volume 44 number 4

A PUBLICATION

OF THE PARK

SCHOOL PARENTS’

ASSOCIATION

FEBRUARY – MARCH 2012

in this issue:

FACEBOOK

ROUNDTABLE // 2

TEACHING AND

LEARNING WITH

TECHNOLOGY // 3

A PASSION FOR

SCIENCE // 5

READING IN THE

MIDDLE DIVISION // 7

P.A. UPDATE // 10, 11

The Park Parent

continued on page 4

Park School Athletics: Finding a BalanceBY SARAH KEATING, Park Parent Editorial Board

continued on page 8

While public schools throughout the nation

continue to cut programs in art, music

and physical education, Park students

are fortunate to have a wide range of learning and

enrichment opportunities beyond the 3Rs. The School

offers many options for physical activity through

physical education classes, and intramural and

interscholastic sport programs.

Outside of Park, however, organized youth sports in the U.S. have evolved considerably since Little League Baseball was formed over 70 years ago. Children in elementary and middle

Making Homework Smarter for Park StudentsBY DARSHAK SANGHAVI, Park Parent Editorial Board

If you hadn’t heard, there’s a dangerous practice

going on in schools. It’s “barbarous,” opines the

Ladies Home Journal, calling it “a national crime.”

The State of California once banned it in all schools.

A prominent public health organization tagged the

practice as being a leading killer of children with

chronic health problems.

Are we talking about concussions? Some sort of new sub-stance abuse? A toxic contaminant in school meals and cafete-rias? Not exactly. These worries were all from early in the 20th century, and they concern, of all things, homework. Of course, national attitudes toward homework changed greatly after the

FEBRUARY–MARCH 2012 // PAGE 3The Park Parent // PAGE 2

PARENTING

continued on page 6

Faceboook: A Roundtable with Park ParentsBY TC HALDI, Park Parent Editorial Board

help shape park’s future! Check your e-mail for the questionnaire,

which remains active through February 21. Your voice is essential to the process, please let us

hear from you! Send your questions, comments, and suggestions to headsearch@parkschool.org.

Stay up to date at parkschool.org/headsearch

Boasting 800 million users worldwide and still growing, Facebook is ubiquitous. Because of its popularity, many young kids have jumped onto the social media bandwagon.

A May 2011 Consumer Reports survey showed that of the 20 million minors who actively used Facebook in the past year, 7.5 million were younger than 13.

Kids who use Facebook use it in the same way adults do—to connect with friends, share pictures, chat, and play social games. For the most part, Facebook provides a fun and safe way for people of all ages to communicate with their friends. But because of where kids and teens are developmentally, they can be vulnerable to the dangers inherent in Facebook.

On an early January weekend a group of Park parents got together to talk about Facebook and the challenges they have with it and other forms of social networking. Here are some of the high-lights of that conversation.

WHEN IS IT APPROPRIATE FOR CHILDREN TO GET FACEBOOK PAGES?Facebook requires users to be older than 13 in order to register for an account, but has no practical way to verify ages. Many children falsify their birthdates when signing up – sometimes with their parents’ approval, but often without their parents’ knowledge.

Park parents knew of some students who had Facebook pages earlier than they should, but the majority said the peer pressure really kicks in about seventh grade when kids turn 13. There is enormous social pressure to go online and connect with friends. As one parent pointed out, “Children are out of the social milieu and at a disadvantage if they don’t have a page.”

DO ANY PARENTS SAY NO?!Some do, but not “no” outright. Parents who don’t let their children have Facebook pages provide cell phones with texting plans so their kids can stay connected.

The shared sentiment among parents is that social media and networking are here to stay. In today’s digital era, kids are wired and need ways to communicate and express themselves. Fighting it is an effort in futility. Our job, as parents, is to find social media solutions with which you’re comfortable and ones that your children can use.

