Tuesday, May 2, 2017

Philadelphia-as-Classroom and Emergent Curriculum

By Sonia Duprez

As part of Penn Charter’s support of faculty professional development and continuous efforts to improve our teaching and learning, the Lower School faculty is able to engage, to various degrees, with the emergent curriculum. When students express a particular interest, or when members of our community can share with our students a special opportunity, we have the freedom and space to create meaningful, unique learning experiences. In the fourth grade, we have been looking at ways to brighten and deepen our social studies units. This year, our team worked to integrate social studies with the varied resources that our city offers. Philadelphia-as-classroom provides rich materials for authentic studies of environmentalism, geography, Quakerism, economics and urban development.

PC parent Craig Grossman is a general partner at Arts and Crafts Holdings, an investment and development company that currently focuses on the Spring Arts District, an area between 9th and 11th streets and north of Ridge Avenue to Spring Garden Street. The Spring Arts District project “will promote and grow a community of artists and craftspeople in a vibrant urban district comprised of multiple mixed use properties.”

Grossman invited fourth and second grade to his office, a renovated, art-filled warehouse, to learn more about the changing landscape of this neighborhood. We all are familiar with the well-established Mural Arts Program, but there are other lesser-known artists still active in unexpected and beautiful street art. One of these artists, Amberella, is a vibrant presence in the revitalization of the Spring Arts neighborhood. Our students traveled to met Amberella and heard the inspiring story that led to her creation of now-familiar “power hearts,” which are posted on walls, doors and signs around the city using wheat paste.

In the classroom, students brainstormed short inspirational quotes and were excited to find that they had been pre-printed on power hearts waiting especially for us! After touring the neighborhood, including development projects and other murals, students affixed their own power hearts to wood using wheat paste, with Amberella’s guidance.

Students collaborated to make two large power hearts now on display in our classroom. Our students, who are gearing up for an economics unit, learned about the realities of their changing city while engaging in a fun and inspirational hands-on project.

The strategic goal to advance our educational program to provide students with the knowledge and skills they need to thrive in a complex and changing world is at the heart of so much curricular momentum at present. Using the city intentionally not just to enhance, but to energize our program has been an exciting part of our work this year. We have been in partnership with the Center for Public Purpose to bridge service projects with environmental stewardship, explorations of Philly’s great hiking trails, and visits from local organizations. We are excited to see where these new projects lead us. This year has confirmed for our teaching team that by giving space for emergent curriculum, we were able to see areas in our program where we should turn to Philadelphia as a co-teacher and collaborator.

Enjoy a short video about the project, below. You may need to click to enable Adobe Flash Player on your browser.


Thursday, April 6, 2017

A VITAL Anniversary

In 2012, before the Strategic Vision for the future of Penn Charter was even unveiled, Penn Charter launched an exciting new model for faculty summer work that provides time and resources for research and collaboration that result in innovative curriculum.

This year marks the fifth anniversary of Valuing Innovative Teaching and Learning (VITAL), the professional development program developed to support excellence in teaching, which is Goal 3 of the Strategic Vision. By extension, the work teachers do to advance their professional practice also supports Goal 2 to advance the academic program.

Faculty collaborate on VITAL proposals, and a committee of teachers, staff and community members uses consensus to select between one or more projects a year. With the generous support of donors, VITAL projects have transformed curriculum in all three divisions. Recent examples of VITAL projects include:

2016 Creating Music: Theory and Practice. A music teacher and science teacher began a study of music theory and the physics behind the notes and tones of instruments. The teachers used 3D printing and laser cutters to construct instruments and laid the groundwork for student investigations of similar theories, ideas and methods. 

2015 Middle School Advisory Project. An intensive collaboration to create a succinct, meaningful and spiraling advisory program resulted in curriculum with lessons, queries and content that support the social, emotional, spiritual and intellectual growth of Middle School students.

2014 Tilapia Aquaculture Project. With the installation of a 110-gallon tilapia tank and aquaculture system in their Middle School science classroom, two seventh grade science teachers created innovative curriculum for mathematics and science topics, including ecology, environmental science and biology. Pictured above.

