Dusty Topics…Fresh Approaches
A workshop for lower school faculty members
Monday, October 6, 2014
Tenacre Country Day School
Sponsored by AISNE
The Association of Independent Schools in New England
Keynote Speaker: Peter H. Reynolds
9:30 a.m. – 10:30 a.m.
“Make Your Mark and See Where it Takes You”
Celebrating over 25 years in educational technology, New York Times Best Selling Author/Illustrator,
Peter H. Reynolds, children’s advocate, creativity champion, and successful entrepreneur, will share his
uplifting vision on how to inspire more creative classrooms and share his knowledge and love of the written
word. Hear about Peter’s essentials to foster creativity and innovation in the classroom. See how
technology allows one to make new connections, share new ideas, and see what else is possible.
His message is served up in a delightful, touching and unforgettable style which is an entertaining blend of
his fanciful art work, live animation and a reading of one his books, The Dot, The North Star, Ish, or Sky
Color. Peter will also share an animation from his DVD, Stories That Matter, Stories That Move along
with his heart-warming tales of how creative educators dared him to make his mark.
Peter lives in Dedham, MA, where he founded The Blue Bunny, a family-owned and operated children’s
book, toy, creativity store. Much of Peter's spare time is spent giving back to the community ~ revitalizing
the businesses and landscape in his beloved Dedham Square, supporting schools, caring for homeless
children, promoting literacy and learning, and inspiring all of us to use our gifts to make the journey a
meaningful one. To that end, Peter and his twin brother Paul, recently launched the Reynolds Center for
Teaching, Learning, and Creativity (TLC). The center is a not-for-profit organization that encourages
creativity and innovation in teaching and learning. It is dedicated to ensuring that all learners develop the
vision, confidence, knowledge and skills needed to move their own lives forward, and to use their talents,
strengths and energy to move their communities and the world to a better place.
“I am optimistic about a future where all children are encouraged to
navigate their true potential. We have to be creative in the ways we reach
all learners — to help them find their voice, be brave about expressing it,
and be inspired to use their gifts to ‘make their mark.’” -Peter H. Reynolds
2
Breakout Session 1: 10:45am-Noon
Student Council ~ Promoting Leadership One Student at a Time
Location: Grade 6 Breakout
Description: Page 6
Sue McCarthy, Katie Ricker Dubenetsky, Tenacre Country Day School
“Words Can Make the People Change”: Rethinking Social Justice with Young
Children
Location: Grade 5 Breakout
Description: Page 6
Dana Frantz Bentley, Ed.D., Buckingham Browne and Nichols School
Executive Function and Learning in the Elementary Classroom
Location: Spanish Classroom
Description: Page 7
Christina Grace, Erin Wong, Tenacre Country Day School
Connecting Science and Math with Students’ Everyday Lives
Location: Grade 6 Homeroom
Tyler Auer, Cecilia Owens, Fay School
Description: Page 8
Decoding the Computer Code for Elementary School Students
Location: Grade 3 Homeroom
Description: Page 8
Jennifer Rutherford, Regina Nixon, Nashoba Brooks School
Collaborative STEAM for Kindergarten to Grade 3
Location: Grade 3 Breakout
Description: Page 9
Katherine Parisky, Ph.D., Kate Walker, Katherine McVety, Jenny Romero, Birches School
Theme-Based Projects: Inspiring Collaboration without Revamping Your
Curriculum
Location: Grade 4 Homeroom
Description: Page 10
Susan Doering, Frantz Vilmenay, Suzanne Craig, Tenacre Country Day School
Utilizing Wordpress to Promote Interactive 21st Century Projects
Location: Grade 5 Homeroom
Tom Corbin, Tenacre Country Day School
Description: Page 10
Conference Tracks
Co-Curricular
Diversity
STEAM
Humanities
3
Breakout Session 2: 1:00pm-2:15pm
What Could Schools Do if They Had More Time
Location: Grade 3 Breakout
Description: Page 12
Kimberly Formisano, Elaine Hamilton, Park School
Culture Club: Building a Lower School Affinity Group
Location: Grade 3 Homeroom
Lynne Mayard, Dedham Country Day School
Description: Page 13
Elementary, Sir: Men in the K-6 School
Location: Grade 6 Breakout
Description: Page 13
Dr. Allan Wyatt, Kevin Richards, Tenacre Country Day School
What Makes a Rich Mathematical Task?
Location: Grade 6 Homeroom
Lainie Schuster, Fay School
Description: Page 13
Bear Left, Right Frog! Putting Pre-Ks in the Driver’s Seat with
Bee-Bots
Location: Grade 5 Breakout
Description: Page 14
Karen Belsley Pratt, Steven Trust, Charles River School
What If?...Fostering Creative Thinkers in the Classroom
Location: Grade 4 Homeroom
Description: Page 15
Kathryn Joubert, St. Michael’s Country Day School
Passport to World Cultures
Location: Spanish Classroom
Description: Page 15
Joel Hawes, Liz-Anne Platt, Deloris White, Berwick Academy
So I Follow This Blog…Blogging in Reading Workshop
Location: Grade 5 Homeroom
Description: Page 16
Carolyn Garth, Laura Hunt, Moses Brown School
Conference Tracks
Co-Curricular
Diversity
STEAM
Humanities
4
Breakout Session 3: 2:25pm-3:40pm
Shouldn’t Every Student Have the Opportunity to Be an Einstein?
Location: Grade 3 Homeroom
Description: Page 18
Lauren Hutchinson, St. Michael’s Country Day School
Student-Focused Multicultural Curriculum – How Can We Do It Better?
