The Academy Journal - Lawrence Academy

54 Pages·2013·4.94 MB·English

The Academy Journal
Lawrence Academy/Fall 2012
IN THIS EDITION
COMMENCEMENT 28 –32
REUNIONWEEKEND 35 –39
ANNUALREPORT 52 –69
First Word
The best moments in my life in schools (and perhaps of life in
general) have contained a particular manner of energy. As I scan
my past, certain images and sensations light up the sensors with
by Dan Scheibe, Head of School an unusual intensity. I remember a day during my junior year in
high school when I was returning to my room after class on a
These truly “First Words” gravitate around the following
bright but otherwise unspectacular day in the fall. The post-lunch
particular and powerful forces: the beginning of the school year,
glucose plunge was looming, but still, I acutely remember an
the beginning of another chapter in Lawrence Academy’s rich
unusual bounce in my stride as I approached my room on “The
history, and (obviously) the beginning of my tenure as head of
Plateau” (a grandiose name for the attic above the theater where
school. I draw both strength and conviction from the energies
they housed a small collection of altitude-tolerant boarders).
associated with such beginnings. The auspicious nature of the
The distinct physical sensations of lightness were accompanied
moment makes it impossible to resist some enthusiastic
by emotional sensations of delight not usually associated with
introductory contemplations.
Trustees of Lawrence Trustees with 25 or More
Academy Years of Service Editors and Contributors
Bruce M. MacNeil ’70, President 1793–1827 Rev. Daniel Chaplin (34) Dave Casanave,
Lucy C. Abisalih ’76, Vice President 1793–1820 Rev. Phineas Whitney (27) Director of Communications
Geoffrey P. Clear, Treasurer 1793–1825 Rev. John Bullard (32) Joseph Sheppard,
Gordon Sewall ’67, Secretary 1794–1827 Samuel Lawrence (33) College Counselor
1795–1823 James Brazer (28)
Beverly Rodrigues,
1801–1830 Rev. David Palmer (29)
Jay R. Ackerman ’85 Communications Publicist
1805–1835 Jonas Parker (30)
Kevin A. Anderson ’82
1807–1836 Caleb Butler (29) Layout/Design
Ronald M. Ansin
1811–1839 Luther Lawrence (28)
Timothy M. Armstrong ’89 Dale Cunningham,
1825–1854 Rev. George Fisher (29)
Deborah Barnes Assist. Director of Communications
1830–1866 Jonathan S. Adams (36)
James E. Barnes ’69 1831–1860 Nehemiah Cutter (29) Photography
Robert M. Barsamian ’78
1831–1867 Joshua Green (36) Dave Casanave,
Barbara Anderson Brammer ’75 1835–1884 Rev. Leonard Luce (49) Director of Communications
Jennifer Shapiro Chisholm ’82 1849–1883 Agijah Edwin Hildreth (34)
Beverly Rodrigues,
Ann N. Conway 1863–1896 William Adams Richardson (33)
Communications Publicist
Patrick Cunningham ’91 1865–1893 Amasa Norcross (28)
Judi Martin Cyr ’82 1866–1918 Samuel A. Green (52) Jon Chase
Greta L. Donahue 1868–1896 Miles Spaulding (28) Tim Morse
Charlotte M. Floyd 1871–1930 Rev. William J. Batt (59)
Editorial Council
Gregory Foster 1875–1922 George Samuel Gates (47)
Catherine Frissora 1876–1914 James Lawrence (38) Robinson C. Moore,
1890–1933 George Augustus Sanderson (43) Assistant Head of School
Bradford Hobbs ’82
1894–1946 Michael Sheedy (52)
Jonathan D. Jodka ’79 Sandra Sweeney Gallo ’75,
1899–1930 Albert E. Pillsbury (31)
Audrey McNiff ’76 Director of Alumni Relations
1899–1929 Frank L. Blood (30)
Peter C. Myette 1900–1930 Elihu Goodman Loomis (30) Amanda Doyle-Bouvier ’98,