2013 Soaring to New Language Arts Heights. Faculty shared an intensive writing workshop experience to facilitate increased collaboration and cohesion across grades in the Lower School language arts program. 

2012 Content and Design. Art, science and technology teachers researched electronic publishing to support mastery learning and enhance student engagement in media-rich learning environments, resulting in two student-produced eBooks, The Philadelphia Bestiary and A Field Guide to Campus Trees

Ruth Aichenbaum, coordinator of PC’s Teaching & Learning Center, another exemplary model of faculty professional development, is excited to see the byproduct of five years of VITAL. “The participants in the first project have gone on to collaborate several times over,” she said, “and collaboration and innovation have continued and expanded well beyond VITAL.” 

As an example, Aichenbaum cites the IdeaLab, “which wasn't even on the horizon five years ago.” 

Tuesday, January 31, 2017

Where Ideas Come To Life

By Connie Langland

A 21st century curriculum requires 21st century learning spaces — IdeaLabs.

The IdeaLab in the lower level of the Richard B. Fisher Middle School seems cavernous – nearly 90 feet long and plenty wide with high ceilings, bright lighting and ample elbow room among the worktables, storage and snazzy equipment.

There’s a 3D printer in one corner, two more farther down the room, and a laser cutter in a prominent spot. Oversized exhaust hoods and high-powered ventilation keep the soldering table and other work areas free of fumes. There are safety locks on power saws, and electrical cords roll up out of the way when not in use.

It’s a great space, but that’s not the main thing.

“What we’re aspiring to do is to give our kids spaces for creation, collaboration, communication,” said Corey Kilbane, IdeaLab coordinator and Upper School chemistry teacher. “We want it warm, welcoming, where anyone can come down and work on their idea.”

David Brightbill, academic dean for curriculum and professional development, described the opening of the lab – the soft rollout began in the fall of 2015 – as “an opportunity to rethink the learning experience, to really go beyond what’s happening in the classroom.”

The focus on doing, creating and problem solving “is much more a hands-on approach, where students are producing something that shows that the learning has taken place as opposed to just regurgitating facts on a test,” he said.

Teachers are being trained to use the new technology and urged to think about how what they’ve learned might be applicable to the courses they’re teaching. “There is an expectation that all departments will at least be considering these opportunities,” Brightbill said.

Sound Design
Instrumental music students have been studying the physics of sound and instrument design by building PVC or plywood versions of their instruments in the lab. The effort is a result of a VITAL summer professional development grant that funded a research collaboration between Brad Ford, Upper School music teacher, and Tim Clarke, Upper School science teacher.

Players built rudimentary trombones, for instance, using PVC piping cut to size and plastic mouthpieces shaped by a 3D printer (also used to create bright blue bells for the horn). Changing the interior shape of the mouthpiece has an effect that the students can discern as they play.

“The long-term goal is to play with the shape and see the effect on the tone,” Clarke said.

“We try things out, we learn from our errors,” said Ford. “And students get a better understanding of the instruments they play.”

Trombone player and sophomore Cole Frieman agreed. “It’s so cool – you put the pieces together and, oh, it’s an instrument now,” he said. “To build it, you really have to learn about the instrument, more than just knowing how to play it. We’re building mouthpieces right now and Mr. Clarke will ask, ‘Does it feel right? How does it feel different?’ It’s amazing.”

Fabric Design
Upper School theater teacher Eva Kay Noone learned how to operate the laser cutter and the 3D printer along with the software programs during a VITAL professional development week in the summer of 2015.

“My brain was ready to explode!” Noone exclaimed. The task, she said, then became finding ways to apply what she had learned. “I gravitated more towards the laser cutter because I was thinking about wearable art and how to marry what I call old-style skills, like the sewing machine, like needle and thread, with the modern laser cutter. Plus, I was seeing all these beautiful fashions that were coming out with laser-cut designs,” she said.

