our Universe at the same time
they are encouraged to recognize
that anything is possible. At Cold
Spring Harbor, the boys learn
the very processes upon which
substantial expertise about DNA
has been constructed while being
reminded that there is much more
to learn.
T h rou g h t he i nt e g r a t ion
of problem-ba se d le a r n i n g
experiences, Saint David’s boys are
afforded countless opportunities
to apply imaginative approaches
to solve problems. For example,
while challenged to design an
efficient wind turbine, Fifth
Gra de boys a n a ly ze wh ich
solutions work, and perhaps
more importantly, which do not work. Through this process, they experience first-hand the truths that govern the world
around them. The boys learn quickly that their imaginations are tools that can lead them to solve everyday problems. With
the guidance of our teachers, the boys are able to distill what they learn through trial and error, and integrate their findings
with creativity to test new ideas. However, energy efficiency is not the only reward to the teamwork exhibited between boys
in a wind turbine design challenge. In fact, boys glean much more from the many collaborative projects they encounter in
the Upper School.
This year’s Saint David’s theme, respect, is threaded into everything we do in Upper School science. Respect is valued as
a crucial tool that enhances the educational experience of our boys on many different levels. Providing for a safe, respectful
environment for learning is something we do well at Saint David’s. As educators of boys, it is advantageous for teachers to
recognize the individuality of every boy who walks into the classroom in order to advance the learning process. When boys
are given the opportunity to share their unique experiences with the whole class, their classmates are often eager to convey
their own connections. This is how thoughtful, engaging discussions are born. Often these discussions can turn into lively
debates, and the competitive nature of boys can sometimes get in the way of respectful discourse. However, with intentional
strategies by teachers who model respect and communicate expectations, boys are quick to understand the importance of
respectful disagreement.
During lab experiments, design challenges, and research projects, Upper School boys are afforded an abundance of
opportunities to understand the multifaceted concept of respect. Through these learning experiences, the boys are able to
sharpen their skills around respect in working with others who are different from themselves. They are able to extract the value
of others’ background knowledge, experiences, and skillsets. They are able to identify each other’s strengths and capitalize
on them to maximize the team effort. An unspoken lesson around respect is at play during the student-driven, collaborative
work we do in Upper School science.
Boys are relational learners, and Saint David’s teachers make every effort possible to build strong relationships with our boys
and to facilitate strong relationships among them. We do this by modeling respect, communicating expectations of respect,
and rewarding them when we see it in practice. In turn, a respectful, safe learning environment affords boys the opportunity
to let their imagination, creativity, and ideas run wild. It is our job as teachers to protect and guide their creativity, for it is
the seed of innovation. By incorporating skills like critical thinking, problem solving, collaboration, and mutual respect into
the work of Upper School science at Saint David’s, the seeds of innovation sown by our boys’ imaginations have the potential
to grow into their contributions to a more beautiful tomorrow. M
Bradford Hardie teaches Upper School science at Saint David’s School.
“During lab experiments, design challenges, and research
projects, Upper School boys are afforded an abundance of
opportunities to understand the multifaceted concept of respect.”
Winter 2020 • 19