NEWSLETTER FOR PA
Spring 2017 INSIDE THIS ISSUE:
RENTS, STUD
ENTS, ALU
MNI FAM
ILIES, G
RANDP ARENT
S AND
FRIEN
Authenticity
DS
SPRING 2017 CONTENTS
like us
Follow us
facebook.com/OpenWindowSchool twitter: @OWSBobcat
2 Letter from the Head of School 3-4 Flexible Spaces 5-6 Faculty Spotlights 7-8 Science and Technology in Lower School 9-10 The Transformation of the Art Studio 11-12 Bringing Culture to Life in Spanish Class 13-14 2016 Election Project
Open Window School Arcade Looking at boxes, paper towel tubes, pom poms, and marbles a little differently this fall, students created a school-wide arcade to be played by the entire community at a Saturday event. Due to inclement weather, the arcade had to be cancelled, but the games did not go un-played. Head of School Jeff Stroebel named the following Monday, “Arcade Day” and students grades kindergarten through eighth grade moved through campus supporting one another in learning the rules of studentcreated games and arcades. The Open Window School Arcade, #CardboardChallenge2016 was inspired by Caine’s Arcade.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 1
A LETTER FROM THE HEAD OF SCHOOL Dear Friends of Open Window School, A word that I frequently use to describe the school program at Open Window School is “authentic.” Guided by skilled teachers, Open Window students have the opportunity to develop the skills that they will use throughout their lives by doing the work of real professionals in school. This often means that school at Open Window looks very different than what I experienced as a student or even as a young teacher (my first year in the classroom was 1980). A commitment to authenticity means developing a comfort with school being “a bit messy” at times. Students are seldom sitting in neat rows, working out of textbooks, and our classrooms are rarely quiet. Not every teacher is cut out to teach in an innovative school. It takes a special kind of teacher to hold high expectations for students but at the same time be willing to allow them the room to make their own learning decisions as they work to solve real problems. Open Window School teachers bring a variety of life experiences to their classrooms, all of which can be tapped to the benefit of our students.
This issue of The View highlights how our students are benefitting from Open Window’s commitment to authenticity. Whether it is how the first grade classrooms have developed flexible seating or students are using Skype to collaborate with each other in real time on different parts of our campus, school is constantly evolving to meet the needs of our students. All schools taught about the election process this fall, but how many schools gave students the opportunity to build touch screen voting machines? We cannot respond to the rapidly evolving needs of our students without the support of our community. Last year, our Auction Fund-a-Wish raised $140,000 to completely renovate our lower school computer lab and K-8 art room. These renovations have totally transformed these learning spaces into an innovative maker lab and art studio. This year, our Fund-a-Wish will focus on renovating the Bue Commons entryway into Robinson Hall and the Library Learning Commons. In both areas, the emphasis will be on enhancing flexibility and creating areas for collaboration. How students use the Library Learning Commons has changed dramatically since it was designed over a decade ago when school libraries were primarily thought of as a repository for books. This project will create a dynamic learning space where students and adults can meet, collaborate, and utilize both print and electronic resources. I hope you enjoy reading about the many ways our commitment to authenticity manifests itself at Open Window School, from the varied backgrounds of our faculty to the innovative learning activities that prepare our students to meet the challenges of the future. It may not quite look like the school you and I experienced as students, but we are strongly committed to educate our students for their future, not our past.
Very best regards,
Jeff Stroebel, Head of School
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 2
spaces As educators we are often thinking of beginnings and ends simultaneously. When the 2015-2016 school year concluded, first grade teachers Marissa Sandberg and Jillian Rawson sat down for a year in review and to rethink the physical space in the classroom for the upcoming 2016-2017 school year. They noted the students who needed to move to expend energy and others who seemed most engaged when sitting on a cushion in the reading center. As they were exploring innovative options for flexible seating, the ideas flowed: lower tables, raise tables, change grouping sizes, bring in additional bean bags, mats, stools, and yoga balls. First graders have now had a semester to test flexible seating, here is what they have to say.
