Volume 36
A Deeper Engagement with Diversity Submitted by Kelcie Bartley, Diversity Coordinator
Although diversity and multiculturalism are already reflected throughout the school curriculum, our faculty, staff, and students are working to be more explicit about the ways in which diversity and social justice are folded into our learning. These are a few of our recent project initiatives:
Middle School Diversity Council
Twenty students in seventh and eighth grades applied for and were accepted as members of the Diversity Council. Since the beginning of the school year, they have been involved in a variety of programs and activities designed to develop their skills as leaders, facilitators, and activists with agency to tackle difficult topics and issues. The students have returned to TCS connected, energized, and ready to take on big issues in their communities. In October 2014, ten Council members represented TCS at the opening FiveOne or “Five Schools, One Mission” collaborative event. They met with students from schools across the metro area and spent a day getting to know one another and talking about how they could impact their school communities. This group will come together again later this winter for deeper conversations, and in the spring for a service project. In November, ten Council members represented TCS at the MICDS Student Diversity Leadership Conference. During this event, they attended a series of workshops on confronting and discussing social issues.
Fourth & Fifth Grade Diversity Projects Our fourth and fifth grade students also engaged in meaningful diversity programming and discussions. Last October, fourth graders participated in a Higher Order Thinking (HOT) Bowl with their cohorts from Barack Obama Elementary and St. Louis’ Premier Charter School. Coordinated by Kevin Navarro, Assistant Head of School, and his fellow doctoral peers from the UMSL and led by ENTEAM and members of the TCS Middle School Diversity continued on next page
Fourth graders from TCS and two other city schools participated in a Higher Order Thinking (HOT) Bowl in October 2014.
Issue 1
Winter 2015
What’s Inside? Building the Gold Standard in Outdoor Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 A Preschool Inquiry into the World of Cameras . . . . . . . . . . . . . . . . . . . . 3 Technology in Action . . . . . . . . . . . . . . . . . . . . . 4 The Making of the Field Ecology Display . . . . . . . . . . . . . . . . . . . . . 5 A Faculty Journey to the AEE Conference . . . . . . . . . . . . . . . . . . . 6 Why I Teach at The College School: A Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Upcoming Events . . . . . . . . . . . . . . . . . . . . . . . . .8 Students to Journey to Costa Rica . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Winter 2015
Building the Gold Standard in Outdoor Classrooms Submitted by Jaclyn Stewart-Strothmann, Associate Director of Development and Communications This spring, The College School will The capital campaign supporting the break ground on the construction of its learning center moved into the express $1.5 million dollar Jan Phillips Learning lane with a $650,000 grant from the Joyce Center at the school’s 28-acre LaBarque Wood Family Campaign Challenge. This campus near Pacific, Missouri. grant challenge not only encouraged, but With features ranging from a geoprovided up to 200% matching incentive logical strata wall to Wi-Fi, and from Fifor families and friends of The College bonacci-inspired floor plans to a teaching School to financially support this bold vikitchen, the center will not only enhance sion for the school’s future. current lesson plans but will allow for the seamless transition of curriculum between the Webster Groves and LaBarque campuses. Aligned with school values and adhering to the most stringent building guidelines, the learning center will be one of seven certified Living Building Challenge (LBC) structures in the world. With stipulations above and beyond LEED certification, LBC requires the building to be zero-net energy, zero-net water, along with sourcing sustainable and local materials. Fibonacci-inspired floor plans with layered illustrations of seasonal and “The building will be continental divide lines a tangible object of study, not just a hypothetical concept,” shares Former Head of School and project Ed Maggart, Head of School, when denamesake Jan Phillips reflects on the projscribing the extensive list of learning ect, “I’ve been involved in experiential opportunities the center has built-in. He learning for a very long time, and I can say expands, “This center will offer another with clarity that this learning center will be way to teach and engage in sustainable the signature piece of what The College practices. Students from our early childSchool offers as part of its outdoor curhood classrooms to middle school will be riculum”. She adds, “What a thrill to have immersed in understanding solstice tracka center that will forward our experiential ing, solar panel energy output, and the approach. It’s the type of learning that building’s impact on its environment just lives with a person for a lifetime.” by being present in the space.”
An indoor view of the classroom with the geological strata fireplace wall in the background.
