California Association of Independent Schools Faculty Newsletter Winter 2005

THROUGH A DIFFERENT LENS

INSIDE: The Advantages of Not Learning Another Language

Making the Most of Multiple Choice

“Who in their Right Mind Would Want to Teach?”

...and more Faculty Newsletter Winter 2005

From the Editor

Through a Different Lens...

EE ven without a devastating Southeast Asian tsunami to command it, winter usually brings a momentary pause. As before and after satellite pictures from Indonesia, Sri Lanka, Thailand and India circulate the Internet, the god Janus comes to mind. Janus was the Roman god of beginnings and endings, of gates and doors. He also is representative of transitions – between life and death, war and peace, childhood and adulthood, ignorance and understanding - and between old and new ways of seeing things. In fact, Janus might well be the defining emblem of our profession symbolizing among those other things, the perennial tug-of-war between the various canons of our disciplines and the need for contemporary relevance. The articles that follow have in common a Janus-like approach to their subjects. Whether the point-of- view is a second look at multiple choice tests, as Peter Brown, in his second installment, encourages us to take; a look back at a home culture from which an author is temporarily removed as Melissa Kanemasu, Kim Kohler and Martha Kermott experience; or a childhood curiosity about another culture finally satisfied for Kim Kohler; a look at teaching through the eyes of his students like Erich Reinholz, or her younger self like Tanaz Artega; or from the viewpoint of technology like Marla Bainbridge, a collegial adventure like Kevin Cummings, or finally, recreating an 18th century life for 21st century students alike Kathy Allison; all these standpoints offer an opportunity to see the usual and “normal” through a different lens. It can be a transformative experience. As I write, looking backward and forward here at CAIS, I see another exciting Regional Meeting on the horizon. We will be in the North this year, blessed by Sacred Hearts Schools’ willingness to once again be our hosts. The date is Monday, March 14th in Atherton. There are a total of 211 workshops being offered by 326 presenters, all but 16 of whom are you who teach in our schools. Since we had a waiting list left over from last year’s Retreat for Middle Managers, we are offering it again in Palm Springs April 10th-12th. Watch the website for details. Register on our website (www.caisca.org). Looking backward, I see that we have welcomed over a hundred new teachers to our CAIS programs in our beginning teacher retreats, and have progressed more than halfway through our slate of Professional Days. They are in the South this year and have been a great success. More than a few Northerners have contacted us wondering if we’d be offering the same thing in their area. Contact your friendly, local Northern Professional Services Committee member and suggest it! And, who knows, that could be you. Soon we will be sending a call to school heads asking for recommendations for people to fill the positions coming vacant, so if you’re interested let him/her know. It’s a wonderful way to work with folks from different school cultures and different disciplines – and dare I say it? – take a look at professional development through a different lens. — Sandee Mirell Director of Professional Development THROUGH A DIFFERENT LENS

California Association of Independent Schools Winter 2005 C o n t e n t s

What I Did During My Summer Vacation...... 1

“Congratulations! You have been selected. . .” ...... 3

A Secret Balance ...... 7

The Advantages of Not Learning Another Language ...... 9

Making the Most of Multiple Choice ...... 10

The Academy Model: Linking Initiatives through Professional Development...... 13

“Who in their Right Mind Would Want to Teach?” ...... 15

Collaboration Counts...... 17

21st Century Students, 18th Century Lives...... 18

Faculty Newsletter is published by the California Association of Independent Schools 1351 Third Street, Suite 303, Santa Monica, CA 90401 310.393.5161 fax 310.394.6561 www.caisca.org Faculty Newsletter Winter 2005

Math in the

“real world” –

one

teacher’s

experience

What I Did During My Summer Vacation

by Melissa Kanemasu

Live Oak School Middle School Math [email protected]

II walked into the building through the employee en- THE FIRST DAY OF WORK trance and held up my ID for the security guard who On the first day of work, I was reminded of what it gave me a nod and a cheerful, “Good morning.” I must feel like to be a new student on the first day of watched as the security gate flashed a green arrow school. I met many new people who would be my co- signaling that it was okay for me to enter and made workers during the next two months, and struggled to my way through rows of cubicles until I came to the remember all their names. I got lost several times in one with my name on it. I switched on my lights, the maze of buildings and rows of cubicles. At lunch- locked away my valuables, and secured my laptop time, I wondered if I would find someone to sit with or into its docking station. would I have to sit alone. This is definitely a far cry from how I usually start each school day at Live Oak. However, it’s how I started each workday for eight weeks this past sum- WORKING IN A CUBICLE mer. I spent the majority of my summer working as a Working in a cubicle was much more of an adjust- Lab Engineer at Intel in Santa Clara through a sum- ment than I thought it would be. I was surprised how mer fellowship from IISME. IISME, which stands for isolated I felt, and amazed at how difficult it could be Industry Initiatives for Science and Math Education, to concentrate, especially when people in surrounding was founded 20 years ago by a group of Bay Area cubicles were on the phone. I realized how much I CEOs with the purpose of bridging the gap between missed the frequent interaction with kids at school, or industry and education. Their mission is to promote even adults, for that matter. interest in the areas of math, science, and technol- ogy by using teachers to affect change, and they pro- USING MATH IN “REAL LIFE” vide a number of different industry-related profes- Every year there is at least one student who asks sional development opportunities to teachers. me the question, “How will we use this (math) in real Through their summer fellowship program, I was able life.” Well, this summer, I experienced firsthand how to enjoy many different experiences. math is used in the “real world.” From hearing about

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“Working in a The author in front of Intel, where was reminded that she was cubicle meant to be a teacher. was much more of an adjustment than I thought it would be. I was

usage tables to calculating speed, Over the course of the summer, I re- surprised forces and distances, math was defi- alized how important my role was in nitely all around me. Each time I the company even though I was just walked through the rows of cubicles, a very small part of a much bigger how I saw calculations or equations picture. In our day-to-day roles as scribbled on people’s white boards. educators, we often forget what an isolated I myself had to think back to my important role we play in our stu- trigonometry days of sine and cosine dents’ lives. Each teacher contrib- when consulting with someone utes just a small part of a student’s I felt, and about a polishing angle and an ac- entire education and each student ceptable margin of error. we teach is just a single person in an entire generation. However, each amazed BEING JUST A SMALL PART small part may be that one compo- OF A MUCH BIGGER THING nent that completes the whole. at how My task at Intel involved testing Although I am very happy that I an automated polishing machine, had the opportunity at Intel this sum- which prepared small microchip mer, the experience solidified the difficult samples for different types of analy- fact that I was meant to be a ses. The chips, which are used in dif- teacher. I was quite satisfied with ferent handheld devices such as cell my accomplishments in microchip it could phones, PDAs, etc., are frequently polishing, but not nearly as fulfilled analyzed for quality assurance as as when I see a student finally “get be to well as failure analysis. New tech- it.” I returned to Live Oak ready to nologies are also constantly being take on new challenges and eager developed and tested to make the to share my experiences of “math in concentrate.” microchips even smaller and faster. the real world.”