Sasha We have flexible seating in our classroom. We have chairs, stools, yoga balls, and floor table, standing table, and clip boards. My favorite is the yoga balls. After that I switched and sat on a stool. We have 3 stools and 3 chairs. Flexible seating is so much fun!�
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 3
Thomas
Rupert
I like sitting at the red table. To begin with, the wiggle seat is a thing I prefer. In addition, sitting with one more person is nice and peaceful. Finally, the little bulletin board always stirs up conversation.”
I most like the green table because it’s so big, I have lots of space to work. There are good friends to talk with, there are no people who are mean. Most of all, I like to eat lunch there.”
Simren Zoya I like the red table because…it keeps me focused…the wiggle seats are easier…and it is not that chatty.”
I like the floor table the best… because we are allowed to sit on bean bags…and I like to relax and talk to friends.”
Julia I like the King’s table the best. It is a group table so I don’t feel lonely. It does not have wiggle seats. I like it that way. I feel comfortable in chairs. It is fun when we do group activities.”
Amiya
Eileen
I love standing at the yellow table best. One reason is because you can move your legs. The next reason is because it is close to the board. Finally, I like the yellow table because a lot of my friends sit there and it has a good view.”
I like flexible seating because you can pick your own!”
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 4
FACULTY SPOTLIGHTS Each month, our Learning Library Commons Director & Diversity Coordinator Laura Simeon sits down with a faculty member to find out more about them, their backgrounds, and the unique qualities they bring to the Open Window School community. Here are three Faculty Spotlights:
Sean Patch, Middle School Math Teacher Sean Patch, who joined our Middle School Math Department last year, is a native of Maine. Upon moving to Washington he spent two years as a stay-at-home dad to his kids Zoe and Charlie before returning to teaching. Sean majored in Economics and Environmental Science at Wesleyan University, before working for 5 years in finance in New York City. Seeking employment that would bring greater meaning to his life, he became an Outward Bound instructor, taking boys sailing on two-week adventures along the coast of New England. As part of his preparation, Sean engaged in intensive diversity training that had a profound impact on his outlook. The timing was serendipitous since he met his wife Debi at around this time and was engaging with cross-cultural topics in his personal as well as professional life. Sean’s next career was as a teacher in the NYC Teaching Fellows program. Working in inner-city classrooms where gang violence and racial tensions were a part of daily life, he found that connecting with his students through personal stories had a profound impact. He next moved to Fenn, an independent school near Boston, which had relatively little ethnic or socio-economic diversity. Sean brought his awareness of the impact of oppressive social structures to the classroom, helping his students understand the responsibilities that come with privilege. Surprisingly for a math teacher, Sean didn’t love math as a child until a teacher made the connection to sailing and navigation, which are long-time passions of his. At that point he realized that math is a tool, even “a superpower — I can predict where I’ll be in the future!” As a result, he loves creating hands-on projects and finding real-life applications for math to inspire his students.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 5
Laura Hange, Second Grade Teacher Laura Hange, a Chicago native, is now in her thirteenth year as a second grade teacher at Open Window School. Her respect for and commitment to our school are what keep her here in the Pacific Northwest, far from her roots and family ties. Laura especially appreciates working with colleagues who genuinely want to be here and who come to school with a positive attitude, ready to work hard. She also loves supporting her students’ progress over the course of the year and seeing their excitement about learning. Coming from a family with a passion for education, it is fitting that Laura became a teacher. Her father grew up in displaced persons camps in Europe. A child laborer working as a butcher’s apprentice, he was only able to attend school through fourth grade but speaks five languages and encouraged her to explore her passions. Laura’s mother has a degree in English, so her appreciation for education stems from her own studies. She, too, took a hands-off approach that allowed for exploration and pursuit of learning for its own sake. Outside of school, Laura’s hobbies include sewing (she made a set of drapes over summer break), painting with acrylics, and watching the Chicago Cubs play baseball. When she’s not reading books about education (CAFÉ and Daily 5 are current reads), she appreciates humorous books by comedians such as Amy Poehler, Tina Fey, and Jim Gaffigan.
