Wisdom of The Willows
A collection of Willows Wisdoms
What parents need to know...
How does co-teaching benefit my child?
How do I foster my child’s expression?
How do I deal with my child’s emotions?
What’s the importance of technology in learning?
Solving it Together! Co-Teaching at The Willows
As any Willows teacher willtellyou, they assume numerous roles tosuccessfully lead their students throughanentire school day, inspiring and motivating along the way.
Tobuild the student/teacher connection and successfully meet eachstudent’s needs, our Lower Schoolimplements co-teaching, withtwo, or sometimes even three teachers ina classroom. The benefits are endless! Teachers offer more individual attentionto students, but alsohave a colleague to collaborate with daily. TeamTeaching helps build stronger relationships betweenstudents and teachers, but also among the teaching teams.
There’s nobetter way toemphasize the benefits of Willows co-teaching than fromthe perspectives of the teachers themselves. Teachers from our 3rd Grade shared their thoughts onthe benefits of co-teaching for their students, and themselves.
3B Teachers leading an erosion science experiment
LaurenTenzer,3rd GradeTeacher
“The co-teaching modelat The Willows benefits bothour students and our teaching teaminthe classroom. The diverse backgrounds of our teamallow us tomeet and exceed our students’ social, emotional, and academic needs daily in a creative and purposeful way. Our various experiences, perspectives, and strengths benefit our curriculum whencreating engaging and thought-provoking lessons and problem-solving. Our differing backgrounds provide us with the opportunity to foster deep and meaningful relationships with our students. “
TaylorStacey,3rd GradeTeacher“The co-teaching model is so integraltoThe Willows experience. For teachers, it is quite literally a marriage – a relationship where we bounce ideas off each other, offer perspective, leanon, and support one another. This enriches the experiences of our students inevery way. They observe productive collaboration and partnership allday every day! The result is a carefully considered, holistic curriculum and classroom.
The relationships formed betweenteachers and students are definitely one of the most special and intangible aspects of The Willows. Having multiple teachers withdifferent strengths and different sensibilities only makes it better!”
BrevinArcher,3rd GradeTeacher“Professionally, my organizationalskills have improved from working withTaylor and Lauren. Iam more confident inmy teaching whenI canrely on themfor guidance, support, and feedback.”
The Willows is committed todeveloping eachchild academically, socially, and emotionally througheffective and engaging education, with our co-teaching teams setting the foundationfor this growth.
Emotions Matter: Social-Emotional Learning & The RULER Approach at The Willows
Preparing students for the future remains the principalpurpose of a child’s schoolcareer, evenas curricula and educational practices evolve. Teachers and staff at The Willows provide students withthe necessary knowledge and tools to succeed, focusing onthe humanities (language arts, social studies) and S.T.E.A.M. (science, technology, engineering, art, and mathematics) tocreate a wellbalanced educational program. However, The Willows sets itself apart from many other schools due to our commitment to SocialEmotionalLearning (SEL), aimed at developing eachchild’s emotional intelligence and well-being. Inconjunction withThe Willows core curriculum, SEL serves toelicit engaging learning experiences and transformthem into valuable and pragmatic life skills. We believe emotions matter and are vitaltoeffective learning, academic growth, development, and maturation.
Our commitment toSEL is further enhanced by our adoption, 8 years ago, of the Yale Center for Emotional Intelligence RULER approach, developed by its Director, Marc Brackett. RULER is anacronym, representing the five skills of emotional intelligence. They are as follows:
Recognizing emotions in oneself and others
Understanding the causes and consequences of emotions
Labeling emotions witha nuanced vocabulary
Expressing emotions in accordance withculturalnorms and socialcontext
Regulating emotions with helpfulstrategies
The five skills of the RULER framework are not just exclusive todeveloping emotionalintelligence in children, but inadults as well. Willows faculty and staff have participated in numerous RULER trainings & workshops, to transformthe
research-based curriculumintotangible learning activities. These give students the opportunity to consider and reflect upon their own emotions, as wellas the emotions of others, increative and interactive ways. The aforementioned workshops alsoemphasize the importance of regulating emotions for faculty and staff. Whenadults are able toexplain, and most importantly, modelhealthy emotionalpractices, they are able tobuild stronger connections withstudents and create a more engaging classroom experience.
Withall this said, you may stillbe wondering how the adoptionof SEL and RULER benefit inthe short term, especially in relationtoacademic activities. Studies focusingontheimpactoftheRULERcurriculum have shownthat students tend tobuild stronger bonds with their classmates and teachers, engage more and performbetter intheir classes, and create healthier work habits. The main intention of RULER is to provide students with effective strategies tohelp regulate their emotions, however, its effect ends up being twofold, as students that emotionally self-regulate, are able to spend more time and attention ontheir academics.
