A HAMILTON DISTRICT CHRISTIAN HIGH PUBLICATION
FALL 2019 Vol. 13 Issue 1
HDCH Hosts OFSAA Soccer
2020 Vision @ HDCH
Inquiry-Based Bible Discussion
www.hdch.org | 905.648.6655 |
@HDCH_info
Venture Students design new playground for CCS HDCH:info
whyHDCH
contents PHOTO : HANK RINTJEMA
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26 Fall 2019 | Vol. 13 Issue 1
Features 4 20/20 Vision @ HDCH 8 Cultivating a Culture of Belonging 14 ON THE COVER: HDCH hosts OFSAA 16 Inquiry-Based Bible Discussion 20 Catching up with Dan Meester ‘02 24 A Spoonful of Sugar Principal Duncan Todd carries on our mission To know and be known What a tournament!
Verbalizing questions and seeking out answers Screening Refugees resettling Canada Reflections of Mary Poppins
Editorial Team Adrianne Sprogis, Cheryl Webb Send all address changes to: info@hdch.org Advertising is invited. Please contact: asprogis@hdch.org Letters to the Editors Questions, comments and story ideas are welcome. Please email the editorial team at info@hdch.org.
Connections is a semi-annual publication of Hamilton District Christian High. All contents © Copyright 2019. No part of this magazine may be reproduced in whole or in part without express permission. Circulation 4000
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Welcome to this Fall version of Connections. Welcome to HDCH! Browsing through this edition of Connections may make you feel as if you’ve visited with us. I hope you will get a taste of the life and energy that is in this place as students discover the joy of serving God through their learning. I hope it will also prompt you to come and visit in person, to walk through the hallways of HDCH, to see students engaged in discovering their gifts, uncovering God’s purpose for them, and learning what it means to be a faithful presence in their communities. The high school years are often messy. In and through the messiness, we see the Spirit at work in our children bringing forth beauty. We as parents, teachers, and other adults in their lives, are honoured to be partners in God’s work in them. Please join us in praying for the students and families that journey with us through HDCH this new school year.
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Sawyer Berkelaar ‘19
High School goes by fast, but they are years jam packed with new experiences and personal growth. Now, I’m reflecting back on my experience. I came into Grade 9 never having gone to an organized school before, having been homeschooled. I remember feeling kind of nervous. What if the transition was terrible? What if I couldn’t make friends? I needn’t have worried. The project-based learning at HD was pretty similar to what I knew from homeschooling, and the teachers did a great job making everyone feel welcome and important. The sense of community at this school is really special, and I feel blessed to have been a part of it for four years.
Throughout these four years, there have been unforgettable experiences that have made high school fun. Sports teams, field trips and bridge days. Whenever students get the chance to go off campus for an experience, it’s usually very worthwhile and helpful, and you really can learn to apply your learning in new and exciting ways. I learned a lot.
Jasmine
So I came into high school a nervous young lad, and I’m going out of it confident about my next steps. HDCH gave me an education that will help make me capable and effective in the outside world, and I enjoyed it. There will always be challenges and tough times in high school, but in the end it is worth it many times over, for all the skills, attitudes, and habits you develop in the process.
Meet Jasmine, a yellow labrador retriever who comes to HDCH with her foster mum Grace. This sweet puppy is training as part of Lions Foundation of Canada Dog Guides program.
Foods
What a great way to start off the first week back at school! FOODs students have captured the bounty of the harvest in their homemade canned salsa.
PHOTO : HANK RINTJEMA
The school has shaped me in numerous ways: I’ve learned resilience, since there are always challenges at high school, compassion through some of the socially conscious projects I’ve been involved in, and creativity from the project-based approach. It’s easier to be creative when you are making something and using your wits as opposed to memorizing facts for a test.
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By Duncan Todd Principal
2020 Vision
As the restructured leadership team carries the mission of HDCH forward, it is good to reflect on where we have been, where we are now, and where we are going. Founded on the vision to provide biblical, Christcentred education, HDCH strives to launch our students into their place and calling in God’s Kingdom. There are different ways of expressing this, but the core mission of the school remains unchanged: cultivating character through learning for lives of service to God. This mission holds the continuity between our past, present, and future. The future brings challenges, opportunities, and endless possibilities. We venture into it confident in God’s faithfulness and grace toward us, so evident in our past and present. The following is not, indeed cannot be, an exhaustive list of what lies ahead, but rather a highlight of some of the keys to our future work.
PHOTO : HANK RINTJEMA
@ HDCH Integration & Specialization
Learning happens best when we form a rich network of connections between different experiences and information. At the same time, the world beyond school requires a depth of expertise that calls for specialization. We believe that these two are not mutually exclusive or contradictory. We aim to move beyond subject silos to an integrated approach to curriculum. This approach will help our students take their learning deeper and find their specialized gifts.
Collaboration & Individualism
The complexities of our world and its problems require collaboration. Scripture calls us to be co-labourers with God, and, as a united body, to use the variety of gifts we have received to serve His purposes in this world together. The variety of gifts we have is also a recognition of our differences – each student learns differently, and our model of learning needs the flexibility to allow for those differences.
Student Leaders
By including students in the semester interviews with parents and teachers, we continue to move toward greater student ownership of their learning. If we need life-long learners, students will need to take a lead role in shaping their experience. We look forward to incorporating new ways of having students take the lead.
Fall 2019
Campus Development
As we continue to grow, we need not only to care for the building we have but to renovate and innovate to provide a facility that supports the vision for this and coming generations. We need to talk openly and honestly about this as a community so that we have unity of purpose and vision.
