There are so many amazing things happening all around Friends School. The following excerpts from our 4 divisions were shared with our Trustees at our most recent board meeting. We invite you to read these recent updates from our program directors: Jessie Vanden Hogen (preschool), Mandy Stepanovsky (elementary), Shelby Pawlina (middle), and Julie Hart, EdD (TPP).
In Preschool we have started to dive into teaching and building Executive Function (EF) skills of focus, working memory, inhibitory control, and cognitive flexibility. Think of an executive as a person who manages, delegates and tells other people what to do. So, here is a child who is telling their brains and bodies what to do. It is the biological foundation of school readiness/performance and they are skills that children can develop and grow. We believe that along with social and emotional skills (making a friend, cooperating and collaborating in a group, negotiating tricky situations, expressing and managing emotions, getting needs met from teachers and friends, taking on challenges), preschoolers/pre-Kindergartners need to have a foundation of these EF skills in place in order to be prepared for elementary school. As the brain develops through elementary, middle and high school years, these skills develop further and are utilized in and outside of the classroom. In class we have begun to practice these EF skills in a variety of ways through play and games during choice time and our meeting times. It amazes us how the children have grown in their abilities to sit, wait, hold, manage, focus, plan, remember, and recover and be resilient in times of disappointment. As adults, we can all use some practice in these areas as well!
It has been an exciting few months in the Elementary building. Classes have embarked on engaging units of study and we welcomed two new teachers: Zoe Solomon (Lead Teacher, First Grade) and Chelsea Bruder (Associate Teacher, Fourth Grade). Kindergarten and first grade are working together to study bats. Second grade continues to study Ancient Egypt through art, literacy, science and social studies. Third grade completed impressive and varied array projects, applying their multiplication knowledge to real-world scenarios. Fourth and fifth grade are studying the American Revolution through reader’s theater, engaging lessons and creating books. All teachers continue to utilize the Bridges math curriculum with success. Students are engaged and learning in hands-on, exploratory ways. All elementary faculty, Mandy and Shelby will soon be certified teachers of the Design Thinking approach to problem solving. This has been a fulfilling and challenging process for our teachers who have attended virtual meetings, completed assignments and are scheduled to “pitch” their ideas in the coming weeks. The next step is to work on integrating what they have been learning into the classroom to bring the experience to our students.
Our Middle-schoolers’ minds are being challenged in so many ways. Middle School math on a block schedule has greatly improved our ability to meet students where they are. One of the highlights and sources of great excitement are the Mini-courses. As part of our professional development this semester with Future Design School, we have been working to develop the Mini-Course program into something that is increasingly student-driven and organized, aimed at providing compelling experiences on topics outside of material usually discussed in class. Our newly formed Mini Course Committee, made up of 6th and 7th grade volunteers, is working diligently and with great enthusiasm to communicate with potential presenters on a range of topics that received the most votes in a survey of potential topics. They are really leaning in, taking their job seriously and coming up with great ideas. They are responsible for emailing and talking with presenters to fine tune and clarify their presentations, and will be responsible for welcoming, facilitating, and thanking them later. Their enthusiasm for the work is palpable. On December 3, we will host mini courses on three different themes, with at least 6 different presenters:
- Music: Digital Music Production and DJing
- Animal Care: Longmont Humane Society tour and workshop with a veterinarian
- Culinary Arts: Tour of Frasca and cooking workshops with a private chef and food business owner
In our Teacher Preparation Program the Teacher Candidates, placed in each school, have successfully completed the first three months of the program and the first of two major projects this semester, the Child Study. A preliminary review of their submissions reveals that the TCs worked thoughtfully and effectively to complete this assignment. Later this month, TCs will submit their Developmentally Appropriate Curriculum assignment, which will complete their major assignments for the first semester.
Potlucks are an important Friends School tradition bringing classes together, it is a way for parents, teachers, and staff alike to really connect as adults as a community. Thank you to Honor and Doug for hosting our very first combined Pre-K Potluck in their lovely home.