WHAT’S POSITIVE ABOUT FACEBOOK FOR KIDS?Facebook is a tremendous platform for kids to stay in touch with friends, relatives, and people with which they have shared interests. Of course there are other ways to stay in touch—email, instant messaging, video chat—but all of these options initiate one-to-one communication. Facebook allows users to share what’s going on in their lives with many people at one time.

Parents also see Facebook as a place for their kids to collaborate, express their creativity, and safely play with their identity.

And, while not as strong as they could be, parents acknowledged that Facebook does have some privacy controls in place to protect children. For example, minors’ accounts cannot be found on general search engines outside of Facebook and only people within a minor’s “Friends of Friends” network can message them.

WHAT ARE THE HAZARDS?The one problem that is top of mind today is cyber bullying.

But there are many other important concerns that weigh on parents:

• Kids being exposed to inappropriate content

• Having damaging pictures or messages posted that could

tarnish or ruin a child’s reputation

FEBRUARY–MARCH 2012 // PAGE 3The Park Parent // PAGE 2

HEAD’S LINES

Teaching and Learning with TechnologyBY JERROLD I . KATZ, Head of School

Last spring, I introduced readers of The Park Parent to Park School’s new strategic plan. As we enter 2012, Park is determined to continue to be a

leader within the independent school community in thoughtfully embracing innovation. We must ensure that our faculty and program provide our stu-dents with the knowledge, skills, and habits of mind they will need to be leaders in the 21st century. Specifically, work is now underway in six areas:

PARK AS A LEARNING ORGANIZATION 1. The Peter Amershadian Faculty Leadership Program

2. Local/national/global partnerships

3. New approaches to faculty supervision and evaluation

BEST PRACTICES IN CURRICULUM AND INSTRUCTION4. Reframing math and science education

5. Preparing students for global citizenship

6. A new vision for teaching with technology

A number of these initiatives have been described in Park Par-ent articles over the course of this past fall. My focus this month will be on exciting new work across all three divisions in the use of technology as a tool to expand and deepen the learning environ-ment for Park students.

All of our lives have been changed over the past 15 years by the Internet, e-mail, smartphones, and other electronic devices that are now ubiquitous in our homes, our offices, and our pockets. Over this relatively brief period of time, there have been many new chal-lenges to address in our work with children as educators and par-ents: among them safety, privacy, access, and information overload. There also have been several waves of excitement about the capacity of each new technology tool to transform teaching and learning.

At Park, we have made a significant commitment to technology infrastructure, equipment, personnel, and training. Today, we have one remaining desktop lab and over 300 laptop computers in use across our wireless network by students in Grades Pre-K – IX.

WE EXPECT STUDENTS TO USE TECHNOLOGY AS:• A tool to make connections with people and information from

around the world

• A tool to find the answers to their questions and how they

relate to the opinions, beliefs, and experiences of others

• A tool to process vast amounts of information and to form

conclusions, opinions, and relationships based on what they

have learned

• A tool to share their understandings and views with others

• A tool to prepare them for future learning experiences and

opportunities

As the instructional use of technology at Park School contin-ues to evolve, our efforts will be guided by the belief that technology has the capacity make learning more engaging, more collaborative, and more connected. Furthermore, we see strong evidence that technology has the capacity to enable students with differing skill levels, learning styles, and interests to take more control over their learning experiences.

Raymond Stewart, Park’s new Director of Information Tech-nology, is currently working with the other members of his depart-ment to support new initiatives in each of our divisions as follows:

• In the Lower Division, creating a ubiquitous technology solu-

tion for each Grade K-II classroom, including LCD projectors

and whiteboards, enabling teachers to move to classroom-

based presentations and interactive activities.

• In the Middle Division, implementing a “stay-at-school” iPad

pilot. During the first phase of this pilot, each student in

Grade III will receive an iPad, preloaded with applications in

support of ongoing instruction in language arts, math, and

social studies. (Note: Grade III parents will be receiving more infor-

mation about this program well in advance of its implementation.)

