A Celebration of Writing

I hope you have had the chance to take a look at our classroom blogs (www.seabury.org) this month as we have highlighted writing at Seabury. While writing is always an important element our program, we have spent this month focusing on the role of writing in our classes. From prekindergarten and kindergarten students authoring their own books (and in the case of our kindergarteners, starting their own publishing company - left photo) to middle school students creating position papers on global issues as representatives at the Model United Nations, developing strong written communication skills is a key element of Seabury's curriculum. Writing also serves as a perfect example of the myriad ways in which teachers at Seabury differentiate the curriculum, matching instruction and expectations to individual student needs.

Writing serves many purposes at Seabury, just as it will in our students' lives. Students learn from the very beginning that writing is a tool for expressing ideas, telling stories, recording information, and keeping track of what they've learned. They learn writing can be personal or shared with a group. When students have opportunities to share their writing in a variety of ways, they learn that taking time to carefully choose their words and construct their stories will mean that the ideas are more likely to make sense to others. They learn that writing can be formal, such as published stories and final papers, or informal, like notes to oneself and journal entries. And, most importantly, by giving students time and opportunities to write about things they are interested in, they learn that writing can be fun.

Writing at Seabury is also a great example of the ways in which teachers differentiate instruction to meet students' individual needs. At the prekindergarten level, that means that those who are not yet reading or who are still learning how to form letters might draw pictures of their observations in science, make tally marks to gather information, or dictate their stories to a teacher – writing, but not yet putting words on paper by themselves. As they begin to write words, they are encouraged to use inventive spelling, recognizing that we start by getting our ideas down on paper the best way we can, and then we can go back to correct, clarify and add detail. With young gifted students, we frequently find students who have huge stories in their minds, but whose motor skills make it difficult to get it all down on paper, making the prospect of writing daunting. So writing might become a combination of the student writing and the teacher taking dictation. Teachers work with students one on one or in small groups, allowing them to tailor their expectations to the individual readiness of their students.

This is true at all grade levels at Seabury. Teachers might work with the whole group on something they are all ready for, such as how to use more precise, colorful language in their writing, but will then tailor assignments and expectations to the readiness of each student. Working with students individually and in small groups, this could mean that one student might be asked to write sentences using at least one descriptive word in each. For another, it might mean taking a longer piece and working on developing more intricate character descriptions. In elementary grades, students begin to use the computer for some of their writing, making editing and revising something they choose to do rather than are forced to do. By the time students reach middle school, students are writing in all kinds of formats, including blog posts, creative stories for fun, and serious research pieces using the same MLA format they will be using in high school and college. In middle school, just as in all grade levels at Seabury, expectations for students are designed so that they can take the next step on their journeys to becoming strong writers, recognizing all are in different places on those journeys.

The result, as you can see in our teachers' blogs, is that Seabury promotes a culture of students as authors. Seabury is a place where kids of all ages beg for more creative writing time. Where kids of all ages use writing as a tool for expressing themselves. Where academic writing, such as research papers and lab write ups is happening in age appropriate ways at all grade levels, including with our youngest children. Our graduates are consistently recognized in high school for their strong writing skills and ability to communicate clearly. This is truly something to celebrate!

-Sandi Wollum, head of school

DOING Science at Seabury

During his first year in high school, my son came home one day and told me, “Seabury ruined science for me, Mom.”  I was incredulous – Seabury has an awesome science program!  I asked him what he meant and he replied, “At Seabury, we actually DID science – developing our own questions, putting together our own investigations, drawing our own conclusions.  Now, all we do is read about science and do experiments that are already set up for us.  I liked actually DOING science much better.”

The process of inquiry, or scientific method as you may have called it when you were in school, is the backbone of science in the real world, as well as in Seabury’s science program.  In all classes, from prekindergarten where students have studied everything from plants to planets, to middle school where they have studied chemistry and microbiology, students at Seabury don’t just learn about science.  They DO science.  They research background information.  They learn to ask research questions.  They develop hypotheses.  They experiment and control variables.  They make careful observations and control variables.  They draw conclusions and share them with others. 

The process of inquiry is not limited to science at Seabury.  Learning how to ask good questions, gather data and develop conclusions informs the way students approach all kinds of learning.  In a world that is changing quickly, we believe that these skills are not only critical for developing students’ skills in the sciences, but are key in all areas.  In our rapidly changing world, being able to ask good questions, evaluate information, and form reasoned and well supported conclusions are the skills needed in the 21^st century where students today will have jobs that have not even been conceived of yet.

You can get a feel for the vital part science plays in real world of our classrooms by checking out our classroom blogs over the past year. (Links at the bottom of www.seabury.org) You'll read about pre-k students exploring surface tension, Newton's third law and what happens as rain moves through clouds. You'll find how our kindergarteners initiated their own study of rocks and spent several weeks weighing, measuring and recording observations about their own specimens. You can read and see pictures documenting the in-depth learning our first and second-graders have done in their study of the human body, including making their own stethoscopes and dissecting a real cow eyeball. You can see the simple machines and incredible Rube Goldberg machine built by our third through fifth graders during their study of physics.

