Virtue Knowledge Faith Virtue
Knowledge
Faith
Virtue Knowledge Faith
St. David’s
Virtue
Knowledge
Faith
Lower School’s Higher Aspirations
Faith Virtue
Knowledge
Faith
Virtue
Knowledge
Faith
Virtue
Knowledge
Faith
St. David’s provides a unique experience that acknowledges that lower school children are capable of more than they ever thought possible.
Collaboration & Community
Curiosity & Critical Thinking
Students on the St. David’s PK-12 campus learn from each other, build relationships, and foster a collaborative learning environment that builds a foundation for success in life.
Curiosity is encouraged, as is the freedom to fail. Only through this process can critical thinking and problem solving skills be developed.
St. David’s Snapshot is a periodical publication that highlights the unique ways in which St. David’s School strives to fulfill its mission of preparing young men and women for college and life by challenging them to excel in the vital areas of faith, virtue, and knowledge.
n u F e h t f l a H s Getting Ty, Chritiecarl TehinIking, Collaboration, and Community Curiosity, Creativit
ildren, teenagers or hether as young ch W . ed nc rie pe ex bark on It’s a scene we’ve all anticipation as we em d an t en em cit ex of atever at moment way, ready to face wh ive adults, we’ve had th dr e th of t ou g road trip, pullin the great American e open road. students’ time in we encounter on th capture during our to ive str we at wh ney that will That same energy is dents are on a jour stu r ou p, tri ad ro to uch like a ally, and our goal is the lower school. M figuratively and liter th bo , ols es to ac d pl an us ills ro th the sk take them to wond and equip them wi t lis g in by ck pa ed st ht bu lig a ro life, high provide them with towards college and ge ya vo eir n th tio r ra fo ared collabo itical thinking, and they need to be prep cr , ng lvi -so lem ob r creative pr our efforts to foste . t need to be taught within a community ost students do no m at th e nc rie pe ex quisitive, curious It has been my rally creative and in tu for the na gs e win ar n dra l re ura ild ect ch hit g Youn take away the Pouring over the arc how to be creative. s. Our job is just to rk School Principal r wo we it Lo w n, ho sio d an an exp lems. We nd them lower school mes to solving prob out the world arou co out how the new ab it ab en ited wh exc is lly to cia No pe th Michael er creativity, es stop coming up wi ter curiosity, creativity, obstacles that hind de the box, never to tsi space is designed to fos ou d an y. g nit r bi mu ve k com in ne d u th yo to oration, an vation and design, want our students critical thinking , collab rrent culture of inno cu r ou in e us ca be they may seem, hat er how outlandish new ideas, no matt Instead of saying, “T g. kin in th l ca iti cr e le. ag possib g questions. Test ng skills is to encour know what might be atmosphere of askin velop problem-solvi an de g lp rin he ste to fo ys by wa g e eir thinkin atmosphere we want One of th encourage and the students through th e to id g gu in lp try e he ar to we nt won’t work,” we wa . This is the culture go back and try again en th d rt. journey an UP il fa theories, rt of the students’ wever, is a team effo sta ho e e, th er m th g fro in ht ett rig G at ssrooms. want to develop th u go about working to create in our cla on goal, it is how yo of leadership and we m k ar m co llm a ha e a ev is hi n ac tio to g the time to truly group Collabora d empathizers, takin n being a part of a an ea s m er st ten ju t lis e no tiv es ac do nts to be ding. For those at St. David’s. This We want our stude thoughtfully respon e. en nc th re d ffe an di e rs, th he es ot d mak , nurturing the art of from their peers an together that truly ideas and opinions ghts and comments eir ou th e th e ar th sh d to an it rst wa de s cannot bal citizens. hear and un ere excited student students and as glo wh th om bo ro as ss t en cla a pm in lo blessings we have eir deve who have been t opportunities and a crucial part of th es is gg it bi el e fe th we of t e bu on and ent to witness listening is not easy, others are with you, such an encouragem en is wh It n 2. fu e -1 or PK m s, t lo nt de Road trips are a among all of our stu strong community a r ste fo to y ilit d ab here is our s in faith, virtue, an g our fourth grader our seniors mentorin e those same fourth turn around and se to en th d st one an ge led know buddies. That is ju tle lit ten ar rg de kin their s. graders mentoring e across our campu tions that take plac ac ter in y an m e d th an example of e school calendar continue beyond th They are bonds that ll last even longer. memories which wi pture the joy of ning, we want to ca or m , w ne ch ea ith W th a vision to inspire at is St. David’s, wi th y ne ur e jo ar e o th wh on s embarking s of lifelong learner d develop a campu cultivate, nurture an there yet?” e ride to ask, “Are we th g yin jo en sy bu o to opportunities students just one of many PE Michael Noto cipal Lower School Prin
in Field day tug-of-war is y, a philosophy rooted ooler has PE every da sch er low lly, ery ona Ev oti em e. ly, enc experi ally, physical whole person, intellectu the development of the and spiritually.