• In the Upper Division, focusing on online and “cloud-based”

tools (Jing, Moodle, Google Docs, etc.) that enable students

to demonstrate mastery in new ways, while facilitating col-

laboration with classmates and teachers both in and outside

of school.

I expect that the lessons learned from these current initia-tives will inform Park’s thinking about when and how to replace heavy student backpacks with a single tablet or laptop device. I expect that over the next few years we’ll see more opportunities for teachers to utilize technology to “flip” instruction that is presented in class (new concepts) with assignments that are completed at home (applications). Finally, Park will need to keep it’s eye on area secondary schools to ensure that our students are well prepared for the expanded online learning expectations they will be faced with in the years ahead.

It is an exciting time to be an educator, and Park is well on its way to remaining a leader in the use of technology to expand and deepen learning across the curriculum.

INNOVATE, COLLABORATE, LEARN.

FEBRUARY–MARCH 2012 // PAGE 5The Park Parent // PAGE 4

1957 Soviet launch of Sputnik and the well-publicized report, “A Nation at Risk” in 1983 about American competitiveness. Times have been changing. Between 1981 and 2003, the number of 6-8 years olds getting homework assignments jumped from 34 percent to 64 percent. And yet, the battle over the value of homework continues.

At The Park School, with its high achiev-ing student and parent population, homework is a popular topic of conversation. Especially as children leave the Lower Division and enter the Middle Division, the demands of home-work increase just as children spend more time in extracurricular activities, like athletics, music classes, or other pursuits. Like many parents, my wife and I have watched our children occasionally plough late into the evening and diligently work out their math problems, read-ing assignments, and writing practice. Watch-ing them, I’ve wondered: What, after all, is the evidence that homework helps children learn concepts and good study habits?

Today in the U.S., there seem to be divergent views of home-work. On the one hand, movies like “Race to Nowhere” recapitu-lates the attitudes of the early 1900s with images of overworked children saddled with oversize backpacks who find their creativity and energy stifled. Or perhaps, some find children excessively pampered by indulgent systems, as might fans of Amy Chua and her much discussed Battle Hymn of the Tiger Mother.

THE DATA ON HOMEWORKAs with many controversial topics, the data are divided. Work

from Penn State showed that the highest math scores on standard-ized tests came from countries with little homework, like Denmark and Japan, while the lowest scores were in countries with a lot, such Iran and Thailand. According to Alfie Kohn’s The Homework Myth (which Suzie Tapson reviewed in the Park Parent in 2007), there is no evidence that homework improves test scores or study habits in elementary schools. In fact, with high school students, homework over two hours is actually unhelpful.

Still, the nation’s foremost homework scholar, Harris Coo-per of Duke University, believes on the basis of dozens of studies that homework is beneficial, but in a specific dose depending on a child’s age—just like a powerful medication. According to his studies, children should have about 10 minutes per grade per night of homework. So a second grader should have 20 minutes per night, but a sixth grader should have an hour. This so-called “10 minute rule” is widely used. Harris’s research also shows that the

positive effects of homework are strongest in children from grades 7 through 12.

Head of School Jerry Katz is firmly in Cooper’s corner about the positive value of homework. “It’s important to extend the learning environment,” he notes. “Homework is a long standing, traditional part of education.” Doing the math, he calculates that children spend about 173 days in school for only 6 to 7 hours per day, which means that schools would either need to extend the school year or day if homework were drastically cut down. Without homework, “We’d need a very different structure for the school day,” says Jerry. As outlined in the Parents’ Handbook, students in Grades I and II get 30 minutes of homework once weekly, increasing to about an hour nightly in fourth grade, and then gradually rising to three hours per night in Grade IX.

Most of the studies around homework share a common flaw—they only measure the quantity of homework, and not the quality, and try to correlate that with better educational outcomes. That’s a major reason why the studies about homework are so conflict-ing. In 2008, one-third of parents polled in a national survey rated the quality of their child’s homework assignments as fair or poor. The key debate, therefore, should not be over whether homework should be longer or shorter. It should be about how to make home-work smarter.