Former 4th grade teacher Lois Sandusky and her class conceived the concept of Cosmic Buddies, or Twigging, many years ago right after the Columbine school shooting. It is the idea that a tree has branches that reach out and move away from the trunk in new directions. So instead of calling it “branching out” we call it “twigging.” We use it during our staff retreats to get to know new teachers and admin staff as well as current staff who we might not see as often as our co-teachers. It helps us to connect with different people in different ways, see different perspectives, be uncomfortable, find common ground and grow and nurture new relationships. In Preschool when we call it Cosmic Buddies, we pick 2 children out of a hat who usually don’t play together and ask that they spend time together. The children sit together for snack, circle time, and play for a set amount of time during indoor/outdoor choice time. They are asked to play each other’s game for half the time even if it is hard. We call this a “heart challenge.” One Pre-K child we will call Ben was very nervous and said, “I don’t want to do it. I only play with one friend. I don’t know any girl games. This is too hard. I won’t like it one bit. I’m never going to do it!” We gently encouraged him and stayed nearby. This was their interaction:
- Hi Ben, how about we swing and then I’ll play your game.
- I’m kinda nervous, I don’t know how to swing.
- I’ll teach you Ben!
- Ok, and for my game I want to look for bugs.
- Well I’ve never really looked for bugs before Ben.
- Really? Ok, I’ll show you!
- 45 minutes later they were still playing and Ben reflected: Well, I just can’t believe I thought I wouldn’t have fun with you! I was wrong and now we’re playing sports!
Our Preschool Play Therapist, Polly Douglass (Alum Parent), with whom we meet once a month to discuss children, behavior, parenting, and classroom dynamics, is giving an evening talk titled: Emotional Regulation – Parenting Brain to Brain and Heart to Heart. We value her as such an amazing resource for us as teachers and are lucky we get to share her with the greater community. She deeply supports our teaching and our Social and Emotional curriculum as well as our relationships with children and families.
Elementary students are loving the challenge of the new climbing structure. In the classrooms, this year’s schedule permits mixing ages for some special subjects and we are having success with this. In particular, K and 1 are having science, social studies, music and art in mixed classes. Grades 2 and 3 are mixing things up for PE and art. This has helped to expand social connections and to separate students who benefit from time apart. Our Third grade students continue to take a deep dive into mindfulness practices and are learning to use them in and out of the classroom. Halloween is a wonderful time for connection as fifth graders worked closely with their first grade buddies on completing a Halloween craft. They demonstrated leadership skills and supported their first grade buddies with kindness and encouragement. Kindergarten worked to identify emotions through pumpkin faces on Halloween. Fourth grade embarked on their annual trip to Calwood Education Center for three days and two nights of working and learning together in the snow!
The Middle School’s hearts were warmed by the sound of our Chorus elective rehearsing for their performance on 11/13 at the elementary school and their performance at the middle school on 11/14. There is something about these children with their harmonies singing some songs from the “old days” that brings a special vibrance to our school. Charlotte and Priscilla have done an outstanding job of bringing out the best in all these singers. What a treat! Hopefully some of you were able to experience it.
The new Teacher Candidate and Mentor Teacher match process that we implemented last year in the Teacher Preparation Program is paying off this year as all of our Teacher Candidates/Mentor Teacher partnerships are working well and thriving. Added support meetings and informal check-ins from TPP staff have aided in proactively setting this amazing new partnership up for success! Our Advisory Council meetings for the fall have all taken place. Our partners are happy with the TCs at their sites and appreciate the thoughtfulness that the program takes to match TCs with Mentor Teachers. As always, there are valuable suggestions offered by our partner schools in terms of program improvement that will be taken into consideration while keeping in mind the Friends mission, CDE requirements and overall TPP program goals.