Elena von Naumann, Middle School Math Teacher Currently in her ninth year at Open Window School, Middle School Math Teacher and Coordinator, Elena von Naumann, has a fascinating background that includes working in a military factory after graduating from Vilnius University in Lithuania, teaching at college prep high school in Arizona, and as a university adjunct for Graceland University and Embry-Riddle Aeronautical universities. Elena loves teaching at Open Window School because of the inquisitive questions and deep conversations about math she has with her students. She remembers one group of six graders who became so engrossed in a discussion of real and complex numbers that they stayed on after school. “I like surprises like this because they make me deeply appreciate being a teacher here,” she says. A mother of six, her youngest, Elizabetta, is an Open Window School alum. Elena also has a grandson, Gianni, who is two-and-a-half years old and lives with his parents in Arizona. In December 2016, she and her husband celebrated their 27th anniversary of coming to United States as political refugees from Lithuania. Elena is a big fan of road trips and has crossed the United States multiple times, seizing opportunities to explore ‘small towns’ of America and learn more about our country and its people.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 6
Science & Technology in Lower School
BY MARIA DI GIOVANNI, LOWER SCHOOL INNOVATION & TECHNOLOGY INTEGRATOR
For our Science and Technology passion based experiment project, our highest goal was to introduce the Lower School Innovation and Tech Lab to the students as a collaborative space. We wanted the students to understand the lab through its intention, as a space to connect subjects and technology, to work with peers on a common goal, to use the tools in the lab, and to grow their maker mindset.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 7
“ Through the connection between Science and Tech, students will learn how to think of the lab as a resource for their other classes, how to operate within the space collaboratively, and how to meaningfully connect their classroom learning to their technology skills.”
In this first project, the fourth graders learned how to use Tinkercad and the 3D printer to build life science experiments for their science class. Students constructed a hypothesis about preferences and behavior of crickets and then designed an experiment to test their theories. In the ITL they were introduced to 3D modeling software and designed pieces for their experiments. We saw many bowls, some habitats, and even cricket exercise equipment!
Fourth grade students are confident with most of the tools in the LS ITL, however, there is a new culture in the lab this year. Fourth graders are going to be spearheading the changes around the lab, specifically with design thinking and building. Through the connection between Science and Tech, students will learn how to think of the lab as a resource for their other classes, how to operate within the space collaboratively, and how to meaningfully connect their classroom learning to their technology skills. Fourth graders are also in a position to become leaders in the lower school as well as strengthening their skills as empowered learners, knowledge constructors, and innovative designers.
During this project and others, we assisted students in gaining skills and familiarity with the tools available. Fourth graders have an advantage of being familiar with many of the tools in the space but they still need guidance. We provided relevant instruction, but the role of the teacher in the LS ITL is largely to provide the support that the students will need to create their product. In future projects, the extent of this support will range depending on the project and could be anything between providing step-by-step instructions for a new software or language, to simply providing the space, time, staffing, and tools for the students to work. One of the most exciting elements of this project was our local Skype. We’ve used Skype at school before to communicate with outside experts and communities, but in this context, we used it to communicate with each other. Dedicated 3D designers worked in the LS ITL while the rest of the team worked on their experiments in the Science Lab. Both labs had dedicated Skype computers so one lab could call the other and students could consult with their teammates without running down the hall! Students were able to take charge in their team’s collaboration and communication. Local Skype will be in use for future projects.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 8
...freedom to move brings with it the freedom to create.
THE
Transformation ART STUDIO of the
BY KATYA PALLADINA, K-8 ART TEACHER
The space has become a resource for them rather than a destination.