Campus Community
Learning is deeply affected by the physical environment and connected to the social and emotional climate of the school and classroom. Themes that will continue to be part of our planning for a healthy, restorative school culture are:
Wellness & Resilience
Teen anxiety and depression are significant concerns, and our Christian communities are not immune. As a school, we do not wish to react only against perceived suspects (smart devices, social media, etc.), but teach optimism, resilience, and discernment. We seek to foster wellness so students may flourish by connecting to vision and purpose in their lives and experience fulfilling relationships with others and with the Lord.
Diversity as Christians
On our campus and in our wider school community, we continue to grow in ethnic, confessional, and cultural diversity. Embracing varied experiences and perspectives while remaining united by our vision for Christ-centred learning is good and healthy for us as an organization, and for our students. HDCH has enjoyed the favour and faithfulness of God through a community that loves and supports this place. and believes in partnering with the Christian schools to raise our children to know and serve the Lord to whom they belong. This is our confidence as we face the challenges and opportunities of the future.
Computer Science Back to the Future Again The 2018 grade 12 Computer Science class created the game and GPS enabled walking tour for Westfield Heritage Village. This year we met with Westfield again, as they and other conservation areas wanted to continue to work with us on future projects.
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Celebrating Excellence Harry Blyleven receives prestigious Award for Teaching Excellence In 2016, Cardus Education launched the John Rozema Award for Teaching Excellence. Beyond academic performance, excellence includes nurturing student character, engaging the local community, and improving school culture. Cardus Canada recognized Harry Blyleven by awarding him the John Rozema Teaching Excellence Award in the STEM (Science, Technology, Engineering, and Math) category. As a school that educates from a Christian worldview, we understand that all learning happens within a story and does not happen in isolation of ‘subjects.’ Harry first integrates a story into the lives of his students: God’s story. And it is from that basis that Harry’s STEM activities support students in producing beautiful work. He is a deeply committed educator and intentionally designs his students’ learning experiences around innovative, collaborative, purposeful, and joy-filled tasks. He uses project-based learning to help his students uncover the computer science, technology, and math that is woven into these curricula. He also leans heavily on collaboration as a critical skill in good learning and kingdom work. It takes significant creativity and commitment to connect high school-level computer science to authentic tasks and audiences. Harry continually searches out ways to link learning a coding language to being a blessing to a community, while supporting students as active participants in God’s work of renewal. He fosters an environment where students turn toward each other to learn together while he provides expert insights and direction at key junctures of the learning. His high support and high expectations for his students are linked deeply to collaboration and peer feedback. There is a deep joy that his students sense and that is evident to anyone who drops into his class. Harry shares of himself, and of his deep joy in his subject matter, delighting in learning that is fun, joy-filled, and stems from sincere hope for students and God’s redeeming work in the world.
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Science Wetlands & Biodiversity
Who Dunnit?
The grade nine science classes studied the importance of wetlands and the roles that they serve, including preserving biodiversity.
Grade 11 biology students had to cross police crime tape to enter their classroom.
The students had a chance to visit a local wetland, Cootes Paradise. The Nature Interpreter took the class on a hike, pointing out various invasive species along the way. Students were able to see the Fishway that keeps invasive carp out of Cootes Paradise and to do some water quality testing as well.
As crime scene investigators for the day, they used their knowledge of genetics and blood typing to analyze forensic evidence including blood stains. Suspects donated blood samples for comparison and they were able to answer the question, “Whodunnit?”
Though it was cold and raining, being out in nature is always a great experience. Some students saw some deer just off the path and others saw a heron pick a fish right out of the water.
Venture Students Visit Google What might the workplaces and learning experiences of the future look like? Our Venture 10 and 11 classes take time each semester to go on “Reach Ahead” trips to gain first-hand experience of a range of post-secondary pathways.
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Choir
Performing with Foreigner
Hamilton District Christian High Choir was chosen to accompany the band Foreigner on their Hamilton tour stop at FirstOntario Centre. Our group of students sang “I Want to Know What Love Is” with the popular 80’s band, and they rocked it. The band’s bass player, Jeff Pilson, spontaneously chose on one of choristers to finish off the song, encouraging her to fire away onto his bass strings. We were incredibly inspired by the skill and energy of Foreigner and we celebrated the opportunity.
Poetry Crawl
Poetry Slam
Working Robots
Grade 10 English students went on a Hamilton Poetry Crawl. Students were challenged to notice how poetry is experienced in non-poetic contexts.
Gr10 students got a new perspective on #poetry @HYP_SLAM Poetry Slam @TheAGH . Students cheered on their peers as #HamOnt high school students shared their spoken word poems. It was amazing to see how other teens are expressing themselves through words as art!
A robot that is coded and designed to fold your T-shirts while playing Despacito?
We read John Terpstra’s Giants at Sam Lawrence Park, the site of inspiration for this poem. We then traveled on to Locke Street and took pictures of pieces of language that intrigued or inspired us. We use this experience to create original pieces of poetry.
The students toured Google’s Canada headquarters in Waterloo to find out how this innovative company provides a unique workplace culture for its 600 employees at this design and software development facility. We learned about some of their creative practices to develop teamwork and collaboration, the services they provide for employees, and some of the new products they are developing.
Pretty sure this is the only of its kind in the universe. #originalwork #deeperinHDCH @hblyleven #pblnorth #whyhdch
The students then toured the University of Waterloo campus to learn more about the range of post-secondary programs and opportunities, and some criteria to consider in evaluating and assessing post-secondary schools and training. We appreciated the warm reception of staff at both locations and their effort to make our time interesting and informative. Students came home with many new insights to consider.
