Starting to think about summer reading? Check out the latest updates on our One School, One Story website: walthamhighreads.weebly.com. The Reading Resources page links to information about the allusions in the book (Scythe names, etc), discussion questions, and much more. We also just added some other book suggestions, for those have finished Scythe and are ready for the next book. I definitely recommend Thunderhead, the second book in the Scythe Trilogy. I liked it even more than the first book!
At the moment, I’m reading:
Deep Learning: Engage the World, Change the World
Yup, I’m geeking out over educational practice.
Leonardo da Vinci by Walter Isaacson.
This one is a commitment. Dense, but great.
Educated: A Memoir by Tara Westover.
This is my beach read/ listen. I love listening to books!
Have a great holiday! Happy reading!
We are one full week into summer vacation-- what a wonderful feeling! But that doesn’t mean we are taking a break from education. In the last week, members of our team have been doing some informal research.
I went to see an exhibit at The Charles River Museum called “The History of Disabilities in America.” It was researched, written, and curated by juniors at Gann Academy and was a major component of their US History class. With a special focus on The Fernald, these students curated a fascinating museum exhibit that brings into the light elements of our hidden history. Find some time this summer to check it out!
Ms. Long and Mr. Emery spent an afternoon at MIT to see the projects at EurekaFest to see the working prototypes developed by high school and college students who are solving real-world problems through invention. Some of their favorite inventions included:
While we are certainly trying to figure as much as beforehand as we can, it is safe to say that we also expect messy sections and will embrace those moments too.
As you walk into the English office, you can’t help but notice the bright glow of artificial lights and the overwhelming scent of fresh basil and cilantro. Visitors are invited in by kale plants growing tall and the sound of trickling water, as it circulates through the system and pumps nutrients into these thriving hydroponic plants.
One of my favorite PBL experiences from this year happened in Emilie Perna’s sophomore comp class. As our ChangeMaker English teacher, Emilie has been thinking about the power of PBL in her current classes. She worked with Mike Barnett, the Director of the Urban Science Education Lab at Boston College, to build and maintain two hydroponic systems. In their two period a week class, the 17 students studied maps of Waltham in order to research food inequities in our community, made decisions about what greens to grow, and problem-solved throughout the process: everything from what to do for yellowing plants and the best way to fill the systems with water. In the end, these students donated over 200 plants to local nonprofits.
While the class worked together in the beginning to build and maintain the systems, they did split into smaller groups to research and create their own projects. What came from this class is a beautiful melding of projects that complemented each other, but also showcased the group member’s individual strengths and interest. One group cooked dinner at Bristol Lodge, using their crops and the money from an in-school plant sale to purchase the other ingredients for Thai Basil Chicken. One student asked Mrs. Perna, “why don’t we do more of this stuff more often?” This is such an important question. And there are many different answers. In The ChangeMaker Academy, we aim to make time and space for this kind of learning-- hands-on, problem-based, purposeful-- to inspire students and drive learning forward.
Below are the student’s descriptions of their projects:
Isabella Meconiates, Lauren Waddick, Abigail Wills and Danielle Pouliot
This year, our class researched hydroponics and how to best grow plants using this method. We found out what nutrients the plants needed, how the systems worked, built multiple systems ourselves, and cared for over 200 plants from seed to harvest. Our group created recipes, that people can make using hydroponic plants. Each recipe was primarily centered around the different plants we grew, kale, cilantro, basil and different types of salad. Other groups within our class, distributed the recipe cards when they were selling and donating the plants and meals made from the plants.
Teaching Teachers About Hydroponics!
Cassandra Escoto, Kenia Guillen, Lidia Martinez, and Kim Garcia
This year, our group sold healthy, hydroponics-grown plants to staff members at Waltham High School. Many teachers did not know about hydroponics, but we as a group, sold the plants and taught our customers about the benefits of growing plants in this method. The money we raised in the plants sales went to creating a meal for the Bristol Lodge in Waltham and buying the supplies to donate our food at the Watch City market.
Fast Food Could Be Your Last Food; Healthy Food For Everyone
Vanessa Greaves, Hanna Touadjine, and Julia Sloan
We believe that everybody deserves a healthy yet enjoyable meal, unfortunately not everyone in our community has access to healthy food. Our group has decided to tackle the problem of unhealthy eating habits in the homeless and low income community by making and serving a meal for the patrons of the Bristol Lodge in Waltham. In order to make these meals we used recipes prepared by our classmates and plants that we grew and cared for in our class hydroponic system.
From Soil to Sales
Kevin Palomino, Tim Galvin, Cullen Millerick, and Mac Surrett
There has been a huge problem not only in Waltham, but all over the world where people don’t have the money to buy fresh and healthy food from the supermarket, so they rely on the cheap and unhealthy foods which can lead to a plethora of different diseases. Our Sophomore Composition class began growing healthy and delicious greens through the wonderful world of hydroponics in order to help combat this epidemic. We are going to be donating them to the community through the Watch City Market, that way a family with a low food budget can have access to fresh and healthy vegetables.