It all started with the sinks, students would cluster around them and clean up time was a challenge requiring more attention from me before, during, and after class. I dreamt about a trough sink that would allow more mobility, independence, and less mess for students. Since the Fund-a-Wish changes have been implemented, I have noticed I can be more present in the classroom. The new trough sinks with foot pedals and countertops with greater surface area have made it easier for artists to clean up or gather supplies they need.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 9
Configuration of space allows students much more independence.
In addition, with added storage solutions, a rolling art cart, and easily movable tables that allow for a flexible reconfiguration, the space in the studio opened up making way for easels or pottery work. Small details like stools instead of chairs help keep the floor open and allow kids to move more freely. With easels, students can work the same way as artists like Rembrandt and Van Gogh did, standing in front of their artwork and stepping back to see the whole picture without the distortion from working on a flat surface.
ABOUT KATYA PALLADINA Katya grew up in Russia, went to art school from a young age, and has always considered herself an artist. Painting, drawing, and photography are some of her favorite mediums, but recently she has developed a love of videography and pottery. She has been in the northwest for 16 years and finds inspiration in the outdoors, kayaking, and walking in the city with the camera. One of her favorite quotes is:
In art, the freedom to move brings with it the freedom to create. Creating a physical art piece employs the brain but also the whole body whether with a pencil, brush, or clay—the small and large motor skills are involved and developed. We added magnetic panels to the storage closets which has increased the amount of space for displaying both masters’ works and student work, inspiring both ideas and creativity. Electrical cords from the ceiling turn the studio into a makerspace with easy access for glue guns, and use of technology for digital editing, or other pluggable maker tools.
“ never apologize for your art” which is a message she shares with her students. What she remembers most about some of her favorite art teachers is their success at working artists, demanding high professionalism but understanding an artist’s desire for self-expression. In addition to sharing her passion for art with students, Katya is a working artist, winning several awards for documentary work and showing her photography in local art shows.
Configuration of space allows students much more independence. Most notably, middle students are trickling in more often with a feeling of ownership asking for supplies or advice. The space has become a resource for them rather than a destination. Creating flexible spaces, sometimes even with minor changes can transform a space.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 10
Tito la Tortuga Turns Siete:
Bringing Culture to Life in Spanish Class
BY MANDI DAVIS, K-4 SPANISH TEACHER
In December, first and fourth grade students came together for a mock celebration— una fiesta de cumpleaños! The party honored Tito, a turtle from a first grade “Mi familia” unit story. Both grade levels had been exploring celebrations and holidays from Latino cultures—from Day of the Dead to birthdays and Christmas. They learned or reviewed how to say their ages and birthdays en espanol, listened to the traditional “Las mañanitas” birthday song from Mexico, and made comparisons between their personal customs and those in the Spanish-speaking world. In fourth grade, students found out what a quinceañera is (a big ceremony/party for a girl turning 15) and the many elaborate traditions involved. The only missing piece was bringing this knowledge to life in an authentic way...and so the party preparations began! First graders got to work crafting invitations and party crowns. Meanwhile, the fourth graders made mini piñatas and photo booth props to surprise their buddies. The fiesta day finally arrived, and excitement levels were high. To start, students sang “Cumpleaños feliz” to Tito, the cumpleañero. They chanted “Mordida! Mordida!” and cheered when Tito went to bite his “cake” of shredded carrots and had his face shoved in, as is tradition. Party activities included egg races, photo booth selfies, and singing “¿Cuántos años tienes tú?” to the tune and actions of London Bridge. Smiles and laughter filled the room, and the 25 minutes flew by. With a little collaboration and imagination, students had a meaningful Spanish experience, and Tito had a most magical seventh cumpleaños.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 11
The lower school exploratory Spanish program follows the natural sequence of language learning: understanding—speaking—reading—writing. Understanding and speaking are the primary focus. The program is designed to provide both an introduction to another language and an appreciation of another culture prior to the more academic middle school Spanish curriculum. Consistent with how a child learns his or her first language, the Spanish curriculum encourages a learning environment in which the language directly relates to the students and their surroundings, reflecting their needs, interests, and everyday life. Students are exposed to Spanish-speaking cultures through stories, songs, and a study of customs.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 12
2016
Election PROJECT BY DAN GULOTTA, MIDDLE SCHOOL HUMANITIES TEACHER
Imagine yourself in the shoes of the presidential candidates, as they develop their commercials, stump for votes, check the polls … and make their own voting booths? Welcome to the sixth-grade presidential election.