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a Culture
of Belonging
By Owen Webb Student ??? By Owen Webb, Dean of Students
During a grade 11 speech unit, a student exclaimed: “You can’t love what you don’t know.” At HDCH, we seek to create an environment where students care, are invested in, and celebrate each other’s success. Our staff and students work to create an environment where both staff and students know each other and are known by each other. Every interaction between our students and staff is an opportunity to be better known. We are intentional in creating opportunities and experiences that support each member of the community in knowing and being known. As I think about our school year, I think of ways we intentionally bring students and staff together early in the semester to start knowing each other. • • •
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Our orientation/registration days in August are an opportunity for students to make connections with staff and students; Circles, learning groups, and peer assessments provide opportunities for student and staff dialogue; The Friday of the first week is both our Grade 9 Day and our New International Student Day, providing an opportunity for students to serve together and to play together; Our grade 12 river rafting trip allows our graduating class to connect in new ways to start their final year of high school.
#whyHDCH
Fall 2019 We are always seeking to create a culture of belonging where students know they are cared for, that they are invested in, and that they can be celebrated.
with-ness
A strong culture is one that permeates all aspects of life at school. At HDCH, we often refer to this as with-ness: we seek to create a learning culture that upholds great support for our students while challenging them with high expectations. Through a culture of with-ness, we aim to build restorative relations that uphold the dignity and worth of each member of our school community. High support and high expectations are integral to education at HDCH as we support student learning and cultivate student character. By investing in our relationships with students from Day One of the school year, we create a foundation that supports our practices when we experience conflict in our community. When students make choices that negatively impact others, we seek to create an environment where students are heard, where they know they are cared for, and where we can invest in students to support them in healing broken relations and working toward positive change.
empathy
Knowing others allows us to start to understand their real story. We develop empathy; we can enter their story understanding how they feel, and learn to care. When we care, we invest in others, and we can better celebrate their successes because we understand what they have overcome.
sharing our stories
Stories are not always easy to share. Sometimes our stories involve pain, and sometimes we feel like our stories are not as unique or as special as the person beside us. A privilege we have at HDCH is to support students in storytelling with love and grace - so that they learn that other stories are worth listening to and that their story is worth telling. In this way, we hope that through being known, students recognize that they are “fearfully and wonderfully made,” and worthy of being loved. That they are known by those they learn with, and known by their Father in heaven.
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MAC Engineering Workshop
Music
How do you get a 3D printed model of a space module to land gently on a planetary surface so that it can be reused?
Viva la Vida Grade 10 and 11 Music classes recorded songs at Grant Avenue Studio. The grade 11’s had been working on string instruments for only a short time and managed to secure a beautiful arrangement of Coldplay’s Viva la Vida. The group also recorded The Girl From Ipanema from an earlier jazz unit. The track was recorded with multiple takes. First they recorded vocals, drums, guitars, and piano. Then the clarinet, tenor sax, baritone, tuba, and trumpets.
That was the challenge posed by a group of four senior engineering students from McMaster to our Venture 10 class. After briefly introducing the skills engineers use to solve design and problem-solving challenges, our students were then put in teams and each given a limited budget to buy a variety of items including straws, plastic, tape string, and sponges.
Engineering The grade 10’s recorded a Celtic Star of the County Down with mandolin, guitars, piano, and djembe. Vocals to begin and end the track were recorded in groups of six singers at a time. Although the grade 10 class was prepared and willing to sing, their leadership student, Cal, taught the verse and chorus to the grade 11’s who happily joined in. A low bass was contributed by Noah Hook. And the foot stomps were authentically recorded by two of the students.
They then had 35 minutes to design, test, prototype and complete their space landing module so that it would land on a tin foil surface without puncturing it. Using their imagination and design thinking skills, students created spider legs, parachutes, cotton ball feet, and popsicle stick landing gear to land their module. They then presented a brief pitch for their lander and did a landing test which was scored by the team. The workshop provided a great overview of design thinking, teamwork and problem solving as well as a great deal of fun. Thanks to McMaster LEAP program for providing a great engineering and design skills workshop.
Entrepreneurship ER Monaco Business Competition In June, six students from the Business Entrepreneurship class attended the finals of the 2019 E.R. Monaco Business Competition. The competition was hosted by the City of Hamilton Small Business Enterprise Centre. HDCH students and their families attended the event with the other top twenty finalists from two other Hamilton high schools. Each of our students were presented with runner-up prizes, while their business ideas were read out to those in attendance. Congratulations to students in their efforts that took them to this level of the competition.
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Geography Hagersville Livable City Planning
History We Can Do It! Grade 10 history students visited the Canadian Warplane Heritage Museum. The class learned how to send and receive messages in Morse Code and rivet together parts of planes. They also learned about rationing in Great Britain during WW2 and the how London was defended using radar during the Blitz. The class had a close up look at the Lancaster airplane, the most prominent Allied bomber during the war.
Science
Forty students from grade 9 Geography traveled to Cayuga to present their Hagersville Livable City projects to Haldimand County planners and councilors. Students researched Hagersville, toured the town, studied the long-term goals of Hagersville and Haldimand, and developed designs that reflected the Urban Design guidelines for the County. Five groups shared their proposals which included a bakery, a dog park, a retirement home, and a commercial and residential apartment complex. Each group had a least one member who was a resident of Haldimand County, allowing them to speak personally about their needs and desires as a citizen in the area. We thankful for Haldimand County who invested in our students, visiting the school to invite our students to participate, and then answering student e-mails as they navigated their proposals. The feedback from the City staff was incredibly encouraging:
McMaster Science Workshops Both classes had a great time learning, problem-solving and building skills that are used in the fields of science and technology. Grade 10 Science As part of the Climate Change unit in Grade 10 science, alternative energy sources are discussed. The students competed to see which group could make a windmill that produced the most electricity when powered by a hairdryer.
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Grade 11 Physics The Grade 11 physics class competed to see which group could produce the most effective electric motor starting with a simple coil of copper wire, a magnet and a couple of batteries.