Harold W. Potter Jr., Esq. 1907–1955 Huntley Nowell Spaulding (48) Assistant Director of
David M. Stone ’76 1933–1961 Oswald Tower (28) Alumni Relations
Ruth Glazer White ’76 1941–1975 John Cushman (34) Susan Hughes,
Benjamin D. Williams III 1951–1976 Donald A. Martin (25) Assistant to the Head of School
1972–2000 Dr. James Dykens (28)
Honorary Trustees Hellie Swartwood,
1973– Robert White (current honorary) (39)
Director of Parent Programs
Arthur F. Blackman
1974– Henry S. Russell Jr. (current honorary) (38)
and Special Events
George A. Chamberlain III 1974– Arthur Blackman (current honorary) (38)
Jeanne L. Crocker 1975– Jeanne L. Crocker (current honorary) (37) Beverly Rodrigues,
Henry S. Russell Jr. 1977–2003 Charles F. Kaye (26) Communications Publicist
Albert Stone 1978–2003 George Chamberlain III (25) Chris Margraf,
Robert White ’40 1978– Albert Stone (current honorary) (34) Interim Director of Development
1980– Ronald. M. Ansin (32)
Geoff Harlan,
1984– Bruce MacNeil ’70 (28)
Director of Annual Giving
Joseph Sheppard,
College Counselor
Cover: New Head of School Dan Scheibe and his wife Annie Montesano
ACADEMY JOURNAL/FALL 2012
First Word
, continued As I have pondered these admittedly personal
experiences, the specific setting and
the adolescent male demeanor. Perhaps the
circumstances of Lawrence Academy have
hour and the altitude were, in fact, getting
ever been on my mind. LA exists so that its
to me.
students can experience authentic moments of
Yet, my unaccountable exhilaration was transformation that will not just influence a
neither the result of a surplus of accomplish- moment, but change a life: it “inspires you
ment or certain physiological deficits. Rather, to take responsibility for who you want to
it was the outward sign of a steady and secure become.” What task could be so inspiring, so
process. I had gone to my local high school essential, so real, and so crucial? The blend of
through 10th grade, and after a blessed repeat practicality and idealism in the mission is true
of 10th, I was just starting to realize and to my own experience of growing up, and I
exercise my potential as a student and as a believe it is true of the education LA delivers:
person. The symptoms of the personal “LA exists so that its placing students in direct relationship with
transformation underway were both this their education and thus with themselves and
students can experience
incongruous joy and the unusual lift in my their surroundings. Whether we focus on
authentic moments
stride (and this in the days before the skills, interdisciplinary synergies, creative
enhancements of Nike Air technology). of transformation expression, technological leverage, social-
Of course, I had felt moments of power and that will not just emotional development, or any other
purpose before in my life at home, at school, educational idiom, what we are after is direct,
influence a moment,
and on athletic fields, but this particular state unmediated, life-changing experience. Only
of levitation felt renewable, sustainable, and but change a life.” experience itself, deeply intentional and
most importantly, fully integrated and engaged, can deliver such powerful effects.
identifiable as a certain part of my growing
An education geared towards transformation
self. I knew I wanted to continue on that path of transformation
needs to understand both its goods and its goals. In The
and almost literal enlightenment.
