Our Wildwood, Summer 2021, Volume 46

Connections and collaborations unfold in a virtual space in much the same ways that they happened on-site.

learn to ask the questions that are really on our minds, to listen with curiosity, test hypotheses, and risk failures.

UPPER SCHOOL PROGRAM Project-based learning is an essential component of our pedagogy at Wildwood, and in particular, a vital part of our upper school science department. Students in advanced biology this year researched topics related to the COVID-19 virus—not experiments but rather how information about COVID-19 was being presented and discussed in both scientific and pop-culture circles. They were tasked with reading scholarly articles and papers, synthesizing data and information, and then writing their own pieces to communicate their findings and understandings. The articles they wrote and media they created were disseminated to a broad audience of Wildwood students. That authentic audience put the ethical considerations of their work into sharp contrast: They owed it to their audience to be precise, concise, and clear; to be accurate; to be nuanced. The research, analysis, and writing meant more than an assignment because it was taking part in a system of communication. The product is a range of articles on everything from disinformation awareness to travel and safety tips, to explanations of how the virus is transmitted to the ways in which COVID-19 underscored the lack of racial equity in our health-care system. The essence of project-based learning is not, as some might say, learning how to do a project. It’s more like the practice of doing projects: The mindset that real learning and effective action come from a drawing together of ideas and resources and data to address a need or wondering. That essence requires project-based learning to be a fluid, flexible educational tool, responding to the needs of the student and—in our case this past year— the profound historical and cultural moment we find ourselves in. As always at Wildwood, our students seized on that moment to integrate their knowledge and skill for the common good of their community. As it turns out, Wildwood doesn’t need to depend on physical space to be Wildwood. So rather than thrust our school into an existential crisis, the global pandemic has given us a space to reflect on and appreciate who we are. There’s more reflection to come, of course, but we’ve been reminded of something we’ve suspected all along: Our approach to teaching and learning is a constant bright spot even in dark times. W

they were tasked with writing a problem statement like “The El Segundo blue butterfly is in danger because its habitat is being taken away.” From there, students brainstormed solutions to address their animal’s imminent extinction, sketched prototypes of their solutions, and finally used recycled materials in their homes to build them. Students posted photos and videos of their prototypes on the app Seesaw and shared them with their group members in breakout rooms for feedback. After the iteration phase, students presented their final prototypes to the whole class. The impetus for the project was student engagement during an unfamiliar and uncertain time, and what emerged was a version of what we have always done. MIDDLE SCHOOL PROGRAM Middle school teachers have been similarly driven by a desire to help students find connection this year, virtually facilitating the quintessentially Wildwood teamwork approach. With the support of our instructional technology coaches, our teachers have found new inspiration in the tools of our educational technology ecosystem to build and strengthen collaboration, differentiation, student reflection, and discussion. The discussions and examinations in all our middle school classes are sophisticated and driven by a commitment to global citizenship. Connections and collaborations unfold in a virtual space in much the same ways that they happened on-site. Seminar discussions happen in the main Zoom room. The groups previously dotting the hallways are now populating Zoom breakout rooms. The Chalk Talks are Jamboards or Padlet walls. The student presentations happen with screen sharing. The format might be different, but the spirit is the same. More important, the emphasis and the assumption is that students drive the connections and the learning. It’s transmitted from student to student with teacher facilitation after the students’ own deep exploration. We

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CELEBRATING 50 YEARS! | OWW SUMMER 2021