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“IF THESE STUDENTS ARE THE FUTURE, WE ARE IN GOOD HANDS.” They also noted that our students’ focus on community and the needs of citizens was very strong, and any presentation done for the County could benefit from the students’ perspective. It has been a privilege to watch our students learn and grow during this project, as they increased their understanding about the beauty and the complexities of creating more livable cities.
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hdch.org PHOTOS : HANK RINTJEMA
“A GENEROUS PERSON WILL PROSPER; WHOEVER REFRESHES OTHERS WILL BE REFRESHED.”
Collective Kitchen Initiative
Proverbs 11:25
By Pauline VanderVelde, Christians in Society Teacher
Teaching at a project-based school provides stimulating learning opportunities and the ability to consider ways to connect our school with the broader community. It is an interactive, challenging environment that enables students to look beyond the classroom and focus on the world around them. Each new project incorporates several layers of planning, preparation, and the integration of the students to actively engage, produce, and manage the project. For many years, our Foods program has prepared a warm meal to serve people experiencing homelessness in downtown Hamilton.
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Also, the students have created culinary additions for functions within the school and provided meals to staff, students, and families in need. But we’ve never had prepared meals on-demand. And the students were very willing to engage in a Collective Kitchen project. Culinary outreach enables our students to bless others while sharing the love of Christ through this simple act of kindness in a time when a meal is needed.
If you know of someone or have a personal need, we encourage you to stop by our Collective Kitchen Freezer to pick up a meal. We have envelopes you can use to help contribute to covering the costs of the next meal, if you are able.
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If you would like to find out more, have a recipe to share, have further insight into Collective Kitchens, please email pvandervelde@hdch.org.
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the question ... HOW COULD A COLLECTIVE KITCHEN ENHANCE THE LIVES OF OTHERS IN OUR COMMUNITY? This question resulting in layers of discussion, planning, and work to learn about, fundraise, and implement this project within our school. The first phase for the Foods class was to work together on a funding application to HDCHs Student Project Fund. Then, we focused on ways to make this project sustainable, researched upright freezers, and discussed what recipes would be best to have in stock ready to go. We also learned about freezing food and what items we should include or avoid. N
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As a class, we made various recipes to try, compare, and decide if they were to be a part of our Collective Kitchen Menu plan or not. Once the Student Project funding was in place, we purchased an upright freezer. As a class, we analyzed favourite recipes and selected the top soups, main entrees, and desserts would freeze well. These meals were to be a blessing to someone who needed a warm, healthy meal in a time of illness, need, or celebration. The results included a variety of hearty soups, chicken pot pies, shepherds pie, cabbage rolls, meatballs and rice, raspberry and strawberry cheesecake, gluten-free caramel squares and a glutenfree peach rhubarb cobbler. By the end of the school year, we had a variety of items in the Collective Kitchen freezer, including new types of healthy soups, apple crumble pies and banana bread. The focus included detailed ingredient lists with vegetarian, gluten, and dairy-free options. All the recipes were made from scratch with a focus on locally grown, organic options whenever possible. Being able to able to provide meals to different individuals and families at the end of the school year was a real blessing. We are now ready to implement this ongoing project. We hope and pray that through this project, we will continue to touch the lives of many individuals in our community and continue to “refresh” others in the years to come.
Events
WE INVITE YOU TO JOIN US
Membership Meeting & The Voice November 4 Join in the conversation as we share what’s happening at Hamilton District Christian High. Watch for details @ hdch.org/membership
Christmas Concert December 12 Celebrate the day of our Lord featuring music ensembles, music classes, and drama class.
Celebration of Learning January 9 Join us on and see what exceptional work the students of HDCH are doing. There will be presentations, performances, food, displays and discussions all around the school. It will be a true celebration! Take this opportunity to stroll around the school and engage with the students.
PHOTOS : HANK RINTJEMA
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What a tournament!
By Brad Heidbuurt, Athletic Director
HDCH Hosts OFSAA Soccer Hosting an OFSAA Championships tournament takes a lot of people and a lot of work. Hosting two OFSAA Championships together? Yeah, that takes a lot of work, too! In June, our school community hosted the OFSAA Girls and Boys A Soccer Championships in Hamilton. This means 40 teams, almost 900 guests, and 8 soccer fields at 2 different locations.
Track & Field
Although the weeks leading up to the weekend had been cold, wet and rainy, God sure smiled on us on OFSAA weekend: sunshine was plentiful and it didn’t rain at all! It was truly gorgeous soccer weather. For that we are very thankful. We were able to stream the games that were played at HDCH and the students in charge did a fantastic job of covering the play with great video. A shout-out to Ian DeJong as well who was a knowledgeable, informative, and entertaining commentator. Maybe a future career? Our goal as a committee was to put the athletes first and try to make it a memorable experience for them. I am confident this happened.
Congratulations to all in the Track and Field team who competed at the OCSSAA meet in Brampton with such good team spirit, determination, and grace. Congratulations to Ethan Summerhays for winning gold in both the 1,500m and 3,000m!
I am very thankful for all the people that did so much work to put this event together. The volunteer students played a major role and showed HDCH hospitality as field hosts and First Aid helpers, along with others who worked on the website and live streaming. A special thanks to our committee who showed such expertise and willingness to do whatever it took to make this event a memorable event for the athletes.
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Athletes of the Year By Brad Heidbuurt, Athletic Director Athlete of the Year Awards are presented annually to a male senior and a female senior student who have made a significant impact on Hamilton District Christian High Athletics. The recipients must demonstrate the traits of leadership, sportsmanship, excellence, and work ethic. They show healthy competition and a passion for their sports.
