Discoveries, Innovations, and Silver Linings

DISCOVERIES, INNOVATIONS, AND SILVER LININGS By Avery McNiff

Landmark’s full transition to remote learning this past spring gave rise to new technology, ideas, and methods in the Landmark classroom. Yet, what makes Landmark unique remained: its diagnostic teaching, focus on creating opportunities for success, and its sense of community. Over the course of a few months, the school experienced discoveries, innovations, and breakthroughs while staying true to what makes Landmark Landmark.

Illustrations By Olivia Malloy

STUDENTS RISE TO THE CHALLENGES OF ONLINE LEARNING While the remote setting presented new obstacles for learning, students demonstrated their dedication by showing up to classes, participating, and completing their assignments. Starry Joseph, a tutorial teacher at Landmark Elementary•Middle School (EMS), witnessed significant growth in several students who had previously struggled with executive function. Remote learning provided an opportunity to challenge students in new ways and many rose to this occasion.

“Although it is hard and I wouldn’t have chosen it, I am impressed with how some of my students really showed resilience and grit in using this new required independence and problem solving.”— Starry Joseph, EMS faculty

High School teachers Kevin Roberts and Janet Parady co-taught a class with three seniors this past spring. Kevin and Janet had planned to assign a large research paper upon their return from March break. However, when circumstances changed, they changed course in order to create a more meaningful remote experience. All three students readily agreed to extend their live meetings for more enrichment, or in other words, more work. The students read assigned book excerpts and scholarly articles, took notes, engaged in discussions about the readings, and wrote a final response paper.

“They eagerly rose to the challenge and did everything that was asked of them. We are so proud of them!” —Janet Parady, High School Language Arts Department Head

TEACHERS CROWDSOURCE RESOURCES AND KNOWLEDGE Throughout the spring, EMS teachers met weekly for a virtual Show and Tell. Teachers shared successes, online discoveries and resources, Google Classroom tips, and creative lesson ideas. For example, teachers demonstrated new tutorial games, showed how to use screen recordings to explain student schedules, and provided tips for embedding links and videos in worksheets.

“Beyond the innovations that have come out of these sessions (and there are many), it was also a time to come together. Collaboration has always been at the heart of how we teach, and through this interruption, we had the chance for new voices to share their work and time to celebrate the successes of various teachers and students. I always left the Show and Tell with fresh strategies, renewed perspective, and a full heart.” —Meghan Sebens, EMS Reading Supervisor

THE HIGH SCHOOL COMMUNITY COMES TOGETHER DESPITE THE DISTANCE The High School made it a priority for students to feel supported and a part of the community throughout the spring. The Counseling and Guidance teams provided workshops and videos. Houseparents held dorm meetings virtually. High School Dean of Students Robb Genetelli continued to hold his Breakfast Club and spring sports teams continued to meet. Even groups that likely would not have typically gathered if school were in session, such as the JV2 basketball team, found time to connect online.

“Being apart reminded everyone how important it is to find new ways to be together.” —Bill Barrett, Head of High School

V I R T U A L D E B A T E S Play Reply check it out! NEW PLATFORMS ALLOW FOR NEW OPPORTUNITIES The High School Study Skills Department needed a format that would allow students to apply their learned skills in the online environment. They decided on debates. Students were tasked with researching, note-taking, time management, turning notes into arguments as well as formal contentions, and defending their research. This platform allowed for multiple classes to engage simultaneously while also enabling broad teacher participation. Read more about the virtual debates.

“It was really awesome to see the students debate and be so engaged from home, and it was special to have so many of their teachers able to watch them. If we were in a normal classroom setting I don’t think we would be able to do some of the things we were able to accomplish with these debates.” —Derrick Neal, High School faculty

STUDENTS AND TEACHERS LEARN THAT FAILURE IS PART OF THE PROCESS Chase Collins, a High School teacher and advisor, began making his own sourdough starter and bread in early March. He found that breadmaking is in many ways a testament to failure, and wanted to share this with a willing student as soon as school went virtual. Alejandra Rojas ’21 was up for the challenge. Similar to Chase, Alejandra initially failed to keep the starter alive and active, but she continued to try again in the following weeks, keeping a journal about her progress.

“My practical goal was that she learned how to take basic ingredients of flour and water and turn them into something she could eat and enjoy with friends and family. However, my more abstract and theoretical goal was that when you pursue a new skill, failure is an essential part of the process, and with every mistake there’s an opportunity to learn something new.” —Chase Collins, High School faculty