While eachskillof the RULER approach holds value in regulating and managing one’s emotions, being able toaccurately labelemotions witha nuanced vocabulary is especially crucialtoeach of the other four skills. One of the main RULER strategies Willows educators use is the Feeling Words curriculum, a diverse set of vocabulary that gives students the ability todetermine the specific emotion they are feeling at a givenmoment. Anexample of the Feeling Words in action is the 2021-22seventh-grade art classes creationof Abstract Feeling Words, a set of art pieces in whichstudents observed how a single element of art canbe used toconvey an emotion. They extended this idea by utilizing shape and color torepresent a feeling word fromthe RULER curriculum. Each constructed geometric and organic shapes using tissue paper and collaged themstrategically tocreate expressive, abstract compositions. Finally, toshare the intention behind their piece, eachstudent wrote anartist’s statement, explaining their choice of color, shape, and composition.
Our focus onSEL & the RULER Approach is just one example of many that demonstrates The Willows’ approach todeveloping the whole child, preparing themtobecome adults whovalue empathy, make sound decisions, and practice ethicalbehavior. Considering our demanding progressive curriculum rooted in engaging learning experiences, and allthat comes withmaturing and growing up, we believe that emotions matter, and being able torecognize, express, and
regulate one’s emotions is not only essential for social-emotional development, but also for academics too. It is clear how SEL & RULER integrate withThe Willows, seamlessly supporting our missionto foster capable and confident individuals whodemonstrate character, engagement, and a joyfulpassionfor creative inquiry across a lifetime.
The Power of Robotics: The Middle School Robotics Team
As our world becomes more digitaland automated, the skills we teachour students need tobe tailored tothe future careers whenour students graduate into the work force. Many of those positions willbe inthe field of science, technology, engineering, and math (STEM). STEM continues toevolve and play a huge role in the future of our world. STEM education creates criticalthinkers, instills a passionfor innovation, and develops creative problem-solving skills. The Willows believes not only inthe importance of STEM but inscience, technology, engineering, arts, and math(STEAM) and incorporates themthroughout the curriculum inallgrades inanintegrated approach.
The Willows offers many opportunities for students topursue these types of classes. One major program The Willows offers is the Robotics team. Every fall, The Willows Robotics teamis opento any Middle Schooler. FromSeptember to November, those onthe Robotics team meet roughly twice a week toprepare for theFirstLegoLeagueRobotics competitioninNovember. The friendly competition consists of teams engaging in researching, problemsolving, coding, and engineering – building and programming a LEGO robot that navigates the missions of a robot game.
The Willows Robotics teamprovides an opportunity for students todevelop real world skills. As a schoolcommunity, The Willows offers a wide variety of experiences for students totry and explore.
Having a Robotics teamthat is inclusive toall, exposes students whomay have never thought about it before. These little experiences may lead themto pursue something in STEM inthe future. For example, check out Willows alumIsis and her Stella5.0App and Alums Julianne Hannonand Eliza Kaplan on the Robotics teamatMarlboroughHighSchool. Being on the Robotics team provides them realexposure towhat careers and jobs look like inthat field.
Wendy Amster, Deanof Ed Techand Robotics teamCoach, says, “It’s more than just a robotics team. There’s the component that many of us think of whenwe hear robotics, the building and programing of the robot to accomplish mission, but there’s also a researchcomponent whichis equally weighed. The research
component requires students toresearchabout a real-world problemand to develop anidea, speak toexperts, make a model, and pitchtheir ideas. This is STEM inthe realworld.”
ErinCarter, Middle Schoolteacher and Robotics teamCoach, says, “STEM education is so important ingeneral. This is just one facet of STEM. It exposes students toa wide range of real-world applications and opens up many possibilities of where this interest cantake themin the future.”
Sowhether or not our students pursue a career inSTEM or robotics, The Willows understands the myriad interests of our student body. Our goal is tocreate a place for individuals toexplore and tofind their passion.
Fostering Student Expression
At The Willows, we believe eachchild brings our community anextraordinary gift: a curious mind, ready to explore, and eager tolearn. We believe that in order to allow our childrento grow into lifelong learners whodiscover, ask questions, make connections, and take creative risks, we must foster student expression.
