trevordayschool

2 3 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 6 – 2 0 1 7 at is not to say that informational scaffolding is not present—it very much is. Critical foundations, such as grammar, math facts, vocabulary, and historical time lines, abound in Trevor classrooms because they are essential in building deep understanding and allowing inquiry-based learning to thrive. l It is collaborative. A glimpse at Trevor's Common Rooms reveals that knowledge is unfolding as students and teachers work, converse, and make discoveries together. ese shared spaces encourage students and teachers to learn from one another's different approaches and be willing to try…and sometimes fail. l Our teaching and learning moves outward into communities and networks of experts. We ground our curriculum outcomes in life beyond Trevor. For example, we have an association with the Wild Bird Fund on the Upper West Side (see page 16) to help contextualize the 1st grade's bird study in Central Park. Similarly, we partner with a New York University neuroscience lab, in which our Upper School advanced biology students are working alongside experts in the field to perform cutting-edge research on learning as a function of the brain. Our students are having a direct impact on a field of study that informs the very way we teach and learn at Trevor. When you meet our students and interact with our graduates, the power of this approach to teaching and learning is clear. It develops abilities that are crucial for lifelong learning, such as critical thinking, teamwork, creative problem solving, and informational literacy. And it fosters individuals who are self-directed, self-confident, and filled with original perspectives. Take 12th grader Michelle F., for example. Michelle approached me this past fall to propose her senior Bridge project. She had observed my work as head of school—attending meetings, conferences, examining firsthand what a school head actually does. "What is your essential question?" I asked. Without hesitation, Michelle replied, "How does a school balance the needs of students with the clear resource limitations the institution faces?" Stunned by her insight, I said, "Welcome to my life over the last 20 years," and enthusiastically agreed to sponsor her senior Bridge project. At Trevor, we always begin with a question…and we end with a young person who has begun to answer many of the "big" questions (for himself or herself) and the wherewithal ot keep exploring and questioning. What could be better than that? n Opposite page: Fifth graders Sam B. and Braylan R. working together with measurement tools to test the absorbency of paper towels; is page, clockwise from top: en 3rd graders Jack C. and Callie F. perform an experiment on the Mystic Whaler, as part of their study of the Hudson River; Michelle F. and Scott Reisinger in his office.; Kindergarten student Lucia D. builds a structure with straws.; Upper School advanced biology students using headsets to measure their own brain activity; Juniors Alexandra F. (foreground) and Izzy N. learning via the Harkness Method. Because our approach to teaching and learning at Trevor is built upon the power of inquiry, we always begin with a question.

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