Krysten held another parent workshop this fall that was free and open to the whole Friends School community. Feedback from parents is that they feel empowered, inspired, and calmed by this workshop. It has been amazing. Krysten has also held a book group with lead teachers, visited classes to present and share directly with children in grades other than her own, and is working with teachers to share the important practice of mindfulness in the classroom.
The whole community will also soon be better connected to each other and to our wider community once our new bus gets rolling! Our first group of adults were trained on November 15th and it was taken for its first field trip this week! Thank you to everyone involved in making this happen.
We just held Preschool conferences for all four classes over the course of a month. We put so much time and effort into extremely detailed, individualized conference forms. We highlight children’s ability to transition throughout the day and through difficult situations, their social and emotional development, physical development, cognitive development, language development, executive function skill development and self-help skills. We also include a personalized sixty photo slideshow for each one of our fifty-eight families. New parents are often nervous for their first conference and we remember that as we put them at ease letting them know we are there to celebrate and share with them what their young children are choosing to do and learning in preschool. Preschool and Pre-K children often are not able to reflect and share on their own so we take a month to compile observations, data, and anecdotes in preparation for these one-on-one connections. Returning parents comment that they look forward to their time with teachers and express gratitude for the detail, richness and how we really see, honor and know their child as they are just beginning to start to know themselves.
The Elementary portfolio gala was a very special evening for Elementary families as we came together to celebrate our students. Each class began with the meaningful Friends School tradition of honoring each child’s gifts to the world and presenting them with a bead. Families then spread out around the school finding quiet nooks and comfortable spots to sit and share their child’s portfolio and celebrate their hard work this semester. In the classrooms students across grade levels are encouraged to read “just right” books. Teachers support students in choosing books that are engaging and challenging at the appropriate level. Grade 2 students are finishing their “Unlikely Friendship” stories. These stories highlight similarities and differences between friends and teach the importance of finding the gifts each person brings to a friendship.
The new Gaga pit on the Middle school playground is providing a huge boon to the outdoor activities and interactions among the middle schoolers. This game, originally from Israel, is a form of dodge ball, but one that is controlled and accessible to people of all ages and abilities. Since this was installed on work day towards the end of October, we’ve seen a resurgence of multi-age play. This game is wonderful because it is a mix of chance and skill, and no matter your perceived athletic ability, you have a chance to be the “winner”. Students from all grades play and cheer one another on, making note of exceptional dodges or new strategies. It’s a great new addition to our community!
We are currently in the early placement process for the applicants who have already applied for next year’s Teacher Preparation Program. The success of this process requires honoring the individuality of each teacher and teacher candidate in order to make a good match and a successful partnership.
Finally, to challenge minds, nurture sprits and honor individuality into the future all faculty and staff joined the board for our retreat and kick-off to strategic planning. It was a fun and productive workshop full of love, passion, hopes and dreams for our school. Please make sure your voice is heard by completing the survey! Thank you.Read More
by Meg Hansen, Director of Marketing and Communications
Parents of Friends preschoolers know that their children are learning at one of Boulder’s best preschools. What’s often a surprise for them, however, is the added parent education they receive from our amazing preschool team of Christie Stanford, Hetta Towler, Jessie Vanden Hogen and Amanda Smith. There’s so much to learn during these early parenting years and our preschool teachers are often the first to help.
Once a month, our preschool team works with Polly S. Douglass, a Certified Synergetic Play Therapist, who advises our staff and works with families on child-related issues. Polly and our teachers discuss all sorts of things including the different tools we use to support kids going through challenges that might not always be school-related.
One way that our preschool teachers understand and support our students going through these challenges is through emotional regulation – how we deal with big emotions so that we can get back to a calm state. Often times, big emotions might arise for children around transition times and not knowing what’s coming next. Providing a consistent classroom schedule helps students feel confident and safe by reducing the number of unknowns during the school day. Teaching children about self-regulation through block stories, modeling, and practice as well as providing sensory materials helps support children’s understanding of their bodies and their feelings. Students might find comfort in a piece of chewelry, playing in the sensory bin, taking a jump on the trampoline, buffering sounds with headphones, touching soft pieces of fabric, or taking a break in the cozy cave under the stairs. Mindful breaths before transitions also help children to get back into their bodies and prepare them for the next transition. These are just a few of the ways that our preschool teachers help their students navigate their feelings, creating a safe environment of friends who understand that everyone is working on something while building compassion for one another.
