11 minute read
Fostering Innovation Within the Classroom and Beyond
The following pages describe how new ways of learning and teaching are underway at D-E, in all three divisions. For more about Innovation @ D-E, please visit d-etoday.org/ blog/category/tech-innovation-highlights/ or scan the QR code below.
S A N M C E FOR ADDITIONAL CONTENT ON D ETOD A Y . O RG
Lower School Science
This philosophy drives Lower School Science teachers, Julie Pugkhem and Yi Li, who are tasked with fostering students’ curiosity and critical thinking skills. However, science can be frustrating, and preparing students for trial and error is part of the pedagogical process. During a buoyancy activity with tin foil boats, Julie had students make predictions whether the boat would sink or float. Although students can expect their predictions to be incorrect, Julie emphasizes to her students that:
Now in her eighth year at D-E, Julie works with students from Pre-K through first grade, providing the youngest of students their first opportunity in scientific inquiry.
“First and foremost, we build a love for all parts of science,” Julie explained, “we start off the year by asking: what is a scientist? What tools do they use, and how do they perform research?
I try to relate to them that they are, in fact, scientists, and everything that they do every day is basically science. For example, I don’t necessarily talk about molecular structure, but I introduce the properties of matter, so they are familiarized with those ideas through their five senses.”
As students move up in grade-level, project-based learning becomes an important part of the curriculum. In their first year teaching at D-E, Yi Li brings a wealth of knowledge of integrating technology into the classroom. The long-running “House Project” offers second graders an opportunity to learn about different cultures and house construction. To build their models of houses in the Antarctic, students determine the factors that keep a building insulated. Using bluetooth temperature probes, typically seen in Middle and Upper School classrooms, second graders learn to test for humidity and acquire a new skill set along the way. “Scientists have to go through trial and error. Otherwise, we’d know everything. It’s kind of like life. We have those situations of a caterpillar that never turns into a butterfly, but what we can do is talk about what may have happened and what we can try next time.”
Teaching students about scientific inquiry requires modeling empathy for the challenges that they may face.
At the same time, Julie and Yi are learning right along with their students. Introducing new tools like TinkerCAD, a 3D-modeling program, and Scratch Jr., an age-appropriate coding software, comes with new learning curves. As Yi was test-piloting TinkerCAD, she initially encountered concerns with the software:
“I thought, if I’m having trouble with this, then the students will too. When I brought it [TinkerCAD] to class, everyone was very patient. The students worked really hard and helped each other. I think they’re more comfortable with trial and error in the technology world, and we’re the technology immigrants.”
In our increasingly digital and globalized world, students can demonstrate resilience for these kinds of familiar challenges. The task then becomes encouraging students to access that same resilience for new material and situations. Rather than framing
science as a discipline only concerned with facts, Yi and Julie teach science as a space for ongoing questions and experimentation. After all, the scientific method always begins with a question.
As the weather becomes warmer, Yi and Julie are eager to bring the students outside for more hands-on learning. How a plant grows and how some insects undergo metamorphosis are just a few of the exciting topics that students can look forward to. No matter the unit, what Yi and Julie are always certain of is students’ enthusiasm to listen and take ownership of their learning.
S A N M C E FOR ADDITIONAL CONTENT ON D ETOD A Y . O RG
For more about Innovation @ D-E, please visit d-etoday.org/blog/ category/tech-innovation-highlights/ or scan this QR code.
More to the Middle: Innovative Teaching in Middle School
Middle School Principal Jonathan Davis understands that adolescence is hard. He noted that, “No one wrote a book called ‘Middle School: The Best Years of my Life,’ ” Our culture’s associations with middle school are often flooded by memories of embarrassment and awkwardness. However, what we tend to forget are the moments of exploration, connection, and risktaking that come with those memories.”
At its core, Middle School is about planting seeds, and Davis, along with the MS faculty and staff, are building a different kind of garden.
“I asked the teachers, what makes a D-E Middle School teacher? We came up with 25 traits and narrowed them down to four things. First, we’re student-centered. Second, we’re about process over product. Finally, we are collaborative and engaging. Even when we do hiring, this is what we’re looking for. What I love about middle school is the consequences are lower, but the opportunity for growth is greater.”
Housed in the newest building on-campus by internationallyrenowned architecture firm Gensler, the Middle School’s golden rule of “form follows function” is apparent. With an ample “front porch” on every floor for project-based learning, a maker space, and a teaching kitchen, Middle School faculty and students can look forward to utilizing the facility’s full potential. Already, Tasha Urbanowski, Grade 6 Dean, has leveraged the kitchen’s innovative set-up for D.I.G. (“D-E In the Garden”), her gardening and cooking elective. Grade 7 Dean James Aitken and Grade 8 Dean Junior De La Hoz Sr., teach “Cars, Trucks, & Things That Go”, integrating design, engineering, and woodworking to custom-build miniature racecars.