In her upcoming book Brilliant: The Science of Smart, Annie Murphy Paul explains that cognitive science suggests many ways to improve the quality of homework, which leads in some cases to 50 percent better retention of science material and over double the number of vocabulary words, for example. These strategies include:

Homework, continued from page 1

By 3:15, many students in Grades VI – IX get started on their homework at Study Hall in the library.

continued on page 9

FEBRUARY–MARCH 2012 // PAGE 5The Park Parent // PAGE 4

Creating a Passion for ScienceBY JOHN STRAND, Park Parent Editorial Board

A fter nearly two years, Park is nearing completion of a top-to-bottom review of its science program. According to Karen Manning, Chair of the Science Department and

Grade VI and VII science teacher, the most important motiva-tor for the review was the recognition that in repeated worldwide surveys, the U.S. places disturbingly low relative to other developed countries in how its students perform in math and science. (For instance, the World Economic Forum’s 2009-10 survey placed the U.S. 52nd among 138 countries surveyed.) Science educators noticed this trend and recognized that the way science was being taught had to change so that students would be better prepared for the challenges facing them in the 21st century.

Park’s administration also took notice. According to Karen, a desired outcome of this program review was to

“make the Park School a leader among its peer schools in science and technology. We want Park to be the school you send your child to get the best science education.”

The final motivation for conducting a thor-ough review of the sci-ence program came from finally having a compre-hensive set of national science and engineering teaching frameworks (developed by a Com-mittee on Conceptual Frameworks for New K-12 Science Education Frameworks, established by the National Research Council (see http://www.nap.edu/catalog.php?record_id=13165#toc). Karen Manning states that “these frameworks identify the core and cross-cutting ideas in science, engineering and technology for use in the development of curriculum standards. They also provide guidance for the implementation of these core ideas across the grades.”

BEST PRACTICESFor the past 18 months, the members of the Science Depart-

ment immersed themselves in an intense evaluation of their own teaching methods, as well as a review of established “best practices” and core scientific ideas. Several changes are now becoming notice-able. Karen explains, “One change that has emerged as a result of the review process is our approach to teaching science. We are moving toward making science more inquiry-based and student-driven as we continue to challenge the students to think more independently and critically, which ultimately will get kids excited about science.”

Other general themes are emerging as well. For instance, Karen notes, “students are becoming more facile at generating and evaluating ideas based on scientific evidence and their own observations.” Brian Cassie, Park’s science teacher for Grades I-III

and the 2011 MAST (Massachusetts Associa-tion of Science Teachers) Norfolk County Science Educator of the Year, reinforces the point: “We must encourage students to follow their own sci-entific interests. We need to get the kids excited about sciences. I have 168 students all with dif-ferent passions. Each of those kids helps elevate the passion level with everything we do.”

BACKYARD SCIENCEOne of the practi-

cal ways that Brian promotes passion about

science is to keep some of his teaching, at least at some level, local, so that science can become part of a student’s everyday life. On Mr. Cassie’s door is a sign that says “life is three-dimensional.” Brian explains, “Not everything can be done on the computer. There are really good hooks right in Park’s ‘backyard.’ Every opportu-nity to engage students is important.” For instance, he notes that because of the preceding warm and wet summer, this past fall was one of the best in memory for mushrooms. Despite the fact that mushrooms are not necessarily normally part of his curriculum, he

continued on next page

Upper Division students dive into hands-on science.

FEBRUARY–MARCH 2012 // PAGE 7The Park Parent // PAGE 6

• Thefactthatnothingisprivate—anythingcanbecut,

pasted,andsent;andoncesomethingisoutthere,itisout

thereforever

• Outsideinfluencesofonlineadvertising

• Theaddictivequality!Aparentvisitedanopenhouseat

aprominenthighschoolwhereonethestudentstalked

abouthowFacebookwasahugeproblemforhim.