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A childhood home near

Manzanar sparks curiosity later satisfied by a

Fulbright visit to

Japan

“Congratulations! You have been selected. . .”

by Kim Kohler

Chadwick School Art Specialist-Grades K-6 [email protected]

MM y Japan adventure began in the fall with an e- groups of 200 to travel to Japan. Selected educators mail from my head of school containing a link to the are completely funded. The trips consist of a training Fulbright Memorial Fund. I began investigating, becom- weekend in San Francisco and three weeks in Japan. ing more interested, the further I read. The Fulbright Thus, 800 American educators have the opportunity Memorial Fund Teacher Program was created by the each year to learn about a culture, a language and a Japanese government to provide American teachers an way of life that, for most, is somewhat mysterious and opportunity to immerse themselves in Japanese life and unknown. What they bring home from such trips in- culture. This generous gift is given in thanks for Ameri- cludes a deeper understanding of a foreign land and can college educations received by Japanese students the structure of its society. following World War II, a program sponsored by Sena- I stated “Fall “ as my preferred target date, and be- tor William Fulbright and the American government. gan the application process. It consisted of recommen- Fulbright awardees are selected from thousands of dations, endless forms, medical approvals, and essays. applicants who meet certain criteria. One must be a The essays were, in a sense, the easiest part. My inter- credentialed teacher or administrator with a certain est in Japan, begun decades earlier, had recently been level of experience and expertise. Outside of that, ap- piqued by an event that is presently taking place in the plicants are from the broadest imaginable pool of edu- high desert of California, the Owens Valley, where I grew cators. The trips are arranged four times per year for up. A controversial memorial to American citizens of

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Japanese descent who had been in- carcerated, against their will, during “Especially exciting for our group was the period of World War II, was near- ing completion. I was interested in the prospect of visiting Japan during that event in history because Manzanar, the place of the intern- the beginning of a period of educational ment, was near my family home. The idea of American citizens being pun- reform, such as had never before ished for their ethnic origin was a shocking bit of history, made even occurred in that country.” more real to us who lived nearby. My essay stated, in part: “We knew nothing about Japan or Japanese people. Our curiosity people who were talented, creative, reform, such as had never before oc- led us to explore the deserted site resilient, and sadly, persecuted here curred in that country. One of the for left-behind artifacts. We were in America simply because of their constant topics of discussion never disappointed. In those early ethnicity. At an early age, I saw this throughout my stay was the reform days (the 1950s), there was forgot- as people coerced into a life not cho- and possible outcomes from it. The ten and discarded debris strewn sen. This exposure led me to a highly Japanese were very interested in our over a large area.” sympathetic view of a people and an American system and we were in- “We picked apples which grew appreciation of their culture.” vited to offer comparisons and ob- in neat groves, followed rock lined I sent off my final part of the servations about the reform streams and spillways, played in the application with a proposal for what throughout our visit. remains of gardens which had a dis- I would do with my newfound knowl- The first days were filled with tinctly different look from our own, edge, should I be selected. At that tours of Tokyo, presentations on and tried to imagine how thousands point the odds seemed in favor of Japanese education, economy, com- of Japanese-Americans had lived so my being right here at Chadwick munications, music, theater, art, elegantly in an isolated, extreme, School come autumn. I had, how- peace education, and the environ- high desert environment, against ever, enjoyed the processes involved ment. We were served Japanese their will. My parents insisted that in the application, and felt honored food and, for most of us, the culinary we turn over each and every coin, to have been recommended. delights and differences were sig- potshard, tool, teacup, and other In January, I received a super- nificant. One sees most all the res- evidence of daily life to the Inyo thin envelope from the Fulbright Me- taurant chains which we are used to County Museum in Independence. morial Fund in Japan, which gave me at home. My observation was that The museum was collecting what a renewed appreciation for what our Japanese people maintain a healthy would eventually become a monu- seniors go through during their col- diet by staying out of them. The chains mental display of Japanese cultural lege applications. I had hoped for were filled mainly with tourists. In any artifacts from the time of intern- the big fat envelope full of “accep- case, children are served traditional ment of American citizens. At tance” related materials, not the Japanese food in their schools. No soft present, the site is a National His- thin “thank-you-for-your-interest- drink machines or junk food in sight! torical Landmark. An interpretive but....” letter. Needless to say when The evenings were for exploring center, dedicated to the truth of that I read “Congratulations!” I was Tokyo. Everything from Tokyo Disney time in American history, will open elated. Thus began the adventure to karaoke, which some of my fellow in 2003.” that I will never forget. travelers had never seen (or sung!). “Time spent exploring Manzanar In early October, I arranged for We were invited to do it all. Tokyo is a opened a window on a mysterious six substitute teachers to cover my very safe city and there are crowds culture that had existed, unnatu- art classes for three weeks, met my even late at night. Our hotel was in the rally, in the shadow of 14,000 foot fellow travelers in San Francisco, heart of a vibrant urban area. Every- high California mountains for three and was on my way to Japan. Espe- thing was within walking distance or years in the 1940s. Thus, began my cially exciting for our group was the a subway or train ride. After a few personal interest in Japan, which by prospect of visiting Japan during the days, most of us were experts on us- our evidence, produced stalwart beginning of a period of educational ing the public transportation.

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We were also preparing for the diminish or homogenize the Japa- education, but is not willing to re- second leg of the trip, which was to nese culture, but rather indicates duce the power of the corporations travel to 10 different prefectures how worldly and outreaching it is. that determine the conditions of (like our states) which we would be We were prepped for visits to employment. visiting in smaller groups of 20. My schools of all levels, elementary As it is now, children at the jun- group would be going to Shizuoka, through college, boards of educa- ior high level determine the course a city of over 700,000 in the moun- tion, government offices, a PTA of their lives by effort, specific tains near Mt. Fuji. On departure day, group, and other education related school choices, and test scores at an we boarded the Bullet Train, called concerns. Our mission was to listen age at which their American coun- Ambitious Japan! for a unique and and learn as well as interact with terparts concentrate on socializa- exciting experience in travel. The students and their teachers every- tion. My observation was that in other groups departed by plane, where we went. Students whom we spite of such pressure, the students train, and boat for other prefectures visited were very excited to have were industrious, helpful to each throughout Japan. Much thought and Americans share their school day. other, focused on their work, fun-lov- They study English and loved having ing, multi- talented, and friendly. The a chance to practice conversation. students are involved with all as- The language barrier was ex- pects of their school days. Typically treme for most of us. Without they serve all of the food, clean (thor- our excellent translators there oughly!) the school and school would have been much confu- grounds each day, run errands, par- sion on both sides. In fact, ticipate in a variety of sports and even with perfect transla- activities, keep complicated sched- tions, some of our most hilari- ules, study during breaks, and watch ous adventures were due to over each other. Several hundred complete and utter confusion over children at an elementary school meaning. were madly playing on a huge play- The Reform Movement in- ground during a recess. Many were cludes relaxing the schedule to five riding unicycles in and out of pipe planning went into the grouping of days a week of school, from six, obstacle courses. When we asked educators. My group was an interest- which had previously been the norm. where the supervising teachers ing, fun-loving, and compassionate There is skepticism by some that were, we were told, “The kids watch mix who were bright, articulate, and children can be properly educated out for each other.” It seemed to be well traveled. We were asked to and prepared using the new sched- working. A bell rang and all the uni- comment on every aspect of educa- ule. The test driven system has not cycles were neatly parked and the tion that we observed, and I was changed and there is a fear that chil- kids lined up to come back into their proud to be part of such a distin- dren will not be able to learn enough classrooms. It was hard for me to be guished group. One highlight of the or test high enough to attend the totally objective when confronted trip was the interactions of the schools to which they and their fami- with such cooperation! In any case, Fulbrighters. The assorted grade lev- lies aspire. The reform was designed we asked if the kids had been els, disciplines, specialists, admin- to allow more freedoms, and for prepped for our visit and were thus istrators, librarians, grant writers, families to have more time to play behaving unusually well. We were told and locales from which we all came, and have fun. Many parents have en- that the kids were behaving normally, made for a very stimulating and al- rolled their children in Juku (prep) though a bit “louder” than usual. ways interesting dynamic within the schools to take up what they per- At the end of our week in group. ceive as the slack. Many children Shizuoka we went as individuals to We arrived in Shizuoka with the actually go to school seven days a private homes for a traditional Japa- first stop of a busy and hectic week week. The reformers believe that an nese custom, the “home stay.” For being a visit to an art gallery to see appreciation of nature, play, and cre- many Fulbrighters this was the high- a Marc Chagall exhibit. Throughout ative pursuits should fill the extra light of the trip. My hosts were edu- Japan there is a high degree of in- time. The biggest issue seems to be cators (principals). Their oldest terest in all things Western, espe- that the government desires critical daughter is an associate in a law of- cially music and art. This does not thinkers, nurtured by experiential fice, and a younger daughter is study