Location: Grade 5 Breakout
Diana Barrett, Tenacre Country Day School
Description: Page 18
Understanding Differences: Exploring Physical and Cognitive Disabilities
Location: Grade 5 Homeroom
Description: Page 19
Maura Pritchard, Lora Mazaheri, Buckingham Browne and Nichols School
Making Numbers Make Sense
Location: Grade 6 Breakout
Jessica Boyle, St. Michael’s Country Day School
Description: Page 19
E Cubed: Exploration, Experimentation, and Engineering: Transforming the
Science Fair to Engage Young Engineers
Location: Grade 4 Homeroom
Description: Page 20
Dr. Nan Wodarz, Jennifer Randall, Martha Hoffman, The Sage School
Solving Real World Problems: Project-Based Learning in Elementary School
Location: Grade 6 Homeroom
Description: Page 21
Saskia Nilsen, Elizabeth Grumbach, Moses Brown School
Best Apps for the Foreign Language Classroom
Location: Spanish Classroom
Andrea O’Brien, Lexington Montessori School
Description: Page 22
Conference Tracks
Co-Curricular
Diversity
STEAM
Humanities
5
BREAKOUT SESSION 1 DESCRIPTIONS
Student Council ~ Promoting Leadership One Student at a Time
Sue McCarthy, Katie Ricker Dubenetsky, Tenacre Country Day School
Grade Levels: Upper Elementary
This workshop will begin with a sharing of the nuts & bolts of how the Tenacre Student Council works. We
will cover term rotations and our four themes of school community, local community, international, and
environmental. The presentation will include suggestions for how to align your student council with the
mission of your school, how to effectively and efficiently include all students in upper elementary grades
without the need for speeches or elections, and how to develop a student council that develops important
21st century skills such as collaboration, initiative, communication, social entrepreneurialism and creativity.
Attendee Learning Outcomes:
Our goal is for all participants to realize the possibilities of elementary student councils and to come away
with ideas that can be readily implemented in their own schools. Participants are invited to bring any
materials to share about their own student councils such as handouts, brochures, or flyers. Participants
should also bring a laptop or iPad to access the internet.
About the Presenters: Katie Ricker Dubenetsky has been teaching 3rd grade at Tenacre Country Day for
4 years. She is also a student council faculty advisor at Tenacre. She received her M.Ed. in Elementary
Education from Lesley University and her B.A. from the University of Connecticut in History and Human
Development and Family Studies. Sue McCarthy is a 6th grade teacher and one of the student council
faculty advisors at Tenacre. Sue was inspired to rethink Tenacre's student council after attending the
Gardner Carney Leadership Institute (gcLi). She received a B.A. from Amherst College
and a master's from Wesleyan University.
“Words Can Make the People Change”
Rethinking Social Justice with Young Children
Dana Frantz Bentley, Ed.D., Buckingham Browne and Nichols School
Grade Levels: PreK-Grade 3
What does it mean to practice multiculturalism in the early childhood classroom? What does social justice
look like in the everyday lives of young children? This presentation addresses the complex practices
necessary when creating meaningful ways in which these values can be integrated into the lives of young
children. Following the story of one preschool classroom engaged in the study of Martin Luther King Jr.,
this presentation addresses the rich integration of language tools in co-constructing meaning around social
justice.
These are not easy practices; it is far easier to say that we believe in multiculturalism, diversity, and social
justice than it is to actually find and implement their meaning in the lives of our young students. Because
really, how do we translate these huge ideas into meaningful practices for young children? Yet, it is
essential that we as teachers engage in these dialogues with young children. Boutte (2008) explains, “while
we are waiting for young children to be developmentally ready to consider these issues, they are already
developing values and beliefs about them.” These “safe,” “happy,” “easy,” untruths are not neutral in their
effects (Schoorman, 2011). Instead, they educate the child, shaping his or her thinking according to
traditional concepts of history and justice which we know to be inaccurate and unjust.
6
The purpose of this presentation is to closely examine these practices in the early childhood classroom,
examining how social justice work can be centered around the thoughts, experiences, and perspectives of
children. This presentation explores the foundations of powerful social justice work, seeking meaning,
action, and the multiplicity of languages around these complex issues. This is a story of the distance that
can extend between belief and practice, and the steps that we must take as educators to close that distance.
With each step, multiculturalism and social justice take on form and meaning that extend beyond our words
and into our lives.
Attendee Learning Outcomes: Participants will be offered useful tools as well as opportunities to share
their own questions and experiences around the realities of the development and implementation of social
justice curricula. Participants will:
 Explore valuable resources in generating and shaping social justice work
 Examine the shape of conversation and questioning social justice issues
 Consider the role of the teacher as facilitator and supporter
 Learn the process of framing children as leaders in diversity work
About the Presenter: Dana Frantz Bentley, Ed.D. teaches in the early childhood program at Buckingham
Browne and Nichols School in Cambridge, Massachusetts. She has been a preschool teacher for over
twelve years. She is a teacher researcher who examines the best teaching practices for young children,
using her perspective within the classroom to shape her research. Dr. Bentley sits on several leadership
committees on early childhood language and literacy and diversity practices. She has authored a wide
range of articles on teacher practice, as well as the book Everyday Artists: Creativity and Inquiry in the
Early Childhood Classroom (Teachers College Press).
Executive Function and Learning in the Elementary Classroom
Christina Grace, Erin Wong, Tenacre Country Day School
Grade Levels: Pre-K – 6
The session will begin by providing a clear definition for executive functioning based on current research.
Executive functioning affects the following 5 areas: organizing, prioritizing, shifting/thinking flexibly,
accessing working memory and self-monitoring/ self-checking. We will give examples of ways in which
executive functioning deficits can affect student success in the elementary classroom and provide attendees
with strategies for increasing students’ abilities and independence when working on tasks involving these
skills. After being introduced to strategies, participants will work collaboratively to problem solve in small
groups on a case study. A discussion of case studies will be followed by an opportunity for questions. Upon
attending, participants will receive a list of resources and a packet containing relevant strategies and
information.
Attendee Learning Outcomes:



Deepened understanding of the characteristics of executive functioning
Practical strategies for supporting students with executive function deficits
Practice analyzing and problem solving on two case studies involving executive function
deficits in a general education classroom
About the Presenters: Christina Grace is the Educational Support and Reading Coordinator at Tenacre
Country Day School in Wellesley, MA. Before arriving at Tenacre in 2006, she worked in the Watertown
Public Schools, The Carroll School in Lincoln, and the Gifford School in Weston. Christina received a
M.Ed. from Boston College in Elementary Education and Moderate Special Needs (PK-9), and a B.A. from
the University of Notre Dame. Erin Wong has been the Learning and Enrichment Specialist at Tenacre
Country Day School in Wellesley, Massachusetts since 2011. Prior to this position, she was a first grade
teacher for seven years at West Hill Elementary School in Rocky Hill, Connecticut. She is certified in both
Elementary Education (K-6) and Comprehensive Special Education (K-12). Erin received her B.S. and
7
M.A. degrees from the University of Connecticut in the Special Education Program.
