Poetry Behind The Scenes – DK through K: A Four-Part Series

People have questions and roses have answers

– 5th grade poet

Poetry at The Willows

Poetry Night arrives every winter at The Willows! It’s an exciting event embraced by the entire school community. Yet long before the poets take the stage in February, poems are popping throughout the school.

My name is Deb; I’m a writer and movement educator who is privileged to teach poetry at The Willows. As I work my way through every grade level in a five-lesson time frame, each student has a chance to imagine, feel, and remember—then paint those pictures in words.

My goal is to make poetry a playful, interactive, relevant experience. Come with me behind the scenes and peek into our creative process. 

DK Poets: Move, Play, Wonder

How to teach poetry in DK? Read to the children, play with them, ask them questions! Questions and games facilitate the flow of words and feelings.  

Here, a crawl tunnel makes expressing creative ideas an engaging experience! First, I ask a question. Then I encourage the children to crawl through the tunnel like an animal. They pop out to share their answers in the voice of that animal!

Crawling is a developmental movement that primes the brain for learning; we’re building learning readiness as we build our poems, a line at a time.

Here, our youngest students are learning to make word pictures by drawing their answers to fill-in-the-blank questions, like sometimes I feel____. 

Kindergarten Poets: Play with Words

Silliness rules in Kindergarten!  I encourage the children to have fun with language, so we first explore poetry through nursery rhymes and books they may already know. 

Then we build on the sounds they’re learning in class, and turn them into silly sentences full of alliteration, like:

Taco’s Tiger taught a pterodactyl to talk too much!

Kindergartners also create individual poems, where I ask them to imagine, remember and add details. As in DK, the children respond to questions after lots of movement and play.

In this example, our “ties that bind” school-wide theme served as inspiration for a poetic form:

When I’m in 3rd grade I will remember

my blue Super Wings plane named “Jerome”

my blue sequined dinosaur shirt

my blue cotton candy

and eating spaghetti at home with my mom and dad.

– Kindergarten poet

It’s a joy to witness the excitement, the honesty and the clarity that these five and six- year-olds bring to their poems. Poetry isn’t some abstract art. We make it concrete as we play with our words.

To learn more about what Deb does, feel free to check out her website at: www.debstudebaker.com

You can follower her on Twitter: @mindbodypoetry

Once an Idea, Now a Reality!

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!

Electronics + Music = Electronic Music

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!

Check out a few samples created by past students!

Sample 1

Sample 2

Once a Willows Student, Now a Willows Teacher: From the Perspective of Kendall Gross, Kindergarten Teacher

Contrary to my answer in the ‘99 yearbook, a career as a “ballerina” was never the real goal. In actuality, I have always wanted to be a teacher when I grew up. The Willows has been my happy place since the day I arrived in 1998, and I feel honored and excited to show up to work—every day—in the very classroom where my love of learning began.

I consider myself academically driven, and I largely attribute my time and experiences at The Willows to that descriptor. Never before—and not since—have I been a part of a community where curiosity and exploration are at the forefront of experience every single day. The Willows practices as it preaches; we are allowed to make and learn from our mistakes, we can turn an assignment on its head to suit our needs and style, and we have ample opportunity to form authentic and reciprocal relationships with our co-learners (aka peers, teachers, specialists, etc.). These relationships were the lamp to my metaphorical moth, and the practices I relished as a student still inspire me to grow both as a faculty member and person.

As an alumna working at the school I once attended, I am often asked a lot of questions, which is great, because, thanks to The Willows and their inquiry-based education, I love questions. The question that comes up most frequently is this: How was it coming back to work at the place where you went to school? My short answer is usually: “Surreal!” The long answer has much more flavor…

Many of the faculty that taught me and formed my personhood, are still at The Willows today. So, coming back to the nearly unrecognizable campus in 2016 as their “co-worker” was quite an experience. It took a few months for me to accept that the conversations I had with them were no longer considered part of my year-end written evaluation. It took a few months longer to not feel out of place at faculty meetings–as if I had walked into the wrong room at the wrong time. By the end of my first year, I realized I wasn’t living some strange dream. I actually worked among my mentors at my favorite school doing what brings me great happiness and satisfaction, and I would get do it all over again the following year.

I believe a well-rounded education is the greatest gift a person can receive. The Willows offers that and so much more. It offers a safe space, a place to question and create, a home away from home. So thank you, thank you, to my teachers, who created, packaged, and put the bow on my gift. I hope to empower my own students and guide them toward a love of learning just as you did for me. That is my goal, and that is why I am a teacher at The Willows Community School. Although, I’m sure being a ballerina would have been cool too.

Current teachers that taught (and continue to teach) me:

Kindergarten – Andrea Passarella

First Grade – Jennifer Cunningham

Second Grade – Dakota Smith

Third Grade – Wendy Amster

Fourth Grade – Jill Offer

Fifth Grade – Bobby Hamm, Jane Lewine

Middle School – Stuart Knox, Steve Futterman, Kyle Smith-Laird, Doug Klier, Liz Ganem, Brian Tousey, John Lee, Ann Istrin

Specialists – Marc Weiss, Susannah Funnel, Kristie Toomath, Cathy Leverkus

25 Years, 25 Stories

What 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.

Mousetrap Car:
 
The mousetrap car represents struggles and triumph. Creativity and Bliss. It was a great learning experience where all of us were able to bond. Whether you won or lost, the memories will last a lifetime. Painting the cars, cutting the wood, our blood, sweat, and tears pouring into them. And when we released the snap, watching all of our hard work soar like a bird into the oblivion beyond. Going away as fast as our 8th grade year did. The wheels turning like a clock. We conquered something. We conquered the race

– 8th grade  

Level Up Village: 6th Grade Global Partnerships

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One favorite talking point for most educational leaders and policy advocates these days is that children must acquire 21st century skills in preparation for work in a global economy. Beyond the rhetoric, what 21st century learning actually looks like in schools can vary; personally, I believe The Willows remains on the cutting edge with our longstanding focus on interdisciplinary, project-based learning that integrates current technological tools in thoughtful, meaningful ways.