Helping parents understand and practice their own self-regulation has a huge impact on their child’s ability to self-regulate. Preschool teacher Hetta Towler explains that “regulation is all about putting on your own oxygen mask first before we can best support our children. If your child is dysregulated and you are too, the situation quickly becomes amplified. By modeling regulation and holding space for your child when they are feeling a big emotion, you are acknowledging their feelings, providing a sense of safety, and comforting them as they move through the feelings. When parents are regulated, they are more able to tune into the emotion behind their child’s behavior and recognize what their child is experiencing. All behavior has an underlying cause and message.”
Earlier this week at a parent education event led by Polly for our current preschool community, Polly and parents offered self-regulation tools and techniques to help children and adults move through the underlying emotions with greater ease and compassion. They gave examples of taking a dragon breath, getting settled into their bodies, and providing play opportunities for their children to process emotions and experiences. When children are acting out, often times they are asking, “am I safe?” and “am I ok?” By creating a safe and loving space for the child, they are more readily able to come back into regulation.
These are positive tools that anyone can learn. Preschool teacher Christie Stanford reminded parents to “be compassionate and gentle with themselves when trying co-regulation with their child. It is a journey and a process that is not fixed overnight. Try one or two things, keep trying, and be persistent. Our preschool teachers are not only here to support our students, but also our parents by offering various tools and resources. All without judgment. We know that being a parent has its challenges and we are here to help.”
As we head into Thanksgiving break (another transition for children), Hetta reminds us to “take this time to be with your family, go slow, be present, practice self-care. Trust your innate knowledge of what it feels like to love your child and your innate ability to be a parent. It will not always be perfect but it’s not supposed to be. Be gentle on yourself so that you can practice the same with your child.”
With gratitude for everyone in our Friends School community, Happy Thanksgiving.Read More
An interview of Annika Nygren and Krysten Fort-Catanese by Meg Hansen
Kindergarten teacher, Annika Nygren, loves science. Her eyes light up when she describes Kindergarteners as natural scientists, filled with curiosity and endless questions and theories.
Upon learning about Kindergarten’s recent science unit on the five senses, third grade teacher and Friends own mindfulness master Krysten Fort-Catanese asked Annika if she’d considered integrating mindfulness into the unit. Krysten trains our staff, students and parents (a new class is coming in February) in mindfulness practices and also integrates it into just about every subject. Among a number of resources, Krysten recommended “The Mindful Child” by Susan Kaiser Greenland to Annika to help turn one of our Kindergarten’s historical science units into a deeper connection to the five senses and mindful awareness.
To begin the unit, Annika asked her students “When we eat, our bodies are using much more than our sense of taste. Do we always focus and try to connect to all of our senses when we eat?” They didn’t have the answer just yet, but they were excited to find out. All they knew was that the project involved Craisins and that made them excited.
The unit involved practicing the five different senses and then mindfully experiencing those senses using a single Craisin (this practice is known more formally as “mindfulness of eating”):
A field trip to Celestial Seasonings teas helped the students put all their senses to work: smelling, seeing and feeling the loose tea, listening to the sounds of the machinery, and finally tasting the delicious tea. The students agreed. They hadn’t really been connecting with their senses when they were eating (or drinking). Before the 5-senses unit, a cup of tea was just a cup of tea. By taking the time to be present and really notice what their senses were telling them, they were able to connect with all five senses that made up their experience.