Varieties of Religious Experience,the great American psychologist
Now, lest you think me deluded that I was granted superhuman William James writes, “Knowledge about a thing is not the
physical or metaphysical abilities as a 16-year-old, I want to thing itself.” Lawrence Academy seeks to place “the thing
assure you that I am speaking (mostly) metaphorically. I itself”—the growing, transformed self—squarely in the path
possessed the same emotional, intellectual, social and physical of each of its students. It does so by forging educational
clumsiness as the average junior boy—OK, I actually should experience as life itself. Only such a personal, powerful
have been a senior boy at that point, so my slow path to connection can turn an educational event into an emotional
maturity was particularly…let’s say “deliberate.” The fact event into a life-changing event. James concludes, “Knowledge
remains, though, that my truest experiences of maturation and about life is one thing; effective occupation of a place in life,
growth ever since have returned to that signature mix of with its dynamic currents passing through your being, is another.”
expansion, strength, and joy I felt with increasing sureness in
Educational innovations and trends are powerful levers of
my late teenage years. The sensations, vague and insubstantial as
change. Academic content is an important cultural inheritance.
they might seem, clearly signaled a growing sense of confidence
But the dynamic current that gives energy to understand, to act,
and clarity about who I was and who I was becoming.
and to live is the powerful source of all that we learn, all that we
Good for me, but what might that have to do with starting to do, and all that we are. Lawrence Academy is dedicated to
lead Lawrence Academy as a grown-up? Well, quite a lot, I bringing that current to life in all of the members of its
hope to explain. As a young teacher, I had similar energetic community—students, faculty, alumni, staff, family, and
experiences—classes in which the excitement I was feeling friends. We will do our best to be a beacon of such hope and
simply could not be accounted for by my faltering attempts to such energy not just in the beginning of things, but always.
apprehend the passive voice or to grapple with a Dickinson
I leave you, for now, with a quotation for your own musings, a
poem. Again, as I became responsible for various programs at
quotation I read to the faculty and staff at the beginning of
schools, I would experience this same feeling over and over as
beginnings in school life: the opening faculty meetings in late
I saw entire communities experience moments of clarity and
August. Such beginnings may, indeed, be humble. But they may
transcendence—moments of equal parts focus and force. And
well and truly end up graced with power and significance
even as a school leader, I strive to experience these moments,
beyond our initial imaginings:
now accompanied not just with the simple joy of satisfied youth
but even sometimes with tears of joy, grateful now to be able to “The really important kind of freedom involves attention and
witness the beautiful moments signaling the process of young awareness and discipline, and being able to truly care about
lives in the midst of transformation and realization. other people. That is real freedom. That is being educated.”
–David Foster Wallace
AACCAADDEEMMYY JJOOUURRNNAALL//FFAALLLL 22001122
1
heading
table of contents
meet the Scheibes 3-5 Holding Up the Mirror: 19
Lawrence Academy’s 2012
features 6-28 NEASC Reaccreditation
Reflections of a Rookie 6 Thanks to Our “Bridge to Success”
Special Educator Donors! 20
The Flipped Classroom — 8 around LA 21-28
A Student-Centered State of Mind
The Arts at LA 21
The “Weird Kid” Leaves ’em 9
Laughing! Cum Laude 2012 22
“I Learned it Better This Way!” 10 LA at a Glance 24
Learning in the Outdoors 11 The Spartan Report 26
A Sense of Learning 12 2012 Commencement 28
Nooks and Crannies Exposed 13 alumni 33-50
Dana B. Westberg ’72 15 Gatherings 34
Teaching Different Learners
Reunion Weekend 35
making news 16-20
Classnotes 40
Moving In 16
In Memoriam 50
Moving On and Around 17
annual giving report 52-69
Auction Celebrates The Art 18
of Teaching
ACADEMY JOURNAL/FALL 2012
meet the Scheibes
Park House Perspectives
Dan Scheibe and Annie Montesano in Park House with their children Hans, Peter, Lilly, and Tad
by Beverly Rodrigues, Communications Publicist them in their activities and treated them as younger brothers.