One recent example of The Willows cultivating students’ 21st century skills involved our 6th grade participating in a unique partnership with the organization Level Up Village. The mission of Level Up Village is to “facilitate seamless collaboration between students from around the world via pioneering global STEAM enrichment courses.” Our first experiences with the organization took place last school year, during middle school Intersession, where a group of Willows students collaborated with students in India to co-create websites using HTML and CSS. Encouraged by this initial experience, middle school teachers looked at other, potentially lengthier, course offerings, and they were excited to find one focused on a novel study of Lois Lowry’s The Giver, which 6th graders already read in their Core classes each year.

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Click here to access the video.

As you can see in the linked video above, one of the main components of the Level Up partnership is student-created videos that are shared by students in one classroom with another classroom in a different country. Willows 6th graders were paired up with classrooms in Ghana and Zimbabwe for the novel study, and their first task was to create short videos introducing themselves to each other.

As they read The Giver over the course of approximately five weeks, students traded videos on various topics, including utopias, dystopias, and methods for solving specific problems related to one’s community. Teachers made use of blocks of time in their weekly schedules specifically devoted to technology integration for video creation and support with navigating the online Student Portal used to submit videos and access materials for the students’ collaborations.

The teachers involved with this project report that it was a worthwhile endeavor overall, though it was not without its challenges. For example, the classroom that was paired with students from Zimbabwe was presented with some unique teachable moments as that country found itself in the middle of a military coup during their five-week collaboration. Besides giving teachers with an opportunity to compare our government and culture with theirs, Willows sixth graders had to practice patience waiting for their partner videos to be uploaded. Furthermore, discussions in all classes emerged as our students had to come to terms with cultural differences observed while reviewing videos, as well as technological challenges (i.e. limited computers) that their partner classrooms might have been dealing with.

One of the unexpected gifts this project offered was that, through reviewing their students’ videos, teachers were able to learn so much about them, in a way that doesn’t normally happen in the typical school environment. Liz Ganem, one of the 6th grade teachers, said that “Going into parent conferences after this project, I felt like I knew some kids better than I ever have before.” She noted that students creating these videos in quiet spaces away from class and for an authentic audience had an opportunity to express themselves and elaborate in a different kind of way. Teachers and students, in a sense, treated the videos almost as they do traditional writing assignments, using revision notes and teacher feedback on ways to make their messages clearer before sending them off to their partners in Africa.

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http://www.instagram.com/willowscommschool

This last revelation has inspired the 6th grade teachers to contemplate how they can use video more often as a means for their students to respond to literature. Furthermore, the Level Up Village project reinforced the universal tenet that people all over the world can connect through great literature. As Liz remarked to me, “I love that it was a book that was connecting these two cultures – it made my kids realize that you can talk to anyone in the world about a good book!”

Intersession: The Power of Choice

Facing the waning weeks of winter and the promise of spring’s impending arrival, it’s that time of year at The Willows where we reflect on what we’ve accomplished so far this school year and look ahead to what still lies ahead. Around this same time, the school participates in the annual tradition of Intersession, when normal school routines and schedules are suspended for one week for specialized projects and classes for DK-8 students.

A year ago, I wrote a post about the success of Intersession coming down to two main elements: time and engagement. The power of both was still evident during this year’s Intersession, as I roamed the halls seeing students deeply immersed for hours in creating a wide variety of things: Escape Rooms, lamps, instructional videos, ramps and pathways for marble runs, and much more.

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Reflecting further on this year’s Intersession, I think one element that also contributed greatly to the success of this year’s projects was choice.

We always gave students a fair amount of choice regarding which Intersession class they wanted to participate in, but this year was unique. We worked especially hard to make sure every student had his or her first choice out of the many offerings that were made available.

Hot off the heels of November’s election, DK-8 students were given “ballots” detailing the class offerings; in grades 3-5, we even held a “primary” to narrow down an initial list of more than ten class options. Unsurprisingly, kids clamored their teachers for information shortly afterwards – “Did I get my first choice?” they asked, not knowing that we had planned for that all along!

Choice matters 

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Why was it important for us to ensure first choice? According to research, providing choice to students is strongly correlated with motivation. Certain school environments motivate students by rewards or punishments with teacher-centered activities predominating. Intersession at The Willows doesn’t remove the guidance of the teacher but encourages students to take more ownership over their learning in a setting where time is truly given for deep learning and engagement.

Choice inspires motivation, and choice pervades the interdisciplinary learning environment that we strive to create each year at Intersession. In one popular class this year, middle school students designed original lamps, utilizing skills and resources from our STEAM2 disciplines (science, technology, art, engineering, and math and maker) and design thinking. Students were challenged to make choices about artistic and operational design features for their lamps, and to consider the impact of their choices on the needs of the potential, ideal users of their lamp. The finished products displayed for parents a week later at our Family Education Night celebrating the work of Intersession, highlighted the powerful returns we reap from providing rich, choice-driven learning environments for students.

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Further reading

A colleague of mine recently recommended a book on this topic, Choice Time: How to Deepen Inquiry Through Inquiry and Play by Renee Dinnerstein. My copy is on order, and though its focus appears to be on DK-2 classrooms, I am excited to build on the successes of Intersession, and to seek out applications for choice to enliven all classrooms.