Annika had one last challenge for her students. Several times a week, Kindergarteners practice “Golden Moments”, a silent pause in the day when the energy in the classroom seems a little elevated. This practice centers the group, slows down the nervous system and gives them 45-60 seconds where they practice being still. During the 5-senses unit, the students focused on each of the senses during these silent Golden Moments. While silent, they noticed the sound of a locker closing in the hallway, a bird chirping outside the classroom window, the sound of the water fountain, a teacher’s voice. They learned that sounds are happening all the time, but we are able to tune them out to focus on what’s right in front of us. Mindfulness helps that focus.
At Friends, our shared definition of mindfulness with children is: paying attention with kindness and curiosity to ourselves, to other people, and to the world around us. We view mindfulness as an integral part of our everyday life and ultimately practice it as a “way of being.” Krysten has rolled out the full “Paws b” curriculum with several upper elementary classes and will be teaching the “full.b for Teens” to 8th graders in the new year. This curriculum focuses on mindfulness and neuroscience and the interplay between the prefrontal cortex, the amygdala, the hippocampus, and the insula. Children use this knowledge of brain science as they build up a toolkit of mindfulness practices that can help them throughout the day – taking the time to notice and be present, calming the nervous system, and getting the mind ready for learning. This sensing mode of inquiry helps to ground us, enhancing our ability to then engage with a calmer, clearer perspective of what’s happening within, to, and around us. Mindfulness practices provide opportunities for students and staff to calm, and ground their minds and bodies shifting out of “thinking mode” into a “sensing mode” of mind—establishing balance between “doing” and “being.”
So whether it’s a Craisin, a juicy apple, or a delicious piece of chocolate cake, we hope you’ll try this mindfulness experiment just as our Kindergarteners did, the next time you consider your favorite food.Read More
An interview with Friends Spanish Teacher, Maria Gamboa, by Lou Bendrick
Tell us a little about yourself: What did you do previously and what brought you to teach Spanish at Friends School?
My family is from Mexico. I came to the USA to do my Ph.D. in Chemistry. When I was doing a post-doctorate at the University of Illinois I met my Polish husband, Krzysztof, and we decided to stay here in the USA. When we got our daughter, Monika, I decided that I wanted to take care of her at home. With the passing of the years, I changed careers and decided to teach Spanish, a career that I enjoy profusely.
For those who don’t know about Day of the Dead, will you explain what it is and why it is celebrated?
The Day of the Dead is a celebration to honor our ancestors. Its origins reside in the Mayan culture. However, with the coming of the Spaniards, the traditions from both sides got mixed and developed the Day of the Dead the way we celebrate it nowadays. So, in Mexico people go to the cemetery to clean the tombs of their beloved people who are not with them anymore and sometimes they stay in the tomb to talk, eat, drink, and sometimes even sing, talking about the person(s) and remembering the good times. In the evening, people go to a special Mass offered for the deceased. At home, people set “altares,” which are tables nicely ornamented to call and honor the spirits of their ancestors.
Where did you grow up and what were your family’s Day of the Dead traditions?
I grew up in several parts of Mexico. We did not visit the tombs of my relatives because they were in other States. Some years we set “altares” to remember our grandparents and we used to go to Mass to pray for their souls.
What are your traditions now?
I passed the traditions to my daughter, although we do not celebrate it formally at home. However, I enjoy talking about it at school and sharing the traditions of my country with my students.
What is your favorite part of this holiday?
All of it! When I teach it to my students, I enjoy comparing and contrasting it to Halloween. Also, I like the idea of colorful skulls, so as to say that we are not “afraid” of the dead but consider it as part of life.
Will you be doing anything special in your Spanish classes to celebrate?
Yes! This is a collaborative project between Art and Spanish classes. From 3rd to 8th grades, I explain the differences between Halloween and the Day of the Dead. We talk about the altars and what elements should be included in them. The students plan to make an altar (this year 3rd and 5th) and the whole school (K-5) contribute to make the elements in Art class. In 6th to 8th grades, students make colorful skeletons from paper rolls. Also, 4th and 6th grades go to the Museum in Longmont where there is a special exhibition about the Day of the Dead (although this year it got cancelled because of the weather.)Read More
Interview of Kevin Nugent by Meg Hansen
Middle school science teacher Kevin Nugent does his part to lessen his carbon footprint. For one, he commutes by bike from Denver to Boulder every day. Like many of us, he is inspired by @GretaThuneberg, the 16-year-old climate and environmentalist activist who brought world attention to saving our climate. While it can be overwhelming for our students to tackle climate issues on Greta’s level, Kevin wanted to show them how we can lessen our impact on the world.