For them, as Dan puts it, “life was an ongoing basketball game
After moving into Park House on July 1, new Head of School
from September to June. They haven’t been in enough
Dan Scheibe, his wife Annie Montesano, and their four children
communities to know that the game is going to restart with
were still getting settled and acclimated. When asked how it is
this new team called the Spartans.”
going, Dan refers to a “net good feeling” and says that’s an
amazing thing when you consider that his family ranges from Of this first moving-in step in their new adventure, Dan says:
6-year-old Hans to 8-year-old Peter to 11-year-old Tad to “It’s not really fair to speak on behalf of non-consenting minors,
15-year-old Lilly, and “nothing is guaranteed across the board!” but we’re in this as a family, top to bottom, so the opportunity
to take up residence at Park House is a thrill. I think we’re
While Lawrence Academy is new to them as a family, life at a
equipped to fill up that space, both literally and metaphorically.”
boarding school is not. The Scheibes have been at Middlesex
School in Concord, Massachusetts, since their first child, Lilly, The Scheibes try to make the most of any time that they have
was 20 months old. Lilly, who is now entering her sophomore off, and for now they like the routines with both sides of their
year as a boarding student at St. George’s School, is happily family. One involves an annual visit to Cape Cod, where
claiming her spacious bedroom at Park House. The family artist, everyone gets involved in an Audubon Society rescue project
Tad, opted for a room located in a remote corner of the house, relocating little terrapins from unsafe nesting locations. “People
where he is already setting up a small adjacent room as an art sort of start out as naturalists anyway, so we indulge that,” Dan
studio. Word has it that he’d also like to raise chickens. Hans says, “plus it’s a good summer project and the kids can get their
and Peter, who previously enjoyed sharing a bedroom, are hands dirty helping.” Hunkering down at a cottage on Lake Erie
adjusting to the possibilities presented by having their own with Annie’s family—the five sisters have fifteen youngsters
separate rooms. Another thing the two youngest boys shared was between them—in Canada, just over the boarder from Buffalo,
an involvement with students at Middlesex, who welcomed is another time-honored practice.
ACADEMY JOURNAL/FALL 2012
3
meet the Scheibes
Partnership
While Dan and Annie share a passion for education, he notes
that some clear decisions were made as they began their total
immersion into the boarding school world years ago. “One of
the things that has made it work is that Annie has had a
personal, professional, intellectual life outside of the
community. I have utter respect for those couples who have
been the life’s blood of the school for years and years and years;
but I also have a lot of respect for those people who are deeply
committed to the school, and yet there’s also a so-called ‘life
outside the school’ in whatever form that takes.”
Dan reminisces about his four-year taste of life outside of
school, when he ran a vineyard and winery in New Jersey while
making his way through divinity school. He admired the owners
for undertaking the ambitious retirement project of starting a
vineyard and appreciated their numerous and diverse life
experiences, all heartily embraced.
About Annie
Dan met Annie Montesano when they were both teaching at
Blair Academy in New Jersey in the early 1990s. The second
youngest of five sisters, Annie grew up in Buffalo, New York, in
a close-knit family that was deeply connected to the community.
Like Dan, she had enrolled at boarding school as a 10th-grader,
attending St. Andrew’s School in Delaware, where her older
sister was a teacher. Dan recalls a moment early in his relationship
with Annie when they visited with her elder sister’s young family
on the St. Andrew’s campus. He refers to the comfortable family
element that surrounded him and a prophetic moment that he
experienced: “The little five-year-old took my hand walking
across campus, and that was sort of like a marriage vow Hans, Peter, Lilly, and Tad
right there.”
Annie earned a degree in English from Hamilton College and
taught English and coached at Blair. When she and Dan left the authentically progressive public charter kind of environment.
school in 1994, she retired from the classroom but continued to I have to say that I’m getting a lot of energy and faith in [my
work in the field of education. She worked as a consultant, work ahead] indirectly through her.”
began a family, and created a connection with the Parker School
Ted Sizer and his wife Nancy, a deeply committed educator
at nearby Devens that has spanned more than 15 years. A
in her own right, were inspirational examples. “Ultimately,”
pioneer in the world of public charter schools, the Parker School
Dan says, “that’s what brought Annie and me together, this
functioned under the leadership of nationally acclaimed
emotional family element. And I think what attracts us to these
educator Ted Sizer for several years. Annie worked in the
schools is that feeling that really decent, good, kind people are a
Teachers’ Center at the school, a place that Dan says was “like
part of them. And Ted Sizer was the most decent, the most
Sizer’s dream, where the coffeepot was always on so teachers
kind, and among the wisest people I’ve ever known.”
from everywhere could gather round and share his practices.”