Connecting Science and Math with Students’ Everyday Lives
Tyler Auer, Cecilia Owens, Fay School
Grade Levels: Grades 4-6
Through engaging activities, participants will be introduced to two tasks used by Fay School’s 5th grade
teachers to develop reasoning and sense-making while fostering engagement in STEM fields. For the
mathematics classroom, participants will be introduced to Fermi Problems which require students to
develop strategies for estimating unknowable quantities such as “How many blades of grass are on a
football field.” Participants will get to solve their own Fermi problem and experience the challenge of
justifying assumptions. Participants will also be introduced to Science Inquiry Summaries which are
completed throughout the year and bring inquiry and literacy together in the science classroom. Participants
will experience how to use common misconceptions to foster student learning and motivate students to
invest in guided experimentation and research. During the session, curriculum documents and student
examples will be shared. Time will also be taken for participants to experience the steps of the inquiry
process.
Attendee Learning Outcomes: Attendees will leave the session able to develop Science and Mathematics
optimization and engineering tasks that are engaging for students. While the Math and Science classroom
will be the focus, literacy expectations will also be discussed. Participants will leave the session with
examples and support materials to complete similar investigations in their classrooms.
About the Presenters: Tyler Auer is in his seventh year of teaching at Fay School. He has taught 9th
grade Physics, 8th grade Physical Science, and 6th grade Earth Science as well as 6th and 5th grade
Mathematics. He is currently a 6th and 5th grade Math teacher at Fay School and is completing his M.Ed.
in Mathematics Education at Boston University. Cecilia Owens is in her sixteenth year as a Lower School
Science Teacher at Fay School. Her professional experiences include presenting at several NSTA national
conventions as well as working with teachers within schools developing their science curriculums. She has
a M.Ed. from Lesley University in Science and Education.
Decoding the Computer Code for Elementary School Students
Jennifer Rutherford, Regina Nixon, Nashoba Brooks School
Grade levels: Grades 2,3 but can be relevant for grades 4+
Children are interacting with technology more than ever and with the release of kid-friendly coding
programs it is easier for younger students to understand the inner workings of what fuels technology. In the
process of learning to code students gain valuable experience in problem solving and creative expression,
both of which are valuable skills for all individuals in both their professional and personal lives.
This session will expose attendees to different kid-friendly coding programs and activities. Implementation
strategies will be discussed in the context of two classroom examples: a basic introduction of coding to
students and a more in-depth unit using Tynker to reinforce key 3 rd grade math concepts. Attendees will
have a chance to interact with these programs and brainstorm ideas with other attendees.
Attendee Learning Outcomes:
8
Attendees will learn about coding in an Elementary classroom, they will hear specifically how it’s been
used to support 3rd grade math, and they will leave with ideas as to how these different programs/activities
can be implemented.
 Coding websites, iPad apps & physical activities that can be used with younger students: Kodable,
Cargo Bot, Hopscotch, Tynker, Move the Turtle, Find the Treasure, Obstacle Course Code, Robot
Turtles
 Using Tynker with 3rd graders as a platform to learn about & experience important math concepts:
xy coordinates, place value, degrees, etc.
 Examples will highlight how coding in the classroom facilitates problem solving, collaboration
and creativity in LS students.
 Two specific examples of how coding can be implemented: introduce coding at a basic level (1-3
sessions) OR by integrating coding into a specific curriculum unit that concludes with students
creating a final project (e.g. animated evolution timeline, model a math problem, create scene from
book)
About the Presenters: Jennifer Rutherford is a Math & Instructional Technology teacher at Nashoba
Brooks School in Concord, MA. Regina Nixon is the Director of Technology at Nashoba Brooks. Both are
passionate about bringing new technology into the classroom in meaningful ways that encourage student
learning & expression.
Collaborative STEAM for Kindergarten to Grade 3
Katherine Parisky, Ph.D., Kate Walker, Katherine McVety, Jenny Romero,
Birches School
Grade Levels: K-3
This workshop will outline “fresh approach” activities in a nature-based classroom. Exemplified by a unit
study, we will outline a series of STEAM modules that centered thematically on ocean studies and included
inviting an MIT undergraduate student majoring in mechanical and ocean engineering to present her
research work to K-3rd grade students. Our presentation will include PowerPoint narrative by our STEM
Specialist, Lead Teacher, Art Specialist, and Spanish Specialist. We will describe technologies and
materials used in our curriculum, show photos of student work, and offer suggestions for outreach,
networking, and collaboration techniques, all followed by Q&A.
We aim to inspire AISNE attendees by describing the innumerable benefits that come about from
incorporating field experts (teachers, scientists, engineers, artists, and language instructors) into a
collaborative classroom. For example, each of our experts came to the ocean unit from unique backgrounds
and drawing from each of these strengths, we were able to provide students with a rich and varied
perspective on the ocean. Our guest robotics engineer from MIT, Grace Young, came to the classroom at
the start of the unit. She described to youngsters the ways she uses robots in her fish census studies and
explained that she would be traveling to Florida for a 31-day research mission. Later this year, we will
Skype with her while she is living 60-feet under the sea in an underwater house as part of the Fabien
Cousteau Mission 31 Expedition. We will describe how we were able to design curriculum and integrate a
myriad of lessons, involving: Science, Engineering, Mathematics, Technology (learning and doing), Art,
and Spanish, for Kindergarten through 3rd grade students.
About the Presenters: Katherine Parisky, PhD, a Postdoctoral Fellow and then a Research Specialist at
Brandeis University for nine years, is now a science education consultant and freelance science writer. She
joined the Birches team in 2012 as the STEM Specialist, where she focuses on seamlessly integrating
science into the classroom, using inquiry-based methods and by bringing scientists, engineers, and field
specialists into the classroom. Kate Walker is a Teacher and Associate Head of Birches School. She
received her master's degree from Bank Street College of Education. Prior to Birches, she taught at Cold
Spring School in New Haven, Connecticut, where she taught in a combined 4th and 5th grade classroom
and 2nd and 3rd grade classroom. From 2003 to 2011, Kate was the 4th, 5th, and 6th Grade Co-Director of
9
the Cold Spring School Technology Summer Session. Katherine McVety, Art Specialist at Birches, is an
artist and photographer. She received her M.F.A. in Visual Arts from Columbia University School of the
Arts. Her work has been exhibited widely and she has taught at Columbia University, Ohio University, and
Fairfield University. Since 2005, she has been on the Photography Faculty of the Art Institute of Boston at
Lesley University, now renamed Lesley University College of Art and Design. Jenny Romero, Spanish
Specialist at Birches, is a native of Colombia who came to the United States in 1999 to complete a Master
of Science at Boston University. Jenny has dedicated the last ten years to developing and teaching new
language techniques; she is writing her first textbook on methodology of language teaching using cognates.