--5-- Faculty Newsletter Winter 2005

ing jewelry design in Rome. Their home is in a rural mountainous area outside Shizuoka, surrounded by green tea farms. We knew to expect we would be confronted with tradi- tional Japanese living. Great effort is made by host families to make their American guests feel welcome. Discussions of world affairs, both current and historical (the daughter had studied in Nebraska and spoke and translated English), heartwarm- ing, humorous stories and videos of family life and trips, exchanging pre- sents, a hike to an exquisite temple and shrine in an ancient forest, and facts and memories. It was emo- He spoke eloquently of the need for a lovely walk through a 400 year old tional, wrenching, and fulfilling at unsullied and accessible outdoor apple orchard along a waterway, the same time. Though many of the space and, more important, the time filled the weekend. My hosts pre- Fulbrighters had traveled through- to experience it. I surmised that pared beautiful meals for their hon- out the world all agreed that the Ja- there was a message in the fact that ored guest-me! I continue to be over- pan experience was so filled with ex- he was a chosen speaker for the whelmed by how generously and periences, images, smells, impres- Fulbright Memorial Fund program. To warmly I was treated. I hope to one sions, kindnesses, and astonish- a hushed room full of American edu- day be able to repay the honor. The ingly unique views of time and place cators, hanging on every translated weekend was soon over. We made that the trip had become an experi- word, he described a group of Japa- one last stop with our small group ence that no one could well-de- nese students who were studying of 20 where we were guests at a scribe. Much time would be needed and practicing for an upcoming test. Japanese country inn called a to assimilate it all. The test was of utmost importance “roykan.” It was an incredibly luxuri- I would like to end with a story. as the results would determine who ous spa with tatami rooms, baths, I thought I would be able to share it got admitted into the “best” high and beautiful landscaping and decor with my students, colleagues, par- schools therefore increasing the and a feast of traditional food. Lo- ents, and friends. In truth, I find it chance that those students would cated on a black sand beach with Mt. so emotional that I have been able be admitted into the “best” colleges Fuji dominating the horizon, it relate it to only a few people. The and thus would be hired by the seemed the perfect culmination of our poignancy of it somehow defines my “best” corporations, insuring a suc- Japan experience in the countryside. trip. I hope the telling will accom- cessful and prosperous life. A prac- Back in Tokyo we regrouped as plish one of my goals which is to af- tice question was, “What do we get 200 Fulbrighters. There were more firm that I found modern Japan, when the snow melts, when the educational offerings, discussion while full of contrasts and compli- icicles melt, and the ice melts on the groups, debriefings, and presenta- cated beyond words, to have warm, pond?” “What is the result?” “The tions by each prefecture group. caring, loving people who will con- answer to each will be the same.” While we had all had similar struc- tinue to influence the world in ways Of 60 students taking the practice ture to our time away from Tokyo, the that are profound, beginning with test, 59 answered, “Water.” One girl experiences were interestingly dis- the education of its children. wrote, “Spring.” similar. Each group, bonded and now A speaker related the following Japanese educators desire that, a unique amalgam of personalities, to us during one of our last gather- with reform, more children might of- had shared a vast array of cultural, ings. He is an educator and also the fer the answer given by the lone girl, interpersonal, geographical, culi- president of a toy museum begun and that the 59 others who gave the nary, and artistic experiences. To by his family many years ago. Toys technically correct response, and thus educate each other and thank our and “play,” freedom of expression, were much better prepared for the hosts, we shared a final night of vid- and creative thinking were of test, will come to appreciate the eos, pictures, performances, arti- utmost importance to this man beauty of her answer.

--6-- Faculty Newsletter Winter 2005

Teacher sees American

education from a Chinese

point of view

A Secret Balance

by Martha Kermott

Brentwood School [email protected]

W W hile teaching at a Chinese high school in Shang- their vacation days. The testing was constant in all sub- hai last fall, I was constantly asked about the Ameri- jects; sophomores and juniors took ten final exams, and can system of education: What makes American edu- starting in the fall, seniors prepared for a host of com- cation so strong? American students are much more prehensive college-entrance exams in June. The Chinese creative than Chinese students; why is that? Is there a education I experienced lacked significant exposure of secret formula used to get such impressive results? So, students to creative or critical thinking that would give I attempted to discern what we do that is so unique. them the ability to recognize and evaluate original prob- Yes, we train teenagers to think critically, but is it the lems or ideas. process of learning that ultimately develops students Acting as a novice education consultant, I offered to with skills for interpreting new data and arriving at origi- the Chinese teachers and administrators qualified advice nal conclusions? Or is there something else that ex- on how to improve their teaching methods, curricular plains the strengths of American education? goals, and learning strategies. Or at least I tried. I discov- By contrast, the Chinese style of education that I ered fairly quickly a few problems with the apparent di- observed in high school classrooms was restrictively chotomy between these educational philosophies. information-based. Teachers filled their lectures with First, Chinese education is, in fact, excellent when seemingly infinite pieces of data, memorized by the stu- evaluated for its content. The sophomores I taught were dents through countless exercises, and accurate recall doing college-level physics problems with ease; the re- was expected. There were no breaks from the exercises; tention of knowledge for most students across disci- students took home enough exercises to fill most of plines was vast, comprehensive within a discipline, and

