A NEWSLETTER FROM GILLISPIE’S LEARNING VILLAGE IN LA JOLLA.
SKILLS FOR LEARNING AND LIFE
PAUL GHIGLIERI, ASSISTANT HEAD OF SCHOOL HEIDI LONG, M ED , LIBRARIAN
The struggle is real – the overflowing backpack, the last-minute run to the store for a project due tomorrow, or the forgotten homework sitting on the kitchen table. For many parents, helping their children navigate these challenges can feel like an uphill battle. These skills are not just about academic success. They are foundational to developing a growth mindset, persistence, motivation, and a positive self-concept to be a citizen of the world We believe so strongly in the power of these skills and have dedicated extra time in our school day to helping our students develop them
This year, we are piloting SMARTS Executive Functioning Curriculum in Grades 2 through 4 with plans to expand the program into Grade 5 next year. This research-based program
IN THIS ISSUE
SPECIALTY SPOTLIGHT A HEART & MIND WORKOUT
p. 3
INNOVATION CORNER BRIDGING THE WILD p 4-5
HAPPY HAPPENINGS IN EARLY CHILDHOOD MAGNOLIA’S MAGICAL STICKS p 6
STUDENT SPOTLIGHT STACK, STUMBLE, SUCCEED P. 7
COMMUNITY JOY IN ROLLING UP OUR SLEEVES! p 8
SKILLS FOR LEARNING AND LIFE
meets students where they are through a flexible, modular curriculum designed to help students develop goal-setting strategies, flexible thinking, organizing time and materials, working memory, and self-checking.
These skills and strategies are essential to supporting students in building a growth mindset and willingness to try, the foundations of our Gillispie Value of Effort.
We added a second Library period in Grades 2-4 to accommodate more targeted executive functioning instruction because we believe our students benefit from developing persistence, motivation, positive self-concept, and effective strategy use – the keys to success in school and life!
Under Heidi Long's guidance, students develop better self-understanding to eventually know which strategies work best for them as they complete their assignments, plan long-term projects, and study for assessments.
Recently, students practiced a 4-step process for organizing materials. They first worked in
(cont’d)
teams to organize a "junk drawer" full of school supplies and learn how items can be grouped in many different ways.
Next, they participated in a Backpack Race: students organized a messy backpack full of typical school supplies, then raced to see who could quickly find specific items in their newly organized backpack
The final step in the 4-step organization process is "Continue". Students learn that systems of organization must be maintained to work effectively; this requires both effort and perseverance.
After the backpack activity, students brainstormed what else they could organize using the same four steps: their desks at school, various drawers at home, their closets, and of course, their backpacks!
By prioritizing executive functioning skills, our goal is to help students turn daily challenges into opportunities for growth so they can not only manage the chaos but thrive in it
Students using new executive functioning skills
A HEART & MIND WORKOUT
ED WHELAN, P.E. COACH
This February, students in Grades 2 through 6 kicked off an exciting jump rope unit in Physical Education. Jump rope is a staple in so many childhoods across generations. It's fun, it's a workout, and sometimes a knotted mess. Between the focus it takes to stay in rhythm and the inevitable tangles, students are reminded it's all part of the fun (and the challenge!).
Successfully jumping rope requires focus and concentration. Students must pay attention to the rope's movement, anticipate their jump, and maintain their rhythm. This helps improve their attention span and ability to concentrate, benefiting them both in sports and in the classroom It's also a great way to build mental resilience
Initially, many students found the challenge frustrating but with practice, they’ve learned to problem-solve, adapt, and persist until they succeed. Working in small teams, they’ve encouraged each other, celebrated progress, and built confidence as they pushed past difficulties.
In addition to being a mind workout, this fastpaced activity challenges agility, rhythm, and overall athleticism, improving coordination and body awareness. It’s also a fun and effective cardiovascular workout, strengthening the heart and increasing stamina perfect for Heart Health Month and lifelong fitness.
Most importantly, this unit teaches that success comes through effort and a positive attitude. Each jump is proof that growth happens when you keep trying a lesson that extends far beyond the playground
Students enjoying the fun and challenge of jump rope!
BRIDGING THE WILD
BRIAN BELSHA AND CHIP EDWARDS, SCIENCE & DESIGN LEADS
Our fourth graders are drawn to animals and the challenge of solving problems, and a major part of their social studies curriculum is studying the many aspects of their home state. We wanted to help our students harness their natural curiosity while exploring a critical issue facing California - the increasing conflict between wildlife and human development These topics have come together in The Animal Crossing Project, an interdisciplinary design challenge that encourages students to tackle real-world environmental issues.
The project began with a discussion of A Wolf Called Wander, by Rosanne Parry, a novel about a wolf navigating human landscapes Did Wander ever come across humans? How did he respond? Expanding the thinking a bit, we posed
the general question, ‘What kind of things can happen when the wild world meets a humanbuilt landscape?’ Eventually, the conversation led to the habitat fragmentation that occurs when busy roads cut contiguous wilderness into pieces. What are the effects on animals? Are different animals affected equally? Let’s not forget that humans are often severely affected when large animals cross the road in front of their cars. What can be done about it all?
Students learned about real-world animal crossings, analyzing how terrain and species needs influenced the designs. Working in teams based on California’s geographic regions, they researched local wildlife and determined which species were most affected by habitat fragmentation. Choosing one or two animals to focus on, the groups began to work on how they
Grade 4 students designing and building animal crossings
BRIDGING THE WILD (cont’d)
could provide safe passage across a hypothetical freeway overpasses, underpasses, or alternative crossings tailored to their assigned region’s ecosystem
Over several months, students iterated on their designs, constructing scale models of their crossings with styrofoam, papier-mâché, and various materials. They incorporated fencing to guide and encourage animals toward the crossings and in Art class, painted backdrops to represent their regions. Every step required persistence adjusting structures, refining details, and problem-solving to ensure functionality and realism.
