In this TED Talk (courtesy of @mdlev), Benjamin Zander describes and demonstrates the “transformative power of classical music.” David Perkins would be proud! Without explicitly saying so, Zander revels in one of Perkins’ favorite educational principles: that teaching should reveal the structure of the discipline to students. Zander finds in classical music the power to elicit human emotion through chords and melodies and argues that this is what makes classical music relevant to important to all. In this brief talk, Zander hones in on a “big idea” in the discipline, one of the principles on which classical music rests, which should be taught in any course on classical music!
Archive for Teaching and Learning
Originally published in Happenings, University Prep’s community magazine.
The school’s mission continues to light the path toward the future of teaching and learning at U Prep.
Since 2004, University Prep has been “committed to developing each student’s potential to become an intellectually courageous, socially responsible citizen of the world.” As the world has changed rapidly, the nature of excellent teaching and learning have evolved in response. The U Prep mission, written with a changing world in mind, remains as vital than ever. University Prep’s new strategic plan upholds the mission and sets a course for the design of our students’ future educational experiences.
Developing Each Student’s Potential
Since the school’s founding, we have understood that students thrive in a supportive community based on relationships. Belonging and healthy self-concept allow a student to strive for intellectual courage. Today, we now have a more detailed understanding of why relationships and introspection matter. One student remarked, “I was nervous at first to complete group work. Once we began to understand how each other worked, I really genuinely enjoyed it.”
So-called “soft” skills have also found “hard” evidence in neuroscience and educational research. Empathy, communication, and collaboration help students work more effectively with classmates and establish strong relationships with teachers. Interior skills such as emotional self-awareness, self-regulation, and growth mindset help students navigate challenges that they encounter. Students who possess these skills think more positively about their school experience. “The activity at the senior retreat helped break down stress. People seem more human this year.”
What motivates students to fully engage with learning? “Really interesting topics motivate me to do the work.” “I trust my teachers, because I see them every day.” In a landmark 2001 study, researcher Denise Pope found that many high performing students were just “doing school,” performing reasonably well but without true engagement and at a high cost to emotions and health. We continue to develop our student support and counseling programs and will train teachers to integrate social and emotional learning within classes and advisory meetings. We have also begun a process to reimagine the school schedule and calendar year.
What is intellectual courage today? U Prep has long engaged students with advanced subject matter, abstract concepts, and public speaking. Today’s world demands new skills, in addition to these essentials. The challenges that our society face — among them global conflict, climate change, and economic turbulence — will play a large role in the future. In addition to academic mastery, skills and habits such as versatility, creativity, initiative, and purpose will allow our students to thrive.
The real world is not neatly divided into distinct subject areas such as English, math, and fine arts. Contemporary problems benefit from different perspectives and the recognition of their interconnections. Historical, scientific, cultural, linguistic, computational, artistic, and kinesthetic thinking are required to understand our increasingly complicated world. Strategic Plan 2020 calls for increased opportunities for interdisciplinary study by emphasizing collaborations among different subject areas and a multidisciplinary approach within existing classes. “We loved Art and Social Change and learned more than we could have imagined,” one student wrote.
Individuals who recognize opportunities and take action to seize them have “agency.” This year, a group of interested students encouraged the history department to offer a greater variety of course options, one student successfully proposed a student-led course in social entrepreneurship, and many students completed action projects in courses such as Civics, Physics, and Environmental Ethics. As part of Strategic Plan 2020, we plan to grow our programs for independent projects, mentorship, design, and community connections.
Through our community service program, the full student body dedicates three days each year to direct service across the region, from food banks to bike repair. We devote equal attention to the health of our internal community, particularly through the school’s values of respect, responsibility, and integrity. Strategic Plan 2020 asks the school to extend its work for social justice and educational equity. A number of teachers have led the way, introducing social justice units in all subject areas, from human rights in English classes to cultural identity in visual arts. Thirty-three Rainier Scholars are enrolled at U Prep (next year, we will have a record breaking thirty-seven), and we are comprehensively addressing how to provide the highest quality educational and social experience to all of our students.
While globalism is hardly new, both the world and U Prep continue to grow more global every day. Our Global Link students learn cultural competency through cultural immersion experiences overseas (and in the case of Middle School students, a very different part of the country). This year’s students remarked that they learned to “keep an open mind,” “try new things,” and “observe without judgment.” Sixth grade geography students have shared presentations with students in other countries, and Upper School Global Online Academy students have collaborated and studied with students in other states and countries. “The diversity of perspectives in our own country really surprised me,” one student remarked. Our strategic plan calls for continued emphasis on global and cross-cultural topics.