Fostering student expressionstarts within the classrooms:
The Willows encourages students to ask questions, be creative, and take initiative in their own learning
Projects The Willows’ assigns allow for students tohave substantial autonomy. Students are encouraged tothink outside of the box, think for themselves, and find new and creative ways toconnect their learning. This type of learning fosters more creativity, creates a sense of ownership, and provides new opportunities for students toexpress what they have learned throughtheir own unfiltered lens.
One week during the schoolyear, The Willows departs from the day-to-day curriculum to offer an in-depth, cross-disciplinary study of the school wide
theme called Intersession. Intersession offers a different approach toprojectbased, experientiallearning and anopportunity tofully integrate our disciplines ina fresh, illuminating academic experience. Intersessionfosters deep learning and allows for student expression ina variety of ways by letting themchoose their class and spend a week of diving deep into openended projects.
The Willows values individuality
Willows’ teachers embrace differences and out of the box thinkers. We encourage and foster, creativity, new ideas, new perspectives, and dialogue. We want students tospeak up and tobe passionate about their learning.
Inmiddle school, students canteamteach anelective witha teacher. This unique team-teaching experience allows middle schoolers the optiontodive deeper intoa subject and learn how tocreate a curriculum, manage a classroom, and collaborate on a professional level.
There’s alsoanannualmiddle schoolfashionshow. The fashion show is a collaborative effort betweenthe art teachers and middle schoolstudents. It is an opportunity for self-expressionthroughwearable art that takes its inspiration
fromthe schoolwide theme. Students are encouraged tocreate fashion out of a variety of materials and oftenrepurpose other clothing or recyclables tocreate finished pieces. Under teacher guidance, students designoutfits, walk the catwalk, MC, and DJthe show. The Fashion Show embraces creativity, diversity, and personal interpretations of the theme.
The Willows promotes inquisitiveness
We teachour students that anything is possible. If there’s anissue at the school, try and fix it. That’s what happened when we didn’t have anefficient rack to hold allthe sports equipment on the yard. Instead of bypassing the problem, our middle schoolers decided tofind a solution using the DesignThinking process. They interviewed teachers and students fromall different grade levels asking themquestions. After reviewing allthe data, they created blueprints and a prototype. They thentested it out and eventually made a final product for all students touse.
The Willows understands that inthe realworld many problems are not always linear, and it takes creative thinking, inquisitiveness, and the ability toview the problemfrom a different perspective tosolve a problem.
The Willows removes constraints for creativity
Many of the projects that are done at The Willows are open-ended. This provides students withthe opportunity tofind creative ways totie intheir learning. Openended projects reachand engage more students as it gives themthe chance to explore and present ina way that’s meaningfulto them.
Projects at The Willows come inallshapes and sizes. By allowing students to create intheir own medium, they can explore the content more fully. Teachers are constantly evolving lessons and activities tomake sure there are bountiful opportunities for students totake controlof their learning.
The Willows also offers many outlets for students tobe creative suchas being part of Rock Band, Dance, Electives, Fashion Show, Intersession, and Theater. These are just a few opportunities that allow students toembrace their creative side.
The Willows learns by doing
Hands-onlearning is integrated intoeverything at The Willows. We believe children learnbest whenthey are fully engaged using all their senses. Students are immersed in hands-on learning throughout the day. Instead of showing what students cando, we have themdoit. Throughtrial and error and pushing them outside of their comfort zone, students beginfind out a lot about themselves as anindividual, student, and learner. It allows themtodive deep intoan introspective view onthe type of learner they are, their interests, and their passions.
What we teachinthe classroom, we hope extends beyond the classroom. We believe that our approach tofostering student expression inthe classrooms will
provide our students withthe skills and tools needed tolive fulfilled, meaningful, and joyfullives.
The Importance of Using Technology in Schools at an Early Age
Technology has become soprevalent in our society that everywhere youlook; you’re surrounded by it. Whether it’s in our homes, our cars, our pockets, or in our schools, youcan’t avoid it. While there canbe many drawbacks of technology if not monitored or used correctly, there are many reasons why it’s socrucial for our young childrentoengage withtech ina developmentally appropriate way.
At The Willows, we use technology inallgrades as a tooltoenhance and supplement our curriculum.
TechnologyEngagesStudents
By incorporating technology intothe classroom, it can help transformthe mundane intothe extraordinary. The book report that was once done on paper can now have QR codes and interactive pictures when combined withcutting edge technology. The history lessononthe Gold Rush in5th grade can be presented by using Scratch, a block-based coding program, whichcanmake the project come alive withsounds, graphics, and lights. Allthese different uses of technology in the classroom make students become active participants intheir own learning.
