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From The Writers’ Room: Extracurricular, An Original TV Series

By Riya Shankar, Lulu Eastman, Lillian Stout, Cooper Giblin, Tony Banson, Nick Hallal, Sophie Haugen, Sada Nichols-Worley, Ben Hunnewell, and Jimmy Tobin, VI Form

From The Writers’ Room: Extracurricular, An Original TV Series

(Above title sequence scene: music composed and played by Riya Shankar & Sophie Haugen)

Check out Extracurricular’s fan website here: https://extracurricular.squarespace.com

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Autism-Vaccine Controversy: Video

By Izzy Kim & Riya Shankar, VI Form and Haley Dion & Laura Drepanos, V Form

Autism-Vaccine Controversy: Video

Editors’ Note: In Advanced Biology, students were encouraged to tell the story that they felt compelled to relate about their Public Health issue (click here for assignment).  In this video, the students integrated a given Case Study with relevant information gathered through independent research. Their integration of the Case Study with additional research reflects an advanced understanding of, and ability to convey, scientific content.

Click on Image for Video

 

Diminishing the Diversity of Devastating Diarrhea

By Geetika Surapaneni, Frances Hornbostel, & Graham Butterfield, III Form with Will Figueroa, V Form

Diminishing the Diversity of Devastating Diarrhea

Please click the image to download/see the poster. Scroll below to see each individual piece.

CLICK ON EACH IMAGE BELOW TO ZOOM TO EACH PIECE OF PROJECT. (more…)

20% Time Project: Longest Time Balancing A Shoe Upside Down On Top Of Your Head

By Ian Moore, III Form

 

20% Time Project: Longest Time Balancing A Shoe Upside Down On Top Of Your Head

Editors’ Note: In Ms. Amanda Hultin’s III Form English classes, her students pursue 20% Time (or “Genius Hour”) projects. Some essential elements include taking control of one’s own learning, choosing an individual topic, deciding how to learn and to produce a public product, and reflecting on the process.

Click on image to experience Ian’s Weebly pages.

Click on this image to see Ian’s time-lapse with the shoe on his head!

 

 

 

 

 

 

Reflection on learning:

*What content/information did you learn during this project?

I learned a lot of valuable information throughout this project.  First, I learned about breaking a world record. I now know that there are a couple different ways to break a world record.  First, you can apply on Guinness World Record to have an employee from their office come and watch you break the record.  Then, you may have the opportunity to get into the Guinness World Records book.  However, you can also do it online using a website called recordsetter.com.  This is a very useful website and is the one that I used for my record. It relies on videos to see if you actually break the record.  I also learned how to make a blog throughout this project.  I used weebly.com to make my blog.  It is a website that teaches you how to make and use a blog.  This was a fun and interactive public product to make.

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20% Time Project: Gardening–The Long Process of Planting

By Eve Elkins, III Form

20% Time Project: Gardening–The Long Process of Planting

Editors’ Note: In Ms. Amanda Hultin’s III Form English classes, her students pursue 20% Time (or “Genius Hour”) projects. Some essential elements include taking control of one’s own learning, choosing an individual topic, deciding how to learn and to produce a public product, and reflecting on the process.

Click on image to view Eve’s Padlet.

Reflection on learning:

*What content/information did you learn during this project?

I learned about gardening. I learned that the perfect time to water the plants is in the afternoon. If you water them at night or early morning, they are more likely to grow fungus. I also learned that snap peas, which was the vegetable I was growing, grow best in mid-spring, which was when we started this project. They also have the quickest growing rate which was about two months. That is how I came to choose snap peas. When I contacted the manager of Chestnut Hill Farms, I was able to find out about the evolution about gardening. Now, in current times, gardening has shifted to being grown indoors all year round. Gardening used to be seasonal but now, due to modern technology, there have been trucks and trailers developed to sustain plants even in winter. Lots of people still garden but the way we do it has changed. (more…)

Deep Work in Practice at St. Mark’s (Part 3)

By Dr. Colleen Worrell, Director of The Center for Innovation in Teaching and Learning

Deep Work in Practice at St. Mark’s (Part 3)

Deep Work is a skill that the Center is hoping to build into each student’s “learning playbook.” The first two LEO articles (Make Deep Work Your Super Powerand Productivity, Neuroscience, & Deliberate Practice) aimed to introduce the term and core concepts to the St. Mark’s community. This third article focuses on deep work from the perspective of two St. Markers, 6th Former Sophie Haugen, and Classics teacher, Dr. Harwood. Each of them responded to the following questions:

  • What are some ways that you deliberately practice deep work at (or beyond) St. Mark’s?
  • What is the value of deep work?
  • What recommendations do you have for St. Marker’s who’d like get started with deep work?

Sophie Haugen, 6th Former:

I am not an expert on “doing” deep work, but I do try to practice it and I have learned about its importance, especially as a student at St. Mark’s where our schedules and lives are extremely packed and do not easily enable us to practice deep work all the time. Last year, I fell into a multi-month-long rut of frustration and lack of satisfaction from everything I was doing in my academic courses. I was putting in excessive time and what I perceived to be effort and hardwork but was not seeing the results in my grades or my actual understanding/engagement with the material. (more…)