On the cover: “I see a bug!” exclaimed kindergartner Delaney, who then grabbed her magnifying glass to examine it. The lower school garden prompts lessons driven by student discoveries and questions.
Reflections on an exceptional experience Fostering critical thinking and relationships Amy Rogers is a veteran teacher with accolades that could have her hired at any school in the country. But it is the mutual trust and love between her students and herself that allows her to use that experience effectively. “There are so many reasons why St. David’s is distinctive. We are constantly striving for improvement, for ways to look at the process and the product. We have become more product and concept driven. It allows us to re-teach concepts that students struggle with and gives us flexibility to augment other children’s extension of their learning.” “Having a class set of iPads has opened up a new world of teaching. The apps enable our kids to
show a deep understanding of their knowledge and create portfolios of their work. Publishing their work is so motivating; it’s another layer of accountability. My students are particularly proud of their work being published for an active audience.” Mrs. Rogers explained how a skill-based grading scale has fostered creativity and critical thinking in her students who no longer have to be afraid of missing that “A” on an assignment. Instead, they problem solve on rich, applicational projects that give the students the ability to deepen their own learning. Mrs. Rogers also finds that “the relationship with students here is just remarkable, which makes it so rewarding to be at St. David’s.”
Amy Rogers, third grade teacher
Real world projects bring learning alive Some were deemed royalty, others clergy and the unlucky with no rights, the poorer class. This was Revolutionary France -- but in the fourth grade classroom. Fourth grade parent Hope English explained that her son was designated clergy for the day and enjoyed the privileges that come with such status - doughnuts for snack, a homework pass, and exemption from menial work that others had to “suffer” through. However, he really had to synthesize the attitudes and feelings of that time period when he was asked to collect “taxes” (jellybeans) from his fellow students and began to empathize with their plight. “What a wonderful way to help him and other students truly understand the dynamics of harsh
political and social structures during that time,” said Hope. “It’s innovative and imaginative projects like these that have enhanced my sons’ love of learning.” Their second grade son engaged in creative, critical thinking activities as well. One involved creating a habitat for a tortoise. This project required the use of research and science skills to determine the ideal conditions for a habitat, while incorporating math while budgeting for materials for the habitat, and problem solving by measuring and estimating the dimensions of such a habitat. “One of the greatest joys,” said Hope, “has been watching them embrace the learning process in a fun and exciting way.”
Hope English, second and fourth grade parent
Creative, active learning Tomás is not one to sit by and watch – he relishes active participation and genuinely enjoys learning for learning’s sake, and that’s exactly what he’s been able to do in third grade. “I love the trips and activities!” Tomás said with conviction, recalling how amazing it was to walk on the same hardwood floors that George Washington walked in Old Salem. Tomás is passionate about the autonomy he was afforded to create his own just-sostory about how the leopard got his
spots. He didn’t just learn about fables, he created one for himself and even illustrated it. Tomás also loves complicated learning games like Touchdown, which provides a number and challenges students to find multiple ways to arrive at that number. He also loves working with his classmates to compete with students across the country on iPads in Splash Math. “Our class got first place!” explained Tomás with satisfaction. It’s not difficult to catch Tomás’s contagious love for school!