TechnologyFacilitatesCommunication
Throughprograms like Google Docs, Google Classroom, Zoom, and Seesaw, students are now able tocommunicate with peers, teachers, and professionals via technology. The ability tocommunicate witha marine biologist inAntarctica or an astronaut inspace has never beeneasier. Students using technology can easily collaborate, review, and participate withindividuals and experts from all over the world with just a simple click.
TechnologyOpenstheWorld
What was once only accessible by plane, students can now travelthe world via the Internet. Learning about the world and different cultures is easier now than ever before. Classes have established penpals withstudents in other countries and have beenable to learn about eachother’s cultures throughtechnology. Google Maps, museums, and libraries have created virtualtours and 3D maps that allow childrentoexplore cities and historic landmarks almost anywhere in the world fromyour computer screen.
TechnologyPreparesStudentsfortheFuture
Our world is constantly changing and evolving. We must prepare our students to learnindifferent ways and throughdifferent means. Introducing cutting edge technology at school gives students the opportunity toengage, experiment, and experience technology that willbe needed for themto succeed inthe future.
TechnologyHelpswithMulti-StepDirections
Following directions step-by-step is anintegralpart of the classroom and work environment. Students need tobe equipped withthe ability to recall, listen, and follow througha series of instructions. Traditionally, younger students spend a lot of time in the classroom working onthis skillthroughgames and songs inthe classroom. Now, technology canassist withthat. The new trend of learning tocode in elementary school focuses on how students learncause and effect, sequencing, and criticalthinking skills. These skills are supplemented throughtechnology that requires students tofollow multi-step directions and problemsolve toget the intended result.
As technology becomes anintegralpart of how we work and live, we must adapt tohow we teachand how to use technology ina developmentally appropriate way tosupplement learning. Teaching our students technology at anearly age willbetter prepare themfor the future and create new opportunities for meaningful learning experiences inside and outside of the classroom. The Willows, always embracing new technology, adapts tothe ever-changing environment of society tobest support and prepare our students for success.
Independent Investigations @ The Willows
One core concept of The Willows’ philosophy is toprovide students withrich, engaging, and authentic real-world learning experiences. We understand that at the very heart of learning is allowing students toexplore for themselves. When students canexplore and make discoveries ontheir own, the sense of autonomy tends tobe more rewarding and meaningful tolearners.
Eachyear, The Willows’ seventhgraders start the year witha unit onthe scientific method. They explore topics suchas experimentaldesign, hypothesis testing, variables, and scientific analysis. Inaddition, they hone their skills as young scientists by carefully collecting, organizing, and analyzing bothqualitative and quantitative data. The unit culminates witheachstudent conducting an independent investigationwhere they create and design anexperiment inan area of interest for the purpose of demonstrating their understanding of the scientific method.
The independent investigations last around three weeks. Throughout those three weeks, students turn instep-by-step assignments via Google Classroomand are alsogiventime inclass towork ontheir independent investigation and seek out assistance fromthe teacher.
Liz Stocksdale, a seventh-grade teacher, loves supervising these independent investigations. She says, “This project is a great way for students toapply the vocabulary and concepts of scientific inquiry inanengaged and creative way. It allows them an opportunity todive intoa topic they are interested in(sports, chemistry, gardening, physics, food, etc), giving them ownership over the process. The whole project is sothorough, it ends up becoming a clear and valuable assessment toolfor where they are as scientists after the first trimester. It is funto see the students whocanjust run withit frombeginning to end, accomplishing impressive scientific discoveries. At the same time, it is helpfulfor evaluating whoneeds more guidance or clarification of the curriculum, and this project oftenties things together for the students whomight have initially struggled withthe vocabulary or concepts.”
Here are a few independent investigations questions the 7th graders came up with:
• Dogirls complete a writtenmaze faster than boys?
• How dodifferent liquids affect the dissolving of Alka-Seltzer?
• Does smellaffect taste?
• What types of paper hold the most water?
• How does different levels of salt affect the boiling point of water?
• How does glass react whenexposed todifferent temperatures?
• How dodifferent brands of markers and paper affect whether they bleed or not?
• Do7th graders complete the monkey bars faster than4th graders?
• What ingredients affect how fast water boils?
• What type of soup stays warmthe longest?
• Dogluten -free cookies bake differently than non-gluten-free cookies?
Simone's Thermo-Molecular Heat Expansion Independent Investigation
These independent investigations provide students anamazing opportunity to immerse themselves inreal-life experiences that are meaningfulto them, along with building a wide range of skills such as criticalthinking, time management, writing, researching, and planning that willgive themthe tools needed tobe successfulinthe future.
