Together, Apart: NashobaBrooks@Home with Collaborative Problem-solving

by Jacqueline Waters

THIS ACADEMIC YEAR WAS UNLIKE ANY OTHER; it began amidst the threat of Eastern Equine Encephalitis (EEE) and concluded with the global pandemic caused by COVID-19. In the face of such disruption and uncertainty, the Nashoba Brooks School community came together, unified in our core values and mission, while apart. It has made all the difference.

On short notice, all of us—students, teachers, parents, and administrators—were immersed in the world of online learning. We navigated Zoom, Seesaw, and Flipgrid, simultaneously. We relied on one another to innovate, discover, and grow. During this especially challenging time, NashobaBrooks@Home offered stability and connectivity as our community followed the stayat-home order from the Commonwealth of Massachusetts. Perhaps, most importantly, remote learning inspired new opportunities for creative collaboration.

The adjustment to remote learning was significant. Students missed their friends and teachers; teachers missed their students and colleagues; and parents juggled working and supporting their children’s learning at home. With little time to prepare for the uncharted waters ahead, teachers and administrators searched fervently for creative solutions to new problems and alternative ways to remain connected. At Nashoba Brooks School, we drew on our mission, strategic directions, and core values to guide us—and together, we adapted to the unexpected. “In the long history of humankind,” wrote Charles Darwin, “those who learned to collaborate and improvise most effectively have prevailed.” As we look back on these last few months, examples of collaboration in our community are everywhere. If there is one thing the pandemic

has taught us, it is that we are stronger together.

Collaboration in the Nashoba Brooks School community occurred both internally— amongst employees, students, and parents—as well as externally, with educators from other schools in communities across the country. Many connected virtually through our networks with the Association of Independent Schools in New England, NCGS, and EXPLO Elevate, to share proven practice and new ideas.

“No one person could be the expert. Everyone had to work hard for the students—for the common good,” explained Hank Bryant, director of educational technology and innovation. Together with the head of school, assistant heads of school, and the Information Services (IS) team, Mr. Bryant worked quickly to develop “remote teaching tools” along with how-to videos and Zoom training sessions to launch NashobaBrooks@Home. Mr. Bryant and the IS team also collaborated with a tech director group online and provided ongoing support for Nashoba Brooks School teachers who “stepped up—sharing resources and teaching each other.”

“I felt so supported by colleagues in my department” acknowledged physical education teacher Ryan Wonsor, who shared that he, Megan McGuin, and Lucy Douglass “communicated constantly” as they planned asynchronous lessons, shared ideas, and thought about materials students had on hand at home. First, they focused on getting everyone moving with fitness circuits, obstacle courses, and letters of your name workouts; next, they prioritized connection through synchronous lessons, which promoted friendly competition and celebrated personal bests.

Mr. Wonsor notes, “The tech department was unbelievable.” Despite the physical distance, the School was still able to host key events, like Field Day, virtually. Hundreds of students and their families participated; Lower School students shared photos of themselves doing Field Day activities at home, while Middle School students joined a Field Day Zoom call. Blue and White Team Captains made announcements, and led a cheer so loud it caused Mr. Wonsor’s computer screen to glitch! “I lost video and audio for a moment!” he said with a laugh. In addition, Ms. Douglass created and shared a slideshow, and students submitted scores online with honesty and integrity. Engaging in Field Day in this new way was just one example of how Nashoba Brooks School adapted programming during the pandemic.

In Grade 4 math, the Decimal Dinner also became a virtual event. Laura Lande and Jenny Rutherford collaborated with Mr. Bryant to take the event online. Students learned to input data into Google Sheets and how to use functions to calculate the sum and average price per person for dinner at one of three restaurants. A new outcome of going online with this project was that teachers noticed just how capable students were of autonomous problem-solving. “Students did so well. We saw their ability to work independently,” exclaimed Ms. Lande. She shared an example of a student who, in her first attempt, could not

Hank Bryant, director of educational technology and innovation, explaining how to make bottle rockets during an episode of “NBS News.”

understand a function but rewatched a video to work through the problem on her own. The math Sharing of Understanding highlighted the students’ resilience and growth mindset. Ms. Lande was also astounded by each student’s ability to create videos and seamlessly screencast, as demonstrated in another virtual project— the Fraction Finale—where Grade 4 students became teachers and explained how to simplify fractions.

The flexibility and perseverance demonstrated by students during this challenging time was admirable. Ms. Lande felt buoyed by it all. She recognized two silver linings: it “strengthened relationships between colleagues,” and encouraged “an understanding that everyone was wearing a number of different hats.” A new mother with a 10-month-old daughter at home, she appreciated the support from fellow faculty members who were also juggling work and family. “The focus on the social and emotional piece—the well-being of students, employees, and families— pulled us through,” asserted Kerry Stevens, Middle School math teacher and director of external programs. She confessed that she missed seeing students in the hallways and throughout the day and that her online meeting time with colleagues was invaluable; it gave her a chance to hear how students were doing in other classes, as well as what was working and what was not. Grateful for the “constant sharing of ideas and honest feedback,” she described how teachers were continuously “fine-tuning, shifting, and changing” in response to student needs. “Everyone was in such a sharing mode,” noted Ms. Stevens, who said the shift to NashobaBrooks@Home opened up opportunities, not just for new and creative ways of teaching and learning but for professional development, as well. “One of my biggest joys was participating in so many weekly webinars through ISM, NAIS, AISNE, and SPARK...and talking to teachers from across the country,” she said.