She is the founder of Spanish World, a company that offers language instruction in private and public
schools in Massachusetts.
Theme-Based Projects:
Inspiring Collaboration without Revamping Your Curriculum
Susan Doering, Frantz Vilmenay, Suzanne Craig, Tenacre Country Day School
Grade Levels: 1-5
This session will provide an example of a theme-based project (The Iditarod), which was implemented
across the grade two curricula at Tenacre that worked within the parameters of the existing
curriculum. Many lessons demonstrate differentiated learning and integrate multiple disciplines including
reading, writing, math, geography, science (STEM based project) Spanish, art, music and physical
education. We will give a brief overview of the planning, designing and implementation of the unit and
share how technology was used to organize student work and enable smooth communication amongst
teachers. Tips for implementing theme-based projects will be shared. After presenting lesson examples;
other themes that would work well for collaboration will be introduced such as China, Sea Turtles, Native
People etc. Participants will also have an opportunity to brainstorm and share ideas.
Attendee Learning Outcomes:




Practical strategies for creating exciting collaborative units
Technology tools for empowering and organizing the collaboration process
Inspiring examples of theme based, student differentiated, and self paced learning
Attendees will have an opportunity to share ideas
About the Presenters: Susan Doering is a grade 2 teacher at Tenacre Country Day School. Frantz
Vilmenay is the Pre-K through 3rd grade Science Specialist at Tenacre Country Day School. Suzanne
Craig is an Instructional Technology Specialist at Tenacre Country Day School.
Utilizing Wordpress to Promote Interactive 21st Century Projects
Tom Corbin, Tenacre Country Day School
Grade Levels: 2-6
Participants will be given an overview of ways various Wordpress templates can be used to promote
writing in the classroom. Using Tenacre’s own Tiger Paw as one possible application, attendees will learn
helpful tips for customizing a similar project, while seeing the benefits to a classroom’s writing program.
Following this introduction, attendees will see the logistics of the technology, and learn shortcuts for design
and implementation. The workshop will highlight helpful strategies for class management that can help
10
foster gradual independence among students to gain ownership of a given project. We will review
customizations for complete Internet safety and cover helpful strategies for training students to be good
digital citizens when learning to leave a comment. Participants will see examples of other educational
applications using Wordpress, and brainstorm various ways the program could be used in other academic
areas. We will explore the possibilities for global readership, digital pen-pals, and cross-subject integration.
Participants will have laptops made available to borrow if they did not bring their own, and will be given
the opportunity to be guided through their own initial set up. Attendees will also receive a printed guide for
set-up (including screen shots for each step), helpful tips for classroom management, and suggestions for
further extension.
Attendee Learning Outcomes:



Experience the many features and educational applications of Wordpress and its many
templates.
Discover helpful strategies for student management within the different stages of various
projects.
Learn about customization options to widen global readership, while providing safe walls for
Internet safety.
About the Presenter: Tom Corbin is currently a 5th grade teacher at Tenacre Country Day School in
Wellesley. Previously, he taught 5th grade at The Chestnut Hill School, and kindergarten, 1st grade, and
2nd grade at Beauvoir School in Washington DC, Charlotte Latin School in North Carolina, and Sonoma
Country Day School in Santa Rosa, California. He holds a B.A. in Elementary Education from Clemson
University.
11
BREAKOUT SESSION 2 DESCRIPTIONS
What Could Schools Do if They Had More Time
Kimberly Formisano, Elaine Hamilton, The Park School
Grade Levels: Grades 1 - 6
When teachers are asked what they need most in order to improve their work, the answer heard most often
is, “Time!” Certainly the element of time has become even more critical with all of the opportunities and
demands the 21st century has brought to world of education. What could your school accomplish for
students and educators if it simply had more time? At Park School in Brookline, MA, we decided to find
out! We have devised and successfully implemented a strategy that benefits the entire school community
by providing time; time for students to build 21 st Century skills and time for teachers to learn, collaborate,
plan, develop and reflect. In this workshop, we will share our process and success with you so that you can
provide the same gift to your school.
We will share Park School’s Institute for Transformative Education (PSite), which is our solution to the
dilemma of finding more time. PSite provides time for teachers to collaboratively analyze the complex
skills of teaching as they share expertise, give each other advice for professional dilemmas, develop
innovative curriculum and develop new instructional strategies to target specific skills. It simultaneously
provides time for students to grapple with real world challenges and collaborate to design solutions for
those challenges with an interdisciplinary approach that targets new technological tools. By empowering
teachers and students to connect their work to the outside world, each group is developing 21 st Century
skills and striving to increase their potential for impact.
PSite is a weeklong experience granted to one grade level at a time. Outside experts such as parents,
teaching interns, additional faculty members, faculty coaches and even surrounding schools participate in
making the week successful. While students are engaged in project-based learning, their classroom teachers
spend the week collaborating toward a defined curriculum and learning goal. Through PSite, the Park
School students and teachers work as a community of learners to further strengthen the excellent
educational opportunities that Park provides.
We believe that models like PSite can be reproduced effectively at other AISNE schools with the same
positive results. We will share how PSite was created and we will show photo and video documentation of
the learning that occurred during PSite week. Topics of discussion will include interdisciplinary
approaches to learning, technology integration, community involvement, and problem/project-based
learning. Attendees will brainstorm goals worthy and attainable during this amount of time, analyze
limitations, such as schedule and budget, and begin to draft a plan toward accomplishing a PSite-like model
for their own schools.
About the Presenters: Kimberly Formisano and Elaine Hamilton are PSite Co-Founders and CoDirectors. Kimberly is the Director of Interns at Park School. Elaine is the Head of the Middle School
Math Department and Math Teacher at Park School.
