Authentic Learning and Bold Thinking
The following remarks were delivered to The Lower School Community at Back to School Night:
As a parent, I always loved Back to School Night. The night offers a unique chance to step into your child’s world and experience their day through fresh eyes, something I always loved to do. You will get to explore the classroom, hear about the exciting projects and activities planned for the year, and understand the ways your child is growing both academically and socially. Being here so early in the school year allows you to share in their journey right from the start, walking alongside them as they embark on new challenges and discoveries. It is a night of connection, excitement, and the promise of all that lies ahead!
As I reflected on my remarks for this evening, I wanted to emphasize this year’s theme: Authentic Learning, Bold Thinking, and Compassionate Community. In the Lower Division, our work around the Core Values – Respect, Responsibility, Kindness, Honesty, and Equity – is central to fostering a compassionate community. The Core Values in Action are prominently displayed in all classrooms. We began the year by reviewing them in our first community Share, where teachers performed skits – to much laughter and applause – to model their importance. We consistently highlight these values because having shared expectations in common spaces builds a community that not only cares for one another but also celebrates positive actions.
We know that the best learning happens when children feel safe to take risks in their learning, make mistakes, and see those mistakes as opportunities for growth. This is made possible when teachers facilitate the creation of classroom communities that hold true to Brimmer’s Core Values. By putting these values into action, children gain a clear understanding of what is expected of them, especially in shared spaces, and in turn, contribute to building a compassionate community.
In addition to building a compassionate community, Lower School teachers are working to bring this year’s theme of Authentic Learning and Bold Thinking to life in their curriculum. In math, this theme is most evident in how teachers establish routines and lay a strong foundation for the year ahead. Daily routines, such as calendar grid explorations in grades PK-3, provide opportunities for bold thinking. As students consider, “What could come next?” students observe the unfolding patterns of the grid.
In 5th grade, students engage in an authentic experience by taking on the role of video game designers. They will create 3D renderings of buildings for a new video game, using their models to explore concepts like volume and surface area. Soon, 3rd, 4th, and 5th graders will participate in a routine called Math Forum, where they present their ideas and receive feedback from their peers. Through Math Forum, students learn how to offer thoughtful critiques, opening the door for genuine learning from and with each other.
Additionally, you can see evidence of Authentic Learning and Bold Thinking when students are actively designing and building, a favorite activity for children of all ages. Whether they are constructing a space center for kid astronauts or models of luxury accommodations in Grade 5, students use materials like blocks, cubes, Legos, cardboard, and more to construct imaginative creations that showcase their creativity and thinking. This hands-on work brings learning to life, allowing students to apply their knowledge in meaningful ways. Participating in these projects with classmates also means collaborating, sharing, and compromising, all while joyfully designing and creating together.
Brimmer and May School
69 Middlesex Road
Chestnut Hill, MA 02467
617-566-7462
Chestnut Hill, MA 02467
617-566-7462
As an inclusive private school community, Brimmer welcomes students who will increase the diversity of our school. We do not discriminate on the basis of race, religion, sex, gender, gender identity and expression, disability, sexual orientation, national origin, ancestry, or any other characteristic protected from discrimination under state or federal law, in the administration of our educational policies, admissions practices, financial aid decisions, and athletic and other school-administered programs.