Grab your cape and mask because this year The Willows will be hosting the very first WillowCon, a Willows version of ComicCon, on Saturday, November 9 from 11 am to 4 pm. In Willows fashion, it will be a collection of speakers, workshops, art pieces, books, costumes, music, fun, and food for all ages to participate!
Inspired by a school in Petaluma, CA, Director of Library Services Cathy Leverkus and Director of Teaching and Learning Terri Baird, decided that this was an opportunity to bring a version of ComicCon to the Willows. What better way to bring comic books and stories to life than to dress up, create masks, and speak to some of the industry’s top-notch comic book/story writers, artists, and directors?
Hence, the birth of WillowCon.
WillowCon will not only be a fun and exciting event, but it will also inspire and motivate those of all ages to read and write. Throughout the day, attendees will be able to listen to a panel of speakers, walk down artist alley that will include a collection of art work from Willows students and guest artists, meet and greet with speakers, develop writing skills through workshops, and decorate and create masks!
Some of the panel speakers will include Chris Ayers, Bruce Eric Kaplan, Dana Simpson, David Goodman, Cecil Castellucci, Emma Steinkellner, Josh Gad, Kyle Bornheimer, and Vaun Wilmott, just to name a few. Combined, these individuals have worked on Star Trek, Family Guy, The Daily Zoo, The New Yorker, Phoebe and Her Unicorn, DC Comics, The Okay Witch, Frozen, and much more.
Make sure to mark your calendars because WillowCon is going
to be out of this world!
started off as a dream and a vision for a dedicated group of pioneers became a
reality in 1994 with the opening of The Willows Community School. Together they
created a new kind of school with a balanced,
progressive educational approach and strong roots that instilled character,
compassion, and flexibility. Throughout the years, The Willows has grown to
include not only a vigorous, committed community of students, faculty, staff,
parents, grandparents, and alumni but also an outreach into the larger
community and around the globe.
This year, The Willows embarks on a very special anniversary; The Willows turns 25!
To pay tribute to 25 years of excellence, we are honoring the inaugural Willows school-wide theme, which was The Ties that Bind Us. This inaugural theme represents the core foundation of what truly makes The Willows special. We celebrate our ties to each other, to our unique educational program, to our traditions, to our innovations, and to our phenomenal progress, as well as our ties to our broader community and the world.
We will also have an ongoing special exhibition that will be displayed in our reception area. Throughout the 2019/2020 school year each grade level of our students, DK-8, will be asked to choose 25 objects that best represent their experience at The Willows Community School to be displayed on exhibit. Pictured above is last years 8th grade’s curation. Be sure to check back as the exhibit will change throughout the year to offer different perspectives on what The Willows means to all of us.
As we continue to pay tribute to our roots, we also look forward to the future and continuing to embrace The Ties That Bind Us.
Members of the organization American Independent School Librarians will be meeting at The Willows Community School for the summer institute Critical Literacies: Empowering Learners in Your Library. They will explore the intersections between source literacy, media literacy, information literacy, and the library program. The Institute will include workshops and discussions designed to help members effectively structure library instruction and collaborate with campus partners, giving students the tools and skills to be independent, critical researchers. Colleagues from all grade level divisions are invited to participate!
The main speakers will present workshops on source literacy, news literacy and inquiry as an information literacy tool. There will also be sessions offered on cognitive bias, and bias and diversity in google searches.
Nuts and Bolts of Source Literacy
Nora Murphy, Flintridge Sacred Heart Academy, La Canada Flintridge, CA
At the core of every critical literacy is source material, i.e. the texts that drive our questions and determine how we will answer them. What is Source Literacy, and how can we prioritize it as a necessary component of all critical literacy instruction (and why should we do so)? Nora will introduce key concepts and discuss case studies that illustrate how Source Literacy informs students’ research trajectory and, ultimately, their thinking.
Breaking News: Read Between the Lines, News Literacy Skills for the Digital Age
Bobbie Eisenstock, Ph.D.