12
Culture Club: Building a Lower School Affinity Group
Lynne Mayard, Dedham Country Day School
Grade Levels: K-5 (or anyone interested in affinity groups)
Follow the four-year journey from concept to reality of Dedham Country Day School’s Lower School
affinity group, “Culture Club”. Established by a Third Grade classroom teacher, membership in Culture
Club has grown from 27% to 88% of eligible students. Hear about the highlights and tough moments
establishing, running, and maintaining the first affinity group in a minimally diverse suburban K-8 day
school. Participants will gain insight from our experiences educating Board of Trustee members,
administration, fellow teachers, parents, and students, about the benefits of this affinity group. Video
footage of students and faculty, communications from parents and alumni, and slideshows of the children in
action will be shared. Sample activities that have engaged and motivated First through Fifth Grade students
will be made available to participants.
About the Presenter: Lynne Mayard is in her 18th year teaching Third Grade at Dedham Country Day
School (DCD). She is a faculty representative on the Board of Trustees Diversity Committee. After
attending the 2010 N.A.I.S. People of Color Conference, she was inspired to establish an affinity group for
lower school students of color at DCD.
Elementary, Sir: Men in the K-6 School
Dr. Allan Wyatt, Kevin Richards, Tenacre Country Day School
Grade Levels: All Grade Levels
This session, for men only, will focus on the experience of being a male teacher in the predominantly
female environment of elementary school. Gender similarities and differences will be discussed as a way
for individual participants to reflect on their status as a "minority," their comfort level with their male and
female peers, and any challenges these considerations pose for their job performance and
satisfaction. Attendees will learn about the ways both men and women seek peer connection and approval
and cope with insecurity; the take-away of which will be increased self-knowledge which can be used to
improve their quality of professional life. The format will be a brief introduction by the presenters of
workplace and gender-role psychology, followed by discussion based on topics drawn from pre-session
participant email suggestions, and, finally, a question and answer wrap-up.
About the Presenters: Dr. Allan Wyatt is a clinical and consulting psychologist, whose thirty years of
school consultation includes his current position with Tenacre Country Day School; and Kevin Richards,
who for the past 18 years has taught PE, 5th
and 6th grade homerooms at Tenacre.
What Makes a Rich Mathematical Task?
Lainie Schuster, Fay School
Grade Levels: Grades 4,5,6
Mathematical expectations of parents, schools, and curricula drive our day-to-day instructional decisions.
It is up to us as mathematical educators, however, to identify those tasks that meet mathematical objectives
and align with our grade-level scope and sequence design. We can meet the majority of expectations and in
turn deliver sound mathematical instruction when we carefully craft or identify tasks that are rich in
targeted content and process. But what do those rich tasks look like? How do we “un-pack” the concepts
and procedures required by the task? What makes one task “better” than another? There are problems that
we have used for years – how do we make them “better”? How do we move from “closed” problems to
13
“open” ones? These are all questions that need to be asked and answered as tasks are reviewed, chosen,
and assigned. Rich mathematical tasks can provide a foundation that is critical to instruction that supports
thinking, reasoning, problem solving, and communication.
Attendee Learning Outcomes:
 Discipline: Mathematics Grades 4,5,6
 What makes a rich mathematical task
 How to identify a “closed” task from an “open” task
 The value and process of identifying mathematical objectives of a task
About the Presenter: Lainie Schuster is Head of Lower School at the Fay School and a fourth grade math
teacher. She is a school psychologist by graduate degree but prefers to spend her time in the classroom. In
addition to being thirty-year veteran in education, Lainie has been an instructor in the Boston University
School of Mathematics Education and a consultant for Marilyn Burns. She is presently an instructor at the
Dana Hall Math Institute for grades 5/6 and a published author. Her publications include Good Questions
for Math Teaching Grades 5-8: Why Ask Them and What to Ask, A Month-to-Month Guide: Fourth Grade
Math, and Enriching Your Math Curriculum: A Month-to-Month Resource for Grade 5 – all published by
Math Solutions Publications. A manuscript on mathematical writing (Good Questions for Math Writing)
for grades 3-5 that is currently in publication and will also be published by Math Solutions Publications.
Bear Left, Right Frog!
Putting Pre-Ks in the Driver’s Seat with Bee-Bots
Karen Belsley Pratt, Steven Trust, Charles River School
Grade Levels: Prek and K
Young children learn by experiencing things with their bodies, and reflecting on those experiences with
their minds. Typically, abstract concepts like computer programming and coding are not introduced into the
curriculum until later grades. However, with developmentally appropriate materials and a constructivist
approach, coding can become a gateway to developing critical thinking skills and fostering STEAM
knowledge, literacy and problem solving for children as young as four and five.
We invite you to share in our experiences developing and implementing an early robotics program in a
Pre-kindergarten classroom at the Charles River School in Dover, Massachusetts. Using the Bee-Bot, a
programmable floor robot, as the basis of our project, we designed an inquiry-based, cross-curricular unit
of study that explores the basic concepts of robotics and the language of coding. Children used their bodies
and brains to explore mathematical concepts such as sequencing, position, directionality and patterning,
while developing logical thinking skills, a command vocabulary, and skill with simple tools.
Opportunities for Linkage and Application (PreK/K)
Coding can be introduced and explored with young children in ways that are not only
developmentally appropriate, but reap broad cross-curricular rewards in the areas of STEAM knowledge,
literacy, problem-solving and critical thinking.
Session participants will work in small groups with Bee-Bots and a range of related materials to
program a Bee-Bot Journey of their own, and develop a cross-curricular learning experience for young
children.
Attendee Learning Outcomes:
• Participants will examine age-appropriate STEAM, literacy, logic and problem solving skills embedded in
a robotics curriculum
• Participants will work collaboratively in small groups to program a simple Bee­Bot journey
• Participants will work collaboratively to develop a cross­curricular learning experience using one or more
14
aspects of a robotics program
About the Presenters: Karen Belsley Pratt is a 28­year veteran early childhood teacher, with a Bachelor’s
degree in Cultural Anthropology and a Master’s degree in Early Childhood Education. In addition to
teaching, Presenter writes about early childhood practice, drawing on an extensive background in both
constructivist and Reggio Emilia approaches. Presenter currently works at Charles River School, a PreK-8
independent school, where she teaches Pre-kindergarten, works in Admissions and Marketing, chairs the
Professional Development Committee, develops curriculum, and writes an early childhood blog for the
school website. Steven Trust has worked in public and independent schools for 12+ years as a classroom
teacher, staff developer, consultant, and curriculum writer in PreK - 8th grades. Co-Presenter has bachelor's
degrees in Computer Science and Philosophy, and a Master's degree in Teaching (K-8). Co-Presenter is
currently working as a technology integration specialist at the Charles River School, a PreK-8 independent
school.
