Torch - Spring 2016

Students in 1M discuss their bird feeder designs with Head of Junior School Leslie Anne Dexter on Pajama Day (left) before installing them around campus (right).

impressed with the public speaking opportunities that this multidisciplinary project offered the Grade 1 students,” says Dexter. “When the girls presented their work to me, their prepared speeches were presented with conviction and they believed in their research and architectural designs. They received a go-ahead from me to hang their buildings on the school grounds. Bravo! Well done, Grade 1.” As a wrap-up to their project, 1M spent some time reflecting on the planning, designing and execution processes. In 1G, the students each wrote a book all about the process they used to build their structures as part of their informational writing unit. The books can be found in their classroom. These fun and amazing projects demonstrate the power of student- directed learning and the positive impact of integrating a project through many different subject areas. From start to finish, the students took ownership of the process by thinking of project ideas and asking the questions they needed answered in order to successfully complete their projects. The evidence of this learning is abundant at the Junior School, not only in their classrooms, but also adorned throughout the the hallways and high up in the branches of the trees around campus.

Before the girls started building, they discussed the key aspects of each type of structure (size, shape, function, design features, etc.) with their teachers, which helped them to create blueprints of their designs. In art class with Mastri, the 1M girls applied their observation of Frank Gehry’s unique architectural style to the design of their feeders. Once production was underway, the Grade 1 students applied all of their learning and research to create their toys and bird feeders. In 1G, they followed their plans, but quickly realized that designing toys wasn’t going to be as easy as they thought. “Hard work and perseverance were required, along with lots of creative problem- solving and collaboration,” says Gulyas. In 1M, McIntyre integrated the class’ geometry and spatial sense unit to the design and construction of the bird feeders. The students collected natural and recycled materials and—after several attempts, tests and redesigns—made feeders that were durable, functional and had interesting design elements. When 1M students had completed their projects, they asked for permission from the Head of Junior School to find permanent homes for the bird feeders on the school’s property. “I was greatly

1 Ontario Ministry of Education, (2013). “Inquiry-Based Learning”. Toronto: Secretariat Special Edition #32, www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ CBS_InquiryBased.pdf.

TABLE OF CONTENTS | SPRING 2016 • TORCH 23