“Bring me your trash!” Kevin asked of his students.
His objective was to show students how much trash our small representation of humankind produces, and disposes of, in a short period of time. He handed out trash bags to each student and asked them to collect two days’ worth of everything that they would normally throw away, compost, recycle or repurpose and put it in their bag. They filled their bags,tracked, and graphed their items separately by category: trash, compostable, recyclable, plastic.
At the end of the second day, 37 bags were piled into the home room and weighed together for a total of 26 pounds.
Their realization: they created a lot of trash! While Kevin did not want to alter their behavior ahead of the project, he did. During the two-day experiment, one student ate everything at every meal because he didn’t want to throw a single crumb into the bag. Another student skipped the plastic bottle of water and used a glass instead. One asked to buy a larger container of concentrated powder drink mix rather than 24 bottles of pre-mixed drink.
The students explored the subject further through the documentary “The Story of Stuff”. They learned that food is an enormous drain on resources – all that it takes to grow, package, transport, store, refrigerate, and generate the chemicals to preserve it if necessary – just to throw much of it away. Students learned for every 1 can of garbage that we drag to the curb, there are 9 cans “upstream” trash created to produce everything that we just threw away. Only 34% of what we recycle is actually used again. Only 9% of plastic is recycled. The rest form one of the 5 major ocean gyres, each the approximate size of Texas. The contents of these plastics crash into each other and then become microplastics, which are small enough to enter the water system and thus affect sea life, the water we drink and the air we breathe.
The students wanted to do more than just collect their waste for two days What more could they do to help? Their raised awareness is definitely impacting how they consume and discard. They are also making bricks of plastic they would have previously thrown away. During last year’s 8thgrade trip to Costa Rica, Kevin learned from their guide how to tightly pack plastic bottles with trash, making them so dense that they can be used as bricks to create structures. Middle schoolers are making their own bricks, lots of them, to turn into something such as a bench, a new gaga pit, sculpture, art, chair, or perhaps…a bike locker for Kevin.Read More
Challenging Minds, Nurturing Spirits, Honoring Individuality as we start a new school year at Friends School
Introduction by Jenefer Donovan, Friends School Board Chair with excerpts from our division directors (Jessie Vanden Hogen, Mandy Stepanovsky and Shelby Pawlina)
The first weeks of school are an exciting time of building the wonderful community and norms that carry us through the school year and for which Friends School is known. Across the school from Preschool, through the elementary and middle school years and into the Teacher Preparation Program, Friends School is already challenging minds, nurturing spirits and honoring individuality. We invite you to read these back-to-school updates from our program directors.
PRESCHOOL NEWS UPDATE (& Parent Reading Recommendations for all ages)
The Preschool is off to a great start in co-creating our new communities. We had a great New Parent Orientation, delightful day of Class Lemonades, and welcoming Home Visits. Included in this new batch of morning preschool families are some old friends and some new friends. We are growing connections and building trust with parents and children as we set out to create a very gentle, supportive and successful first school experience for the littlest ones. We take our jobs very seriously as we know the dynamics of the gifts and challenges in beginning the journey of separation.
With Head of School Honor Taft’s 4 trail-markers in mind – 1) Social and Emotional Literacy, 2) Creativity, Collaboration and Communication, 3) Rich Academics, and 4) Diversity, Social Justice and Service Learning – the preschool team picked up a few books for our summer reading. NOTE: Some books and authors definitely challenged our thinking and beliefs as well as gave us new perspectives! Our ongoing commitment to professional education and best practices is part of what we believe makes us the best preschool in Boulder.