I’ve talked a lot about the tenets of The ChangeMaker Academy, including:
But what will it actually look like in practice? Our first unit, Life on Mars, illustrates the key features of the program.
One might think that “Life on Mars” is a science unit, but for us, it is the theme and premise of our first unit in physics, math, English, and history. Our primary text is The Martian, a fictional story of an astronaut stranded on Mars. The story may be fictional, but the math and science of the story is accurate. We will learn the physics and math standards by putting them into practice. We are going to recreate a Martian exploration and, in the process, we will:
At the same time, we will develop our reading, writing, speaking, and listening skills by exploring personal narratives and the art of storytelling. In addition to The Martian, we will listen to “The Habitat” podcast and watch scenes from Apollo 13, Hidden Figures and Gravity. We will write our own narratives and create our own podcasts.
Voice and Choice
By “going to Mars,” students are essentially creating a new society, so they will need to establish a government and a constitution. This work requires that students know the answer to this question: What do we value as a society vs what is valuable to society?
We will give them the history of world-wide society, what caused them to rise, fall, and evolve, and students will use their knowledge to establish their own utopia.
Throughout the unit, there will be many opportunities for hands-on learning. Some include:
Opportunities for Authentic Audience
This unit has a subtheme: the importance of communication and community/ the effects of isolation. We will explore this theme by reaching out. We would like to write letters to soldiers and create care packages for refugees. Ultimately, we hope to also share our work with the greater community.
Last night, a group of thirty ChangeMaker Academy parents met to discuss education, PBL, and what to expect from this program for their children. We started broad, by discussing philosophical questions about the purpose of education, such as "What skills do students need to be successful in the 21st century?" and "What does it mean to learn?"
Then we transitioned to how The ChangeMaker Academy will fulfill our ideals. There are four main learning objectives. Students will be able to:
We are excited about how each content area, not only fits into each broad theme, but also really complements the others. My next post will give an overview of the the first unit.
Our educational vision for a new Waltham High School focuses on the need to better prepare ALL students for the demands of college, career and community. We know that universities and employers want candidates who think and engage in an interdisciplinary fashion, focus and complete high-quality projects and who demonstrate 21st century skills including complex communication, empathy, problem-solving, creative and innovate thinking, and collaboration and teamwork.
The ChangeMakers Academy is designed to deliver to our students a set of knowledge, skills, and competencies that will best prepare them for the demands of college, career, employment and community. I am so excited about the pilot of our ChangeMakers Academy because I believe it is going to ensure that our graduates are even more competitive for college and career.
I am so impressed by the work Allyson McHugh is leading to ensure ChangeMakers Academy is a success and that it scales up in the future to ensure ALL students have access to a program that we believe is good for ALL students. Equally impressive are the high-quality teachers Ms. McHugh has selected for the program. In their collaborative work together, they consistently demonstrate the 21st century skills we look to build into our students and the lucky students in the Academy will benefit from their work.
I hope that all of you can join the Design Swarm scheduled for Monday, May 14th from 6:30 p.m. to 7:45 p.m. in the Waltham High School Library. I’m acutely aware that this is a busy time for all, but I think you will get a sense of the academic program from this experience and I encourage you to prioritize and participate.
If you have any questions or concerns, please do not hesitate to contact Allyson McHugh or me.
Superintendent of Schools
The MESH teachers of the The Changemaker Academy and I recently participated in an online workshop offered through Harvard and The Right Question Institute, entitled "Teaching Students to Ask Their Own Questions: Best Practices in the Question Formulation Technique." I am so grateful for this opportunity to learn more about best practices. But don't take my word on it! Check out what Ms. Perna, the English teacher, had to say about the class and the technique:
As an English teacher I pride myself on my ability to frame questions about a text in order to foster in-depth thinking about characters, setting and theme. But, as we shift to the Project Based Learning model next year, I know it is not my questions that are the important ones. Students will be taking the reins of their own learning in new and powerful ways and part of that process will be leaning to ask the right questions. That also sounds like a daunting tasks for ninth grades (and for me!) How do I give students more power over what they are learning, while still making sure we are hitting all of the standards, aligning curriculum and fostering the reading and writing skills that will help them be successful communicators?
The Question Formulation Technique really helped to show me the possibilities. By thinking through the focus you want students to think about, offering prompts and specific guidelines you are guiding students in the right direction. It is not a free for all of anything goes. Rather I, the teacher, set up the perimeters and they, the students, start the exploration.
I’ve been using this technique with some of my tenth graders as we study Macbeth. When I used the QFT to preview Macbeth and being introducing themes of the play, I was surprised by the questions they created. It wasn’t that they were that different than the essential questions I normally propose. Rather they were somewhat similar, but because they created them and they reworked them, the students are more invested in finding the answers. Now as we continue to read and look at guilt and ambition, it is with a renewed interest because they have a stake in the answers.
Acceptance Folders are stuffed and ready to hand out to students! We are excited to meet these rising freshmen!