This Is How We Learn: the Intensive Experience from the Desk of D
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WINTER 2018 Hawken REVIEW This is How We Learn: The Intensive Experience From the Desk of D. Scott Looney “Just as truly as each individual has different physical characteristics, so truly does he possess individual and peculiar talents, wants, powers, tastes, instincts, and tendencies. And because of this there can be no real and efficient education where a general course of instruction and a general method of training is applied to a group of [students].” – James A. Hawken, 1915 At opening meetings in August, I gave each faculty and staff member a copy of author Todd Rose’s recent book, The End of Average: How We Succeed in a World That Values Sameness, because it resonates remarkably well not only with the direction we are heading, but with our founder James A. Hawken’s original commitment to individualized education. The concept of “the end of average,” while by some standards is not new, is groundbreaking when viewed in the context of today’s approach to education and the workplace. I highly recommend the book. This issue of the Review highlights one of the many ways Hawken is taking the lead in making learning more individualized and relevant: the Upper School Intensives. Now in their eighth year, the Intensive program has evolved to the point where it has become part of the natural rhythm of the school year. Its uniqueness and success has drawn over fifty schools from across the country to visit Hawken to see just how it is implemented, and many schools are adopting versions of it if not mimicking our approach to a tee. Advancements in technology also have the capacity to revolutionize the way we teach by allowing us to focus more on individualization and relevancy. At Hawken, we are already making tremendous strides in leveraging technology to develop new programming, schedules, and approaches to engage students — meeting them where they are developmentally and equipping them with the skills required for success and fulfillment in an ever-changing world. The recently-announced Computational & Design Thinking Initiative could not be more timely given its focus on developing the resources and mentorship required to expand programing that will challenge our students to reach a new level of complexity in their thinking and problem-solving abilities. Additionally, our learning spaces continue to evolve to accommodate our changing approaches. This year marks our second in Stirn Hall, which — along with the Gries Center and other areas on our campuses — helps to bring new programming to life. On the horizon are plans for an Innovation Lab at the Lyndhurst Campus, which will bring a wealth of new opportunities for our youngest students to engage in design thinking and creating. Moving beyond the concept of average as a means by which we structure both education and the work place has the power to liberate educators and students, employers and employees, from meaningless and often limiting comparisons, expectations, and assessments. More importantly, it has the power to unleash the true potential of every human being, enabling each to become the very best version of him or herself – a concept that lies at the very heart of a Hawken education: helping students to find their “better selves” throughout their lives. Sincerely, D. Scott Looney Head of School 2017-2018 Board of Trustees Winter 2018 Officers Charles P. Cooley, Chair Samuel P. Gerace, Vice Chair Blair K. Haas ’72, Vice Chair Paul N. Harris, Vice Chair Hawken Steven M. Ross ’84, Vice Chair REVIEW Alan D. Rosskamm, Vice Chair Jennifer S. Grossman, Treasurer Janice W. Hawwa, Secretary Trustees Himanshu S. Amin Daniel Brown Volume 38, No 1 Steven M. Dettelbach ’84 Tamara Durn Doody ’85 Dan F. Grajzl Stacie L. Halpern John LeMay Brinton C. Lincoln ’94 James “Deej” Lincoln, Jr. ’91 Head of School Office Robert W. Mallett ’93 Head of School Feature Julie K. Mangini D. Scott Looney Richard T. Marabito Samuel Neider Chief Operating Officer 2 Intensives: Summer Paris Stephanie A. Tolleson This is How We Learn Natalie Ronayne Andrew D. Ross Executive Assistant Debra Adams Simmons to the Head of School Lauren B. Spilman Emily R. Morton David Sylvan Dominic A. Visconsi, Jr. ’77 Advancement Department Departments Meredith Smith Weil ’85 Co-Directors of Advancement Jeffrey M. Biggar ‘68 Life Trustees Kathleen Z. Guzzi Jeffrey M. Biggar ’68 Inside Cover From the Desk of Charles P. Bolton ’57 Director of Constituent D. Scott Looney David A. Daberko Relations & Events Whitney Evans ’51 Eleanor Hitchcock Anderson ’79 Leigh L. Fabens 18 From the Chapel Sally L. Gries Database Manager to the White House K.P. Horsburgh, Jr. ’65 Robin L. Baringer Ralph T. King G. Russell Lincoln ’64 Director of the Annual Fund and 30 Latest Developments William C. McCoy ’38 Alumni Engagement John Sherwin, Jr. ’53 Meg Boucher Anthoni Visconsi II ’71 31 Sheffield Society Donor Relations Manager Lisa M. Brenner