Alyssa Hartman '19
Alyssa has been a part of the basketball, volleyball, badminton and soccer teams ever since she came to HD in grade nine. Alyssa was a vital part of the success of each team as she competed in five trips to OFSAA. Alyssa is an effective leader who consistently leads by example. She is often one of the first players at practice and one of the last ones to leave, cleaning up balls and any other equipment needed. During the competitions, she articulates what the team needs to find success and is willing to do what is necessary to make it happen. Along with Alyssa’s great athleticism, her instincts on the court and field give her an edge over her opponents, allowing her teammates to depend on her when it matters most. Alyssa shows great coachability and sportsmanship along with respect for people and the sports she plays. Through her encouragement and humility, she exhibits the character that we hope for in all our athletes at HDCH.
Justin Vos '19
Along with Justin’s skills comes a natural ability to be a vocal leader. He is positive, relational, encouraging, intelligent, and very motivated. His teammates could depend on him to pick them up when they were down and work hard to the very end of each game.
PHOTOS : HANK RINTJEMA
Justin joined us at HDCH in grade ten and made a powerful impact on our sports teams right away. In addition to knowing basketball well, he also developed his volleyball skills and grew a love for the game. Justin played both soccer and beach volleyball. In his senior years, he was an essential contributor in four OFSAA championships. Justin has worked hard and developed his great athletic ability, which is what allowed him to find quick success in volleyball. On the basketball team, Justin’s skills made him a go-to player whose knowledge of the game and communication skills made him a great teammate. He worked incredibly hard and showed a determined desire to be better. He listened to coaching and applied what he learned.
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Contributed by Heidi Dean CSI Curriculum and Instruction Bible Specialist
Inquiry-Based Bible Discussion When students generate their own questions on the biblical text and explore answers in group discussion, their learning “sticks” longer! Learning to verbalize questions and seek out answers—in community, with trustworthy sources—is perhaps the top skill we can provide students. “Any questions?” the teacher asks. No hands are raised. Students glance around, waiting until the teacher moves on. This is a common classroom scene, but it’s one that David Grills has been working to change. In his Bible classes at Hamilton District Christian High School in Ontario, Canada, he aims to make student questions a staple of learning. His classroom is centered on student-driven learning—an approach that wouldn’t work without students’ curiosity. David no longer asks, “Do you have any questions?” but “What questions do you have?” “When students have a voice, they are contributing to and directing their learning,” David noted. “By giving students the opportunity to wonder about the content in your class and then practice asking better and better questions, students develop the skills to do the hard work of digging into the Bible.”
This article was reprinted with permission from Christian Schools International.
We asked David to share how he has helped students formulate lists of questions, regularly—not for the purposes of simply answering them all, but as the springboard for further group work, discussion, or review. Here are eight tips we gathered. Increase the Quantity of Student Questions We can “normalize” questions by giving students much more practice in asking questions. Consider beginning with Question Formulation Technique (QFT). This technique is a brainstorming process guided by four rules: 1. Ask as many questions as you can. 2. Do not stop to discuss, judge, or answer the questions. 3. Write down every question exactly as it is stated, and number them. 4. Change any statement into a question. This process focuses on generating a large quantity of questions. It can be done as a full class with the whiteboard or in small groups on poster board. You may need to remind students that, since the goal is to brainstorm, it is not a time to discuss, answer, or evaluate questions.
Fall 2019 Every question should receive the same response, such as a simple “Thanks” (not “Good! Excellent!”). As QFT is practiced, you may find increasing ways it can be used: at the beginning of a unit as a diagnostic, to generate curiosity, or at the end of a unit as review, to provide paths for future inquiry. Improve the Quality of Questions As students become comfortable with asking questions, begin to differentiate between closed-ended questions (which can be answered with one word) and open-ended questions (which require an explanation). Have students brainstorm the differences and why open-ended questions are preferable for class discussion. Increase their understanding by having them mark questions with a “C” or an “O”, and rewrite closed-ended questions as open-ended (or vice versa). In the future, consider asking them to write a certain number of open-ended questions on the biblical text and then mark their three most important questions from the list. This exercise brings out their higher-quality questions. See, Think, Wonder on a Scripture Passage Teachers can continue developing thoughtful questions as students open and read a text of Scripture through “See, Think, Wonder.” We can help them continue asking questions as they develop skills of observation and connection. First, coach students to be more observant of details by asking: What do you see or notice in this text? What’s interesting? Think: Teach them to find meaning by thinking about what that detail may imply. Help them connect new observations to prior learning. Wonder: From what you’ve seen, what do you wonder? Was there a mysterious omission? An unanswered question? How would it apply to another situation? Choose an Unfamiliar or Unusual Scripture Passage To help students ask questions about Scripture, begin with a passage that
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naturally produces questions, even for a more mature adult. A genealogy, proverb, prophecy, or less familiar portion of the Gospels and Epistles may naturally raise more questions than a familiar passage. But “even familiar passages have a wealth of unturned stones,” David noted, so seek ways to expand their current understandings of Scripture.
In the publication, You Lost Me, Barna Research Group summarizes the research on millennials who stop attending church: “A generation of young Christians believes that the churches in which they were raised are not safe and hospitable places to express doubts. Many feel that they have been offered slick or half-baked answers to their thorny, honest questions.”
Begin Together and Transition to Independence As students are learning to create questions, it is helpful to listen in and guide them, either by working together as a full class or by circulating as they work in smalls group. Over time, students will be able to write their open-ended questions independently, in response to reading a text of Scripture. You may want them to list these questions in a journal or submit them as homework.