Tomás, third grader, at International Night
An Enriching Experience Exploration fuels curiosity; curiosity drives critical thinking
S
itting at a table with paper towel rolls, bits of paper, rubber bands, and paper clips, enrichment teacher Ruth Peterson worked on a “Mystery Bag Challenge” in one of her classes. Students pull the items out of the bag and read the “problem.” They then have twenty minutes to solve the problem using the items she has provided. “I love to put the student in a leadership role, where they are automatically the scientist in the classroom,” said Mrs. Peterson enthusiastically. This student-centered approach is a hallmark of the way lower school enrichment teachers approach their teaching. Ginnie Pitler, the lower school technology instructor, explained, “Our job is to try to find the right tools that help bring the content to life, tools that enhance the learning that is taking place in the core classroom.” For example, while the Pre-Kindergarten was learning about nursery rhymes, Mrs. Peterson created what she calls “The Humpty-Dumpty Egg Drop.” Even though they might not have known it at first, students wrestled with the concepts of speed, gravity, and basic laws of physics to make various egg-protectors. “It enabled us to discuss;” Mrs. Peterson said, “it helped to turn the abstract into concrete ideas.” It was also a creative, Technology is not for technology’s sake. It is a window to student-driven a wider world and a tool to enhance the purposeful learnprocess. “There ing that is such a part of the lower school curriculum. were no rules on how to build the egg drop protection structure. The freedom to create helped the students work as a group and as teams.” Mrs. Pitler also focused on problem-solving. “It’s important to have a network [of professional connections]. Because we are working with various apps and ideas, we have a network of other educators around the world with whom we exchange ideas.” So important is the school-to-school component of discussion and problem solving that
students have Skyped with classrooms in other countries. From topics like social media use to research, students are encouraged to think critically about how technology interfaces with ethics, faith, and character. Art teacher Tami Hargrove explained, “Enrichment classes allow students to experience a topic in a different way. Just the way a subject is
“Enrichment teachers help students to critically and creatively solve problems....” presented in an enrichment setting can create a connection for a student that may not have been made in the classroom. For example, kinesthetic learners, those children that may get fidgety sitting for a social studies lesson, can work patiently, quietly and independently in an art class painting an Egyptian mask for International Night.” Spanish teacher Celia Battle meets three times a week with her lower school students focusing not just on learning new material, but mastering what they have already learned. “In this global society, there is a clear need for bilingual students,” said Señora Battle. “By starting them in a second language as early as Pre-Kindergarten, and spending time mastering their vocabulary and pronunciation through role-playing, songs, and poetry, our lower school students are well prepared for language courses when they get to middle school.” The goals of the library enrichment program are to provide access to information and resources, promote the love of reading, and encourage students to become effective researchers and discerning life-long learners. The library faculty provides special opportunities for students, including an exciting book fair, and exposure to an impressive array of children’s authors throughout the year. As students travel from library to music, from Spanish to PE and more, they find thoughtful, intentional teachers who bring classroom content to life, to encourage students to think critically about our mission of faith, virtue, and knowledge, and to provide additional resources for our classroom teachers. In yet another dimension on this road to college and life, the additional support provided by our enrichment teachers allows students to critically and creatively solve problems.
“It makes swirl colors!” said George with enthusiasm, as he mixed blue, green, and white acrylics to create colors for his sea turtle. “It’s aqua. It’s aqua like the ocean,” responded Lua, experimenting with the new discovery. Art in Mrs. Hargrove’s class is exploration and curiosity; art is learning with and from each other, thinking outside the box, and trying something new. It is a place to create both successes and mistakes that become profound learning experiences.
Technology
Art
Library
Music
PE
“La vaca” says Señora Battle crisply as she teaches her second grade students a Spanish song. Each class visits the Spanish classroom three times weekly, where they continue their learning from other classes, but in a second language. Kindergartners Caroline and Aidan water vegetables and herbs in the school garden, where students are inspired to ask questions and make connections to their classroom learning. The fruits of their labor will become a part of their lunches in the fall! The Berenstain Bears came to St. David’s -- one of many special experiences that the library enrichment program provided. Michael Berenstain, author and illustrator of the famous book series brought the characters alive for the lower schoolers.