Annie also helped Parker with fundraising and grant proposals. Spirituality and Ethics
After taking some time off to tend to her family, she returned to
One of Dan’s daunting goals is to get to know everyone at LA
the school six years ago to serve as a trustee, a position that she
personally. He immediately welcomed staff and faculty members
has now relinquished while she once again sets her priorities on
to one-on-one meetings to share their thoughts with him before
getting family settled.
the pace of the coming school year picks up.
Dan is clearly invigorated by his wife’s experiences: “While
“At this point, I’ve talked to maybe 20 faculty members
I’ve been working in a fairly traditional and residential school
[the number is now in the 50s] who have come in for these
environment, she’s been working in one that is a very
ACADEMY JOURNAL/FALL 2012
4
informal hellos, and everybody speaks from a deep place within authentic personal experience that’s going to change you as a
themselves and with great passion about why they are here,” person.” He recognizes that he embarks on his own hands-on
Dan says. “People have stayed connected to this place for learning session as Lawrence Academy’s new head of school. In
significant periods of time, and their loyalty and their passion that role, he truly looks forward to the challenge of administering
is obvious—it’s deep and it’s strong.” the achievement of the school’s mission to help young people
become themselves. He is especially pleased to be undertaking
This energy feeds Dan’s commitment to spiritual and ethical
that challenge surrounded by family members who are also, each
well-being. He says, “The spiritual part just has to do with
in their own way, eager to see what new experiences will come.
thinking about what it is that connects you to this work and
what makes you feel for it emotionally, what makes you care so
much about what you do. And I think that’s so appropriate for
the high school setting where young people are trying to figure
out what they care about, why they feel so strongly about things
and what they’re going to invest themselves in, what they Dan Scheibe Bio
believe in. The ethical piece has to do with a certain level of
Just before arriving at Lawrence Academy, Dan was the
dignity for every person.”
Assistant Head of School at Middlesex School in
Moving Forward Concord, MA, a position he held since 2006. Dan
began his work in schools in a one-year intern position
Dan and Annie have sent their own daughter off to boarding
teaching English at Jakarta International School in
school, and they are acutely aware, he says, “of the level of trust
Indonesia. Following that year, Dan joined the faculty
that people put in these schools.” He translates that into high
as a class dean at Blair Academy where he created and
expectations for Lawrence Academy, and is exhilarated by the
taught the English curriculum for international
energy that he feels when people talk about past periods of
students, served as a dorm head and coached soccer,
growth and innovative programs and by the enthusiastic
squash and baseball. At Middlesex since 1998, Dan ran
discussion about possibilities for the future. “It has become
a dorm, coached squash, taught English and history,
totally clear to me that Lawrence has an opportunity to deliver
and was responsible for the school’s chapel program
an educational experience that is completely unique in the
where the community gathered once a week for events
ISL and boarding school world, not just New England, but
and speakers. Dan spent his secondary schooling years
nationally. It is poised to do some progressive, innovative
at Taft, did his undergraduate work in Literature at
educational programs, unique to itself and unique in its milieu.”
Yale, and obtained a Masters of Divinity from
The practice of experiential learning is especially meaningful to Princeton’s Theological Seminary and a Masters of
Dan and perhaps significantly at this point in time. “For me,” Arts in Liberal Studies from Wesleyan University. In
he says, “experiential education is the idea of having an addition to his work in schools, during his four years
at Princeton, Dan served as the General Manager for
a 30-acre vineyard—managing all the sales and
marketing as well as the farming and winemaking.