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“Chinese parents called the school in Shanghai to complain when teachers gave too few homework BREAKTIME: Song Dynasty Faire exercises; American always accurate and reliable. Fields feel comfortable? Chinese parents of study in their learning are espe- called the school in Shanghai to parents are more cially broad-based because of the complain when teachers gave too holistic approach the Chinese take few homework exercises; American likely to insist on when conceptualizing what we see parents are more likely to insist on as separate fields of study. They vacations free from schoolwork. Our vacations free readily handle their 5,000 years of weakness seems to lie more with written history, while too many making the material fit the needs American students barely know in of the students rather than keeping from schoolwork.” which century the Civil War took the teaching and learning at high place! Chinese students narrow standards. their area of study by their junior In the end, I spent one meeting year in high school either to the hu- with the Chinese teachers and one efforts to improve and realized the glo- manities or the sciences, resulting meeting with the administrators bal pressures that reward such imita- in highly specialized programs in simply describing how American tion, I must admit that I was humbled universities. While an American stu- schools are set up, including the by the high quality of their content- dent might spend more time in col- harsh realities of conditions in many based education. lege “finding himself,” a Chinese public schools and admitting the What’s our secret to a strong student simply continues his serious “elitism” of private schools. With the education? Perhaps it’s that our pursuit of academic knowledge. In teachers of English, I offered more approach to education reflects cul- fact, I decided that we as educators specific suggestions, such as de- tural dynamics that value individu- in the U.S. could learn a lot from Chi- signing exercises that require stu- alism and independent thinking. nese-style education, especially dents to take given information, but Still, we might want to consider when it is taken as specialized draw their own conclusions; setting whether our cultural sensitivities knowledge in fields such as theoreti- up small-group discussions allowing are dictating our education deci- cal physics, epidemiology, or bio- students to articulate individual sions, or if such decisions are truly chemistry. opinions; and continuing to encour- reaching for the highest academic A second problem I realized was age teachers to find and use tech- standards for all students. If admitting to the limits of American- niques that allow them to grow as asked, I would recommend that style education. Do we cater to our professionals. The high school American teachers learn from the students too much with concern for where I lived is a very progressive Chinese approach to education; we self-esteem and sensitivity toward one, sincerely attempting to reform could be more effective as educa- diversity? Do we, intentionally or its program by imitating the essen- tors if we found a better balance not, compromise the rigor of the tial elements of American-style edu- that combines the two approaches content in order to make our students cation; and while I appreciated the to teaching and learning.

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The Advantages of Not Learning Another Language

by Eric L. Reinholtz

Marlborough School Secondary Foreign Language [email protected]

HH ow can they still be saying “Mi llamo es”? How many more times will I have to explain that “ne” and “pas” go around the conjugated verb? After ten years of teaching first-year Spanish and French, I was becoming frustrated with my students’ apparent inability to learn and retain what I considered to be the most rudimentary aspects of Romance grammar and syntax. I questioned my teaching methods. I lamented the cognitive shortcomings of a second genera- tion raised in front of a television. I questioned the commitment of American education (public and private) to second language acquisition. After all, I had learned French and Spanish as a non-native, and I had a graduate degree in each (M.A. in the former, Ph.D. in the latter) to prove it. If I didn’t find a solution to my dilemma, I was fast on my way to becoming one of those colleagues who refuse to teach any course without the word “advanced” in the title. Luckily for me, my goddaughter’s parents, Diego and Susanne, moved to Sweden. Actually, Emily was not yet conceived (or conceived of) when I first made the trip that renewed me as a teacher. Falling in love with Sweden during my first visit, I decided that my second trip should involve some formal language study. I had learned French and Spanish without any difficulty, and Swedish, like English, is a Germanic language. I estimated that four weeks in July at the University of Uppsala would provide me all the basics I needed to start on the fast track to proficiency. I even opted for the accelerated course. A month of intensive study would surely be more than adequate for a linguist of my ability. In no time at all, I would be reading Strindberg and ordering aquavit just like a native. It took me about forty-eight hours to realize the extent of my error. Swedish, with its confusing array of vowel sounds, its noun declensions, and the ridiculous speed at which the natives insisted on speaking, was overwhelming. Moreover, I resented the Germans and Dutch who were also taking the course. Weren’t their languages practically the same as Swedish? They should not have been placed in my class with such an unfair advantage. I struggled through the homework assignments, but each time I thought I was making headway the instructor would dash my hopes with a quiz or test. Spanish and French verb infinitives end in the letter “r”; in Swedish, “r” marks the conjugated form. If it’s “Ella habla” and “Ella quiere hablar” for “She speaks” and “She wants to speak,” why would the Swedes go and make it “Hon talar” and “Hon vill tala”? It was beyond unfair—it was practically discriminatory. When the four weeks of misery were done, and I had made every excuse known to unsuccessful language stu- dents, I limped out of the course with a B- on the final. I wasn’t sure I could speak any Swedish, and wasn’t sure I still wanted to. Then it dawned on me. My instructor must have been thinking, “Why does this guy keep putting an “r” on the infinitives? And he calls himself a language teacher!” The fact is, learning a language—or anything else—only seems easy because we’ve been doing it for so long. I probably said “Mi llamo es” early on the path to a doctorate in Spanish literature. Those four weeks in Uppsala paid off in a huge, albeit completely unexpected way. Now, rather than pulling out my remaining hair when my students make those so-called “dumb” mistakes, I remember that lan- guage learning—or any other kind for that matter—is a matter of trial and error, with a major emphasis on the latter. And my Swedish? Well, it’s getting better a little bit at a time. I’m confident that I will be able to speak to my god- daughter Emily when I go to see her next time. Of course she’s only seven months old, so I don’t have to worry about sustaining much of a conversation—just yet. Looking a year or so ahead, I know that if I keep at it, I will continue to have the small linguistic epiphanies about concepts that eluded me in Uppsala—just the way my students probably will when they are a year or so removed from “Mi llamo es”.

--9-- Faculty Newsletter Winter 2005

Brown demonstrates how reasoning- oriented multiple-choice tests can be constructed using Bloom’s Taxonomy

Making the Most of Multiple Choice: Constructing Test Questions to Assess Formal Reasoning*

by Peter Brown

Menlo School Secondary History Teacher [email protected]

II f the examples presented in published sources in his- tor and facilitate reasoning and lead students to new tory and the humanities are any indication, multiple- insights. In the first article, I explored how teachers choice tests can present a dilemma to educators who might construct such tests using Pat Arlen’s ideas about want to teach students to reason and solve problems stimulating formal reasoning in the classroom. While over and above the memorization of discrete facts. If Arlen’s interest is not assessment or multiple choice you were to peruse the many published tests in history questions per se, her ideas about questions and ques- and humanities, you might conclude that the multiple- tion techniques can be readily applied to constructing choice format is best suited only for factual recall. The multiple-choice tests. This article explores how one purpose of this article is to challenge the notion that might construct reasoning-oriented multiple-choice multiple-choice have to be solely used to test memori- tests in a given discipline and curriculum using the ideas zation. of Benjamin Bloom, who almost fifty years ago headed While multiple choice exams do not allow for the a group of educational psychologists and developed an kind of authentic demonstration of knowledge that a important and influential classification of higher order well-constructed essay question or performance assess- thinking. ment does, they can nevertheless be designed to moni- In deconstructing Bloom’s Taxonomy of Educational Objectives (1956), Arlen provides three useful tools for *This is the second article in a two-part series. constructing formal reasoning questions: firstly, she