Visiting Committee 32 From the Parents’ Jeffrey M. Biggar ’68, Chair Database Coordinator & Archivist Donald R. Allman ’70 Mary Crotty Association Robert J. Anslow ’77 Laura Rosenfeld Barnes ’84 Director of Strategic Partnerships Todd A. Barrett ’83 Matthew A. Salerno ‘92 33 Alumni News Scott M. Beatty ’77 Kathleen Bole ’77 Marketing Department William E. Bruner ’67 Director of Strategic Marketing 40 Class Notes Brooke Buckley ’94 Gina Zeman Walter Dennis P. Fisco ’73 Jonathan W. Friedland ’86 Administrative Assistant, 58 In Memoriam Timothy M. George ’70 Advancement & Marketing Adam M. Guren ’99 Susan M. Daunch Todd R. Horn ’73 60 Fair Play Peter A. Horvitz ’72 Editorial Director Caleb Hsieh ’94 Lisa A. Lentz Wendy Morton Hudson ’86 Daniel Hurwitz Graphic Designers Charles N. Jordan ’65 Connie M. Moon Henri Pell Junod, Jr. ’59 Casey L. Zulandt Blake Kleinman ’95 William H. Lewis ’86 Photography P. Jeffrey Lucier Jeffrey M. Biggar ‘68 David A. McCreery ’81 Denise Buckley Tom Murphy ’89 Jenn Hartz Letters and suggestions are welcome: Randy F. Rizor ’70 Rebecca Marks The Hawken Review Theodore “Tod” Sedgwick ’66 Kevin Reeves PO Box 8002 Paul C. Shiverick ’71 Aparna Sundaram Gates Mills, Ohio 44040-8002 John Shubert ’74 Richard Tate Michael Rosskamm ’97 Casey Zulandt [email protected] Carl E. Smith ’74 440.423.2965 Bradley A. Stirn ’68 S. Tucker Taft ’70 Rodger S. Rickard, Emeritus School Community Representatives Shaquira M. Johnson ’94 Alumni Association President Tonya L. Thomas Parents’ Association President “I think what students start to see in these interactions with people in the community is their future in it. What inspires me is watching kids get inspired.” – Steve Weiskopf, Humanities Department Co-Chair “I’ve been teaching for 23 years, and I can honestly say that teaching in the Intensive has been the absolute best experience I’ve ever had as an educator. I love it!” – Jodie Ricci, Performing Arts Chair 2 Hawken Review INTENSIVES THIS IS HOW WE LEARN n early December, an email alert went out to Hawken Upper According to David Gillespie ’89, School faculty and staff from history/humanities teacher Katrina Director of Information Management Hagen. It read, “Don’t be alarmed if you see small drones flying around and Research, one of the main reasons the Shiverick Commons between 12:30 and 2:30 p.m. or so! Tri-C’s Intensives work at Hawken is because Mobile Innovation Lab is working with our Humanities 10 Economy of the school’s culture of innovation class today.” Unusual for some schools, perhaps, but not for Hawken – and change. “Before we adopted particularly during what Hawken calls “Intensives.” the Intensive model, teachers were For those unfamiliar with Intensives, they can be summed up getting frustrated by the inability to this way: one course, all day for three weeks to enable in-depth, incorporate longer, more experiential immersive study of a single subject. Intensive classes take place twice approaches without trampling all over a year not only on Hawken’s main campus but at various locations other people’s classes. If you want throughout Cleveland and around the globe. Now in their eighth to do something really substantive year, Intensives, once deemed daunting or thrilling depending on in certain subject areas, you need one’s penchant for experimentation and innovation, have become extended periods of time. We looked for part of the school vernacular. a solution back in 2009 to see if there was a way to make that easier, and this What is it about Intensives that has drawn over 50 schools to Hawken’s campus to observe, learn, and perhaps replicate? The is what we came up with. Of course, following pages will offer a glimpse into Hawken Intensives, which it’s evolved over time, to the extent provide an opportunity to break through perceived barriers, offering that now one of the principle criteria meaningful, authentic learning experiences. for whether an Intensive is viable is whether or not it is something that can only be accomplished during the Intensive period. And we don’t have to “I really like the fact that all costs associated with recruit teachers to teach these classes anymore – each year we get more the Intensives are included in tuition. That course applications than we can take. means even the travel Intensives, for example, Even though they can be exhausting to teach, teachers love it, because they are accessible to every student.” see that it’s worth it for the students. It – Jeff, Hawken Parent gives them incredible experiences.” 3 “This Intensive has been my favorite so far. We’re learning new ways to analyze classic children’s books, as well as how to teach children from Birchwood about other books. The environment of my Intensive is immersive and fun, and I’ve learned and discovered so much about the way a child learns.” – Abby ’19 Ever wondered why Harry Potter runs through Platform 9¾ on his way to Hogwarts, or why Alice tumbles after a white rabbit down the rabbit hole? Just ask students in this class.