Hans and Peter making good use of the Park House lawn
ACADEMY JOURNAL/FALL 2012
5
feature
“Understand, Act, Live”
In Head of School Dan Scheibe’s “First These organizations and others have most
Word” (p. 1), Mr. Scheibe referenced the recently cited educational trends such as
“Educational innovations and
adolescent growth and transformation that an increased focus on collaborative
trends are powerful levers of
takes place during the high school years, learning; the importance of visual
change. Academic content is an
pointing out that “a personal, powerful learning; the need to integrate interactive
important cultural inheritance.
connection can turn an educational devices as learning tools (a.k.a. hybrid
But the dynamic current that
event into an emotional event into a learning); an increased focus on critical
gives energy to understand, to
life-changing event.” thinking and problem solving as opposed
act, and to live is the powerful
to information memorization; and a
There has long been vigorous debate source of all that we learn, all
growing trend to experiential learning,
among academics about how to create that that we do, and all that we are.
with a specific focus on outdoor education.
powerful connection. To be sure, there is
Lawrence Academy is dedicated
no one, right way. Organizations like the Much of what happens at LA on a regular
to bringing that current and that
National Association of Independent basis reflects these trends. The following
energy to life continually
Schools (NAIS), the Council for the articles and profiles demonstrate both the
in all of the members of its
Advancement of Secondary Education commitment by LA faculty to teach in
community—students, faculty,
(CASE), and the National Education substantial, meaningful ways and the
alumni, staff, family and friends.”
Association (NEA) continuously study impact their efforts have on the lives of
and research the latest educational trends their students. – Dan Scheibe, Head of School
and report on various methods for helping
teachers and institutions become
better educators.
Reflections of a Rookie Special Educator
by Carol Bolger Esposito ’75 three years, I learned more about myself, As a student at LA from 1972 to 1975, I
my students, and special education than I was aware that ours was not the traditional
In 2009, after nearly three decades of
ever would have in the traditional “sage on New England prep school. I knew that LA
practicing family law, I made a midlife
the stage” classroom. offered non-traditional and innovative
career change and started along the path
educational programs for learning. Our
of becoming a special education teacher. I
teachers taught us that students must take
enrolled in the Master of Education
risks, share ideas, respect the differences
Program at Gordon College. My naïve
between one another, and that through
vision of graduate school was modeled on
that essential collaboration, we all benefit
my college studies at Bowdoin College,
by becoming lifelong learners. Under the
sitting in lecture halls, soaking up the
leadership of Headmaster Ben Williams
wisdom set forth by my learned professors.
and the inspired guidance of revered
I believed that graduate school would be
faculty members Vincent Skinner, David
more of the same. Enter “collaborative
Smith, John Curran, Joe Sheppard, and
learning.” I was totally unprepared for the
many others, Lawrence Academy
moment when my first professor walked
pioneered this new form of learning.
into the classroom and declared: “OK,
Our faculty did so not only through such
let’s go, get up and break into work groups,
formally established programs as
you folks are teaching this class.” Whatever In a 1974 shot, girls’ soccer teammates watch the
Winterim and LA II (which still exist
happened to passively listening to the cross country team cross the finish line. L–R:
Carol Bolger Esposito ’75, Sandy Sweeney Gallo ’75, today), but also in their classrooms on a
professor and spitting back facts? Over
director of alumni relations, Meg Jones Meeker ’75, daily basis. Now, some 40 years and many
and Tom Warner ’75
ACADEMY JOURNAL/FALL 2012
6
Reflections of a Rookie Special Educator, continued
education courses later, I am able to put a
Begin Your Own Business
name on the innovative pedagogy
unfolding at LA during that time:
collaborative learning. One Winterim course offered
this year—conceived of by ESL
Last fall, as a new tutor in the life skills
teacher Andrew Brescia and
classroom at Georgetown High School, I
taught by Ken Parker, an
had the opportunity to put collaborative
entrepreneur and part-time
learning into practice. Along with my
professor at Boston-area colleges
fifteen “learning-disabled” students, I
—focused on helping students
endeavored to create a collaborative
develop a business plan. “The
learning community committed to the
idea was to help these students
premise that we are all active learners who
understand what it takes to start
care about one another’s well-being, as
and successfully operate their
well as one another’s learning. Implicit in Colin Igoe works with students in his “Begin Your Own
own businesses,” said English
this care ethic was the idea that we all Business” class.