Noone’s brainstorming for her costume design course resulted in an eye-catching project, Hawaiian reverse-applique fabric design. Students each created a snowflake-like pattern, photographed it, and sent the image via email to Kilbane, who helped them laser-cut each image on white cloth. They then used old-school technology – sewing machines – to complete their work.
Junior Priya Ahmad documented the process on video. “It was fun. I got to learn how to use a laser cutter and how to do some of the computer stuff that comes with it,” Ahmad said. “I’m a hands-on type of learner, so it was nice to see my project come to life.”

Noone said fall semester’s end-of-course project would involve repurposing used materials into a costume. IdeaLab resources, she said, “open the door” to all sorts of possible creations.

The extra space and the new technology have transformed two mainstays in the science realm: the eighth-grade Physics 500 boxcar project and the Upper School bridge construction project in Advanced Physics class.

Physics, Then and Now
Previously, students would spend hours manually cutting the parts for their vehicles, including wheels, with little chance to test for durability before the big race down the incline by Graham Athletics Center. One, maybe two cars would make it to the finish line. Last spring, there were six, and they went faster and further than in previous years. With teachers running the laser cutter, students had glued layers of cardboard together to create perfectly round wheels, and they had plenty of time left to test for sturdiness and refine their cars.

Previously, bridge building was a lengthy, tedious, sticky project, with students having only one chance to test for strength and structural weaknesses. Now, students design their bridges on their MacBook Airs, do some testing virtually, then have the components laser-cut to size before fastening the pieces together for testing.

“Instead of building one bridge over two weeks, they’re making five or six,” Kilbane said. “With the traditional project, you would just write up your results, but science is all about coming up with the thing, testing, evaluating, refining. That’s what they’re able to do now.”

The designs, he said, have become “more intricate, more efficient, and the kids can reflect on the process at every point along the way.”

Brightbill was equally enthusiastic. “It’s more like what would happen in real life, in the industrial world,” he said. The kind of testing that an engineer would do “they are doing now as juniors or seniors for their physics class.”

Current projects lean toward STEM – science, technology, engineering and math – but the space is designed for STEAM – the A is for art. There’s a green screen for shooting video productions next to a space reserved for testing robots, next to shelves stacked with the parts of the ersatz saxophones. Noone’s project is an example of how faculty from all departments can use the space.

“A lot of us see things as pretty siloed, with particular rooms and spaces belonging to certain people. But we wanted to create a space that is really inclusive,” said Kilbane.

Since PC acquired its first 3D printer, Kilbane has sought to make curricular connections outside of science. He began by partnering with the Smithsonian 3D Digitization group to bring artifacts from its network of museums into the classroom. He later spent a summer as a teacher associate at the National Museum of American History to explore hands-on approaches to combine history and science.

More than a Makerspace
Kilbane’s role in the PC IdeaLab is pivotal. He views the lab as a sort of library, one with a supersized toolbox of resources. “I’m becoming a part-time librarian, if you will. I’m there to show people how to use the tools, how to use the space, to keep it organized.”

Clarke said having a person who is passionate about the space and has the knowledge to make things work is critical. “Corey is enthusiastic,” Clarke said. “He makes a conscious effort to pull people in. The goal is not just to draw in engineering and science people but for everybody to consider it a space they can use.”

The IdeaLab itself was born through a VITAL grant awarded five years ago to Kilbane, along with librarian Doug Uhlmann in Gummere Library and Sheila Ruen, chair of visual arts at the time, according to Brightbill.

“Architecturally, ours is definitely not one of the fanciest of spaces, but it definitely has the space and tools that kids need to really get the work done,” said Brightbill. “A lot of times these types of makerspaces are very much a part of the science program, but that’s not the way we see it at all. We’re looking at it much more holistically.”

The opening of the lab spurred a rethinking of all the creative spaces across the Penn Charter campus, from the art studios, to the music rooms, to the digital photography lab, to the woodshop in the Lower School. Brightbill now thinks of them collectively as IdeaLab spaces.