Led by a brain trust of humanities, math, and technology teams, the sixth graders immersed themselves in the spectrum of national politics with The Election Project. The sixth graders went from learning about the importance of voting and the election process, to making campaign websites, to even coding and building movable-touchscreen voting machines. They created signs and slogans to highlight their campaigns: “Vote Rhymes for Better Times.” “We believe in your future.” “Our Thinking is Fresh, so Vote for Swadesh!” “United.” And united they were – digging deep into successful campaign strategies, current issues, demographic and polling data, and specific differences between the various political parties. Armed with this knowledge, the sixth-graders participated in a professional four-day debate, where students delivered speeches on issues ranging from foreign policy to the economy, followed by rebuttal. Finally, it was election day: Students organized schoolwide voting for sixth-grade presidential candidates and the national election. Who won? Everyone involved. If, as Franklin Delano Roosevelt said, the real safeguard of democracy is education, our future is secure in the hands of our sixth graders.
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 13
>Last minute campaigning
Student-built and programmed touchscreen voting booths were set up for voters.
>
>
by candidates before votes are cast.
“How was your voting experience,� pollsters checked in with voters.
>
Political ads were available to help educate voters.
Thank you for supporting the
Inte
Save the Date for Grades K - 4
New Format!
Designed for an immersive experience.
Grandparent Special Friend Day
&
Friday, April 28, 2017 for Grades 5 - 8
STEM DAY Science. Technology. Engineering. Math.
Thursday, June 1, 2017
OPEN WINDOW SCHOOL | THE VIEW | SPRING 2017 | PAGE 14
Non-profit Org Us Postage PAID Seattle, WA Permit No. 315
6128 – 168th Place SE Bellevue, WA 98006 425.747.2911 425.562.4035 FAX
www.openwindowschool.org Change Service Requested FPO
NEWSLETTER FOR P ARENTS, STU
DENTS, AL
UMNI FA
MILIES,
GRAND
PAREN T
S AND
FRIEN
DS
Spring 2017 EDITOR:
Carolyn Lucas COMMUNICATIONS DIRECTOR CONTRIBUTORS:
Jeff Stroebel HEAD OF SCHOOL
Marissa Sandberg, Jillian Rawson & Students FIRST GRADE
Laura Simeon LEARNING LIBRARY COMMONS DIRECTOR & DIVERSITY COORDINATOR
Maria Di Giovanni LOWER SCHOOL INNOVATION & TECHNOLOGY INTEGRATOR
Katya Palladina K-8 ART TEACHER
Mandi Davis K-4 SPANISH TEACHER
Dan Gullota MIDDLE SCHOOL HUMANITIES TEACHER
Angie Hurlock DIRECTOR OF PARENT RELATIONS & SPECIAL EVENTS COVER PHOTO CREDIT:
Jenna Spadoni DESIGN:
Christa Fleming
Spring Calendar
March 25 April 10-14 April 28 May 26 May 29 May 31 June 1 June 15 June 16
Auction Spring Break K-4 Grandparent & Special Friend Day Faculty In-Service Day Memorial Day All School Spring Showcase STEM Day & Middle School Grandparent’s & Special Friends Day Eighth Grade Graduation Last Day of School