2
Construction renderings of the Jan Phillips Learning Center (right) and Pavilion (left).
Diversity
continued from previous page Council, the three fourth grade classes met to help the researchers determine if students could build cross-cultural relationships through collaborative activities. It was a great day for budding friendships and cross-cultural collaboration. In January, our fifth grade students participated in the annual Webster-Rock Hill MLK Essay Contest. Posed with the question, “What can you do to help end racism?” the fifth grade students participated in a discussion and activity on understanding racism. They then worked to craft essays, poems, and artwork that reflected their own sense of empowerment when tackling oppression in our society.
MLK Celebration Led by Diversity Council As a school community, we hosted our annual Dr. Martin Luther King, Jr. celebration in January. This year, the Middle School Diversity Council took the lead, and helped plan and facilitate the day. In honor of Dr. King’s commitment to community partnership and collaboration, students organized a blanket drive for the International Institute, a local organization that reaches and serves many immigrants new to the United States and the St. Louis community. Students also helped create and carry out our “Silent March.” Each student in the school was asked to write down an idea on equality and fairness on a paper footprint. We gathered together, laid our footprints down on a path and silently read and reflected on what everyone wrote. It was a great day for thoughtful reflection on the legacy of Dr. King, and a great opportunity for our student leaders to plan and facilitate an event for our community. As we look ahead, I am excited to see how our diversity curriculum will continue to take shape and grow at The College School.
Winter 2015
A Preschool Inquiry into the World of Cameras Submitted by Sarah Hassing, Kate Booher and Kathryn Bruntrager, Early Childhood Faculty The preschool classroom is a place we come to care for one another, to listen, to make connections, and to learn. Joy and wonder are underlying threads that are woven throughout our days, and these threads are often fostered through the creation of classroom spaces that encourage discovery and interest-driven purposeful play. We view the role of the teacher as a co-researcher alongside the children. Within this environment, teachers encourage children to further question, explore, and reflect by recognizing their curiosity and wonder in significant moments.
Got a bug in your camera? We’ll fix your pictures by lunchtime!
classroom that support further inquiry, creation, and learning adventures. On the morning of October 9, a small, yet momentous, problem ocOver the course of this school year in curred in the Newport classroom - the the Preschool-Newport Room, we have class camera stopped working. It would been privileged to engage in meaningful not take pictures, would not turn on, and ongoing dialogue with the children stemteachers were feeling frustrated with the ming from one such significant moment. situation. A few children approached the Likewise, we have collaborated with the teachers to ask if there was anything they children in connection with this ongoing could do to help. Feeling sad about the project in order to organize spaces in the camera, and realizing that it was beyond working condition, the teachers asked the children if they could possibly fix it. Without missing a beat, the children said that they absolutely could do it and happily took the camera to begin investigating it in their own workspace. After days of hard work on “fixing” the camera, a small group of Newport children shared with the rest Four/five students busy at work running the Fixure Shop they created in their preschool of the class their classroom. findings, ideas,
Two of our four/five preschool class students manage an incoming call from a “Fixure” shop customer. theories, concerns, and conclusions about why the camera is not working. The children explained to their peers how they believe a bug crawled into the camera and caused it to break. When describing the bug theory to the rest of the class, the children portray it as “a problem.” But when asked to envision what this bug looks like, they illustrate it as a moth, an actual insect. Stemming from these initial inquiries, the journey of Fixure began. Fixure, a small camerafixing business, was created in the Newport classroom to extend the children’s playful excitement of fixing the camera. In this space, the children are free to research various types of cameras, enhance their dramatic play, and explore new tools. The children began deconstructing cameras piece by piece to more closely view a camera’s ins and outs. As the children collected pieces, they started developing their own language of what they believe the various parts are called. Over the past few months, we have observed the Newport entrepreneurs taking on roles of researchers, historians, advertisers, and marketers. As they take on these roles, we regularly witness the children naturally engaging in letter writing, number recognition practice, storytelling, problem solving, and the investigation of cause and effect within their dramatic play. As the year moves forward, the children’s wonderings are inspiring us as teachers to consider… • How can we further extend the children’s curiosities with camera technology, photography, and business development? • When taking a closer look at the children’s play investigations within Fixure, what committees might take shape? • How will we use Fixure as a means for connecting with the greater TCS community to support the children’s social development? It’s been an exciting learning journey, and we look forward to future developments!