Currently, some groups have secured their crossings to the base and applied a thin coat of papier-mâché for a seamless, natural texture Next, they will paint the landscape and crossing, attach fencing elements, and add details like plants and rocks Finally, each team will introduce their tiny laser-cut animals, bringing their design to life!
It has been rewarding to work alongside these passionate advocates, thinkers, and makers as they connect literature, geography, design, and ecology in a cooperative and collaborative problem-solving context. Their projects will be showcased at the Arts and Sciences Showcase on May 23, highlighting not only their creativity but also their perseverance in addressing real-world challenges.
MAGNOLIA’S MAGICAL STICKS
MS. AMY AND MS. ANNA, EARLY CHILDHOOD TEACHERS
Sometimes, the simplest things spark the greatest joy. Recently, while observing our class in the outdoor classroom, we witnessed a beautiful reminder of this truth. Instead of heading straight for the bikes as usual, the children were drawn to a pile of fallen branches In no time, these unassuming sticks became wands, fire hoses, and the sparks for a world of imagination
Moments like these remind us how magical it is to watch children connect with nature. Simple sticks became tools for creativity, inspiring stories and adventures. We also saw students facing challenges in bringing their ideas to life. Rather than giving up, they adjusted, rearranged, and kept experimenting.
To build on this creativity, we turned the sticks into winter tree art. With a few branches, some glue, and white paint, the children created
beautiful, wintry masterpieces. The process wasn’t always easy some sticks didn’t glue down right away, and the paint didn’t always spread as expected. But with patience and determination, they made it work, pressing the glue longer, layering paint, and adjusting their designs
Try this at home: Go for a walk with your child and collect sticks! Encourage your child to arrange the sticks like tree branches, then help them glue the sticks onto sturdy paper, and add white paint to mimic snow.
Creating with the help of natural materials sparks imagination, inspires pretend play, strengthens a connection with nature, and builds fine motor skills.
We hope this simple activity inspires your family to explore the magic of nature. Happy creating!
Making art with sticks collected from the outdoor classroom
STACK, STUMBLE, SUCCEED
MRS. LAGORIO AND MR. LAWRENCE, GRADE ONE TEACHERS
Building a tower of playing cards may sound simple enough, right? For our first graders in Room 10, it quickly became a powerful lesson in perseverance. At first, it seemed easy just stack the cards and watch the tower grow. But very quickly, we learned that the cards didn’t always stay up. Sometimes they wobbled; sometimes they fell; and sometimes they refused to stand at all!
This lesson wasn’t about construction at all; it was a lesson on character building – trying our best and choosing to try again, even when things didn’t work the first time. We practiced patience, learning that just because something is hard doesn’t mean we should give up
After the activity, we gathered for a reflection period. We talked about how we felt when our towers fell some of us felt frustrated; some of us felt disappointed; but we all agreed that it was okay to feel that way. Then, we shared
how it felt when our towers finally stood tall We felt proud, excited, and happy because we didn’t give up!
To end our lesson, we thought about other times we might feel these same emotions and how we can keep trying, just like we did with our card towers. Some ideas included practicing games at recess, rereading tricky words in a book, and working through challenging math problems. No matter the challenge, we reminded ourselves of three important sayings: “I can”, “I choose to try again”, and “I am a flexible thinker”.
This activity taught us that success doesn’t always happen on the first try, and that’s okay! What matters most is our effort, our determination, and our belief in ourselves. Just like with our card towers, when we keep trying, we can build something amazing!
Grade 1 students are learning to be flexible thinkers
JOY IN ROLLING UP OUR SLEEVES
NATACHA HOSY, MARKETING COMMUNICATIONS LEAD
The joy we experience when making a difference can be profound, especially for our young learners. But how do we cultivate this sense of purpose and empower our students to become active, compassionate members of their communities?
One way is through the power of learningservice projects and collective action. These endeavors allow students to see firsthand how rolling up their sleeves and pitching in can create a real impact.
Our Grade 3 Annual Blood Drive is a hands-on experience involving teamwork, problemsolving, and perseverance. This year, our third graders helped organize the event by designing posters and thank-you cards for donors, creating a public service announcement, and promoting the blood drive to friends and family.
Their efforts paid off! With the students' determination, energy, and commitment, our blood drive inspired just over 50 people to
participate, 16 of whom were first-time donors The drive collected a total of 50 units, helping to save 150 lives According to the San Diego Blood Bank, this was not only the largest of the nine blood drives held in San Diego on February 8, but also our biggest drive ever a new record for our school, proving to our young students that they can make a difference.
Through service projects, students learn that meaningful change doesn’t happen overnight. It requires effort, persistence, and collaboration. Whether they’re organizing a food drive, cleaning up a local park, or leading a blood drive, they experience the satisfaction that comes from taking action. More importantly, they discover that giving back isn’t just about helping others it’s about the shared joy of working together toward something greater
At Gillispie, service isn’t just something we do it’s part of who we are.
Join us on Saturday, March 8, for an evening of ‘80s glam and good vibes! We’ll kick things off at 5:30 p.m. with a cocktail hour, followed by a wine toss, dinner, auction, and dance party. Don’t miss out grab your tickets and become a sponsor today! tinyurl.com/Go2MVGala.