- Being at Your Best When Your Kids are at Their Worst – Practical Compassion in Parenting By Kim John Payne
- From Teaching to Thinking By Ann Pelo and Margie Carter
- Hold on to Your Kids: Why Parents Need to Matter More Than Peers By Dr. Gabor Mate´
- It’s Ok Not to Share and Other Renegade rules for Raising Competent and Compassionate Kids By Heather Shumaker
- StoryMaking – The Maker Movement Approach to Literacy for Early Learners By Michelle Kay Compton and Robin Chappele Thompson
What we came away with were some themes to work with throughout the year ahead: Empathy – Boundaries – Community – Play
ELEMENTARY SCHOOL NEWS UPDATE
“It looks so open in here!” “The school feels wonderful” “Everything is so light and bright.” These are just a few of the accolades heard as parents entered the elementary school for the first time this school year. It was a busy summer with painting, purging and preparing for students to arrive. The energy in the building has been full of anticipation and excitement for the year ahead. We have only been in school for a short time, but there is already much to celebrate.
We are already challenging minds through:
- Assignments and projects focused on celebrating our summer vacations and setting goals for the year ahead.
- 4th and 5th grade Invention Convention projects
- Implementation of the new math curriculum
- Benchmark testing in literacy and math
- Teacher participation in a day-long Design Thinking workshop with Future Design School that prepared them to bring design thinking into their classrooms this year.
We nurture spirits through:
- Welcoming our new Kindergarten friends and their families to the community, and new friends in other grades too.
- Implementation of Responsive Classroom practices in our K/1 classrooms after teachers participated in a week-long training. With the new implementation of full-day Kindergarten throughout Colorado, we continue to be the most intentional, nurturing, and best Kindergarten in Boulder.
- Time taken in each classroom to set class norms, create class constitutions and engage students in creating the type of learning environment they would like to have.
- Start of the 8 week parent Mindfulness workshop
We are honoring individuality through:
- The creation of a “cool down” space in the old copy room. This is a place where students can go to quietly draw, or jump on a trampoline when they need a moment to reset during the school day.
- Projects and assignments aimed at sharing individual interests/experiences as students get to know each other at the start of the school year.
- The creation of learning plans to further differentiate learning for students who need specific accommodations across subject areas.
- The exploration and celebration of Howard Gardner’s multiple intelligences in 3rd Grade
MIDDLE SCHOOL NEWS UPDATE
The middle school has grown by over 50% this year, and the energy in the building is exciting and inspiring! This incredible growth is a great demonstration of the need for a new, more progressive Boulder Middle School option.
- Summer book discussions – Each grade had a book to read over the summer that Diane chose specifically for its appeal to middle schoolers. One parent of an 8th grader reported that her child LOVED the book so much…a first for him! Each class discussed their opinions of the book, character development, plot, and other aspects of the book. It was a nice way to begin an academic conversation while getting to know one another.
- Problem- solving activities – Remember the game of Mastermind with the colorful pegs? At the middle school there is a similar game that we play…Pico-Firme-Bago in which students have to guess a set of numbers in a particular order while being given feedback of the accuracy of their guesses. The cheers that come from the homeroom when the correct number is finally guessed/ revealed are always enthusiastic. On a physical level, the popular camp game Human Knot got students problem-solving in a different way. Nuno led good reflective sessions on the process, connecting this to group work and problem-solving in general.
- Camping Trip to Rocky Mountain National Park -Temple Grandin has discussed the importance of leveraging the skills of visual learners and making sure our children learn the basics of cooking, shopping, and fixing things- engaging in hands-on learning as much as possible. Our trips program is underpinned by these expectations. In the days before the trip, students developed the menu for the trip, went grocery shopping for the ingredients (comparing products, figuring out amounts, and managing a budget), and learned how to set up/ dismantle the tents independently. On the trip, every student had an opportunity to be on a cook team and clean up team. For some students, these were first time events. There is something about doing things that expand our comfort zones that builds a greater and more nuanced sense of self, increased self-awareness and self-advocacy. In middle school, this is what we are going for.