Kilbane concurred, saying studios and equipment should be considered a shared resource no matter where they are situated. “With all these creative spaces – what classes might use them? What tools do they offer?” he asked. “It reflects that whole Quaker ethos – finding that light of inspiration in every place we can.”

Just for Lower School
The Lower School opened its own, smaller IdeaLab space this fall, run by Christina Brennan, Lower School technology coordinator. “It’s a robotics, engineering, arts, science kind of space with technology imbedded in what we do,” Brennan said. One project: designing a miniature chair that might suit Iggy Peck, the boy architect with fanciful ideas in a children’s book by that name. Working in groups, the students constructed their chairs using molding clay and pipe cleaners.

Over time, the use of this new Lower School IdeaLab will provide students with more opportunities for inquiry-based, hands-on learning. Gradually, they will learn design thinking, technology and basic coding skills that will provide a foundation for learning in Middle and Upper School.

Walking through the Middle and Upper School IdeaLab, Brightbill considered the big picture. “We see this as a catalyst for curriculum change,” he said, surveying the room. “It’s not just the space itself, but more importantly it’s building connections between students, between teachers … departments … divisions. It’s really an opportunity for us to rethink the learning experience.”
The mantra of IdeaLab enthusiasts seems to be: Try it, you’ll like it.

“I love meeting with students down here,” said Kilbane. One group visited with questions about chemistry and density. “As soon as they got in the space, they started asking questions and asking can they do this, can they do that,” he recalled. “It’s just a matter of getting students in the door.”

Frieman, the trombone player, had exactly that reaction. “I love the lab,” he said. “It gives you a place to be the most creative you can be. If you have an idea, and you want to go do it, it gives you all the tools you need.” 

This story first appeared in Penn Charter magazine.

Wednesday, January 11, 2017

A Field Guide to Campus Trees

You could say that the idea for Penn Charter’s eBook, A Field Guide to Campus Trees, grew organically.

The project, a student-published, multimedia electronic book now available on iTunes, sprang from the initial collaboration of art, science and technology teachers seeking to combine the disciplines of science, mathematics and fine arts, and expose students to 21st century tools for expression and content creation.

With the support of a Penn Charter VITAL grant, the teachers explored how Upper School students could create media-rich resources that could be shared with younger students. The first product of that VITAL collaboration was The Philadelphia Bestiary, an eBook about animals that was rich with artwork, podcasts and video, all created by ninth grade students based on their research and visits to animals at the Philadelphia Zoo.

The Bestiary project was such a success in interdisciplinary learning and self-publishing that teachers looked for another theme with some of the same elements. For their second venture, they took a look at the ninth grade science curriculum, specifically the plant genetics project in Biology. And they took a look out the window.

Penn Charter’s beautiful 47-acre campus provided an accessible, rich source for A Field Guide to Campus Trees, a second eBook, now also available on iTunes. The project made connections among plant genetics, weather patterns, mathematics, digital animation, design, audio recording and the fine arts.

The completed eBook, which students worked on for their ninth grade year, is a series of photographs, drawings, cyanotypes, radio plays, and one-minute animations with sound scores that illustrate each tree and the weather it experienced in a 24-hour period. For this enormous, multilayered project, students used Toon Boom Animation, GarageBand, Adobe Photoshop and Adobe Premiere.

The ninth grade student authors, the Class of 2017, began with a visit to Awbury Arboretum, where they explored elements of art and design through botanical and landscape studies. They made sketches, relief rubbings, photographs and sound recordings. They explored color, light and shadow, texture, form, positive and negative space, and photographic concepts such as depth of field and camera angles.

Back at PC, students each chose a tree on campus. They studied, identified and photographed the leaves, bark, buds and fruits; made drawings; and created graphic designs and cyanotypes for the eBook.

Science teachers showed them how to collect weather data from the National Atmospheric and Oceanic Administration website. Snow, rain, wind, sunrise – it’s all recorded hourly by longitude and latitude. So the students determined the longitude and latitude of each tree and translated 24 hours of weather data into 720 frames of digital animation, which equals one minute of animation. (Yes, there’s math, too!) Think of it as a creative weather report.

