with a spirit that is intelthe basics of HTML, CSS, lectually, emotionally and spiritually curious and JavaScript, and learned courageous.” more Python. These lanIn addition to the technology and innovaguages will help me to cretion electives offered in the Upper School, high ate a website and have a school seniors have the opportunity to construct firmer understanding of their own course of study through the indepencomputer science so I can dent study program. This program affords stupursue it further in college.

This class has offered me dents the opportunity to dig deeper into their the freedom to explore the own interests by proposing a course of study for complexities of computer themselves. languages and participate in Every year, students take advantage of this a completely different level opportunity in broadly diverse ways. Below are of communication.” a few examples of this years’ independent study —Cassidy Soutter ‘16 projects.

Three students interested in computer science choose to study the Python programming language through an online offering from MIT. But the similarities to their independent studies ends there. That one course would have such varied outcomes highlights the strength of the independent study program: it is both structured and flexible for each student, harnessing their individual strengths.

Cassidy Soutter ’16 “This school year, St. David’s offered an opportunity to take online programming classes. The first class we were assigned was a course in the coding language Python offered by MIT. I learned the basics of HTML, CSS, JavaScript, and more. These languages will help me to create a website and have a firmer understanding of computer science so I can pursue it further in college. This class has offered me the freedom to explore the complexities of computer languages and participate in a completely different level of communication.”

Matthew Marting ’17 “I decided to take the class because I’d had no formal education in computer programming; while I was comfortable writing C++, I hoped to learn how better to design programs. I have thus far learned about the Python programming language, and more significantly, algorithms, including complexity and algorithms for sorting and searching lists. The class is on MIT’s OpenCourseWare website

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Snapshot Innovation -- Spring 2016 v4.indd 14-15

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STUDY THINKING

INDEPENDENT “This opportunity [creating alternative solutions to disposable water bottle usage] has morphed into a job-like experience and will positively impact me as I intend to pursue a degree and career in the environmental science field after I graduate from St. David’s.”

—Ty Dulaney ’16

INDEPENDENT

FOSTERS

“My vision for St. David’s,” said Upper School Principal Scott Shaw, “is to create a culture in “St. David’s offered an opwhich students are empowered to learn and take portunity to take an online ownership of the complexities of their world programming class. The first class we were assigned and to make an impact on the lives of others. was a course in the coding My ultimate goal would be that when a student language Python offered by walks across the stage and is handed a diploma, MIT. This semester I learned the diploma is received with a spirit that is intelthe basics of HTML, CSS, lectually, emotionally and spiritually curious and JavaScript, and learned courageous.” more Python. These lanIn addition to the technology and innovaguages will help me to cretion electives offered in the Upper School, high ate a website and have a school seniors have the opportunity to construct firmer understanding of their own course of study through the indepencomputer science so I can dent study program. This program affords stupursue it further in college.

This class has offered me dents the opportunity to dig deeper into their the freedom to explore the own interests by proposing a course of study for complexities of computer themselves. languages and participate in Every year, students take advantage of this a completely different level opportunity in broadly diverse ways. Below are of communication.” a few examples of this years’ independent study —Cassidy Soutter ‘16 projects.

Three students interested in computer science choose to study the Python programming language through an online offering from MIT. But the similarities to their independent studies ends there. That one course would have such varied outcomes highlights the strength of the independent study program: it is both structured and flexible for each student, harnessing their individual strengths.

Cassidy Soutter ’16 “This school year, St. David’s offered an opportunity to take online programming classes. The first class we were assigned was a course in the coding language Python offered by MIT. I learned the basics of HTML, CSS, JavaScript, and more. These languages will help me to create a website and have a firmer understanding of computer science so I can pursue it further in college. This class has offered me the freedom to explore the complexities of computer languages and participate in a completely different level of communication.”

Matthew Marting ’17 “I decided to take the class because I’d had no formal education in computer programming; while I was comfortable writing C++, I hoped to learn how better to design programs. I have thus far learned about the Python programming language, and more significantly, algorithms, including complexity and algorithms for sorting and searching lists. The class is on MIT’s OpenCourseWare website

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Snapshot Innovation -- Spring 2016 v4.indd 14-15

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“My plan is to create a completely electric car that would never need to be charged. Solar panels and free energy generators would replenish the battery’s charge. The goal is to make the car as close to 100% efficient as possible. The biggest thing I’ve learned is that nothing is set in stone, and the best way to approach an idea is with an open mind.

—David Pierce

Matthew Marting ’17

Raiford Garrabrant ’16 James Nye ’16

Zack Sfirlea ’16 and comprises recorded lectures and problem sets. The problem sets thus far usually involve writing a few functions to introduce specified features to a program. For the semester project, I wrote a simple implementation of Python’s lists, complete with various sorting and searching algorithms, in C++.”

Zack Sfirlea ’16 My senior independent study was an online course in which I learned the fundamentals of the computer programming language Python through a course offered by MIT. With the knowledge I learned, I was able to create a fully functional text-based game.

Although the course did not directly teach me how to do this, I was still able to use extended reasoning and complete this as my final project. I am glad I was given the opportunity to study something that interests me because I feel the knowledge I gained will help me further my studies and coursework when I attend college next year.

One of the points that our students make is the significance of actual creation and implementation. It’s not enough to simply design a product or come up with a clever idea. The implementation process gives our students real-world experience that is unmatched in another curricular area.