--10-- Faculty Newsletter Winter 2005

clearly defines and delineates for- Krishna’s and Arjuna’s relationship of question. While all multiple- mal reasoning as a cognitive task as one of counselor and counseled, choice questions pose some trans- involving application, analysis, syn- as well as be able to retrieve from lation issues in that they demand thesis, or evaluation. Secondly, she memory his knowledge of facts sur- that students substitute the test’s ranks question-types along a rough rounding the topic. The question is language into their own internal lan- continuum of difficulty correlated largely concrete because it requires guage, the “translate” question, Q4, with Piagetian categories of con- little abstraction or problem solving. requires outside knowledge of the crete reasoning, low formal reason- Because Q2 is demanding the rec- Biblical passage and the ability to ing, and formal reasoning. Finally, ollection of a list of characteristics, translate this understanding into the she provides action words that can a delineated label, or an expanded vernacular while preserving the be used as guides for the test-con-adefinition, it would also be an ex- original meaning. Assuming stu- structor seeking to assess different ample of a knowledge or compre- dents are familiar with the vernacu- kinds of thinking. hension question that demands lar offered in the multiple choice ques- little or no formal reasoning. Both of tion, this low-formal type question APPLYING BLOOM’S TAXONOMY these kinds of questions abound in falls squarely in the zone of proximal TO MULTIPLE CHOICE published tests, particularly in history. development of many ninth and tenth The knowledge or comprehension Application questions, on the graders – and students get a kick out type question often begins with other hand, require what Arlen calls of these kinds of exercises. words such as “list”, “label”, “iden- “high concrete” or “low formal” rea- Similar to the application ques- tify”, “match”, “name”, reproduce”, soning ability.” Action verbs signify- tions, analysis questions require high or “locate.” ing this kind of question are “show”, concrete or low formal cognitive de- “make”, “translate”, “illustrate”, and mands and are often (though not nec- QI: Identify the prince who Krishna “construct.” essarily) signified by verbs such as counsels in the Bhagavad Gita. “classify”, “compare”, “investigate”: a. Arjuna. Q3: Om is a well-knownb example of a b. Ganesha. a. jiva. Q5: Which statement best reflects c. Lakshmi. b. mandala. the views of an Anti-Imperialist d. Hanuman. c. mantra. around 1900? d. yoga. a. “Spain should pay the U.S. for Answer: a damages to American property Answer: c and lives.” Q2: In the 1819 case of McCulloch b. “The United States should not v. Maryland, the Supreme Court un- Q4: After Cain slew Abel, he asked trade with other countries.” der John Marshall decided that God, “Am I my brother’s keeper?” c. “Annexing Puerto Rico will a. All of the answers below. The most accurate translation of justcause the influx of danger- b. Congress had “implied God’s response into modern ver- ous radical ideas.” powers” not explicitly stated nacular would be d. “Annexing territory by force in the Constitution. a. “Why the hate?” violates the ideals of the c. The power to tax involved a b. “Of course, man. You are so Declaration of Independence.” “power to destroy.” c busted even for asking me d. The “necessary and proper” that!” Answer: d clause allows for the creation of c. “No, Bro. You ARE your bro.” a national bank. d. “Take this mark of Cain, and Q6: The relationship between let everybody know how BAAAD Siddhartha Gotama and Hesse’s Answer: d you are.” Siddhartha before the end of the story could best be described as a To answer questions Q1 and Q2 cor- Answer: b a. Leader and follower rectly, a student would need to un- b. Hero and adversary derstand the syntax and vocabulary Questionsd that ask for ex- c. Finder and seeker of the question; be able to translate amples, like Q3, or the construction d. Father and son his own understanding of, say, of maps, are the models for this kind

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Answer: c Q8: Some historians argue that the lar — a major event in the burgeon- United States government dropped ing Civil Rights movement of the The “categorize” question, Q5 the atomic bombs on Japan to im- 1950s. This case was based on a above, is similar but perhaps slightly prove American negotiating power principle enshrined in the 14th more difficult than the application with the Soviet Union after WWII amendment. example, Q3. Categorize questions rather than to achieve military vic- The point here is that a lot of often require the student to name tory over Japan. Which of the follow- outside information must be synthe- the “file folder” (or category) that the ing is the most important claim sized to answer this question. To various “documents” (examples) these historians make? answer Q8 one needs to recognize would fill; e.g., Martin Luther King is a. President Truman knew the what claims these historians made an example of a non-violent activist Soviet Union was about to join and didn’t make (answer c should be and the name Martin Luther King the war against Japan prior to eliminated because it is not a claim could be placed in the file folder titled the U.S. dropping the bombs. any of these historians make) and “non-violent activist.” Q6 is a “com- b. President Truman misled then be able to judge which argu- pare” question, a variation of Q5 that the American public by signifi- ment is most salient. To arrive at the demands multiple “categorizations.” cantly over-estimating the cost correct answer, d, a student would With synthesis and evaluation in American casualties of a U.S. need to know that Soviet interven- type questions, we are in the realm land invasion of mainland tion in the Japanese war was immi- of pure formal reasoning and ques- Japan. nent and recognize that this answer tions that place large cognitive de- c. President Truman knew of makes the most direct defense of mands on students. Questions re- the Soviet Union’s imminent the historians’ claim. In requiring a quiring synthesis can begin with ac- plans to invade Western Europe. defensible speculation based on the tion verbs such as “suppose”, “hy- d. President Truman believed given choices or a reasoned judg- pothesize”, “compose”, “invent”, that the Soviet Union would be ment, both Q7 and Q8 are questions “forecast”, and “infer.” Evaluation more cooperative in Germany if that require a great deal of factual questions can be triggered by such the Japanese war ended before knowledge and recall, as well as for- verbs as “editorialize”, “evaluate”, Soviet involvement. mal reasoning. “rate”, “dispute”, “judge”, “assess”, Students learn what we test. If “select.” Answer: d we want students to learn to think, reason, and to express themselves Q7: Suppose the 13th, 14th, and 15th To answer Q7, a student would in speech and writing, there is prob- Amendments had NOT been added have to recognize that choice a is not ably no substitute for authentic as- to the Constitution in the aftermath correct because African Americans sessments such as projects and es- of the Civil War. Which of the fol- were in fact denied the right to vote says. But the ubiquitous multiple- lowing would have been the most even with the 13th, 14th, and 15th choice test can play a role, too, when likely change to occur? amendments; that b is a possible, tests are constructed in such a way a. African Americans would but unlikely answer: the Radicals of as to put factual recall in an appro- have been denied the right to the north, for one, were the constitu- priate and supportive position to rea- vote in the South by the late ency most sympathetic to African son. How do students react to these 1890s. Americans and the Constitutional kind of reasoning-oriented multiple- b. The Civil War would have amendments, but they had lost choice tests? In my experience, they begun anew. power by the 1870s. Answer d is feel challenged and often excited by c. The Civil Rights movement unlikely because areas most heavily them and look forward to discuss- of the 20th century would have affected by immigration such as the ing them afterward. In addition, aids hadgreater obstacles. North and West were also the most such as Bloom’s can make the task d. The various immigrant anti-slavery before the Civil War. of test construction easier and fruit- groups of the late 19th century Answer c, then, is the best answer. ful for teams of teachers wanting to would have been accorded the Much of the early Civil Rights clarify their own thinking about their status of slaves. movement was bound up with Con- courses and to find ways to advance stitutional law, the Brown v. Board and measure the reasoning skills of Answer: c ?of Education of 1954 case in particu- their students. --12-- Faculty Newsletter Winter 2005