Seabury’s recent science fair was a great demonstration of our students’ love of science – and of their love of investigating the world around them.  It was a celebration of the power of inquiry, and of giving students space to explore.  As we look at Seabury’s graduates and the things they are doing now that they are “beyond Seabury,” we see the spirit of inquiry – of, “I wonder what would happen if…” in so many of the things they are doing.  What a joy it is to see where our kids’ questions lead them!

- Sandi Wollum

Healthy Minds / Healthy Bodies

At Seabury School, we build our program around the understanding that being gifted is not just a school thing – it’s a person thing.  Gifted children and adults, with their intensity, high degree of sensitivity and awareness, abstract thinking ability and ability to learn quickly, experience the world differently than typically developing children and adults.  In developing Seabury’s program, including the support we offer for parents and the community, we pay close attention to meeting the needs of the whole child – intellectual, social, emotional and physical.  We work to provide developmentally appropriate activities for all grade levels, taking into account our children’s intellectual, social, emotional and physical development.  In the prekindergarten class, you will see this in the hands-on activities that make up the vast majority of the day, which are accompanied by deep, intellectual discussions and complex problem solving, all in the context of materials that work with 4-year-old hands and topics that are of interest to 4-year-old sensibilities.  At the middle school, you will notice students doing amazing, challenging projects using their laptops, but will also notice teachers coaching these pre-adolescents to not leave their computers on the floor or watch where they plug them in – simple things that preteen brains don’t always pay attention to.  Students with intense needs to move have opportunities to do that in Seabury classrooms which provide students the freedom and flexibility to work and learn in ways that work best for both their minds and their bodies.

 

This month, our focus is on all the ways Seabury supports our students in building healthy, active bodies to go with their active, healthy, engaged minds.  Our lower school P.E. program offers opportunities for building healthfull habits around exercise, eating, play and sportsmanship, as well as opportunities for students to challenge themselves in group problem solving and team building activities.  Our middle school students are out and about in Tacoma nearly every day, and do their P.E. in the same way many adults get their exercise – by working out and playing at the downtown YMCA.  In addition to getting stronger, our students are learning how to conduct themselves at a health club, learning how to use the equipment, as well as play games in the gym and run on the track.  They learn gym etiquette, and because the downtown Y is an adults-only facility, they learn to handle themselves in a place that expects adult conduct and behavior.  After-school programs, mindfulness in the classroom, recess activities such games and gardening and Summer at Seabury programs all add to opportunities for students to grow healthy bodies as well as engaged minds. 

-Sandi Wollum

Process as exciting as product in performing arts

Seabury's program centers on the development of the whole child- intellectual, social, emotional and physical.  We immerse our students in experiences that engage their minds, their creativity, their sense of wonder and their imagination. 

Performing arts at Seabury is a place where these converge in amazing ways.  At the lower school, students don't simply learn to read music and sing songs together.  They explore ideas such as, "Where does inspiration come from?" and collaborate to create plays written by students with music and choreography also created by students.  The middle school's focus on using the community as the classroom extends to performing arts with guest artists coming in and extending the integrated curriculum into the arts.  Our summer program and after school programs give students opportunities to explore drama, improvisation, music and more.  Our relationship with local private piano and voice teachers allow students to pursue music learning at school.  And, of course, Seabury's performing arts would not be complete without the traditional "Seabury on Stage- SOS" at Friday Gathering!

We are always thrilled to see our students perform, and I encourage you to join us for our winter and spring showcases to see what our children have been up to.  But I must confess that my favorite thing about performing arts is to watch the process of creative collaboration happen in the classroom.  The excitement as inspiration strikes, the challenge of working through a "difference of opinion" about how a particular piece should go, the teamwork required to dance or act or sing together- they not only create great performances. They are life lessons for our children. 

 A huge thank you to lower school performing arts teacher, Jessica Blackwood for re imagining the program and creating opportunities for our students to "do" performing arts rather than just learn about them.  Thanks to the middle school staff for exposing our students to a wide range of artists and performance opportunities, and for giving our students the opportunity to work with adults in their school and from their community who are inspired and inspire others.  Thank you Marion Head and our teachers and coaches for developing an after school program that gives students a wide range of experiences to explore, and to Caitlin Webb and summer teachers for putting together Summer at Seabury experiences that include the arts in fun and exciting ways.  Thank you to Suzanne Messinger and Janina Beran for providing piano and voice lessons at Seabury.  And especially thank you to our kids, who share their joy for learning and creativity, and who inspire us each and every day.

- Sandi Wollum

November: Focus on technology

Take a look around Seabury School and you will notice students of all ages, from prekindergarten through middle school, engaging with technology in new ways every day.  Students use technology as a tool – much like their parents do at work and home – for finding information, keeping track of work and deadlines, creating presentations and much more. 