teacher Colin Igoe, who also
mutually respected one another’s
assisted with the course. “We explored the three dimensions of any business—
personalities, ideas, opinions, and learning
finance, marketing, and operations. And we also produced and presented a three-
challenges. We checked our egos at the
minute sales pitch and learned how to write a business plan.” The students had
door. We laughed a lot! The kids called me
the opportunity to pick the brain of Ray DiNizo via Skype during one of their
“Ms. Espo.” They established the class
classes. DiNizo is one of the cofounders of theideastartup.com,a company he and
rules: “No put-downs” and “No judging.”
a friend started in college that is geared toward helping students write business
We earned one another’s respect. In
plans they could show to a “bank or investor and actually use to secure funding
essence, we had each other’s backs.
for their idea.” LA students appreciated the opportunity to hear from DiNizo.
Our room was diverse. We had a wide As senior Mei Mei Siu put it: “being able to hear from a current, successful and
range of ages (14–19) and learning young entrepreneur was extremely beneficial…Mr. DiNizo was able to relate to
abilities. We had students on the autism all students in the room, and he was easy to listen to.”
spectrum, brilliant in math and science
but challenged with social interaction.
Others had emotional challenges or
behavioral issues. Even others did well fabulous history projects. Our senior math down barriers, caring, connecting,
socially but struggled with basic reading “savant” taught sophomores algebra. listening, communicating, cooperating,
and writing. One thing all of the students Sophomores who struggled with reading and trusting that if we all work hard
had in common was a history of doing but were “cool” kids helped our senior together and care about one another’s
“poorly” within traditional education. Our negotiate the social minefields of the hall- learning, learning happens. I also learned
classroom goal was to create a culture of ways. Kids learned to trust one another that I made the right decision.
collaboration and mutual acceptance in and themselves. Those who had never
such a way that we all learned to our passed math tests now passed math tests.
greatest potential. Non-writers could write essays about their
experiences. Our shy senior went to prom
We became a “school family.” We rolled
and had a ball. Our non-verbal freshman
up our sleeves. Each person pulled their
cracked jokes. Our developmentally
weight, owned their successes and failures,
delayed junior exhibited his block prints
and worked for the benefit of the whole.
and won the school art award. My favorite
Several students were on free lunch and
story is about our recidivist sophomore
came to school hungry. I bought a fridge
who had never passed a math test. One
and a microwave. We kept cereal and
day, he ran in exclaiming, “Ms. Espo, I
milk for breakfast and cold cuts and bread
passed….my first time passing any test…I
for lunch. Friday was pizza day. We
got an 80!” We fist bumped, and he ran
collaborated on everything from meals to
back to class.
chemistry lab reports. Together, we learned
about ecology, exponents, and Bismarck, What did I learn? I learned that
deconstructed Beowulf,mastered collaborative learning is more than John Curran (P ’07) and Carol Bolger Esposito ’75
catch up at Reunion Weekend
Fibonacci’s sequence, and produced collaborative academics. It is breaking
ACADEMY JOURNAL/FALL 2012
7
feature
The Flipped Classroom —
A Student-Centered State of Mind
by Mark Burkholz, Director of Technology, Mathematics I might create a screencast (the “flip”) that gives
information to the students, such as the definition
I have flipped out! That is, I have flipped out
of the “angles of elevation and depression.” In class
about the flipped classroom. If you haven’t heard
(the “apply”), the students use this information to
about the flipped classroom, you will. As the
discover how to use it in a real world setting.
