Exhibitions of Knowledge

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Exhibitions of Knowledge Active, student-centered, interdisciplinary learning across grade levels

By Carl Coombs P ’27, Assistant Head of School, Head of Middle School

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Spring 2025

Brimmer Magazine

HEADER GOES HERE CURRICULAR EXCELLENCE

Exhibitions of Knowledge Active, student-centered, interdisciplinary learning across grade levels

By Carl Coombs P ’27, Assistant Head of School, Head of Middle School

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Spring 2025

Brimmer Magazine

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magine walking into school on a cold January morning to find that the Dining Commons has been transformed into a medieval village, where students transport us back to England in the 14th century. This immersive experience is what brings our Exhibitions of Knowledge—vital, signature pieces of a Brimmer and May education—to life. A curricular highlight across grade levels, content areas, and divisions, these projects ask students to create, research, write, and then defend or present their work.

Exhibitions of Knowledge are interactive displays where students showcase their understanding and creative problem-solving on a particular subject. Unlike traditional assessments or essays, these exhibitions invite students to present what they’ve learned to faculty, families, and peers. This approach moves beyond simple memorization of facts by encouraging students to connect their learning to real-world applications and asking them to demonstrate their mastery. By participating in an exhibition, students not only reinforce their knowledge but also develop critical communication and presentation skills.

Rooted in the educational philosophy of Ted Sizer, founder of the Coalition of Essential Schools, the concept of Exhibitions of Knowledge calls for teachers to engage in a student-centered approach through project-based learning experiences. Sizer emphasizes the idea that learning should be meaningful and applicable, promoting exhibitions for students to show comprehensive understanding and practical skill application.

Creativity is a key element of the process and on full display in the Grade 3 Integrated Insects Study. “This project immerses students in the role of real entomologists, providing opportunities to observe, research, and create in ways that bring their learning to life,” says Grade 3 Teachers Christina Perez and Julie O’Neill. “It’s incredible to see their curiosity and excitement grow as they make meaningful Families drop by the Corkin Dining Commons to see the Grade 7 Biomimicry exhibitions; Inset: Assistant Head of School and Head of Middle School Carl Coombs P ’27 works with a student on their exhibition materials. continued on page 6 Brimmer Magazine

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This Page: Lower School students in Grade 3 share their Integrated Insect Study exhibitions with their classmates and family members; Opposite Page: Middle School students in Grade 7 host a community drop-in to share their Biomimicry Projects.

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connections across science, social studies, literacy, and technology.”

Students observe insects outdoors, creating and placing insect traps. They delve into insect anatomy and lifecycles, care for mealworms, and make scientific observations. Each student selects a testable question about mealworms, then builds a mini-lab and conducts experiments to engage with the scientific method. As they explore insect adaptations— like mouthparts, legs, and camouflage—they gain a deeper understanding of how insects thrive in diverse environments. Having researched a real insect and created a one-pager to share their findings, students then plan their own “invented insect,” with adaptations suitable for an African region.

Students build their inventions using the software solution LEGO WeDo that they program accordingly. The project also includes a creative writing element where students digitally craft a “Who Would Win?” scenario featuring their insect battling a real insect. To complete the study, students build a diorama for their insect of a simulated African habitat using low-tech materials.

“Every component of this project invites students to make choices that direct their own learning,” says Lower School Director of Teaching & Learning Ina Patel. “They feel invested in the process, gaining a sense of autonomy, curiosity, and responsibility.

Students not only showcase what they’re learning but also how they’re applying it on a larger scale. This approach highlights their deep investment in the learning process.”

This work culminates with a final community exhibition during which third graders proudly display their knowledge about African habitats and insects and practice public speaking by presenting their written and creative work to the audience.

Part of what makes these exhibitions so special is the way that Brimmer faculty continues to innovate and ask students to do the same.

What was once a traditional science fair has become the Grade 7 Biomimicry Project.

This unit of study challenges students and fosters real-world problem-solving skills. Our seventh graders investigate climate change,

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examining its short- and long-term impacts, both globally and locally, with a specific focus on Boston. They then delve into biomimicry, a nature-inspired approach to innovation that uses materials of the natural world to solve human challenges. Students learn how nature has inspired innovative technologies, such as Japan’s high-speed Shinkansen train (modeled after the kingfisher’s aerodynamic beak) and UV-reflective windowpanes (inspired by spiderwebs) that prevent bird collisions.

“The Biomimicry Project is a great way to stretch students’ thinking beyond what they would typically do in a science classroom,” says Middle and Upper School Science Teacher Nia Gipson. “It allows students to take charge of

This page and Opposite Page: Upper School students in Grade 9 share their Canterbury Tales Project exhibitions in the Dining Commons.

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their own learning and look deeply at the way that nature solves problems to come up with innovative and sustainable solutions.”

As part of this exploration, students participate in the Biomimicry Youth Design Challenge.

Each student selects a UN Sustainable Development Goal (SDG) related to climate change and designs a biomimicry-inspired solution to address a problem connected to their chosen goal. They research and develop a design concept, drawing inspiration from a living organism. In English, they craft poems that reflect the essence of their chosen organism.

In art, students explore motion in animals and, in the past, have created articulated puppets to bring these movements to life.

Simulating professional design teams, students share their final projects with the Brimmer community during an exhibition that truly elevates the kind of interdisciplinary learning for which Brimmer is known.

Upper School students are asked to build upon the foundations from their earlier years, and they are challenged to use more complex habits of mind to analyze and research primary and

secondary sources. The Grade 9 Canterbury Tales Project explores medieval society through a rich, interdisciplinary lens. This assignment requires students to analyze Geoffrey Chaucer’s work while engaging with the cultural, social, and professional nuances of the Middle Ages.

Each group conducts historical research on an assigned pilgrim’s profession. Using guiding questions, students uncover details about the profession’s daily life, ethics, and societal perception in the 14th century. Students then delve into Chaucer’s portrayal of their pilgrim, analyzing the corresponding tale, main characters, plot elements, societal critiques, and Chaucer’s potential biases. By comparing historical realities with Chaucer’s representation, students grapple with questions of fairness and the influence of social class on storytelling.

The culminating exhibition brings together these insights in a dynamic and interactive format. Using trifold boards to display their research, and a complementary diorama or artistic reproduction, students highlight relevant aspects of their pilgrim’s experiences.

Additionally, each group develops an interactive digital presentation for visitors to

explore the work at their own pace.

“It is exciting to see the Chaucer Exhibition transform the School’s Dining Commons into a bustling medieval village, with students taking on roles as guild members, clergy, and other figures of Chaucer’s world,” says Head of Upper School Joshua Neudel P ’30. “It allows ninth graders to deepen their learning, develop research techniques, and strengthen their public speaking.” This multifaceted project exemplifies how an exhibition can transform a literary study into an interactive exploration of history, culture, and creativity.

When leaving an exhibition, the joy and pride that students express is palpable. These active learning opportunities require them to take ownership of their work and share their knowledge in engaging ways. The hands-on creation of visual elements and interactive displays encourages creativity while reinforcing their understanding of key concepts. These experiences not only deepen their understanding of the assignment but also foster a sense of accomplishment and confidence that stays with them long after the event is over. ■

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