Share About Your Own Journey As teachers, we can demonstrate that we are a “lead learner” by showing that curiosity and honest questions are ongoing parts of our lives. Share with students your excitement and new discoveries made in your walk with Christ or how your thinking about God has grown over time. Acknowledge the difficulty of topics and passages that arise in the course. While we want to avoid overly personal or confessional conversations, it is important to share our lives with our students.
Make Student Questions Your Discussion Topic Once students have submitted open ended questions in writing, you can use them as topics for discussion. A benefit of turning these questions in is that the teacher can read replies from everyone but veer toward the questions that will best foster discussion. Students may also feel more comfortable asking honest questions when they don’t have to verbalize them out loud but only submit them to you. Foster an Environment of Vulnerability and Trust Students may hesitate to voice their questions, thinking they will be seen as “dumb” or unorthodox. We as teachers can set the tone by normalizing curiosity and doubts. In David’s classroom, he uses phrases like, “A question is not a statement of faith” and “We are a team; everyone is learning” to help students respond graciously to one another. Neither do we want to present ourselves as “doubtless” or having all the answers.
Benefit from Inquiry David has observed that students learn deepest and longest those things that come from their own sustained inquiry. “Students who can ask questions, discuss, and challenge ideas develop into lifelong learners. They recognize that they are on a journey, and they can build on their belief by dragging unbelief into the light, rather than stuffing it away to fester.” We as teachers can only address the struggles and doubts we’re aware of among our students, so it is important to ask and then listen to them in their areas of concern and struggle. We will be better able to apply the gospel to their questions when we know what those questions are!
Currently, Dan is working as a Refugee Officer with the Canadian High Commission in Kenya. Every year, Canada chooses close to 25,000 refugees from abroad to be resettled in Canada. Dan selects, interviews, and screens about 1,000 of those refugees per year. “It is amazing to have the opportunity to go to refugee camps and do my best to understand people who have a different background from mine. To hear their stories, and to be able to do something for them that improves their lives is very rewarding. It’s also interesting to work on the security screening side of things to make sure that the refugee system is safe and effective.” Many of the people Dan works with have experienced serious trauma. And while his experience of these stories is second-hand, Dan shares that repeatedly hearing about these experiences is the hardest part of his job. “I find that it’s important to have people to talk to about it. It’s also good to know that I can do something to help the people I’m talking to.”
Catching up with
Alumni
Dan Meester ‘02 By Adrianne Sprogis Director of Marketing & Communications Dan Meester ‘02 was probably best known for being the kid whose dad was the geography and economics teacher. He was part of the mountain biking club, played Father Piedras in the 2000 HDCH production of Lilies of the Field, and noted that he failed to make an electric guitar in the woodworking club. “When I graduated, I think in the yearbook I was voted “Most likely to be a teacher at HDCH.’” Reflecting on his time at HDCH, Dan is thankful to the English, history, and geography teachers who taught him how to write, especially Mrs. Boonstra. “I can honestly say that without those lessons about how to structure my writing, I never would have been able to do the kind of work I’m doing. It also didn’t hurt that she was hilarious and an excellent play director – thanks, Mrs. B!” After graduating with a degree in Public Policy from Carleton University, Dan spent a year teaching English as a second language in China. When he returned, he studied International Law and Refugee Law at the University of Ottawa. He then earned a Master’s Degree in International Affairs at Carleton University.
Interestingly, Canada is one of the only countries in the world that allows groups of private citizens to raise sponsorship money to help refugees integrate into Canadian society. “I’m very excited about spreading the word about Canada’s program for privately sponsored refugees. Given HDCH’s focus on compassion, creativity, and resilience, this is the kind of initiative in which the HDCH community could become more involved.” Dan explains that one way to get involved is to form a group of five adults who are committed to helping a refugee family. This sponsorship includes raising money, finding the family a place to live, enrolling the children in school, and, most importantly, providing a community of support. “To help vulnerable people come to Canada and help them to adjust to a different culture is a complex, but very meaningful experience.” “My HDCH experience helped me to learn about compassion by teaching me about people who come from different backgrounds, especially people from other countries. The geography classes and the experience of going on a mission trip to Mexico with other HDCH students made me think about what was happening outside of Canada.” Dan’s advice for high school students looking to graduate shortly:
“Get to know people whose experiences are different from yours and just listen without judgment.”
get involved ...
More information on private refugee sponsorships is available on the Immigration, Refugees and Citizenship Canada (IRCC) website: https:// www.canada.ca/en/immigration-refugees-citizenship/services/refugees/help-outside-canada/private-sponsorship-program.html . You can also search online for “IRCC sponsor a refugee.”
Fall 2019
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By Leon Hordyk, Teacher & Angler
#GoneFishing
Sport Fishing Derby
#whyHDCH
It’s no secret that I am a fan of sport fishing. Upon hearing about a spring high school fishing tournament, I quickly got permission to enter a school team. A mixed group of 25 student-anglers, from across all grades, registered to compete. We now had to wait, wait, wait until the end of May. Colleagues ribbed me about tryouts, team jerseys, and practices. My thought was to practice our casting into hula hoops on the soccer field, but the early spring weather proved to be too wet and muddy. Since 2004, the Educast Fishing Tournament has introduced hundreds of high school students to the sport of fishing and encouraging careers in wildlife conservation. On a group of private ponds south of Aylmer, over 1,600 students registered to fish over the two days of the tournament. The top ten finishers each day get invited to a Pro-Am Bass tournament at Turkey Point in June. At 6:45 am on a wet and dismal day in May, our team, volunteer Mr. Jer Zandberg, and our tackle left HD. At 9:30, the starting horn blew, and the students scattered, all looking for the best spot to find the biggest catch. By 10:30 the rain had stopped and the bite had slowed down, but the eagerness continued.