3
Winter 2015
Technology in Action Shared by Second Grade and Fourth Grade Teachers (Suzie Schmidt, Patricia Bohn, Mindy Bhuyan and Carol Fitzimmons), and written by Adrienne Rusbarsky, Editor To benefit from classroom technology, students need to use it regularly in a direct way that is connected to curriculum. After all, technology is a powerful tool to practice, extend and apply concepts, and learning software and technology is itself an educational experience. Technology explorations begin officially in Early Childhood at The College School, and build up to extensive work in the Exploratorium, a Mac-based computer lab on the second floor of the school. Recently, kindergarten students worked with blog technology and digital photography. Their technology experiences grow by leaps and bounds as they move through the primary grades through applied work in the classrooms. This “virtual tour” of technology in second and fourth grades will give you a glimpse into these experiences: Drop by second grade, and you will see students use: • Smartboard and projectors to solve problems, model writing skills and key in answers • iPads to explore a variety of math applications that align with concepts they are currently learning • Laptops to practice math fact flu-
• •
•
•
ency via an online subscription, which can be used at school and at home iTouch and iPads to listen to digital audio stories Laptops and iPads to work on RazKids, an online reading program we subscribe to, which allows us to individualize the reading work each child is doing at home and at school iTouch to listen to music and guided imagery during social concepts time and mid-day pause. This helps the children learn ways to slow their bodies down during the day. iPads to record the reading/acting out of poetry and stories.
Second grade teachers utilize iPads to practice, record and assess children’s reading fluency and speaking skills. They recently used laptops to supplement the class’ nutrition studies with a program that teaches Second grade students regularly use iPads for math and language children about making good choices arts applications. to fuel their bodies. If you stopped by fourth grade, you • iPads for their States Theme research, would see students working on: playing the “Stack the States” Game, and for various other Language Arts and Science studies • Ultrakey keyboarding lessons • Learning and applying Keynote software for regional presentations (The class visited the Apple store at West County Center for lessons.) • Google docs for writing paragraphs • Smartboard and projectors daily in lessons • The Xtra Math program for math fact practice • Google Earth and Map for mapping our LaBarque Campus, watersheds and neighborhoods. In Middle School, students master the Adobe Creative Suite and create displays, presentations and movies, in addition to building on earlier skills. There’s nothing quite like connecting technology to actual project work and implementation to enhance student skills and build confidence and mastery.
Second graders working as a group in the school’s Mac-driven computer lab, the “Exploratorium.”
4
Winter 2015
The Making of the Field Ecology Display Submitted by Jane Sanders, Teacher, and written by Adrienne Rusbarsky, Editor How do you transform a flat wall into a vivid presentation of a field science study? For 25 years, eighth graders have tackled this challenge, and this past November was no exception. After spending two months researching different ecosystems from a St. Louis vantage point, students spent eight days as field scientists on a journey into the Southeastern United States in October. They worked in scientific teams as botanists, zoologists, geologists, chemists, cartographers, and digital data collectors and studied several varied ecosystems in Georgia, North Carolina and Tennessee, including Sapelo Island, the Okefenokee Swamp and the Appalachians. Upon their return, they, like their predecessors, were tasked with sharing their experiences and understandings with the broader school community in visual form. They quickly assembled into new teams, taking on the roles of copy editors, section coordinators, art editors, photo editors and production crew to create a full wall display in the Commons. The roles follow a design studio format. Section coordinators assess the school’s needs for the display. Copy editors review all written work, while art editors look at all drawn artwork, including plant and animal adaptation studies. Photo editors review all the digital photographs taken on the journey, and the production team assembles and mounts all the selected work to be display-ready. The display contains over 200 pieces, produced by students using the Adobe Suite, including Photoshop and Illustrator. Data
In November, the Class of 2014 gathered for pizza and reminiscing, as they disassembled their own Field Ecology display to make way for the work of their successors, the Class of 2015. graphs are generated with Excel, and digital data coordinators edit trip footage into a movie about the Field Ecology Theme study, using iMovie in the computer lab. The oversized display marquees are printed on the large format printer that resides in the Art Room. On Wednesday, December 10, the eighth grade class hosted their Field Ecology Display Opening Night, and shared their work with their families and the school community. The display holds court in the Commons for a full year, when next year’s eighth graders have the opportunity to re-create their own version of this presentation and continue in the tradition of students from the last quarter-century at The College School. „
Students all have roles in the creation of the theme project display. Here, a group of eighth graders confer on a section before it is mounted on the wall in the Commons. The display remains in place for one year.