Just last week, I had the chance to spend time with our first and second grade students who were on a “math adventure,” trying to figure out how puzzle pieces of various shapes might fit together and looking for patterns they might discover in the process.  They used iPads to take pictures of their problem solving along the way, and recorded short videos of their findings to share with the class later.  Our prekindergarten and kindergarten students practiced phonics skills with games on the Smart Board in their classroom.  

Third, fourth and fifth grade students did PowerPoint presentations for their families as a culmination of their study of the origins of life and evolution, showing how imaginary creatures the students created evolved through geologic time and either made it to modern times or died out.  

Our library’s new database allows students to browse the catalog from home over the Internet, including reserving books and making reading recommendations to other Seabury friends.

Our middle school program is a laptop-based program, and students use their computers for everything from research to writing papers to video editing to programming.  They use technology tools to assist their learning as they will throughout their lives – keeping track of homework using tools such as Google or Outlook calendars, collaborating through Edmodo, and using a wide range of open source technology tools as they put together independent technology projects that range from a book review blog to a fashion magazine to a video game to an animated movie to a website for displaying and selling original artwork.

Other schools might have fancier equipment, but it often sits in a lab and is only used during “technology time.”  At Seabury, our faculty has integrated the use of technology throughout the curriculum in ways that are opening the doors for learning and supporting student engagement and exploration across grade levels and across the curriculum.  Skype allows students in the classroom to have real time conversations with those who might physically be on the other side of the world.  Students keep track of their work and plan ahead using the same tools their parents use at work and home.  They learn how to use the Internet as a resource, including how to make sure sources are reliable and valid.  Technology has not and will not replace discussion and play and building models and other forms of learning at Seabury.  Instead, it opens doors to deepen discussions, inform play, and inspire creation and imagination. 

The video series, “Did You Know,” by creators Karl Fisch, Scott McLeod and Jeff Brenman, uses a series of sometimes startling statistics to illustrate just how much the way we work and learn and interact has changed – and continues to change, in part as a result of the technology revolution.  Their simple statement rings true for all of us educating students in these early years of the 21^st Century:  

"We are currently preparing students for jobs that don't even exist, using technologies that haven't been invented, to solve problems we don't even know are problems yet." 

By providing a program that emphasizes problem finding and solving, using information in novel ways, analyzing and synthesizing information, and using technology as a tool to open up the world to our students, Seabury is preparing our students to live and thrive in this quickly changing world.  Technology at Seabury isn’t about having the fanciest tools (although they are surely fun!), it's about thinking flexibly, accessing information, and using resources to help engage with big ideas.  If you haven’t visited lately, stop by and let us show you how technology supports learning and growing at Seabury.

- Sandi Wollum

Seeing ourselves through others' eyes

Seabury has had the privilege this week of hosting representatives from Korea Poly School, an English language institute based in Seoul, South Korea.  The group was led by the company’s founder and CEO, Mr. Sung Won Kim.  He was joined by Mrs. Kim and daughter, Sue, a Ph.D. candidate in education at the University of Minnesota, Mr. Alex Im, chief executive director, and Ms. Jane Rhee, executive director of research and development.  They spent time talking with teachers, observing classes, and meeting with members of Seabury’s staff and board.

It was exciting to see Seabury through the eyes of our visitors.  Education at Seabury looks much different than what our guests have experienced in South Korea.  They loved seeing our students engaged in discovering and exploring, asking as well as answering questions, problem finding and solving, and digging deeply into learning.  Sue Kim remarked that learning at Seabury is like what she is doing in her graduate school program – being presented with general information, forming her own questions for investigation, researching and finding answers, presenting her findings and then having her research evaluated by her peers and instructors.  What an apt description of the process that takes place every day in every Seabury classroom, from pre-k through grade eight.  We are thrilled to have hosted our Korean friends, and to give them a chance to see our students and faculty shine!

Back to school

New pencils, crayons and laptops.  New clothes and teachers and friends.  It must be back to school time at Seabury. 

We have had an incredible opening week of school.  Classrooms are beautiful and inviting, students are engaged and digging in.  As you will see in our classroom blogs, there is a sense of excitement and wonder in all our classrooms as students and teachers get the 2013-2014 school year off and running.  We welcomed 22 new students and their families this year, including four new middle school students and eight new pre-k students.  Ms. Head, with assistance from Ms. Jackie, have a completely full Serpents’ class, and there are several nearly full classes at the lower school.  Eight new sixth grade students joined our seventh and seventh graders to form the largest middle school group yet.  And, we are talking with several families who may be joining us in the coming weeks.  Students are getting to know their teachers, setting goals for the year, making new friends and reconnecting with old friends.  It has been a fun, exhausting, exhilarating week!

It's going to be an amazing year at Seabury, and we couldn't be happier to have you and your family along for the ride!

In Service,

Sandi Wollum