Saint David's Magazine Vol. 34 No 1 | Page 19

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