A new look at tech integration

The Academy Model: Linking Initiatives through Professional Development

by Marla Bainbridge

Chadwick School Director of Educational Technology [email protected]

SSo many initiatives, so little time. Finding time to in- fective professional development opportunities include vest in school improvement initiatives can be a chal- active learning focused on the technology that teach- lenge. The Academy model is one way to address the ers can use in their classroom, while at the same time issue of time and link initiatives such as technology in- building in follow-up procedures. Research also sug- tegration and curriculum design. While fostering colle- gests that learning opportunities are more successful giality, cross-divisional collaboration, and leadership when a teacher’s time is used well, and incorporated in within the faculty, the Academy provides opportunities to their teaching schedules. Teachers are more inter- for teachers to initiate professional growth with the in- ested in sessions that are tailored to their own learning tent of being used in the classroom. styles and driven by their curriculum. Research suggests that technology can enhance The Chadwick School Academy provides a profes- student learning and related skills are necessary to sional development opportunity to teachers ready for function in today’s world. When teachers are empow- the paradigm shift in teaching style, as well as the time, ered to make decisions to use technology in ways that support, and follow up needed to master it. The primary enhance curricula and student learning, it is more likely objective of the Academy is to provide time and ongo- that the academic curriculum, rather than a technology ing support to teachers for redesigning curriculum units curriculum is driving technology use, thus making the that integrate technology effectively and enhance stu- technology use seamless. While some schools may dent learning beyond traditional instruction. Partici- measure their success by the number of technology pants are awarded a stipend of $450.00, the Under- related projects their students complete, effective use standing by Design book by Grant Wiggins and Jay of technology is more about curriculum, content, instruc- McTighe and Macromedia Web design software. tional strategies, and student learning. Academy participants are chosen from brief online This usually requires a shift in teaching style, and applications which outline their current efforts to inte- that takes time to develop, practice, and reflect upon grate technology into the curriculum. Being a K-12 through quality professional development. In an article school, we strive to take advantage of opportunities that from the June 2003 issue of T.H.E. Journal (Technologi- promote collaboration across grade levels, and the co- cal Horizons in Education) titled Removing Barriers to hort model of the Academy is highly effective in accom- Professional Development, Lynn Feist, Ed.M. of Grant plishing this goal. It promotes a safe environment for MacEwan College describes research showing that ef- teachers to try innovative instructional strategies while

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“While some schools may measure their success by the number of technology related projects their students complete, effective use of technology is more about curriculum, content, instructional strategies, and student learning.” providing teachers technology skills er stakeholders. The participants also · Is the technology providing an they need to instinctively integrate share their experience with their col- engaging component to an other- technology into their curriculum. leagues during the year in a depart- wise dry topic that will motivate Ongoing professional develop- ment meeting. students to dive into the content ment is more effective than the Though a technology product is you want them to learn? “drive-by professional development” created, the Academy really isn’t · Does the technology allow method, according to the research about the technology. The true goal students to create a product that and the Academy doesn’t stop with is to provide time and support for is of professional quality, there- a single workshop. Academy meet- teachers to effectively examine and fore creating a sense of pride in ings are built in to the school calen- apply technology, while further de- presenting it to their classmates? dar throughout the year. The first veloping their knowledge of curricu- · Is the option of using technology meeting in the spring guides teach- lum design. In so doing, they also a choice for students who may ers on how to prepare for the Acad- develop a personal philosophy of thrive in that environment and emy, and they receive their book and educational technology. The Acad- help build self-esteem? software. Next, participants attend emy process is ongoing; it continues · Does the use of the technology three professional reading group through the next school year with provide a time saving element sessions to discuss Understanding pre- and post-WebQuest confer- for students to spend less time by Design, by Grant Wiggins and Jay ences, and three follow-up meetings editing, rethinking or re-conceptu- McTighe followed by a week during built in to the calendar for the co- alizing? the summer. This extended time is hort to reflect upon and share the · Does the technology allow used to create a technology-en- risks they have taken in their class- students to sort data faster and riched Internet-based lesson, or unit rooms based on their Academy ex- more efficiently, thus using the in the form of a WebQuest based on perience. By linking these initiatives, results and creating more time for the backwards design process. we provide teachers with time to higher level analysis? Teachers are immersed in a variety redesign a unit or lesson while learn- · Does the technology allow of soft-ware and technology for forty ing new skills and reflecting upon students the access to more hours, thus creating opportunities their experiences. rapidly communicate with experts for teachable moments. and people all over the world An important aspect of the How do you know if you are using to gather information? Academy model is celebrating suc- technology effectively? · Does the technology allow you to cesses and taking advantage of op- organize the data for your portunities to share accomplish- Ask yourself… students more efficiently to focus ments. We celebrate on the last day · How does the use of technology their energy on the content? of the week in the summer session enhance the learning goal? · Does teaching the content with with a “graduation” luncheon where · Is the technology providing technology require more class participants share their work, new students with more immediate time than traditional instruction knowledge and philosophies of edu- access to information in a way and if so, is the content a signifi- cational technology and curriculum that allows more time to be spent cant part of your curriculum and design with administrators and oth- on deepening the learning? worthwhile of the time?

--14-- Faculty Newsletter Winter 2005

Want to learn something? Teach it!

