“I love when parents come to tour our classrooms, because I’m never concerned that a parent will see something in our classes where the students aren’t engaged. I invite them right in. I can tell you 99.9 percent of the time in our science classes, if you walk by, students are engaged in the learning. And that, for me, as a parent and a teacher and a PAL here, that’s the sign of successful classrooms.”
emphasizes collaboration, activity-based learning, and
skills that prepare students for success at the university
engagement. As students progress to the senior years
level. The focus in Grades 9 and 10 is on laying the
(Grade 11 and 12), the emphasis shifts towards
groundwork for this success. Feedback from alumni
lab-based, and Advanced Placement courses where they
attests to the effectiveness of the program, as many
delve deeper into specialized areas.
students go on to excel in science and engineering at
Authentic learning is a core principle across all science courses. This means that students are actively involved in the learning process. For example, in chemistry, students complete labs connected to most key concepts and in physics they explore classical physics through hands-on activities and experiments. In biology students delve into experimental work, including dissections and microscopic investigations. “To provide an idea of what a physics experiment might look like, for example, imagine Mr. Braeckman’s physics class uses a little launcher that shoots a ball-bearing and students must determine the distance and height that it’s gone and then relate it back to the equations that govern the approach there. It’s a very effective and fun way,” says Melville, “to apply scientific applications to real life.” This approach not only deepens their understanding but also fosters a love for science. As the Program Area Leader (PAL) of the Science Department, Dr. Melville works with the other science teachers to collaborate on the implementation of team goals across the department. Most recently, discussions have turned to the introduction of sustainability themes across grades and disciplines. For instance, the new Grade 11 Environmental Science class, led by Ms. Delevadova (p.14), brings fresh perspectives to the curriculum, complementing traditional lab-based science courses. Additionally, a new three-week summer intensive travel biology credit course, led by Mrs. Armstrong P ’13 ’15, offers a multidisciplinary experience combining in-person and online learning, including field trips in New Brunswick. In Grades 9 and 10, sustainability is integrated through courses like the Grade 9 Green Industries pilot course and the reworked Grade 9 Ecology and Sustainability unit.
various universities, both in Canada and abroad.
Fostering Intellectual Risk-Taking One of the ways teachers foster intellectual risk-taking is through the intentional integration of lab skills into the curriculum. In Grade 11 and 12 science courses, students engage in various lab experiments throughout the year. At the end of the course, they are presented with lab skills tests, where each student is tasked with a unique experiment. This approach challenges students to independently design and execute experiments. It requires them to make decisions on the fly and adapt to unexpected situations. This promotes intellectual risktaking and builds confidence as students learn to tackle challenges without the constant guidance of a teacher. This experience instills a sense of responsibility and selfreliance. Overall, the commitment of the science faculty at Lakefield College School to deliver engaging, diverse, and authentic learning experiences, along with their focus on preparing students for university, sets a strong foundation for success in the world of STEM education. Dr. Melville’s journey and the school’s approach to science education exemplify a dynamic and effective approach to teaching and learning. “I love when parents come to tour our classrooms, because I’m never concerned that a parent will see something in our classes where the students aren’t engaged. I invite them right in. I can tell you 99.9 percent of the time in our science classes, if you walk by, students are engaged in the learning. And that, for me, as a parent and a teacher and a PAL here, that’s the sign of successful classrooms,” says Melville. CHRISTINE VOGEL
From a high-level perspective, the overarching goal of the science department is always to build foundational 36 | Grove News 2022/23