What wonders are in the looking glass? The Hummingbirds and Hawks went outside to explore.
The Mirrors arc officially started yesterday! Gever did a dramatic introduction to the third arc of the year on the cork floor and told us all about how the mirror is a reflection of light and self.
Who’s the fairest of them all?
We spent much of the rest of the day experimenting with mirrors and exploring their mysterious ways.
Looking around corners.
What you think you are going to see is not what you’re going to get. Christie experiments with the band with the concept of the size of the body when viewed at different distances from a mirror. If you back away, can you see more of your body?
Reflection of a reflection of a reflection. The challenge was to see someone sitting behind you while you were facing forward.
Trying to see a person upstairs through a series of mirrors.
This week was an incredibly busy one, from putting final touches on actual projects, to writing reflections and taking last bits of feedback for papers, practicing presentations, and setting up the space, all for Exposition night when the kids have the opportunity to show off their work done during the project phase of Clocks. There is more to say about each of their presentations and our reflections on Thursday night’s event, but for now, here are some glimpses into Exposition night:
Max’s film The Horologist
Yesterday, Friday, was a lovely, calm day – everyone was tired and happy, wearing red to celebrate Valentine’s Day. We spent the day making cards, watching a bird documentary, eating a fabulous Greek community lunch, having a dance party on the cork floor in the afternoon, and sitting together to say thanks when we opened each other’s Valentine’s cards. School is out for the week while staff plans for the next arc and reflects on Clocks. In the meantime – hooray to the Brightworks students on their first Exposition night of the year!
Exposition night is coming up on Thursday! There has been intense energy around the school as everyone puts the final touches on their projects and works on the presentations that they will give on Thursday night.
We’re trying a new format for the Clocks Exposition by having presentations going on in two corners of the school, while science-fair-esque display boards are set up in the central spaces of the school. Some pretty amazing work has been done during this arc – the kids are thrilled and nervous to show off their progress!
Educators all over the world are watching the blog and have been inspired by what we do with our students at Brightworks and our associated program, Tinkering School. Teachers and summer camp counselors across the United States, in Thailand, Spain, Saudi Arabia, Malaysia, Australia, the United Kingdom, China, Japan, and Mexico have emailed or called to ask for guidance in starting their own programs modeled on ours. The programs that Gever has inspired – both Brightworks and Tinkering School – are contributing to the changes in education that the 21st century student actually needs in order to be a flexible, curious, dynamic adult.
Yesterday, the Paul G. Allen Foundation announced that Gever is an inaugural Allen Distinguished Educator (ADE). The Paul G. Allen Foundation, established by Microsoft co-founder and philanthropist Paul G. Allen, funds research around the globe that seeks to change the conventional assumptions and solutions to issues in education, science and technology, arts and culture, and poverty. Their funding supports organizations whose mission is to make unusual solutions to those issues a reality, and they have awarded over $494 million to programs that transform lives, strengthen communities, and foster innovation, creativity, and social progress.
From their press release: ““We look to support the creative and the untapped. We’ve chosen each ADE because we know they have the entrepreneurial mindset to rethink education,” said Jody Allen, co-founder and president of The Paul G. Allen Family Foundation. “The approach of every single ADE has the potential to create a life-changing experience for students – opening them to think in different ways, to be curious and turn newfound knowledge into action.””
Gever was recognized for the Arc-based pedagogy that emphasizes hands-on and experience-based learning in the context of a vastly interesting and graspable world. At Brightworks, we put a child’s individuality, creativity, and desire to learn at the forefront of the experience, guiding them to make connections between ideas, see through different perspectives and modes of expression, and use their learning in hands-on, applicable ways.
This ADE award serves as another point of validation for our unique approach to education. Congratulations to Gever!
The Hawks have made incredible strides and progress on their projects! Here’s what’s been happening:
Clementine and Lola began project phase with the goal of creating a one-minute ball run on an incline plane. They had been frustrated with the difficulty of this task until Sean suggested a more interesting and challenging provocation of creating a ball run that focuses less on time period and more on precision and regularity. They worked together on assembly and learned to set up jigs to be able to mass-produce components of their ball run with the drill press.
The girls have learned new strategies for working through conflicts that arise and have often been able to take initiative on next steps without any prompting! Clementine has been making great strides this week despite Lola being out sick.
Bruno’s project has also evolved from a garden-style sundial with a flat face and a movable gnomon after he discovered that the spacing of numbers on the garden sundial need to be different at each latitude. He devised a plan to create a portable equatorial sundial on hinges to allow the gnomon to change angles depending on his location.
Mackenzie says, “He has found the perfect hinges so that the face can lay flat when closed, in case he ever finds himself using his sundial at the north pole. He has also figured out a clever way to arrange the wood so it can’t open any further than 90 degrees, perfect for a trip to the equator. He is going to embed a compass and levels into the sundial for maximum accuracy.”
Ben and Quinn, as of this afternoon, have successfully completed their working clock! It is accurate to 5 seconds, which is an incredible accomplishment. They realized the fussiness of a precise clock during this project phase, and this final iteration is the last in about six different versions of their clock.
During this process they have learned the merits of hard, focused work and cooperation, and made good decisions about finding a quieter work space, like in the Blue Room, so that they could keep on task.
Natasha has been busy consulting experts for her research project, including a research manager for Nashville tourism and circadian rhythm scientist Carrie Partch. She worked on four versions of her sleeping and eating survey and came up with ways to entice students into filling them out.
Natasha started organizing her data into graphs last week, starting by looking at her hypothesis and choosing two pieces of data to compare in a scatter plot. Mackenzie reported that she was thrilled to discover that her scatter plot had proved true that late bed times lead to less sleep. “What struck me wasn’t her findings,” Mackenzie writes, “but the excitement she had at having found a discernible pattern in the mass of data she had gathered.”
Josh’s project has been a complex study of one of his favorite pastimes: baking. For the last four weeks, he has been in the kitchen every day with chocolate chip cookie dough, a heating oven, a pair of oven mitts, and a tally chart, testing the same cookie dough recipe at different temperatures in the oven, on regular and convection bake, in the microwave, and in the toaster oven. His process is pretty basic, but filled with the nuances of a researcher: using consistent testers and a bracket scoresheet, he asks, “Which cookie is better?”
The competition has been intense and the smell of baking cookies even more so.
Yesterday was the last day of this competition. With a small group of cookie testers, he presented two different cookies that had stood the test of many tastes: one baked in a regular oven at 360 degrees for 15 minutes, and one baked in a convection oven at 360 degrees for 15 minutes.
We had an in-depth conversation about the qualities of both cookies – their texture, color, taste. It was astonishing how different they were, even baked at the same temperature!
The testers chose between A (the convection-baked) and B (the regular baked). Support for cookie A was overwhelmingly 5 to 1. Josh was thrilled by the feedback he got on his cookies and couldn’t wait to add his discoveries to the research paper he’s working on.