“Who in their Right Mind Would Want to Teach?”

by Tanaz Arteaga

The Archer School for Girls Math Science Teacher and Academic Decathlon Coach [email protected]

WW hen I was fifteen years old, sitting in my Health get so little respect. But why? This is not always the and Wellness class, I was startled by the teacher’s voice easiest question to answer, especially after a hard day calling my name. at work when no matter how patient you were those “Tanaz, how about you? What do you want to be darn kids wouldn’t pay attention. Yet, summer after when you grow up?” summer, I find myself back in the classroom instruct- “I want to be a doctor, so I can help people not hurt,” ing a new group of fresh minds. So why do I return? I heard myself reply almost automatically. Thank good- Three simple, but painfully cheesy, reasons: I adore ness I knew the answer to that one or she might have sharing knowledge, I learn more from teaching than noticed that I was daydreaming. from anything else, and I want to give back to the com- “Well there are many careers that help others. Have munity and help others. you ever considered becoming a teacher?” Mrs. Jacobs I blame my initial desire to teach on my mother. asked. When I was ten years old she bought my family a black- It was then that the class erupted into laughter - board and suggested I play “teacher” with my two who in their right mind would become a teacher? Poorly younger sisters. I believe she was just trying to find an paid, hardly respected, and babysitting a class of im- activity to keep all three of us busy at one time and in mature students. one place. Little did she know what an intense desire After Five years of teaching, I find myself asking in my heart to share my knowledge with others she was the same question. Who in their right mind would want creating. At the parent-conference of my middle sister, to become a teacher? The thing is that now I know the her teacher commented to my parents that she had answer to this question. I want to be a teacher. I want never seen such a young student grasp fractions even to join the ranks of the lunatics who do so much, but before being taught. My little sisters were absorbent

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the topic clearer to the classroom curriculum and then myself at the same there is the entire hidden curriculum time. By presenting that teachers share with their stu- material as a teacher dents. From study skills to life skills, I was also able to an- to realizing that failing to prepare is ticipate possible mis- preparing to fail (Abraham Lincoln), takes that might be to understanding that hard work and made. It was a very in- effort truly do pay off in the end teresting thing-- teachers truly teach their pupils through teaching I more than academically. There are had become the many lessons teachers instruct on learner I always a daily basis that go far beyond how The author in her classroom, teaching biology thought I could be. In to solve a quadratic equation and the front of a class- into truly shaping the minds of the sponges and our play acting contin- room, you discover things about future in the classrooms of today. ued throughout the years. Even in yourself you never even realized. The When I wanted to be a doctor years high school, the night before my AP lessons your students can help you ago it seemed like a natural thing Calculus exam, I taught my younger learn extend beyond the academic to help others, but I didn’t realize sisters how to derive and integrate into your own being and extend into that a doctor only sees patients who simple functions. I took great pride the nature of human beings. I be- are already sick while a teacher sees in being able to teach my sisters lieve that we never stop learning and that person daily and can have more things that they hadn’t learned yet the classroom provides a wonderful of an affect on them. in school. Today, I still relish the outlet for self-exploration and con- Teaching is not about the fame, beauty of imparting knowledge to tinued education. If I were sitting at or the money; it is about others. open minds. In the classroom, I a desk working on a computer ev- Sharing knowledge, absorbing share in the triumphs and failures eryday I am sure there would be knowledge and helping to create re- of my students. And I share in the things to learn, but not at the same sponsible and productive citizens is joy of their success because it level of what the dynamic and vi- what teaching is all about. Then means that I am truly teaching them brant classroom can teach the there is this unexplainable satisfac- new things. As Margaret Fuller says, teacher. tion I attain from teaching that is “If you have knowledge, let others Now to the most cliché reason I hard to put into words. It is a feeling light their candles in it.” I teach to became a teacher: I wanted to give that affirms my career decision ev- light candles and inspire fire in the back to the community and help oth- eryday no matter how many times minds of my students by sharing the ers. Like Anne Frank, I believe that they ask the same question over and knowledge that I once learned from people are essentially good and her over again or how many times I have the teachers in my life. words on “How wonderful it is that to ask them to do the same thing. I Back in the days when I used to nobody need wait a single moment guess it is this same feeling when a teach my sisters on our IKEA black- before starting to improve the world” young student finally simplifies that board everything from the proper have always truly inspired me. Like expression correctly or the form of Latin verbs to the correct Mrs. Jacobs said back in high school hardworking but underachieving stu- structure of a sentence to finding there are lots of careers that help dent finally scores that A, and I the zero of a polynomial function, people, but what other career helps guess to be a teacher you have to another strange realization oc- shape the minds of those people be a little crazy and a lot caring. curred. It was through teaching my from a young age? What other ca- Maybe Mrs. Jacobs wasn’t as funny sisters that I best learned material. reer teaches people to learn and as we all thought- maybe she had a Not only did my home-based lesson gives them the foundational skills great idea. And thank you, Mom, for plans provide repetition of the con- they will use for the rest of their lives? purchasing that blackboard because cepts, they also allowed me to ex- So, how am I helping that one it pointed me in the right direction, plore topics from an entirely new student who insists on failing every so I can happily ‘play teacher’ every perspective. I was able to contem- test because she refuses to finish day and answer the question “who plate how to best explain a topic so her homework? I guess that is the in their right mind would want to that it would make sense, making beauty of being a teacher - there is teach”. I would. We would.

--16-- Faculty Newsletter Winter 2005

Those who can do, and those

who can and love people, teach

Collaboration Counts

by Kevin Cummins

The Branson School Secondary English The author [email protected] and a student in a teaching moment.

II stood in a crowded train between Taipei and have never collaborated so freely with colleagues as I Taichung. do in the English Department at The Branson School. “Are you an American?” the man beside me said. All five desks in the Branson English office face the cen- “Yes,” I replied. ter of the room. When we sit at our desks we, my col- “What work do you do?” leagues and I, see one another. Too often, colleagues “I am a teacher.” fail to see one another. Too often, teaching occurs in “You are a good man,” he said. isolation. At Branson, my colleagues share ideas about grammar, writing and books, assignment sheets, paper “How’d your class go?” Phil says. Phil Guterriez and I topics and lesson plans. Challenged to keep pace with each teach a section of American Literature I this trimes- colleagues, I count on our weekly team meetings to dis- ter. We have a formal meeting at 10 o’clock every Wednes- cuss the week’s progress. day morning. We plan lessons, write assignment sheets, For my ninth grade English class, I meet with three and discuss paper topics and share strategies. colleagues to discuss The Odyssey. On Thursday afternoons “Did they think Edna was triumphant in the end?” at 2:30, we discuss the following week’s lessons, type a Phil asks after our respective classes had their last dis- common assignment sheet, and laugh. Laughter sustains cussions of Kate Chopin’s The Awakening. us. Who doesn’t want to laugh? Karen usually begins our “I didn’t ask whether they thought her triumphant,” weekly meeting with an anecdote. “Here’s one for you,” I said. “I asked whether her final actions showed artis- she says, and she launches into a story about a rough tic courage.” phone conversation with an agitated parent over impro- Teaching requires courage. My stomach tightens on vised guidelines for the freshman treasury candidate evenings when I teach the next day. The next morning’s whose campaign rests upon the promise of a free donut classes invariably go well, and I wonder why I had been for every vote. The story gives us a laugh, we discuss brib- so nervous. Other jobs do not move me. Teaching mat- ery, and then we begin our work. ters. My work means something when I teach a boy to I relish the role of colleague. A recent hiatus from write a persuasive argument, a girl to question society’s teaching taught me how much I missed the kinship of edu- conventions, or an entire class to use a semi-colon. cators. Caring most about learning, ideas, and people, I When a boy stays after class to explain his desire to teach. I love the exchange of ideas. Work outside of schools import saffron from Iran, I know my teaching matters. means less to me. I recall my first foray away from teach- Teaching has more in common with theater than ing—a summer term class in painting and drawing at a any work I have done. Combining the work of New York City art school. As the term wound to a close, scriptwriter, director, and actor, a teacher performs as another student told me her dream: “I’ll teach if I have to, an artist. Laughter, kindness and wit under gird both though I’d rather work alone in my studio.” theater and teaching. I choose people. I choose collaboration. I choose to Having taught school for most of my adult years, I teach.

