“Not only do Willows’ teachers possess the “Can Do” spirit, so does the facilities team.“
Over the years, you may have seen some new additions at The Willows like the multi-purpose furniture between Buildings 4 and 6 or the free-standing sand sifter in the sandbox. What you may not know is that these were all made in-house by our talented facilities team.
The Willows’ facilities team consists of Treisha, Rocky, Gonzo, Eladio, Juan G., Juan V., and Daisy who have a combined 50 years at The Willows. They have embraced The Willows spirit, and when something needs to be done, they accomplish it!
Here are a few objects that have been created by the facilities team:
The multi-purpose furniture idea originated when students and staff noticed there weren’t enough outdoor classroom spaces on campus. They researched and found the best solution for The Willows would be a mobile outdoor classroom apparatus. The Middle School students interviewed teachers and students who would be using the space the most and collaborated with a San Francisco architectural firm, Thing One, to construct 2D and 3D models. The blueprint was then given to our facilities team to be constructed as a working product!
These Design Lab tables were made out of necessity–we had a wonderful design lab but no tables. The facilities team built tables to the dimensions that fit perfectly for the space for a fraction of the purchase cost!
It’s amazing to have a hands-on, talented facilities team, but more importantly, it’s beneficial for our students. By modeling the inquiry process and design thinking approach, students are able to see first-hand the ideas they formulated become a reality on campus in front of their eyes. Students then begin to understand that with the right amount of tools and resources, they can bring their own ideas to reality.
This collaboration and “Can Do” spirit is what makes The
Willows a special place. As the saying goes, it takes a village, but
in our case, it takes a community!
When you think of your music class experience in school, what comes to mind? Many of you might have fond memories of singing or banging on a drum, or maybe you have that memory of playing the recorder that we all learned to love.
Music programs in schools have existed for decades and have been an extremely important foundation of our educational system. But what happens when technology continues to be an integral part of our daily lives? How do we make sure we are preparing our children for the future, specifically in the realm of music?
Simple solution: Electronic Music. Electronic music is the integration of technology with music theory and composition to compose and record music using computers and software like Garage Band or Logic Pro.
Electronic Music started at The Willows way back in 1996 when a parent approached Head of School Lisa Rosenstein to teach a music composition class using a piano keyboard connected to a computer. At that time, technology in music was an extremely new concept. With a forward-thinking mindset, Lisa agreed to this idea. That Willows “can do” spirit sparked what has now become a beautiful, state-of-the art, electronic music lab with 15 Mac computers and piano keyboards, Beats headphones, and a private recording vocal booth.
The first class in 1996 inspired Greg Blum to become an Electronic Music teacher at The Willows. Greg, also an alumni of The Willows, says, “The first time I even wrote a song was in electronic music. It formed a big part of my relationship with music. One thing that’s instrumental about this class is that it’s for everyone.”
At The Willows, Electronic Music starts for students as
young as 3rd grade all the way through 8th grade. The
curriculum is designed to develop skills in song composition, writing and
reading original songs, song structure, and music theory. Each grade comes once
a week and spends roughly 50 minutes in the Electronic Music Lab.
Next time you’re on campus, make sure to stop by the Electronic
Music lab it will definitely be note-worthy!
As we celebrate the Willows 25th anniversary, we’ve been reflecting on the innovative work undertaken over the years inspiring students to reach their potential and share their gifts with the world. From looping classrooms in grades 1-4 to our annual Intersession, a week-long period when the School explores one theme in-depth, our school leaders have never shied away from adapting new ideas in our student-centered often pioneering educational program (scroll through the blog posts below for many more examples!)
One recent innovation is student-led conferences.
Traditionally, schools hold parent-teacher conferences two to three times a
school year, with teachers sharing student work samples and reports on how
students are progressing towards academic and social-emotional goals. For the
last several years, many schools nationwide have tried an alternative format:
instead of having teachers lead these discussions, the students are tasked with
preparing and leading the parent-teacher conference.
Certainly, parents value the traditional one-on-one time with the teachers provided by the traditional conference structure. However, our balanced approach at The Willows has led us to adopt the format of student-led conferences only for the mid-year conference – and only for grades third through eighth. By third grade, we expect students have matured enough to begin to take more ownership of their learning and better articulate their strengths and struggles in the classroom. Further, mid-year conferences were chosen to be led by students since this is an ideal time in the school year to prompt students to reflect on where they’ve come since the beginning of the year and what progress they hope to make by year’s end.
Our process of implementing this new approach began slowly and strategically. For the first year, we only piloted student-led conferences in 5th grade, and, buoyed by positive responses from both parents and teachers, we expanded to third, fourth, and middle school grades the following year.
Teachers informed our school administration that the key to
making student-led conferences a success was allocating time for students to
adequately prepare. Teachers typically meet one-on-one with each student and
map out how the conference will be structured, asking the student to reflect on
his or her general progress, (i.e. “So what’s going well for you in 4A so far?)
and to analyze specific projects or assignments to be shared with parents.
Understandably, for some students (especially third graders
new to our Upper Elementary building) facing the task of leading a meeting
typically reserved only for adults can be stressful. To address this, teachers may
use the RULER tools integrated into our program to help students deal with any
anxiety. The student-led conference experience has been positive and ultimately
empowering for our students. Parents also report that they enjoy seeing their
children in a new leadership role, taking ownership over their learning and
their goals in their classrooms.
At The Willows, we firmly believe one of our primary
responsibilities is to empower our students for the changing world ahead of
them, and student-led conferences are a perfect example of this belief put into
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!
“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.