How news literate are your students? Do they know how to judge the credibility and reliability of news and information flooding their digital devices? Can they detect “fake news” and political bias on social media? When they go online, are they trapped inside filter bubbles that reinforce cognitive bias and inadvertently spread untruths? A recent Stanford University study found that the majority of students cannot distinguish fake from factual news or native advertising from news articles. This workshop will demonstrate media literacy strategies to empower students to critically analyze and evaluate what they consume and create in the ever-changing participatory digital culture.
Connie Williams of The Right Question Institute
How does forming the “Right Question” encourage learners to engage deeply in the learning and research process? Learn how to create a question-driven learning environment by understanding how questions set the stage for exciting and engaging research. We will explore different kinds of questions, how to prioritize, categorize, and then use them to narrow topics, to broaden searches, and to assess learning. Using primary sources and other compelling subjects, we will practice several strategies that strengthen and enhance inquiry and information literacy.
“It is sobering to realize that the majority of American schools today, barring a minority of interesting experiments, look as they did at the end of the last century”
-Mara Krechevsky & Janet Stork, Harvard Project Zero (2000)
When I walk the halls of our campus at The Willows, I’m not so sure the above quote rings completely true. The schools I went to as a child and that I first taught in 17 years ago definitely don’t have the unique, vibrant energy from faculty and amazing artwork enlivening the environment that we have here.
However, even though The Willows does not closely resemble a school in 1899, some features in education are notoriously slow to change. Personally, I believe it is safe to say that the classroom arrangement of individual desks facing a teacher lecturing at the front next to a board is one of those features.
This year, in one fourth grade classroom at The Willows, dynamic changes are underway. Inspired by similarly-minded teachers and school leaders across the country, fourth grade teachers Stephanie Tanner and Lily Solomon have embraced the concept known as a flexible seating classroom for their students.
This arrangement was described in a recent article in NEA Today as the “Starbucks classroom” because of the focus on creating spaces for students to sit and work comfortably as adults are accustomed to at the iconic coffee shop. Instead of rows of desks, flexible seating classrooms feature students working at standing desks, café tables, couches, on top of pilate balls and next to hokki stools.
Beyond just giving students comfortable spaces to think and work, the research behind a flexible seating arrangement highlights several potential positive impacts for students:
Focus and engagement: students who struggle to remain seated and still throughout the day are often better able to focus and stay engaged with the task at hand when they have some choice over what type of seating is best for them
Responsibility: teachers allowing students to choose what type of seat is best for them communicates the message that the student is responsible for his or her learning, and that he or she is mature enough to make smart choices
When I first heard about flexible seating coming to The Willows, I wondered what had initially led Stephanie and Lily to consider redesigning their classroom space in this manner. Both teachers shared that this past summer, they reflected on how their group of kids had a lot of energy that was sometimes hard to channel, and that traditional seating arrangements were just not fitting the needs of most students (*note – 3rd and 4th grade students “loop” at The Willows, meaning they have the same teacher and classroom for two years in a row).
After scouring Pinterest and several other education blogs that featured tips for setting up a flexible seating classroom, Stephanie and Lily pitched the idea to Terri Baird, our Director of Teaching and Learning; she loved it, and had actually already been researching flexible seating on her own. Terri asked the teachers to write up a proposal for materials, with a plan in mind to pilot this approach this year in one classroom and possibly expand to other rooms if successful.
Two months into the school year, teachers and students alike approve of the new classroom arrangement. The teachers report that students are getting more work done without becoming distracted, and are working quicker and staying focused for longer. Students are motivated to stay focused since they know that if the teachers feel they have chosen an unproductive spot, they will be asked to move. Favorite spots for many children include the standing desks, wobble tables, and the couch; least prized seating options so far, perhaps unsurprisingly, are the traditional desks – though some students do prefer them.
Other Willows teachers are showing interest in potentially changing some, if not all, of their classroom seating arrangements. In one faculty meeting where we discussed flexible seating, many teachers agree it may not be the best approach for every classroom, or for every group of teachers and students. So far, however, for one fourth grade classroom, the change has been welcome.