Two eighth graders make final tweaks to a display section before it is mounted on the wall.
5
Winter 2015
A Faculty Journey to the AEE Conference Submitted by Ed, Maggart, Head of School The 42nd annual Association for Experiential Education (AEE) Conference took place in Chattanooga Tennessee in October 2014. AEE (www.aee.org) is the leading international organization in all disciplines of experiential education (EE), including K-12 academics and outdoor/ urban adventure education, our two staples. Hundreds of experiential education professionals were there from five continents. In the midst of this dynamic international event were six teachers from The College School: Doug Brown (PE), Kathy Lewis (5th), Tim Wood (Sustainability Coordinator), Sarah Hassing (Altelerista and Early Childhood Coordinator), Kathryn Bruntrager (Preschool-Newport Teacher), and Penny Allen (3rd) - and me!
Doug – “CDM was a cross between The Magic House, City Museum, and the Theory of Multiple Intelligences all interwoven together.” Kathy – “Calvin Donaldson School… was inspiring. Led by three engaging students, we explored the wetland area the community created, saw the solar panels which generate some of the energy used in the school building, and heard stories of the rich experiences the students participate in.” Sarah – “ Touring Calvin Donaldson School highlighted the importance and necessity of accessible experi-
Sewing Seeds: Experiential Education Adventures in Early Childhood through the Reggio Emilia Approach Presented by Sarah Hassing and Kathryn Bruntrager (Early Childhood Faculty)
As I watched Sarah and Kathryn conduct this workshop, it was obvious that they were the “experts in the room.” They engaged participants in activities, described their approach with students, and clearly showed how the Reggio approach prepares students for success in the classroom in later years. – “To have the chance to share our passion, share the beautiful work that our students engage in daily, and to create dialogue with other teachers was invaluable. It was an absolute pleasure to showcase the beauty and joy that fill our classrooms with other educators from around the world.”
A Playful Springboard Into Writing and Reflection Presented by Penny Allen (Third Grade)
AEE Workshop participants engage in activities led by College School teachers Before the conference began, our teachers visited inspiring EE organizations in the Chattanooga area. Three teachers visited Calvin Donaldson Environmental Science School, a magnet school (www.cde.hcde.org ), and three observed The Creative Discovery Museum (www.cdmfun.org). Teachers shared their observations: Kathryn – “The Creative Discovery Museum values both play and learning. It offers rich, hands-on, engaging, and joyful experiences for children, and is a prime example of showing the importance of guiding children along the path of experiential education.”
6
ential education across diverse communities. Seeing an urban, public school so engaged with experiential, outdoor learning showcased the importance of meaningful classroom projects, engaging students in their environments, and empowering young people to be an active force in their community.” During the conference, we enjoyed a variety of speakers and workshops about various aspects of EE, including classroom ideas, adventure education, social justice, and global education. Four of our teachers presented. I was able to attend each of the presentations. Below are some highlights of each of their presentations:
Penny had workshop participants from a variety of types of institutions thinking about how to use her template for creating story through play and manipulation of materials. For example, one participant works with PTSD patients and was thinking about how that might apply in that context. Penny – “It was exciting to see the participants explore clay, collage, watercolor, and natural materials and then share how they might use these in their own work settings.”
Sustainable Projects to Green Your School Presented by Tim Wood (Sustainability Coordinator)
I knew Tim had been involved in a number of sustainability projects in recent years at TCS, but as he explained the scope of his work with students and the greater community, I was overwhelmed. Tim – “For me the most impressive part was putting the presentation together and realizing that there was continued on next page
Winter 2015 not enough time in an hour and a half to talk about all the things we do in regard to sustainability” After returning to TCS, the faculty who attended reflected on their experience. Penny – “I loved being exposed to the world of experiential education from team-building and icebreaker activities to exploration of community, leadership and social justice. The people I met were open,
interesting, and eager to engage in conversation.” Kathy – “A workshop on Social Justice Education, which engaged all who participated in dialogue, discussion and discovery, was my most meaningful experience at the conference. Thought-provoking questions and shared conversations allowed a group of strangers to explore issues relating to race, religion, gender, age, and ethnicity.”