Students wrote and recorded sound scores for the short films, using found objects, instruments and help from friends who performed the music, along with digital sound effects.

They also wrote and performed a radio play for each tree – an imaginative voice-over as if the tree is telling its story.

Grace Eberwine wrote a radio play for a white paper birch along the bus lane: “... I cherish every breeze that comes my way. I also enjoy seeing all the little kids that wait for their busses at the end of the day. Yet they always pick at my bark. They don’t do that to any of my sisters, though, so why me? It really hurts when they do that, and it takes time to grow back.”

The teachers have moved on to other innovative projects, many of which are informed by what they experienced with the two eBook projects. The student authors, now seniors, will graduate this June, on the back patio, near the American Beech.

Enjoy the free download of the Class of 2017 eBook, A Field Guide to Campus Trees, available on iTunes.

This story first appeared in Penn Charter magazine.

Tuesday, December 6, 2016

Ethics Bowl: Civil Civic Discourse

A rookie team of Upper School students competed impressively in the regional Ethics Bowl, advancing to the quarterfinals of the competition among students from Delaware, New Jersey and Pennsylvania.

The National High School Ethics Bowl NHSEB competition focuses on 16 case studies, released in September, which the students can research and consider. However, they are not permitted to have any notes during the actual competition and they don’t know in advance which case will come into play in any particular round. As examples, one of the case studies dealt with virtual and augmented reality and another dealt with white privilege.  

The students gathered at Villanova University on Saturday, Nov. 19, and Penn Charter went 2-1 in the morning competition, losing to Radnor but victorious over Wilmington Friends and Camden Catholic High School. Those two wins put PC in the quarterfinals, and Penn Charter finished seventh overall of 18 teams. A great job for the first time out! 

Upper School social studies teacher Ed Marks is the faculty advisor and coach of the team, and he also was a first-timer at the Ethics Bowl. “We were the only rookie team,” Marks said. “I felt a bit like the blind leading the blind. Fortunately, the Penn Charter kids took ownership of the day and totally distinguished themselves.”

The (NHSEB) promotes respectful, supportive, and rigorous discussion of ethics among high school students nationwide. “It was gratifying to see high school students engage in civil discourse around ethical dilemmas,” Marks said. “There’s hope for the future!"

Advancing critical thinking skills, one of the goals of our Strategic Vision, is at the heart of this new activity. The Ethics Bowl competition enhances learning and leadership opportunities for Penn Charter students and also syncs with Goal 1 of our Strategic Vision, which calls on us to "model and teach integrity, truth-telling, conflict resolution and ethical choices.”

Marks said it also advances excellence in teaching, Goal 3 of that Strategic Vision. "I do consider myself a life-long learner and this activity helped me to scratch that itch and also collaborate with students."

Wednesday, November 30, 2016

A New Stop on the Washington D.C. Field Trip

This year, the eighth grade added an exciting stop to its annual trip to Washington, D.C., stepping through the doors of the brand-new National Museum of African American History and Culture.

The museum had been open to the public for only four days when Penn Charter entered to tour its unrivaled documentation of African American life, history and culture. Early critics have praised not only its collection but the architecture of the bronze-colored structure – wrapped with lattice work that pays homage to ironwork crafted by enslaved African Americans – and the symbolic importance of its position on the National Mall, between the White House and the Washington Monument.

“The biggest takeaway for our students,” social studies teacher Josh Oberfield said, “was understanding the importance of being recognized as a major influence, a building block – literally builders – of this country, and appreciating that.”

PC eighth graders visit Washington, D.C. each year, touring tour the U.S. Capitol, Library of Congress, Supreme Court, various monuments and assorted Smithsonian Museums. They have light-hearted fun, too, including a trip to the bowling alley.

Back in the summer, when she began planning this year’s trip, Middle School mathematics teacher and eighth grade advisor Jen Ketler wanted her PC students to be among the first to visit the new museum. Combining patience and persistence, Ketler visited the museum website daily so she could swoop in at just the right moment to secure tickets for all 84 eighth graders.