What If?...Fostering Creative Thinkers in the Classroom
Kathryn Joubert, St. Michael’s Country Day School
Grade Levels: Upper Elementary
Research in the classroom is beneficial but it really doesn’t require our students to think outside the box.
We want our students to understand the events of the past and present but to also see the importance of how
events can mold the future. By applying creative thinking skills to research of a topic, a student can truly
see the significance of a person or event in a historical time period.
In this session I will share samples of work and videos of a thematic unit which I have done with my fourth
graders. Instead of assigning a research project on a particular historical figure or event, I now pose the
question: “What if ___________ did not occur in history?” and watch my students think critically rather
than just find and report facts.
The participants in this workshop will be led through the same process my students experience. They will
be asked to formulate their own “What If” question. An example is “What if Abraham Lincoln was not
assassinated?” All the questions would then be compiled and groups would form based on various interests
or time periods in history. The groups will then be tasked with answering the question. Groups would then
come up with an answer to the question. Question and answers regarding the process will follow. The
participants will then create an actual mini project that utilizes creativity as well as critical thinking. Using
their answers based on research and prior knowledge, they would demonstrate their understanding of the
time period and influential person from that time period by rewriting history. We will discuss challenges
the participants faced and I will also share problems I encountered while leading my students through this
process and how I solved them. Laptop or iPad would be needed for session.
About the Presenter: After graduating Iona College in New RochelIe. New York with a BS in
Elementary Education, Kathryn Joubert has been teaching for 20 years ranging from grades preschool to
eight. She has taught in both public and private schools in New York City, Vermont and Rhode Island,
which has given her the ability to develop and utilize a variety of strategies to relate information to students.
For the past 10 years, she has taught at St. Michael’s Country Day School in Newport, Rhode Island,
teaching second grade, sixth and seventh grade math, and most recently fourth grade.
Passport to World Cultures
Joel Hawes, Liz-Anne Platt, Deloris White, Berwick Academy
Grade Levels: 1- 6
15
What constitutes effective instruction in the 21st century? In responding to this essential question,
Berwick’s Lower School faculty moved beyond general terms such as whole-child education and
integrated learning and recently developed a Passport to World Culture program that emphasizes academic
depth and curricular connections. In preparing this new special subject course, the faculty referenced a
professional development presentation by Dr. Sugata Mitra. An internationally renowned scientist,
educator and TED Prize Winner, Mitra noted: To prepare for the realities of the future workplace and the
rapidly changing technological landscape, it is critical for educators to invite kids to get good at asking big
questions that lead them on intellectual journeys to pursue answers, rather than only memorizing facts.
Passport to World Culture uses a project-based, student-centered teaching/learning approach that draws on
the arts, literature, geography, science, world languages, social thinking and technology to provide students
with important cultural literacy experiences in an effort to promote greater global citizenship.
Relevant Background: Launched in September, 2013 we followed Dr. Mitra’s philosophical beliefs while
simultaneously enhancing the Lower School World Language program, social studies units and various
special subject class objectives. This interdisciplinary, hour-per-week class in grades one through four
evolved through extensive planning with faculty, administrative and parent group constituencies. In this
conference presentation, we consider whole child education to be the dusty topic/fresh approach focus in
the sense that so many schools (Berwick included) promote a whole child curricular approach but are then
challenged to take the requisite next steps in connecting the varied whole-child learning experiences across
the curriculum.
The conference session will provide background rationale for developing an integrated thematic course,
relevant examples of faculty collaboration, a focus on student work and a review of curricular objectives.
We will base our presentation on a first-year case study overview, while raising general questions and
factors that are important considerations for schools facing whole-child instructional approaches. While we
will give examples from our unique program experiences, we will emphasize the point that, like all schools,
we are attempting to further define and differentiate our program with a program such as Passport to World
Culture.
About the Presenters: Liz-Anne Platt leads our Lower School World Language program; Deloris White
teaches Lower School Art and Joel Hawes directs the Lower School and teaches science classes, as well.
Working in a co-teaching collaboration, the faculty combines their talents in planning and teaching the
grades one through four classes for Passport to World Culture.
So I Follow This Blog…Blogging in Reading Workshop
Carolyn Garth, Laura Hunt, Moses Brown School
Grade Levels: 3-6
Social media is clearly here to stay. Though blogging is often thought of as a “big kid” tool, the lower
school language arts classroom is the perfect place to introduce its use. Learning to use social media in ageappropriate ways in lower school can encourage students to engage responsibly on-line as they navigate the
web more independently as the grow. Many lower school teachers have discovered that sharing ideas
through blogging is engaging for students, provides authentic writing audiences, and helps build learning
connections that otherwise may be left undiscovered.
In this workshop, we will demonstrate how we have used Kidblog to enhance our reading instruction
during literature study groups with third and fifth grade students. We will share lessons, activities, and
reflections that focus on the ethical use of blogging, and we will discuss ways we have problem-solved
parent concerns surrounding student safety on-line. By examining examples of students’ blog posts about
16
books, and by reviewing threads of comments stemming from them, we will illustrate how blogging can
enrich student thinking, encourage thoughtful writing, and prompt deep discussion. We will demonstrate
basic steps for setting up and maintaining a blog using Kidblog and provide opportunities for participants to
explore the site independently. Through this workshop, we hope to spark participants' enthusiasm for
creating unique blogs tailored to their own classroom’s needs. Ideally, our face-to-face interactions will
lead to classroom collaborations on-line with new colleagues we meet through AISNE.
Participants will get the most out of this workshop if they bring a laptop or tablet device.