Faculty teamwork leads to student collaboration
“W
Collaborative Creativity
hen we go to recess or lunch, our students are constantly talking about what we’re doing in class,” said fourth grade teacher Averi Linderman. “Right now we’re reading a really interesting murder mystery—they’re comparing notes about who might have done it!” Such conversations are routine for a faculty team that spends much of their time comparing notes about what is working and what is not. The collaborative relationship between Averi Linderman and Shea Linden might explain why their classrooms are brimming with excited, successful students. And their collaboration reflects the learning atmosphere in their classroom. Their fourth graders collaborated among themselves as well to become experts on Madagascar, and they developed a wealth of skills in the process. The fourth grade classrooms worked together, beginning with a student-driven research component. Students searched websites, books, and blogs. They then organized their information and
identified their greatest interests. They found partners with similar interests and began to pursue their research in earnest. Their research branched into sociological, environmental, economic, religious, and geographical areas. Some students researched how to pray for and serve the people of Madagascar, and their research tools included missionary blogs and advocacy websites. Others became experts on the unique flora and fauna of Madagascar. The project was both cooperative
to plan instruction. This focuses on the needs of the students and builds on their strengths. “We worked together to coordinate our curriculum each week,” noted Mrs. Linderman. Mrs. Linden then continued, “Much of what you’re going to see in our fourth grade classrooms is similar material, and the students know that we are intentional about what we’re doing.” The collaborative process started over the summer and two items of significance came to the forefront: a new way to do critical reading, and
“The project was cooperative, interdisciplinary, and unceasingly creative...” and interdisciplinary, and unceasingly creative. The students used their research skills from their enrichment time in the library. They used artistic skills to convey their understanding of the animals of the region while creating Eric Carle-inspired artwork. They used their computers and iPads to create QR codes as well as presentations with video, images, graphs, links, and animated presentations. And they honed their public speaking skills as they prepared the presentations that they would deliver to younger students and parents alike. “We have really focused on what we know works” said Mrs. Linden. “That’s datadriven instruction.” Data-driven instruction refers to a teacher’s use of the results from student assessments
a more evidenced-based approach to teaching math. Shea noted: “The critical reading component of our curriculum was very important, because we really wanted our kids to develop a lens of empathy and understanding about how others live and think.” Averi continued, “Reading new novels and a diverse set of texts opened the door to authentic conversations, and helped us be intentional in those conversations.” “Math has also changed,” said Averi. “Because we are constantly talking to one another, and have that added reflection, we have started teaching math in a very similar way that we teach reading—in small groups.” Shea continued: “True small groups! Three or four students!” These groups allow for more one on one instruction. “It helps us work even more closely together. It’s so valuable to duck across the hall and say, ‘What are you seeing today?’” Averi and Shea have conversations with teachers below and above their grade level. “It really has helped
Averi Linderman spends one-on-one time with Luciana during a reading assessment. Personal attention complements group collaborative learning in the lower school classroom.
us to know what is important to teach to our students so they’re ready, and also to know what particular strengths and highlighted learning our future students are doing.” “We’re so enthusiastic.” Averi said, “and it’s caught on with our students. Even at lunch, all they
can talk about are the novels we’re reading.” Shea, nodding, says, “There was a day when my students fell behind Averi’s in the story we were reading. They then were having conversations about the book on the playground and came back upset because they wanted to be able to talk
about the book with their friends!” That enthusiasm is one of the reasons why collaboration is so powerful. Without even realizing it, the conversations their teachers have on a daily basis are fostering a natural desire for collaboration among and between our students.