The closing horn blew at 1:30, and we were eager for the results. Early in the day, Noah DeVries had reeled in a 13 lb carp. Tournament rules state, however, that carp weight would only count if caught along with a bass or a pike. Both these species proved elusive. Had he brought in a bass or a pike, Noah would have dominated the competition as the eventual winner had a combined total of a little over 10 lbs. Noah won a trolling motor for having the heaviest catch of the day. Calvin DeKok came extremely close, missing 10th place by one ounce with his 7 lb 7 oz pike caught just before the closing horn (almost diving into the pond to grab it by hand after it cut his line). Most of our team has some success, and a good day was had by all. Consensus suggests this will be an annual event.
See www.educastfishing.ca for more information.
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hdch.org
a World of Opportunities
~ Cohen Dilda
PHOTOS : HANK RINTJEMA
Fall 2019
Agriculture Riverside Farm Alex Heeg ‘19
Culinary Mes Amis Catering Nikita Paatz ‘19
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Skilled Trades New Electric Ed Steenhuis ‘19
“I knew I was interested in an electrical placement, and was interested in co op. The best thing about placement at New Electric was the constant change, the opportunity to do different types of work, and to learn new things. It was interesting to see various problems or issues and figure out how to problem solve and do the repair. The placement confirmed that this was the trade I wanted, and I enjoyed the opportunity to work with my hands and learn skills in electrical. I was able to get an initial experience, give New Electric a chance to see how I work, and they hired me on. From the co op I was able to start as an employee and will transition into an apprenticeship pathway in the fall. “
Aviation Hamilton International Airport Alicia Ritskes ‘19 “I’m going to be a pilot so I wanted to get as involved as I could in the aviation industry. After an interview process, I was selected for the placement at Hamilton International Airport. Mr. Van Egmond helped me to find the perfect placement and I am very grateful.
I will be going to Sault College in the fall to begin my flight training. It’s an excellent program that is one of the best flight schools in Canada. I will graduate with 200+ flight hours, a private pilot’s licence, a commercial pilot’s licence, and a few ratings. Once I complete my program, I will simply do what I can to work my way up to an airline pilot!”
PHOTO : HANK RINTJEMA
This co op placement has really helped me with my post-secondary plan. It has been very beneficial for me to be exposed to the aviation industry. I have learned so much more than I could imagine. This experience helped me solidify my post-secondary plan and gave me an extra bit of encouragement that I’m on the right path. This co op has provided me with connections in every aspect of the industry and I am very lucky to have that. In addition to all of my learning, I have possible job opportunities open up for me in Sault Ste. Marie with Executive Aviation, who works with both Porter and Jazz. My placement has truly been a blessing.
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PHOTO : HANK RINTJEMA hdch.org
Playing with Great Ideas
By Adrianne Sprogis, Director of Marketing & Communications How can we create an outdoor play space where students can: play safely, participate fully, encounter challenges, experience belonging and delight in God’s creation? The Grade 10 Venture class was approached by CCS to partner with them in designing and planning a new playground structure. Excited by the thought of designing a new playground for Calvin Christian School, students started by developing a timeline for the project for the goal of having it completed for September 2019. As part of their research, the Venture class visited several new playgrounds in Hamilton to take photos and drone video of design ideas they liked. They met with students and paraeducators from CCS and conducted surveys of all students in Grades JK to 5 to learn more about specific ideas for the playground.
“The most important factors about this project was it must be inclusive to everyone. We had to think about kids with disabilities and what equipment would suit their needs. We also had to think about how the playground could be challenging for the older kids, so the playground will never be boring for them.” - Madalyn
The class invited playground design professional Carissa Borowitz to present about fundamental principles of project management and playground design. Nicole Raftis, a practicing occupational therapist at CCS, explained key elements of inclusive design. “We had to consider our budget, timeline, companies to work with, and the design elements for an inclusive playground.”- Luna The students measured and mapped out the CCS site to plan the best location and ensure existing trees would be preserved. They used playground catalogues to develop individual designs and sketches for the playground, then combined their ideas in groups to create final design proposals.
Students presented their ideas within the class and voted on the best two final designs to go to CCS. “We learned how to incorporate with each other’s ideas and how everyone was open-minded with ideas and designing. There was no conflict with the group; everyone stayed open-minded and respectful. “Carina Venture teacher Richard Van Egmond was surprised by creativity, resourcefulness, and the deep investment of the students in creating an excellent design.
#whyHDCH
Fall 2019 “The students’ capacity for empathy in understanding the needs and varying abilities of the end-users was striking. They were diligent in making sure inclusive design principles were woven into the design. “It was great to see the students develop their ability to collaborate, learn from each other and build on each other’s ideas in a respectful climate.” ~ Mr. Van Egmond
Design proposals were shared with a playground team at CCS for feedback and revisions in an iteration cycle that produced the final design. Afterward, the class made a preliminary evening presentation to the CCS Building Committee, then a final presentation to their Membership. The enthusiasm and support were encouraging.
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“My key takeaway was how to speak publicly.” ~ Kyler “I definitely got better at presenting. We had to present the project a lot which gave us practice for public speaking. I also developed better teamwork skills because we had to come up with ideas together.” ~ Madalyn
“We have multiple people, each with their own skills and interests.” Harrison Because Venture 10 is focussed on career exploration and capacity development, Richard Van Egmond notes that this was an excellent project for our class on many levels. The ribbon cutting ceremony was in September. We invite you to see it for yourself.
“It drew on a wide variety of real-world, workplace skills such as design thinking, project management, research, collaboration, problem-solving, public presentation, and communication skills. Students also created media and communications products to explain the project at CCS fundraising events. During the process, we also learned about a variety of careers related to project, including design, construction, occupational therapy, project management, and education. ~ Mr. Van Egmond
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hdch.org
a Spoonful of Sugar
By Sara Whetstone, Teacher & Drama Director
Here at HDCH we strive to cultivate character through learning for a life of service to God. This character building happens in the classroom daily, but it is also shaped in beautiful ways through extracurricular opportunities like drama. One way that we draw attention to character development is through the Habits of a Graduate - competence, compassion, resilience, creativity, and reflection.