--17-- Faculty Newsletter Winter 2005

Colonial Immersion Week offers perspective on life in the 21st century by comparison with another time

21st Century Students, 18th Century Lives

by Kathy Allison

Campbell Hall School Elementary Social Studies Curriculum Coordinator; Art Specialist [email protected]

WW hat started five years ago as an impulsive ex- Students view a series of videos from Williamsburg, periment dreamed up by the art teacher (me) and the do some preliminary reading on the period, and then then fifth grade social studies teacher, Gretchen Kempf, begin to create their basic costumes. For boys, this has evolved into an institution which last year involved means a long vest (waistcoat) made of felt and a black eleven teachers and ten or twelve parents. Colonial Im- cardboard tri-corner hat with a queue (pony tail) down mersion Week has changed somewhat over the years, the back. The waistcoats are stitched together on sew- but from the beginning a central component has been ing machines set up in the classroom. Last year we had that the students come to school every day for “a week” six machines and six or seven parents for each class. (it’s varied from three to five days) in colonial costumes, The boys really enjoy the sewing machines (after all, experience “colonial” schooling and activities, and en- they have motors, don’t they?), and with one class pe- gage in reflective assignments to help them get some riod to cut them out, and one class period to sew, the perspective on our country’s history by re-enacting life basic waistcoats are done. We do, of course, point out 250 years ago. that colonial tailors and seamstresses didn’t have the West Coast students often have only a vague feel- luxury of machines, but all the sewing after this initial ing for the early British Colonial period of our country, phase IS done by hand, so students see how clothing and for the symbols and institutions that originally gave actually comes together and also have some experience rise to the United States. After all, Williamsburg – where with finishing by hand. I was privileged to spend an incredible week at the Sum- Costumes for the girls consist of long cotton skirts mer Teachers’ Institute five years ago - is nearly 3000 and white muslin “mob caps”. The girls stitch the seams miles away. It would be wonderful to take our students and casings on the skirts on the machines, and caps to the cultural and historical icons on the East Coast, are cut out and gathered with tapestry needles and nar- and some lucky schools do, but we decided instead to row ribbons. Both the boys’ and girls’ costumes are worn bring 18th century Williamsburg to California. with white cotton shirts (a blouse or dress shirt with

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long or three-quarter sleeves). Boys ther a basic “autobiography,” or his- wear knee-length pants (either cut “…students torical fiction in the Colonial Journal off sweatpants or baseball pants) created in art class. This journal, fea- with long socks. We supply them come turing marbled paper and quill pen with white cotton stock ties. Girls calligraphy, as well as various other can add shawls or aprons. examples of writing and illustration, At the end of the first week of to school every is shared in a Young Authors celebra- the unit, students are given biogra- tion at the conclusion of Immersion phies of specific Williamsburg resi- day …in week. Preliminary activities gener- dents (available in the Williamsburg ally take four to five weeks. published lesson plans and on line colonial On the Monday of Colonial Im- on the Williamsburg site, http:// mersion Week (generally in mid-Feb- www.history.org). These biographies ruary), students arrive at school in are divided up into gentry, middling, costumes, costume ready to experience life in apprentice and slave categories, the 18th century. Activities during the and students embellish their basic experience week have included: making candles costumes by hand to reflect the life and paper in science lab, planting a style and class of the person they ‘colonial’ garden, cooking, playing colonial represent. Gentry gentlemen get games in P.E. and song flutes in LOTS of gold buttons and braid. Mid- music, illustrating various activities dling craftsmen get buttons, but not schooling and in their journals, using quill pens gold. Ladies and some wealthy mid- (chancery cursive calligraphy was dling craftspeople might have lace on activities, and introduced earlier as part of the jour- their caps and aprons. Slaves might nal), poetry recitation, and doing math have fancy livery or patches on their engage on “slates.” We’ve also had an archeo- clothes, depending on their circum- logical “dig”, as well as a virtual “dig” stances, and so on. Students get very on the Williamsburg site, and, perhaps invested in these embellishments. in reflective most importantly, writing about any, In the meantime, students are or all of these activities. working in social studies class with assignments Students also present two colo- a resource packet including such nial programs, in which “slaves” (af- things as glossaries of colonial to help them ter working with the librarian dem- terms, information about 18th cen- onstrate African American tury trades and crafts, selected 18th storytelling), “gentry” (after working century proverbs and moral advice, get some with the P.E. coaches) demonstrate illustrations of clothing, graphic or- an 18th century dance, and demon- ganizers for interpreting primary perspective strate 18th century games. Students documents, as well as material perform 18th century pieces on song about their own particular historical on our country’s flutes, share their interpretations of character. When biographical de- various 18th century quotes, and tails are scarce, as in the case of present the characters and social some of the slaves, supplemental in- history by classes of their colonial personae. formation about the general group The culmination of the week is a co- of people (apprentices or slaves) is re-enacting life lonial feast, prepared by the parents, included in the student’s packet. and featuring Colonial recipes, and There is also a “Colonial Museum” 250 Young Authors, during which stu- in the classroom with facsimile dents share their writing with par- items (again, many from the ents and guests. Williamsburg catalogs). Students do years ago.” Total curricular time is some- a variety of pre-writing activities with where between 40 and 50 hours per these resources and then write ei- class, including class time, rehearsal

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A Colonial Dame

Practicing with quill pens

and performance time. It is spread out over 6 weeks, with an additional 4 weeks of art studio time before the main unit begins, and is shared among the ten teachers and special- ists in the fifth grade. All of the cos- effort involved in providing basic education; understanding some tume construction comes out of things like food, clothing, and of the moral grounding of the music and art time. education in a pre-industrial time; Founding Fathers; And what do students get out of all learning how some of these · Descriptive, expository and narra- of this sometimes frenetic activity? things are actually made; extrapo- tive writing experience based on · An enhanced perspective on life lating people’s values by the careful observation and historical in the 21st century by comparing choices that they made; accuracy. it to life in another time; · Pride in mastering a number Campbell Hall’s is only one of a · A great deal of information about of unfamiliar skills; number of models of Colonial Days the history, culture, and econom- · Appreciation of music and the in California – Willowsburg is re-cre- ics of Colonial America; arts as windows into another ated at the Willows School for in- · A sense of what life was like in a time; stance, and activities of the San Di- context very different from today, · Introduction to the interpretation ego Unified School District come to identifying with the diversity of of primary documents; how do mind – but our Colonial Immersion roles within a historic community historians know what they know?; Week is an example of a fully inte- and with an important chapter in · Introduction to archeology and grated curricular unit that really our national story; the interpretation of physical data; works and that students will, hope- · Appreciation for the time and · Exposure to 18th century moral fully, never forget.