Since Davis’s arrival in 2018, he has yet to host a back-to-school night in the building due to the pandemic. Having seen what community events can look like with the 6th grade’s “Egypt Day” and the 8th grade’s “Rollercoaster Expo,” he is excited to bring the community together. Students can look forward to many exciting projects as part of the curriculum. Project-based learning provides students the opportunity to collaborate with each other and across disciplines. Similarly, he encourages faculty to experiment and try new things. In his own words:
“My whole thought process is to have an innovation lab of ideas. We should all try things that don’t quite work out the way we want them to. Teachers are constantly revising questions like:
“How can we integrate math and history? How do we incorporate data and graphs to look at the past? I’m constantly reminded by middle schoolers’ capacity to make connections.”
Fostering confidence for big ideas and leadership during middle school promotes lifelong learning. In that lifelong journey, how their middle school education shapes their adult lives may not be apparent until after they graduate D-E. However, that is the pedagogical work—to provide opportunity and space to try on different hats and roles. At the same time, the love for learning can be crystal clear. Students who take Physical Computing as a discovery class in 8th grade often join the US Robotics teams or continue their interest in STEM.
As students move up from middle school, Davis hopes that, “eighth graders would know themselves a little bit better and to be comfortable with not having a totally fleshed out plan. We’re a very product-driven country. When the Superbowl ends, we cut to the winners. We don’t focus on the second-place team and that valuable journey it takes to get there. I hope that middle school students internalize that process of growth.”
Surrealism Exhibit explores new ways of thinking in Art & Design
Inspired by the Metropolitan Museum of Art’s “Surrealism Beyond Borders” exhibit this past fall, D-E’s Promotional Arts Society (PAS) and the Visual Arts Department curated their own exhibit, “Surrealist Visions: A Collective Showing.” Gathering 41 participants from all three divisions, students and faculty brought their fantastical imaginations to life.
Along with PAS Leaders Bodhi Mathur ’23, Emma Leifer ’23, & Taryn Silver ’23, Edalix Marin ’23, presented their own original works (including Edalix’s sculpture titled Capricho) and they also learned what goes into curating an exhibit. Edalix noted that, “when you go to a show, you don’t always think about how deliberate the placing of everything is. How will people view it? Is this piece too low? I think that was interesting to think about.”
PAS Faculty Advisor, Rachel Brusky, who presented an oil painting titled, The Journey Within, reflected on how special a showcase like this one—an ode to Surrealism. Rachel said, “ I am very pleased with how the exhibition represents the evolution of a child’s mind and view of the world to the mind of a contemporary teenager and adult, all living in this unique moment in time.”
Visual arts is a necessary medium for exploratory expression. Congratulations to all the artists on a wonderful show. To view highlights of the exhibition, scan the QR code.
S A N M C E FOR ADDITIONAL CONTENT ON D ETOD A Y . O RG Art work Shown: Alexandra “Alex” Mae Brown ’31
Upper School Robotics Teams Push the Innovation Envelope
In the past 10 years, Upper School Robotics has trailblazed its own thriving cultural scene at D-E. Now with three official teams, the extracurricular program only continues to grow. Coached by Chris Fleisch, the teams have been able to compete in state and regional competitions, including the World Championships in 2017. Before becoming the coach, Chris taught the Middle School Physical Computing course. He continues to coach on top of his role as the Systems Administrator.
“I would compare our robotics competitions to track meets,” Chris explained, “It’s a whole convention experience. From September to November, the kids are designing and building their robots. We have one meet per month, and what we bring to our first meet is going to look almost nothing like the robot the kids bring to the state tournament in March.”
Multiple iterations of a robot are encouraged, if not required in the robotics world. All competitions are hosted by FTC (First Tech Challenge), an organization that promotes robotics and STEM to students across the globe. Many D-E students start with little-to-no experience in making a robot, let alone participating in competitions. Nevertheless,
students surprise themselves with their ability to grow and learn from their peers. Out of the three teams, Upper School students new to robotics join “Quantum Smashers” to begin their journey. As students acquire more experience, students can graduate to the junior varsity and varsity teams, “Absolute Zero” and “Critical Mass” respectively.
Bodhi Mathur ’23 began robotics in the Middle School in their First Lego League, the robotics league for middle school students under FTC. Now a member of Absolute Zero, Bodhi reflects on how she’s grown since then,
“I’m much more confident honestly. It’s that self advocacy that I don’t know where else it would have come from then being in a place like. [Robotics] has become a passion of mine. I was thinking, ‘ok, if you want a place here, and you want to know if you can do it, you have to advocate for yourself and for what you can do.’ ”
As another season comes to a close, the robotics teams can pat themselves on the back for their hard work. During the qualification rounds in March, all three teams ranked in the top five out of 23 teams in their league; Critical Mass placed first, Absolute Zero second, and Quantum Smashers came in fifth. Moreover, Critical Mass won the FTC Innovate Award and received 3rd place for the FTC Inspire Award, while Absolute Zero won the Think Award. (For descriptions about each of these awards, please visit: d-etoday.org/robo221/ or scan the QR below.) By the season’s end, Critical Mass and Absolute Zero had both qualified for the NJ State Championship meet, and Critical Mass ultimately made it to the semi-finals round. Cheers to another season of designing, testing, failing, and trying again. Go, Bulldog ‘Bots!