About the Presenters: Carolyn Garth and Laura Hunt are upper elementary teachers at Moses Brown
School in Providence, Rhode Island. Carolyn taught fourth grade for ten years and has been teaching fifth
grade language arts for two. She has an M.Ed. from the University of Massachusetts. Laura has been
teaching in upper elementary classrooms for fourteen years, and has been a teaching fellow with the
Buzzards Bay Writing Project. She currently teaches third grade and has an M.A.T. from the University of
Massachusetts.
17
BREAKOUT SESSION 3 DESCRIPTIONS
Shouldn’t Every Student Have the Opportunity to Be an Einstein?
Lauren Hutchinson, St. Michael’s Country Day School
Grade Levels: 2 - 5
Can you imagine teaching a class every week where all of your students, regardless of their diverse needs,
strengths and abilities, are engaged, enthusiastic, motivated, excited and independently learning? A class
where the students beg for more learning time when the recess bell rings? If you can imagine this, then
Genius Hour is for you!
Genius Hour is an hour of class time each week when students get to pick any topic that they are interested
in, research it, then choose a way to present their research. It's all about choice and creativity. It is the one
time during the school day when the students are completely in charge of their own learning and it is very
empowering for them! Genius Hour encompasses all aspects of the curriculum. Certainly language arts and
technology are at the forefront, but students are free to study topics in any subject area, and they do! After
choosing a topic that interests them, students generate questions about their topic. Once they have a list of
questions, they are ready to begin researching via the internet, books and personal interviews. Final projects
can be anything from a movie produced on the iPad, to an art project, to an original song. Creativity and
choice make this fun!
This secession will include:
•
•
•
a description of what Genius Hour is
tips and tools to implement Genius Hour into a classroom
examples of work that my own second grade students have completed
About the Presenter: Lauren Hutchinson has been a teacher for 18 years, in both public and private
schools. She has taught grades 2 through 6, and is currently teaching second grade at St. Michael’s Country
Day School. Lauren holds a Masters in Education from Lesley University. She is always interested in
learning new ways to engage her students and to instill a love for learning!
Student-Focused Multicultural Curriculum – How Can We Do It Better?
Diana Barrett, Tenacre Country Day School
Grade Levels: Elementary Grades
This workshop is an opportunity for elementary school educators to share how we support all students in a
multicultural learning environment. This environment requires strong support from administration and
includes:




A rich curriculum that thoughtfully and purposefully considers and celebrates race,
ethnicity, gender, family structure, religion, socio-economic, physical and learning ability
Student affinity groups
Professional development for faculty and staff
A commitment to a diverse student, faculty and staff population
In this workshop we will share how Tenacre has addressed multicultural and diversity work, specifically
focusing on how our teachers, both homeroom and special subject, work to support multicultural awareness
and learning. We will share professional development successes, our student affinity groups, and our
18
faculty and staff diversity groups. We will discuss our new most recent project of evaluating and mapping
our curriculum to create scope and sequence through the lens of identity. Time will be provided for all of
us to discuss the successes and the challenges associated with this work as we make deeper connections to
support each other as we all move forward.
About the Presenter: Diana Barrett is the Director of Inclusiveness and Diversity Initiatives at Tenacre
Country Day School in Wellesley, MA. She has her BA from Williams College, her MSW from Columbia
University, and her MBA from Yale University. For the past five years she has worked to implement
Tenacre’s strategic plan for diversity and inclusiveness. Additionally, for the past two years she has cofacilitated a white ally support group with members from a number of local independent schools.
Understanding Differences: Exploring Physical and Cognitive Disabilities
Maura Pritchard, Lora Mazaheri, Buckingham Browne and Nichols School
Grade Levels: All Elementary Grades
The “Understanding Differences” unit – currently in its third year – provides children with an opportunity
to engage in meaningful anti-bias work while learning about and interacting with individuals with physical
and cognitive disabilities. As students and teachers participate in honest and authentic discussions about
disabilities, they grow more comfortable with a subject that can, at times, be challenging to discuss. This
essential work prepares children to confront prejudice and to dismantle stereotypes.
The unit features a multi-disciplinary approach to learning as students use information gathered during
reading workshop to inform their project-based inquiry during social studies. Major components of the unit
include:
*Reading three novels featuring protagonists with disabilities and discussing the novels during
student-led book clubs
*Visiting with and interviewing speakers from Canine Companions for Independence, Perkins
School for the Blind, Changing Perspectives, and the Helping Hands Foundation
*Measuring the Lower School campus to determine its accessibility for individuals with mobility
challenges
*Developing advocacy skills and raising awareness of various disabilities during assemblies and
extracurricular activities
Attendee Learning Outcomes:
Attendees will experience an engaging lecture designed to guide participants through the evolution of the
“Understanding Differences” unit. Participants will learn how to facilitate sensitive discussions, encourage
children to ask (and address!) difficult questions, promote student activism, and incorporate picture books,
documentaries, and project-based activities into their curriculums.
About the Presenters: Maura Pritchard began teaching at BB&N in 2009 after spending several years
teaching in the Boston Public School system. She is a graduate of Dartmouth College (B.A.) and Lesley
University (M.Ed.). Lora Mazaheri began teaching at BB&N in 2011 after teaching in Seattle, India, and
Chicago. She is a graduate of Indiana University (B.S.) and University of Washington (M.Ed.).
Making Numbers Make Sense
Jessica Boyle, St. Michael’s Country Day School
Grade Levels: PreK, K, and 1
19
What is number sense? How do we teach it? Why do children need it? How can we tell if children have
it? Why do we spend so much time on it? These are a few of the questions we will explore in this session
on teaching math in the early years.
When we initially began learning about the Singapore Math program, I thought there was no way I could
spend months working on the numbers 1-20. What would I do each day? But once I thought about it, I
began to relate it to the way we teach reading; after all, they are both languages. When we teach reading,
we spend a long time making sure our students know their letters. We don’t expect them to read or write
before making sure they have a solid foundation. Why shouldn’t it be the same with math? We shouldn’t
expect a child to add, subtract and regroup until have a strong understanding of numbers and their
meanings. Over the past 5 years, I have learned that yes, it is worth the time, and we have seen the results
as children quickly begin to internalize number facts and move quickly through new concepts. Once
children start reading, they don’t have to spend time thinking about each letter, they just know it. In the
Singapore Math approach, much time in the early years is spent building this same type of foundation with
numbers. We have all heard parents say, “I was never good at math, so she won’t be either.” We know
there is no “math gene” and this is not the case. We also know that in order to become good
mathematicians, our students need to have a solid foundation in number so that they can understand the
operations they will be asked to do later in their education. When children can do these things, when they
have strong number sense, they will be able to understand math and we will stop hearing, “Oh I just can’t
do math”.