Last week we welcomed Marc Brackett, Director, and Robin Stern, Associate Director, of the Yale Center for Emotional Intelligence back to The Willows. In their talk to parents and the larger community, they reminded us of research findings that show children in schools today experience higher levels of anxiety than their parents. While there are myriad potential causes for this anxiety, one cause that is especially present this time of year is standardized testing taking place in schools.
According to the Anxiety and Depression Association of America, children suffering from anxiety related to taking standardized tests typically present three main categories of symptoms:
Physical symptoms, often resembling those related to a panic attack, including headaches, nausea, diarrhea, excessive sweating, shortness of breath, rapid heartbeat, and light-headedness
Emotional symptoms, including feelings of anger, frustration, fear, helplessness, and disappointment
Behavioral/cognitive symptoms, including difficulty concentrating, thinking negatively and comparing yourself unfavorably to others
At The Willows, challenges like these make us feel more grateful than ever for our burgeoning partnership with Yale and the RULER program for emotional intelligence that we are implementing in our community. In order to address these concerns straight on, specifically with our youngest test takers in third through fifth grades, the members of our Willows RULER team recently met with our Upper Elementary teachers.
Due to two to three teachers in a classroom, Willows teachers are able to meet regularly during the school day at our monthly Learning Lunches, where DK-8 faculty are invited to meet, watch, and discuss a video on a topic relevant to our professional practice and break bread together (often with colleagues who teach in separate buildings and rarely see each other.)
For this particular lunch, rather than watch a video and then discuss potential applications for our different classroom settings, we began with an open forum led by RULER team trainer and 5th grade teacher Alex Wolfe, who asked everyone to begin by sharing strategies they’ve used over the years to mitigate student test anxiety.
All teachers emphasized the need to impart to students specific and concrete strategies to use when anxiety begins to rear its ugly head during testing, such as:
Don’t spend too long on one question
Skip certain questions and come back to them at the end
For questions that require written responses, don’t leave them blank (even if you have no idea how to respond – anything written can be scored!)
Use positive self-talk and mindful breathing
(See below for links to more specific strategies and tips)
Certain teachers also shared related posters they already have on display in their classroom for their students. Alex shared that one particular piece of advice she tells children is that these kinds of tests are designed so that some questions are hard and some are easy, so if you don’t answer one correctly it’s ok, because usually no one answers all the questions correctly.
Particular attention was given throughout the discussion on how best to help our 3rd graders, who are facing the standardized testing experience for the first time. Many teachers acknowledged the need to strike a fine balance when talking to these students about testing; it’s our job to simultaneously convey that on one hand they need to take the test seriously but also try to regulate their stress as well.
Christina Kim, our Director of Student Life and leader of the school’s RULER team, shared that it’s important for children to recognize that standardized tests can be thought of as a different genre that we all need to be able to comprehend. Like other texts, it has certain structures and conventions that are predictable, and just like we would with any project or assignment, we all simply must try to do our best.
Christina also shared some related posters photographed on our recent school visit to High Tech High. I felt that all teachers present left our lunch meeting empowered to help students navigate the wide range of emotions that arise during test taking.
For more information on test taking anxiety please visit:
At certain times of the school year, things can feel so busy it’s tough to take a moment and catch your breath. This is of course as true at The Willows as anywhere else, especially given the number of diverse projects and endeavors always underway. A challenge busy individuals have within any organization is to make time to stop and understand the processes going on around them. A further step, beyond pausing to take stock, involves articulating what you have accomplished to others.
Last week, I was part of a group of Willows teachers and administrators that went to visit the High Tech High network of charter schools in San Diego. During the last school year, our community watched the film Most Likely to Succeed, which featured one of their high schools prominently to illustrate the power of project-based approaches on learning and curriculum building.
High Tech High is well known for impressive and high-quality project artifacts visible throughout their halls, and there were plenty of examples that wowed us as we toured each school. However, what caught my eye most of all was not the amazing creations on display– it was the documentation accompanying each project that helped explain the process behind the project.
Besides simply articulating details about process, the very best pieces of documentation help tell relevant learning stories about curricular projects. They might walk an audience through the steps of the process, highlight epiphanies or failures that led to necessary revisions, or unpack the knowledge that was developed by participants. Ultimately, the idea is to make the thinking and learning involved in the project visible to all in an intentional manner.
A long tradition of researchers and educators from Harvard’s Project Zero – who’ve published seminal works like Making Thinking Visible and Visible Learners– and the vast network of schools associated with the Reggio Emilia experience have long advanced the power of documentation as a tool for improving teaching and learning. According to these proponents, powerful pieces of documentation do more than just capture what happened. Instead, the intent is ultimately to push learning forward, and, as the quote above states, to make “public a conversation about what we value.”
While feeling inspired after leaving High Tech High, our visit also caused me to reflect on similar work with documentation that we’ve undertaken at The Willows. Some form of documentation regularly accompanies all of the artwork that hangs in our halls and classrooms, and we have worked this year to make some of these displays more interactive by adding QR codes for visitors to access additional relevant (and often process-oriented) content. Additionally, knowing that a great picture often tells its own story, we have provided several professional development sessions for teachers this school year on photography techniques and how to incorporate high-quality photographs into their documentation.
What’s next for The Willows and documentation? Knowing that teachers are always juggling many different priorities, we are currently exploring how we might better utilize different templates for easy input of content and photos (see this recent example from 3rd grade). Also, we have recently begun engaging fourth through eighth grade students in this process in Maker and Science classes, having them document their progress on projects by creating websites and digital portfolios using Google Sites. The more we can engage the whole community in the process of communicating the learning that is taking place, the better!