Imana Legette, PC director of diversity and inclusion and a Middle School social studies teacher, said adult visitors complemented the PC students for their attentiveness and respect.

“They really took to heart what they were seeing. No matter the race and ethnicity of the student, they felt the power of the museum,” Legette said. “Adult strangers commented that they were so glad young people were there and taking it so seriously, because they had lived it.”

The Nation, in a story about the import of the new museum, explains how the it has been added to the itinerary of the traditional field trip to the nation's capitol for many schools – and highlights the PC students' visit to make the case. 

Another meaningful addition to the trip included, on the first night, service work with PC Overseer Mark Hecker OPC ’99 for On the Same Page UNITED; the project supports juveniles incarcerated in adult prisons by sharing their poetry and short stories with individuals outside prison. PC students read and then added – writing in colorful ink on the page – praise, encouragement and contextual comments for the incarcerated boys.

Viewed through the lens of the new Strategic Vision, both experiences advance the goal to deepen our identity and actions as a Friends school, and our students' understanding of Quaker values of equity and justice.

Friday, November 4, 2016

Inspiration, Intention for Our Quaker Practices

by Megan Kafer

As a birthright Quaker, I often have a hard time thinking of how I know about Quaker concepts. Growing up in and amongst Friends communities, Quaker ways were “caught” not necessarily “taught,” as goes the phrase. When Brooke Giles and I were granted two days this summer to work on a Worship Sharing Guide for Lower School, I was eager to dive into the history of Worship Sharing, as it was something I knew nothing about.

Rachel Davis DuBois
My research sent me down an unexpected path, leading to a figure in Quaker history I had never met before. It started with a 1969 article in the Friends Journal about Claremont (Calif.) Meeting’s experience testing out a new theory in building community. The group was inspired by an April 1963 Friends Journal article called “Quaker Dialoguing” written by Rachel Davis DuBois. Following the guidelines set by Dubois, Meeting members met once a week for six weeks to consider “how to raise the level of spirit in our meeting for worship.” The article raved about the increased feeling of togetherness and quality of relationship between members after the sessions ended. This idea of individuals sharing and noticing the differences and commonalities among experiences was the spark that led to the practice of Worship Sharing in Friends Meetings.

Once I finished researching the basics of Worship Sharing, my attention diverted to Rachel Davis DuBois. Intrigued by DuBois’ theories about community building through discussions about our differences, I began reading more about DuBois’ history. Who was this woman who seemed to be so ahead of her time? What was her background, education, religion? I found more articles, papers and pamphlets by DuBois, all of which were discussing exactly what the Lower School Quakerism Committee has been looking for in redesigning our Worship Sharing. How can a diverse community create a space for all (young and old) to have a voice that is encouraged, respected and reflected?

When she began her career in the 1930’s, DuBois had little to no example about how this could be done. She did, however, have her faith and practice as a Quaker. Counter to the philosophy of the time that promoted ethnic assimilation in schools, DuBois was among the few educators preaching that differences should be celebrated. Over a long and distinguished teaching career that included schools in New York City, Chicago and West Germany (on behalf of the U.S. State Department), as well as relationships with thinkers and leaders like Margaret Mead, Jane Addams, George Washington Carver and W.E.B. DuBois (no relation), DuBois developed a teaching technique called Group Conversations. This widely copied technique uses a common experience for people to learn about each other's customs. In the late 60s, DuBois adapted these “Conversations” for Friends and began touring the country sharing the technique.

Learning about DuBois as a Quaker, a woman, an educator and a pioneer in interfaith and interracial dialogue, I felt inspired to begin our work forming a Worship Sharing Guide for Lower School. Our hope is that the guide will act as a resource for faculty, who lead the monthly Worship Sharing Groups, and that as a Lower School community, we hold an intentional, sacred space for our voices to be heard, understood and treasured.

Megan Kafer teaches pre-kindergarten at Penn Charter.