Raiford Garrabrant ’16 and James Nye ‘16 “We worked to develop a waterproof case for WiFi base stations.

We wanted to do this independent study to learn about what goes into creating a product, and all the trial and error that is required.

The final project was the prototype of the case, and we learned that it is much more difficult to create a product than it is to simply design it.”

Ty Dulaney ‘16 “I interned for Leave No Trace Center for Outdoor Ethics in Boul-

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Snapshot Innovation -- Spring 2016 v4.indd 16-17

der, Colorado, a national non-profit organization dedicated to protecting the environment by teaching people to enjoy it responsibly.

After this experience, I decided I wanted to continue learning about environmental issues and how to solve them.”

“The purpose of my study was to learn more of the importance of Leave No Trace principles and begin to implement them into the St. David’s community. Through this study, I have conducted a survey for the students and faculty, and organized meetings and conference calls with teachers, faculty, and Leave No Trace staff. I am taking what I have learned from the survey and beginning to implement ideas to make our school more sustainable.”

“I am working to decrease the number of disposable plastic water bottles being used on campus and increasing recycling. My goal is to raise money through fundraisers and to donate water bottle fillers to the school. The reusable bottle filler counts and displays the number of disposable bottles saved from the environment. Not only will this reduce St. David’s ecological footprint, but it will save money and reduce the number of bottles going to landfills. As part of this full year project, I have overcome many challenges — what I first thought would be a chance for me to teach myself about environmental issues and educate the school has evolved into much more. This opportunity has morphed into a job-like experience and will positively impact me as I intend to pursue a degree and career in the environmental science field after I graduate from St. David’s.”

It’s exciting to think about the possibilities for learning and innovating for students in the Upper School. “No idea should be dismissed in the quest to be innovative,” Shaw notes. “My hope is that students will, over time gain more courage to think differently, and with creativity.”

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5/2/2016 8:20:23 AM

“My plan is to create a completely electric car that would never need to be charged. Solar panels and free energy generators would replenish the battery’s charge. The goal is to make the car as close to 100% efficient as possible. The biggest thing I’ve learned is that nothing is set in stone, and the best way to approach an idea is with an open mind.

—David Pierce

Matthew Marting ’17

Raiford Garrabrant ’16 James Nye ’16

Zack Sfirlea ’16 and comprises recorded lectures and problem sets. The problem sets thus far usually involve writing a few functions to introduce specified features to a program. For the semester project, I wrote a simple implementation of Python’s lists, complete with various sorting and searching algorithms, in C++.”

Zack Sfirlea ’16 My senior independent study was an online course in which I learned the fundamentals of the computer programming language Python through a course offered by MIT. With the knowledge I learned, I was able to create a fully functional text-based game.

Although the course did not directly teach me how to do this, I was still able to use extended reasoning and complete this as my final project. I am glad I was given the opportunity to study something that interests me because I feel the knowledge I gained will help me further my studies and coursework when I attend college next year.

One of the points that our students make is the significance of actual creation and implementation. It’s not enough to simply design a product or come up with a clever idea. The implementation process gives our students real-world experience that is unmatched in another curricular area.

Raiford Garrabrant ’16 and James Nye ‘16 “We worked to develop a waterproof case for WiFi base stations.

We wanted to do this independent study to learn about what goes into creating a product, and all the trial and error that is required.

The final project was the prototype of the case, and we learned that it is much more difficult to create a product than it is to simply design it.”

Ty Dulaney ‘16 “I interned for Leave No Trace Center for Outdoor Ethics in Boul-

13

Snapshot Innovation -- Spring 2016 v4.indd 16-17

der, Colorado, a national non-profit organization dedicated to protecting the environment by teaching people to enjoy it responsibly.

After this experience, I decided I wanted to continue learning about environmental issues and how to solve them.”

“The purpose of my study was to learn more of the importance of Leave No Trace principles and begin to implement them into the St. David’s community. Through this study, I have conducted a survey for the students and faculty, and organized meetings and conference calls with teachers, faculty, and Leave No Trace staff. I am taking what I have learned from the survey and beginning to implement ideas to make our school more sustainable.”

“I am working to decrease the number of disposable plastic water bottles being used on campus and increasing recycling. My goal is to raise money through fundraisers and to donate water bottle fillers to the school. The reusable bottle filler counts and displays the number of disposable bottles saved from the environment. Not only will this reduce St. David’s ecological footprint, but it will save money and reduce the number of bottles going to landfills. As part of this full year project, I have overcome many challenges — what I first thought would be a chance for me to teach myself about environmental issues and educate the school has evolved into much more. This opportunity has morphed into a job-like experience and will positively impact me as I intend to pursue a degree and career in the environmental science field after I graduate from St. David’s.”

It’s exciting to think about the possibilities for learning and innovating for students in the Upper School. “No idea should be dismissed in the quest to be innovative,” Shaw notes. “My hope is that students will, over time gain more courage to think differently, and with creativity.”

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St. David’s School 3400 White Oak Road Raleigh, NC 27609 Return Receipt Requested

As part of a STEAM enrichment project, fourth grade entrepreneurs applied math, technology, and art concepts to bring a multi-faceted, philanthropic venture to life. Read more about their creative problem-solving adventure inside.

Snapshot Innovation -- Spring 2016 v4.indd 18

5/2/2016 8:20:27 AM