This past school year, Strategic Plan 2020 emerged from the wisdom and experiences of faculty, students, staff, parents, and trustees. This coming year, the faculty will identify the best, next evolutionary changes that uphold the mission and enhance learning opportunities for our students.
Our student-organized speaker series has held past events on school day evenings. Next Saturday, they make the leap to a big stage, the school’s 40th anniversary community celebration! I am honored to join students and colleagues in presenting short talks on future directions we are considering for the school’s program. We look forward to seeing you there.
PUMA TALKS ON “WHAT’S NEXT?” MARCH 5
You won’t want to miss some serious intellectual discourse before all the fun of next Saturday’s celebration! Puma Talks will focus on the future of University Prep in honor of the 40th Anniversary and take place at noon in Founders Hall. The topics and speakers (students and administrators) will include:
Brian Gonzales – The Future of Global Programs
Ema Bargeron – The Future of Community Service
Sarah Peterson – The Future of Inclusion
Richard Kassissieh – Rethinking Senior Year
Claire Mao – Social Justice at U Prep
Christina Serkowski – Education for the Anthropocene
Middle School Science Teacher – primarily sixth and seventh grades integrated science
Visual Arts Teacher – primarily middle school, to include painting, drawing, sculpture, and possibly photo and video
Counselor – works with individual students, develops school programs for wellness and emotional climate
Our faculty is growing! This is our second year of adding new teaching positions in order to reduce teacher course loads. This is allowing our teachers to devote more time to work with students, collaboratively develop curriculum, and pursue individual teaching improvement projects. We are transitioning our teachers to a standard load of four courses each semester (five each semester in physical education), as well as further reducing the loads of our teacher leaders (department heads and grade level deans).
My 13 year-old son is learning so many valuable lessons through the Washington State Referee Program and Seattle Soccer Referee Program. In many ways, this environment is at least as effective as school for learning these lessons.
How it feels to be held to adult expectations
How to take a training class, pass a test, and earn a license
How people value specialized knowledge and skills
The benefits of great pay for a 13 year-old (starts at $23 per game)
Getting paid (by direct deposit) and saving money
How to schedule commitments carefully in order to avoid conflicts
How to use a web-based, self-service system to request referee assignments
How to communicate with multiple supervisors
How to receive and respond to feedback in an evaluation
How to manage younger players during a game
How to sustain attention to consistently make accurate calls
How to respond to unexpected situations
That you have to show up. Players and coaches are counting on your presence.
How to work effectively as a referee squad with defined roles for each referee
How to handle conflict with a coach or parent
In many independent schools, most students are ready for college-level work by the time they reach junior year. Why, then, do we make them conform to the same time and curriculum structures as our younger students?
Students who study away during junior year know this well. Popular study away programs develop curricula connected to their place in the world, set students to real-world challenges, have more flexibility in their daily schedules, and ask students to present their work to experts in the field. When they return to school for senior year, students often find a conventional schedule confining and learning goals abstract (at best).
Two such students have visited me several times this year, to the point that I have invited them onto one of our strategic planning committees. Their requests: place-based education, interdisciplinary learning, and real world projects. They would like studies to connect to the city of Seattle, draw upon multiple academic disciplines, and to work toward meaningful outcomes.
Junior and senior year are ideal times to develop and test new models of curriculum and instruction. Students take many elective courses during this time, having completed most graduation requirements. Many design a course of study that allows them to more deeply investigate the subjects that interest them most. Junior and senior curricula already have quite a lot of flexibility.
As students prepare for the next step in their educations, they could follow a weekly schedule that supported independence and flexibility. Each class could meet just twice per week, reserving substantial time for individual and collaborative work on open-ended projects, including travel into the city.
Such a schedule would also create space for innovative programs in education. Internships, independent research, senior projects, service learning, and online learning are all promising new forms of study, but they cannot ultimately be effective if constrained by the fragmented time chunks of a conventional high school schedule.
A program centered on student designed learning experiences deserves equally innovative school architecture. Such a school would include spaces to work independently, meet with a mentor, collaborate with a small team of students, build and leave long-term projects, prototype and iterate, and identify resources and partners. This part of campus would support hybrid thinking, housing both disciplinary experts and specialists in community engagement.
Could such a program also benefit students and younger grades? Of course! This center would be available for innovative learning in all grades. The center would field test a model for active learning that could subsequently be adapted for all grades.
Photo by nicolastathers