- All About Me – One of our first central activities is the “All About Me” assignment that culminates in a Gallery Walk before the camping trip. Each student creates a poster of their design and presentation that includes information about each person’s personal heroes, favorite books, important event in their lives, etc. These are great ways to get to know one another as well as serving as jumping in points for teachers to connect curriculum with student experiences. These will decorate the homeroom and hallways.
The school year is off to an incredible start, and we can’t wait for a full year of challenging minds, nurturing spirits, and honoring individuality in this incredible school community.Read More
by Erika Norman, Friends School K-5 Math Teacher
Math education has changed drastically in the years since most of us, as parents, were in classrooms, and in that time there has been a wealth of research about best practice as well as brain development around math learning. At Friends, we are constantly researching this best practice. We offer yearly Kindergarten and 1st grade parent math nights, we share updates in classroom newsletters throughout the year, and we spend each day cultivating a growth mindset for our young mathematicians through the work of Stanford’s Dr. Jo Boaler. Jo is one of the world’s leaders in math education and I was fortunate to attend her workshop Mathematical Mindsets at Stanford University last spring. Dr. Boaler dispels the notion of having a math brain or not a math brain. At Friends we believe that all students are mathematicians, writers, readers, scientists, and most importantly thinkers. All of them are capable of success with the right mindset and experiences.
Friends School students are asked more than just how to complete a mathematical procedure, but also how to apply their math knowledge in unique situations. They see math in the world around them, not just on a worksheet page. We strive to make real-life math connections for our students through hands-on opportunities to use their math understanding. A few such examples of this are the 4th and 5th grade coffee cart project, our current Friday fraction cooking projects, creating a 3-D Polyhedraville to augment the 3rd grade curriculum, using Intooba building kits for engineering challenges, and linking a 1st grade bird study to our measurement standards. At Friends, math relates to every day experiences
In March, Friends made the exciting decision to adopt a new math curriculum to augment the good work we are already doing. This past Fall and winter all of the lead elementary teachers, with Mandy and I, spent many hours after school looking at curriculum, meeting with companies, testing out lessons from various curriculum, talking to other educators and diving deeply into what we wanted for our kids and school to meet the needs of our students. We were looking for a curriculum that had a clear scope and sequence and one that met all the standards at every grade level from Kindergarten through 5th grade. We wanted a curriculum that was usable for teachers, had resources for families and students, and contained lots of manipulatives and visual models to help students build that conceptual understanding that research shows is vital for success in higher math. Finally, we wanted to make sure that whatever curriculum we adopted was rigorous in not only problem solving, but also in computational fluency.
After much deliberation, we have decided to adopt Bridges in Mathematics, a K-5 math curriculum from The Math Learning Center. Bridges has been reviewed nationally and ranks highly in all the categories we were seeking: focus and coherence, usability, rigor and mathematical practice. Additionally, we were impressed by the resources for parents and families to help educate and support their child’s math learning, as well as a professional development site for educators to continue to explore best practice for our young learners. Finally, we were excited that the curriculum has built-in curricular components for our math learners that need extension and a well-developed intervention program for our struggling mathematicians.
All the elementary lead teachers, Mandy, and I will be trained in the Bridges curriculum in May and August, with ongoing touch-points throughout the year. Continued professional development will occur throughout next school year to ensure that we are successful with this transition. It is an exciting time and we are thrilled that we were able to adopt this curriculum, which will blend so nicely into the work we have already been doing and make it just that much better for our students.
We look forward to bringing this exciting curriculum into our classrooms and introducing it to our student mathematicians. If you are interested in learning more about Bridges, you can visit https://www.mathlearningcenter.org/ or feel free to reach out to me, Honor, Mandy, or Caroline Long who has piloted Bridges in her classroom for the past year.Read More