Math Instruction with a Twist Next Christmas you may want to ask a second grader for help with your lighting design. Second grade teacher Tammi Palpant gave some of her students a project to decorate a house with Christmas lights within a budget. They had to calculate the linear footage of lights they would need, then go online and comparison shop for pricing of the lights, keeping in mind the cost of shipping and taxes, the length of the strand and other details. “They loved the challenge!” said Mrs. Palpant. This is just one example of how a unique instructional method is bringing math learning to a whole new level. Traditional ways of teaching math do not often meet the needs of the students. Those who have a natural ability for math can be held back, and students without a penchant for math have trouble keeping up. But the lower school faculty recognize this and use a concept known as the “Spiral Math” method. “No student should be punished because they don’t get a concept easily,” said Tammi. “This method gives me the appropriate time with each student to ensure a full understanding of the concept I am teaching. If students are struggling, I can spend more
time with them, while the rest of the class is appropriately engaged in other math activities.” This technique allows the teacher to group the students into skill-based groups of four or five students. As she works with one group introducing a new math skill, another group works with the teaching assistant reviewing recently introduced concepts, and a third group can be works independently reviewing math basics through games, puzzles, or iPad apps. Spiral Math employs the concept that the game 20 Questions uses: the participants begin with broad concepts, and work their way towards more and more detail, all the while retaining the basics concepts as a framework. “This model has been wonderful, especially for some of my students who really love and have an aptitude for math. I have been able to give them special challenges that would not have been possible in a traditional setting. “I love that I can challenge these students and at the same time give the appropriate attention to the rest of my class,” Palpant says. “In the end, all of our students benefit.”
Enjoying a digital-analog matching game, second graders Caroline and Ellie work with Mr. Will Coley in developing practical clock-reading skills as well as more abstract math concepts.
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Community Brings The Mission to Life
Mentorship and relationship foster development of faith and virtue “We were on vacation at Disney World,” explained Ben activities.” For both fourth graders who are preparing for the Wood with a smile, “and to our surprise, we saw our son’s big middle school transition, and seniors who are preparing for big buddy and their family, and we spent a half hour visiting a major life transition, the buddies program sets aside time to with them!” Ben is not only a dad of a little buddy, but the relate, laugh, and enjoy those precious moments of childhood. senior grade chair who helps coordinate part of this commuEven better, it serves as a vital link between divisions. nity-building program at St. David’s. “The parents get to know Lower school students are also mentored in other significant families in multiple divisions as the fourth graders transition ways. The development of faith and virtue is an essential into the middle school—this kind of organic connection is what part of the St. David’s mission. This starts with meaningful makes St. David’s special,” said Mr. Wood. relationships with teachers as well as older students and is Every year at St. David’s, seniors are paired as “big budbrought to fuller understanding through an organic integration dies” with fourth grade “little buddies.” Likewise, each fourth in their daily lives. St. David’s is not about indoctrination; grader is paired as a “big buddy” with a kindergartner “little “Our faculty & staff teach and model faith,” said Chaplain Dr. buddy.” The seniors spend intentional time mentoring the Todd von Helms, “and create an environment where students fourth graders, and the fourth graders follow that example are encouraged to ask questions, express doubt, and wrestle and mentor the kindergartners. Mr. Wood explained that with truth.” In lower school chapel students are introduced to “The buddies have really helped develop a nurturing relationcommunity leaders of influence, including local pastors and ship between the two divisions. Seyouth pastors. The students participate niors and fourth graders know one in praise music, read from the Bible, another, but what I wasn’t expecting and even share devotionals with the that has been great are the bonds entire lower school student body. that develop between the families of Each month the lower school highthe two students.” lights a character trait or virtue as a Additionally, he noted how the challenge to the students for the coming connection for the fourth grader is weeks. Virtues like patience, respect, such a special one, because they get and honor are explained and modeled to both be a leader and be mentored naturally throughout the month in every by an older student. subject from PE to technology, to math. “The buddies program demands And each week, students are recogmaturity and leadership from our senized as Warriors for Christ, chosen niors because it holds them accountby the teachers for exhibiting virtuous able to someone else, but it also procharacter traits in their daily lives. vides a time for play and freedom for At St. David’s, the pairing of authe seniors. It is special because it thentic, caring community with a comis a time for mentorship as well as mitment to faith and virtue makes fun…there is a joyfulness that you Greysen and Laura laugh together while participating enacting the mission a genuine and with their senior big buddies during one of their see that is pervasive during those monthly buddy activities. meaningful experience.