Author: Waynflete Communications

In K-1, we have extended our Identity and Expression unit into conversations about the geography of where we live.  We read books and drew maps of our rooms and of our K-1 space, and began a project where we drew pictures about the many places we live—starting small and getting bigger.  Our first smallest circle was ourselves, then our house, our town, our state, our country, and finally our continent. We have put maps of our state, country, and world up in the classroom for students to explore.

Continue reading “K-1 village project”

Last week, the New York Times published an article by David Brooks entitled “Students Learn from the People They Love.” A Waynflete parent shared it with her children’s teachers, with a kind note of acknowledgement. The article quickly went viral among Waynflete’s faculty and staff. Brooks’s piece affirms what so many of us appreciate about Waynflete and what makes the school unique: the relationships. Teachers and students “learning to learn, side by side.”

It has been such a pleasure for me to give tours of the new Lower School this year. Prospective families appreciate the beautiful space as much as we all do! Seeing students and teachers in action in purposefully designed classrooms allows parents who are considering Waynflete to see how their children will spend their time: exploring, playing, questioning, connecting, thinking, and learning in relationship with the materials, the space, the teachers, and one another.

But the magic of Waynflete is not about the buildings. The magic is about the relationships.

Continue reading “The heart of learning at Waynflete”

The phrase “I’m Just a Bill” will likely bring back memories for many Generation-Xers and late Boomers. Now with children of their own, today’s parents might be surprised to discover that the classic “Schoolhouse Rock!” feature hasn’t gone out of style. The lo-fi graphics—coupled with just the right amount of pratfall—still resonate with today’s Minecraft generation.

“I’m Just a Bill” helped kick off a recent exploration of participatory democracy in Waynflete’s 4-5 program. With the November midterm elections in the news, students examined the inner workings of the three branches of government and how senators, representatives, and the president pass laws. Typical of Waynflete’s hands-on approach to learning, each of the program’s home stations transformed into a committee to debate how to make 4-5 a better place for its “citizens.” Students brainstormed possibilities, selected one cause to work up as a bill, then wrote proposals to share at a community meeting of the entire 4-5 program.

Continue reading “Snowballs, PJs, and the three branches: the art and science of an emergent curriculum”