Kathryn – “The AEE Conference was a welcoming, collaborative, and reflective learning environment, and I left feeling absolutely inspired. The presenters generated such thoughtprovoking dialogue and created engaging and meaningful experiences for all those who attended. Becoming a part of the AEE community made me ever so appreciative of all the efforts The College School goes through to help its teachers be lifelong learners.”
Why I Teach at The College School: A Reflection Submitted by Sarah Hassing, Early Childhood Coordinator and Atelierista I grew up in Webster Groves, just a few blocks away from The College School. When I was nine years old, I was lucky enough to spend a summer attending day camp here. I remember sunny days traveling to the pool, exploring Lockwood Park, and building new friendships. However, there was one thing that set this one summer apart from others, and that was the experience that I had interacting with a College School teacher during camp. The visual arts have always been a passion of mine, and during that summer I was able to fully explore the arts in brand new ways. One of the camp instructors, a TCS faculty member, gave me great encouragement and treated me with the sort of respect that I thought was reserved only for adults. This respect, the way she talked to me, engaged me in the projects, and trusted me to use artist’s materiSarah Hassing working with students in the Atelier (studio space). als has resonated with me since that summer. of feeling empowerment, creative freeAfter working hard crafting a new dom, and respect. sketch that summer, the teacher suggestLooking back now as a teacher myed I push my project further by creating self at The College School, it is my highprints of the composition using a linoleum est goal to enable my students to feel this block. She gave me my very own block way, empowered and excited by meanand allowed access to the tools needed to ingful learning and the creative projects gouge into the linoleum. Allowing a ninethat drive it. It is my hope that all students year-old to use the tools was never quesin our learning community feel that same tioned, nor was my ability to use them, respect, care, and degree of authentic and the end result is my life-long memory freedom to learn by doing.
It is an absolute honor to now be a teacher at The College School and to support our students in their creative and academic endeavors. The authentic learning, and teaching that accompanies it, is why I teach and why I continue to be a life-long learner myself.
7
Preschool through Eighth Grade 7825 Big Bend Blvd. Webster Groves, MO 63119 (314) 962-9355 www.thecollegeschool.org
N o n - P ro f i t U.S. Postage
PAID
St. Louis MO Permit No. 3469
Upcoming Events Grandparents’ & Special Friends’ Celebration Fri. March 27, 2-3:15 PM Adventure Auction Sat. April 25 Middle School Shakespeare Tues. May 12, 8:20 AM & 7 PM Graduation Thurs., May 21 6:45-9 PM Summer Camp June 1-July 31
Students to Journey to Costa Rica Submitted by Cindy Bruns, Spanish Teacher
The College School (TCS) has long recognized and em- MEXICO CUBA braced the value of learning through experience for all its students. In the spirit of this NICARAGUA educational approach, fifteen middle school students and COLOMBIA five teachers will travel to COSTA PANAMA RICA Costa Rica in early June on our school’s first one-week international expedition. The trip will include Spanish language and Hispanic cultural components, as well as conservation and service learning projects in the Monteverde region of Costa Rica. The sixth and seventh graders will be visiting the Children’s Eternal Rainforest (CER) in Costa Rica. Surrounded by rainforest, and teeming with tropical flora and fauna, the 55,000-acre reserve of the CER provides “a unique educational experience providing unforgettable lessons on biodiversity and conservation wrapped in the cultural and historical tapestry of Monteverde, Costa Rica.” The CER organization (http://friendsoftherainforest.org) originated from the efforts of Swedish students to purchase and protect rainforest environments. Children and education continue to be at the core of the CER’s mission, and our TCS-Costa Rica experience will provide a new and unique learning opportunity for TCS students and faculty.
Are you ready for summer adventures?
The College School offers 2-week themed Adventure Day Camps for ages 4-11 and multi-day Expeditions for ages 9-15 in June and July. Extended care is available. Visit www.thecollegeschool.org/summer for more information and to register or email summercamp@thecollegeschool.org.