While a multitude of resources, like webinars, were available to teachers online, Nashoba Brooks School Counselor Liz Joyce recognized the need for resources for families as well. On her Counselor’s Corner website, Ms. Joyce shared numerous links to all kinds of articles—from how to talk with children about coronavirus and coping with quarantine, to virtual museum tours and guided meditations. In the Friday Letters, she sent a reminder to families: “Please know that I am here and available should you wish to check

in (students or parents!).” Parent Jodi Loughlin remarked that her family felt well supported by the School throughout the spring, “Right off the bat, within the first couple of weeks [of remote learning]...Dr. Rachel Kramer, a child psychologist, was available as part of a Zoom forum for parents to talk about the emotional well-being of your child throughout this process.” She said it was just “another example of Nashoba Brooks going above and beyond with the online process...the school was really there to support the parents.”

While Jodi Loughlin applauded the teachers, Grade 2 teacher Lizbie Porter believed that parents were integral to the positive outcomes of online learning. “Parent collaboration was super important,” she acknowledged. “The biggest thing I learned was that we need

A Middle School student’s submission for the Massachusetts Foreign Language Association’s poster contest focussing on Cross Cultural Connections.

partnership with families.” She also understood that it was advantageous to give families and students as much information as possible, well in advance, so they could fit online learning into their schedules at home. While there was admittedly a steep learning curve for all, she relied on collaboration with the teaching team to “keep the bus moving forward.”

Every Wednesday night at 7:30 p.m., the team met online to figure out the weekly plan. Together, they brought Poetry Night online for families using Flipgrid. Students and parents completed five activities together, returning to the live Zoom call in between to check-in. In one activity, they watched a video of the poem “Sick” by Shel Silverstein, in which each Grade 2 student read a line. Together, parents and children discussed the poem’s meaning. Virtual events like Poetry Night were another way NashobaBrooks@Home helped families stay connected to the School and to each other during the pandemic. Perhaps, some of the most anticipated opportunities for connecting while apart were the all-School assemblies. “Live assemblies were fun because everyone could see [one another] and interact,” exclaimed Ms. Porter. For Assembly Coordinator and Lower School Music Teacher Paul Benzaquin, the main objective was clear: “bring the community together.” Figuring out the best way to do this virtually required embracing new technology and collaborating with colleagues to make assemblies come to life.

Mr. Benzaquin and the assembly committee created short videos for the School community that showcased student work as well as the campus. In past years, there was an Earth Day parade at School with puppets, an outdoor concert, and service learning. This year’s virtual Earth Day included Head of School Danielle Heard and Assistant Heads of School Tim Croft and Regina Nixon discussing what they do at home to care for the environment. Other assembly videos featured a service initiative shared by student Ivy Randall ’20, and graduates Elizabeth Wolfram ’19 and Theo Randall TG’14; student posters created in Spanish classes highlighting intercultural connections; Literacy

Specialist Kirsta Davey’s impressive photographs of wildlife in her “backyard”; and the now famous “NBS News,” spearheaded by Mr. Bryant and Ms. Parker from the IS team. In the final all-School assembly of the year, Mr. Benzaquin collaborated with Christel Michaud, Middle School music teacher, to produce an incredible virtual chorus of the School song.

Ms. Michaud was quick to point out that there was so much “collaboration behind the scenes” and thinking outside of the box during NashobaBrooks@Home. In addition to teaming up with Mr. Benzaquin and accompanist Dina DeMayo, she worked with science and art teachers Kelly Western and Lisa Stanley for the Grade 4 unit on tuning, where students used glass bottles to measure sound. Students also created their own percussion instruments out of found objects.

“It really did take a village,” said Ms. Michaud, who heeded Danielle Heard’s advice to: “Reach out to people who can help you, and utilize available resources.” Tapping into a network of musicians proved helpful when she connected with Concord Middle School Choir Program Director Dan Rivenburgh; from him, Ms. Michaud learned how to extract sheet music into audio recordings in order to create backing tracks in the ScanScore program. She also collaborated with her husband, an audio engineer, to learn more complex editing techniques. Armed with these new tools, she was able to uphold School tradition and have the choir sing during this year’s virtual Closing Day ceremony.

Of the many people with whom Ms. Michaud collaborated, it was the students who impressed her most. They were “super resilient” and even “the students who are quiet by nature stood out and rose to the occasion.” Beginner band students were also able to progress—some faster than they might have at School— during NashobaBrooks@Home. They met with her on a weekly basis, played together virtually in a round-robin style, and had a great time! She said the camaraderie made for a good learning experience—even at a distance.

Middle School Art Teacher Ms. Stanley reflected on the transition to remote learning: “Everything from the foundations up had to change.” She introduced the concept of creating a home studio for Grades 4-8 and outlined her objectives, chief among them: planning open-ended projects that students could do at home, at their own pace. Ms. Stanley also wanted to focus on how artists work together. She consulted with two groups: the National Art Educators Association and the

A student’s submission for the Grade 7 collage color wheel challenge.

Art of Education University. “It was like going to grad school while teaching full-time” said Ms. Stanley, but she was awed by the “amazing sharing nationwide and worldwide.”

As often as possible, Ms. Stanley encouraged students to go outside and view art at work in nature. Sometimes, projects included ushering parents outside, too. This was just the case in one lesson inspired by sculptor Andy Goldsworthy, where students were asked to create sculptures from natural items found in their yards, and photograph their creations to share with the class (you can find examples of their work on page 10). She connected with students one-on-one at various stages of their artistic process. The experience underscored that: “There are many right answers and lots of ways to solve problems.”

Considering the unconventional and unanticipated spring, everyone in the Nashoba Brooks School community discovered a myriad of ways to solve problems collaboratively. Together we explored many good answers to questions that had never been asked before. In a time when we all needed to remain physically distant, our entire community found ways to build, sustain, and strengthen our connections.