Director of Technology at Lawrence Academy for
Sometimes the screencast might be a straightforward
21 years and as a math teacher for 40 years, I have
description of some mathematical concept and
always been interested in the integration of
associated problems that they need to practice in
technology in education. This past year, I taught
class the next day. A second approach is often
Math 3, and I wanted to carve out time in class to
called the “apply-flip” approach, where I have
create more student-centered activities. Sometime
students working in groups at their seats or on
in October, after reading about the flipped
white boards or somewhere on campus
classroom, I decided to “flip my class” to
collaborating to discover a mathematical concept
implement such an approach.
(the “apply”). Then for homework that night, I
What is the flipped classroom? The definition Mark Burkholz is wired to make the assign a screencast (the “flip”) summarizing what
of the flipped classroom is an approach where most of the technology that makes the students discovered in class.
innovative approaches to teaching
lectures are posted as videos (called “screencasts”)
material possible. Creating a flipped environment in a classroom is
for students to watch online for homework, and
time-intensive and requires the commitment and
the usual homework is done in class. This is a flipping of the way
support of colleagues and the department chair. During the 2011
a traditional classroom is run. This simplistic definition does not
winter term, a few math department teachers assisted me in
do justice to how approach can dramatically change the way
creating screencasts, and this summer all of the members of the
students learn. By creating screencasts of my traditional lectures
math department, thanks to the support of Krista Collins, the
(5-10 minutes in length) and uploading them to YouTube to be
math department chair, are developing screencasts. Links to these
watched as homework assignments, I was able to free up enough
screencasts will be embedded in the online textbook that the math
class time to create a more collaborative environment.
department has been writing and editing for the past two years
How do I manage my class using the flipped classroom (itself a dynamic and creative project).
approach to teaching?I now have the time to give the students
The bottom line is that the flipped approach to teaching has
in-class assignments that were designed to help them discover
enabled me to find the class time to create a collaborative,
patterns, algorithms, and concepts in collaboration with their
student-centered learning environment. My role as a teacher has
fellow students. Instead of being the teacher “feeding” information
changed to one as a facilitator who assists students to take
to the students (the “sage on the stage”), my goal was to guide
responsibility for their own learning. Students become more
them to discover much of the information for themselves with my
actively engaged, and I, as the teacher, have much more individual
role being the facilitator (“the guide on the side”). I divided the
contact with my students. I, as well as my students, now truly
class into groups of three students who were expected to collaborate
have a student-centered state of mind.
on these assignments. The students might do research, create,
discover, do experiential exercises, debate, or do some form of lab
work with members of their group. I wander from group to group Advantages to Flipping Out
guiding them if they need the help or assessing their understanding •Increased 1:1 contact between students and their teacher. I have more time to
of the work. This perhaps is one of the biggest benefits I have talk with individual students, assist them, answer their questions, and assess
their understanding of the material.
found as a result of implementing the flipped approach; every day,
•More collaborative learning, which raises the energy level in the room and
I speak to each student individually. In a traditional classroom
gives students time to practice the collaborative skills that they will need in
setting, this kind of interaction is rare.
the workplace.
The bottom line is that the students now have the time to •Exposure to a discovery-based, open-ended experiential learning environment.
immerse themselves in a dynamic learning environment where they •Increased student engagement in the learning process and development of
are expected to take responsibility for their learning instead of the learning skills that will empower students once they leave school.
teacher funneling information to them. •Increased control over how and when lectures are viewed. Students watch
screencasts on YouTube (a medium with which they are very comfortable),
How do I implement the flipped classroom?I usually take one of pause them, rewind them, and even watch them multiple times from their
two approaches. One approach is called the “flip-apply” approach. computer, smartphone, or from any other Internet-enabled device, at
their convenience.
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