Throughout the year, I have watched these habits grow in the members of our cast and crew in amazing ways. It has reminded me how important experiences like drama can be in the development of character. To put it in context, what follows are some highlights of how students have been shaped by this fantastic undertaking:
special memories
Competence
To execute a musical, everyone involved must achieve a high level of quality in their craft. For this show, competence was achieved in vocal music, dance, characterization, instrumental music, and design. The leaders that arose to coach their peers in dance and music demonstrated not only competence in their field, but also motivation to work collaboratively and promote the success of others. It is such a joy to see people discover and develop a gift that can then bless the community around them.
“
Compassion
This spring, our cast was drawn together in more ways than usual. Through moments of sorrow and loss, we found strength in our love for one another and our desire to support each other with grace and care. With small tokens of kindness, willingness to step in to cover roles, and lots of prayers, the cast came together like family to walk alongside our friends through grief and darkness. The effect was a beautiful look at how compassion can build community.
Being part of Mary Poppins was incredible. It was a dream come true just to be part of the production, and you could feel that energy in our practices and shows. The performance week came, and it was so much harder than I imagined, but so worth it, and we weren’t just the cast and crew by the last show, we became a family. We ate together, celebrated together and we were there for each other no matter what. I’ll never forget this experience (and I’ll likely never get the songs out of my head)!” ~ Abby
Fall 2019
Resilience
Putting on a musical is an exercise in resilience. It is about persevering when the curtains won’t open, the fog machine malfunctions, props disappear, the hat stand gets stuck in the carpet bag (again!), costumes rip, lines are forgotten, entrances are missed, notes are sung off-key. Things go wrong (all the time), but character is built when solutions are found, rescuers swoop in, and improvisation saves the day. Problem-solving, through critical moments, builds skills that translate into all areas of life. I witnessed this happen over and over both on stage and behind the scenes. Resilience takes courage, but it leads to confidence.
Creativity
As image-bearers of God, everyone has an innate desire to play, explore, create, and discover. There are endless opportunities to flex the creative muscle in drama, and nowhere is this truer than looking at the exceptional work of the crews. The costumes in Mary Poppins were dynamic and filled with whimsy, the props were quirky and magical, and the set was chock-full of surprise and delight.
“
My favourite memory from the play is probably feeling like I was actually doing something to help someone. My favourite part in the play was the awe that I felt every time Hannah hit that high note in brimstone and treacle.” ~ Lexi
Reflection
How better to see how students reflect on their experience than to hear from the students themselves! Here are some thoughts from those involved in Mary Poppins and how it impacted them: “Being a part of Mary Poppins has been a highlight of my time at HDCH. The cast was so much more than just a cast to me, we became a family that laughed and cried together. I will forever be grateful to all the staff who made this possible. Through them I learned more than acting, I learned confidence and what it means to be a part of something bigger than myself.” ~ Kiersten “Some of my favourite memories were before each show when we did the hucka and all let out our nervous energy, as well as back stage. During each show behind the scenes we were all dancing and smiling before each scene, and after each one we would congratulate those who had just went on. Another favourite memory was when we were learning one of the chimney sweep steps and kept dropping the brooms as they were chucked at us.” ~ Amber
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a place to belong
Involvement in a school musical certainly leads to growth in character development; however, being a part of a musical is also just plain fun! We laugh, we develop inside jokes, we poke fun at each other, and we enjoy each other’s company. By the end of the show’s run, we have a treasure-trove of memories to take with us and a sense of accomplishment in a job well done.
On a personal note, I will forever be grateful for the privilege to witness such love and care between a group of students from diverse backgrounds, grade levels, and social By Sara Whetstone, Drama Director groups. An extracurricular club like drama becomes not just a place to have fun but a place to belong. Thanks for the laughs, the hugs, the tears, and the memories.
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hdch.org
A world
Away
By Shaun Vos, Teacher What happens when you take three veteran high school teachers and send them to China for three and a half weeks to teach English to small groups of five-year-olds? James Apers, Eric Brink and I went to Shanghai to find out. Our experience was intense, challenging, and exciting. We taught English from 9 am to 4 pm Monday through Friday to young children whose command of English was quite impressive, given their age. What was most enjoyable for us was teaching them about Canada and practicing rudimentary French conversation. Working with lively young ones renewed our admiration and appreciation of our colleagues who teach kindergarten and grade school.
connecting overseas
Highlights of our trip included fabulous dinners with a number of parents of our international students, weekend sightseeing in Shanghai and its environs, and making connections with friendly, active, and affectionate Chinese children.
empathy
Shanghai is a beautiful city filled with eclectic architecture, lush gardens, beautiful temples, and busy markets. Being surrounded by a sea of language that we didn’t understand at all heightened our empathy for international students who come to HDCH to learn English.
Fall 2019
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laughter, fun & golf Thank you to all who supported Hamilton District Christian High though our annual Golf Tournament.
Hamilton District Christian High students benefit from the funds raised at this event through tuition assistance and the on-going maintenance of our facility.
Make buying your lunch even easier. Reloadable Knight’s Eatery cards are available in the front office.
FOR YOUR FULL TRAVEL INSURANCE NEEDS
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Come and See The best way to see Hamilton District Christian High is to come and experience our community for yourself. Drop by the school to take a tour, attend a class, meet teachers and staff and enjoy a meal from our cafeteria. We look forward to meeting you!
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