About the Presenter: Jessica Boyle has been an early childhood teacher for 17 years. She has been
teaching kindergarten at St. Michael’s Country Day School for 11 years. For the past 5 years, she has been
using the Singapore Math program in her classroom. Jessica has a master’s degree in early childhood
education from Wheelock College. She has a great interest in learning about how children learn. Her
passion is providing a solid foundation and love of learning in her students as they begin their educational
journey.
E Cubed: Exploration, Experimentation, and Engineering:
Transforming the Science Fair to Engage Young Engineers
Dr. Nan Wodarz, Jennifer Randall, Martha Hoffman, The Sage School
Grade Levels: Upper Elementary
A fresh approach to the traditional science fair project: Introducing the Engineering Fair! This
presentation is an information session about one school’s experience implementing a different version of a
project fair. This hands-on session will guide participants through the planning process, implementation,
goals, and assessment with a focus on teamwork. The participants will experience the process by working
together to design a simple solution to an engineering problem.
After this brief introductory activity, the presenters will debrief on the process (ask, imagine, create, test,
improve) and discuss the perils and pitfalls of such an endeavor.
Attendee Learning Outcomes:
 apply the design process to an engineering problem
 learn techniques for setting expectations, classroom management, and assessment of engineering
activities
 develop “soft skills” expectations and delve into methodologies for integrated instruction of the
skills into the projects
 explore the areas of greatest challenge in the process and develop strategies to ensure success
 define the physical, time, and financial requirements for hosting an engineering fair
 engage in discussions about how to involve the whole school community and explore effective
marketing techniques
20
About the Presenters: Dr. Nan Wodarz is Head of School at The Sage School. Nan has worked with
STEM programs for more than a decade in several countries including the UAE, China and Europe. Her
expertise in the development of technology infused lessons with a focus on 21st century skills will provide
the framework for the session and the springboard for dialogue between the presenters and the audience.
Jennifer Randall is a STEM Teacher in Fourth and Fifth Grade at The Sage School. She is a leader in
STEM education. With a focus on innovative teaching strategies, depth of content and project-based
learning, she will provide concrete solutions to implementation challenges related to engineering
instruction. Pursuing a second master’s degree, Jennifer is a highly-qualified educator. Her background in
using technology to improve student performance will help set the stage for a session full of tips about how
to truly merge science, technology, engineering and math. Martha Hoffman is a STEM Teacher in Third
and Fourth Grade at The Sage School. Martha’s passion about education ignites a desire in children to take
academic risks, question ideas and develop solutions for real-world problems. Holding a master’s degree,
she models life-long learning and excellence for students and brings to the session organizational strategies
that will be invaluable to other teachers. Martha is adept at working with students to develop the “soft
skills” necessary to be successful and will provide insight into the essential components of these 21st
century skills and how to incorporate them into STEM lessons.
Solving Real World Problems: Project-Based Learning in Elementary School
Saskia Nilsen, Elizabeth Grumbach, Moses Brown School
Grade Levels: Upper Elementary
Project-Based Learning is the new buzz word in education these days and with good reason. As a pedagogy
that encourages critical thinking, real-world problem solving and collaboration, it is a powerful tool for
creating meaningful learning opportunities. But what does PBL look like in an elementary school classroom,
and how does it differ from the kinds of traditional projects that have been happening for decades in
elementary school? When done well, Project Based Learning takes the already appealing concept of a project
to the next level by asking students to learn and work together to address a real world concern. Using example
units from our own curriculum, we will walk participants through the essential components of a PBL unit,
and we will share strategies that make PBL engaging and meaningful at the elementary school level. Topics
covered will include:
o
o
o
o
o
o
examples of developmentally appropriate real world problems;
opportunities for bringing community voices in as primary sources;
structures to foster collaboration;
ways to include interdisciplinary elements;
service learning extensions;
templates for planning your own unit.
Our program will focus in part on tapping the human resources we have in our own learning communities in
ways that supplement research from non-fiction texts. For example, in our PBL unit on immigration, we
invite recent immigrants from our community to share their stories as a means for augmenting the research
component of PBL.
Our workshop also will address strategies for facilitating a core element of PBL units: group work. Working
together, listening to each other and compromising are not skills that come naturally to most elementary
students. Therefore, we will detail a variety of structures that can be used to promote empathetic, engaged
interactions in student groups.
Throughout the discussion, we will encourage questions and reflection on each component of a PBL unit. In
this way, participants will have the opportunity to dust off a current project or unit of their own, reinventing it
21
as a PBL unit. In essence, the primary goal of this workshop is to give our colleagues a PBL toolkit that will
allow them to energize and invigorate learning in their own classrooms.
About the Presenters: Saskia Nilsen and Elizabeth Grumbach are team teachers in the fourth grade at
Moses Brown School in Providence, RI. Elizabeth has been teaching fourth grade at Moses Brown for six
years, and previously taught in the science department at the Brearley School in New York City. She has a
MA from Teachers College at Columbia University. Saskia has over 15 years teaching experience at the
elementary level, has trained and mentored teachers in curriculum development across the nation and has a
Masters in Elementary Education from the University of Pennsylvania.
Best Apps for the Foreign Language Classroom
Andrea O’Brien, Lexington Montessori School
Grade Levels: K - Grade 6
Find out about the best apps teachers are using in their foreign language classrooms. Learn how to create
content, gather honest feedback from your students, flip the classroom, and facilitate collaborative work
using the right technology. We will discuss lesson plans and activities for your class that will allow your
students to reach the higher levels of the Bloom’s Taxonomy learning pyramid.
About the Presenter: Andrea O’Brien has more more than 15 years of experience teaching Spanish as a
second language. She has been teaching Spanish at LMS for 6 years and she previously taught at
Winchester Continuing Education, Acton Boxborough High School, Berlitz Language Center, Next
Generation Children’s Centers and Like Language Programs. Andrea is a native from Mexico with a keen
interest in developing teaching methodologies that help students speak and write without daunting grammar
drills.
22