• Finally,whileitisfuntoseewhatothersaredoingand

whotheyarewith,itcanbedeeplydisappointingtolearn

thatyouwerenotincludedorhaven’tbeen“friended.”

WHATTIPSWOULDYOUGIVEOTHERPARENTSASTHEYCONSIDERORDEALWITHFACEBOOKFORTHEIRCHILDREN?

• Don’tletyourchildhaveaFacebookpageuntils/heis13

orolder.

• Monitoryourkid’sFacebookactivityonaregularbasis.For

oneparent,apre-requirementwasthatshebea“friend”

onherdaughter’sFacebookpagesothatshecouldactively

reviewpostingsandconversations.

• Educateyourchildrenabouttheirdigitalworld. Remind

themthatanyonecanseewhat’sontheirpagesandthat

theyshouldthinkbeforetheypost.

• Exerciseparentalcontrolsandhelpyourkidssetuptheir

privacysettings.

• Setstandardsforresponsibleuseandholdyourchildren

accountable.

It can be time-consuming and difficult to help kids navigate their online social life. Every parent’s head nodded when one parent declared, “Facebook is a privilege, not a right!”

Facebook, continued from page 2

challenged his classes to collect 100 types of mushrooms – they returned with over 350! Such local phenom-ena help elevate kids’ passion, but as Brian points out, it helps that we have a “fantastic parent community that is also passionate about science.”

Inquiry-based learning is part of the new approach of

“trying to get the kids to understand enduring concepts that can be applied to many dif-ferent circumstances,” says Karen. “Instead of just learning when the dinosaurs went extinct, we try to teach why the dinosaurs went extinct. The students can then apply that information to help figure out the cause of current day extinctions. Focusing more on the ‘why’ as opposed to the ‘what’ and ‘when’ is a way to get the students to think independently, to ask questions, and to learn the ways and processes necessary to get answers.”

In addition, the department also determined that relying solely on unit tests is not the best way to assess a student’s level of understanding because it may be “too little too late.” Instead, Karen explains, teachers “take more frequent mini-assessments of the students’ level of understanding, either through a review of the students’ scientific notebook entries or through periodic ‘Jumpstart’ mini-quizzes, to know when to slow down, or what to expand upon before moving onto the next concept. The emphasis is on the stu-dent’s level of understanding, not on getting through the material.”

Although the main focus of the review has been on adjust-ing the teaching approach to encourage greater enduring learning, there are other important goals that may result in recommenda-tions on staffing requirements, facility improvements, professional development opportunities, and concrete steps for continued review and renewal.

The written report of the progress to date is expected to be completed this spring, but the review process is by no means over. In order to continue to provide the best level of science education, Karen concludes, “we must stay abreast of the current research and practices in science education. We will have to continuously tweak and adjust our curriculum to meet the ever-changing needs of our students as they prepare for the job market of the 21st century.”

Science, continued from page 5

FEBRUARY–MARCH 2012 // PAGE 7The Park Parent // PAGE 6

Reading in the Middle Division: Anita Brush Describes the Reading Workshop ModelBY PAULA IVEY HENRY, Park Parent Editorial Board

CURRICULUM CORNER

The work of reading is often invisible. Once children master decoding, reading largely involves thinking about text and generating ideas. For students in Park’s Middle Division

a new approach to reading instruction, which follows the “reading workshop” model, focuses on the thinking skills students need to read proficiently and deeply. Anita Brush, Language Arts Specialist for Grades III-V, describes the program which has been imple-mented in the last few years and offers parents counsel to support children’s development of broad and deep reading skills. “Students in the Middle Division are reading up a storm, “ says Anita. I sense an enormous excitement about reading that is contagious. You can hear it in the spontaneous conversations that spring up between students, and see it in the thoughtfulness of their written work in response to literature.”

Between the ages of eight and eleven, students stretch to a wide new world of interests and connections, and, accordingly, their reading involves more complex stories with challenging vocabulary, syntax, and writing styles. Park’s program, which is an outgrowth of work started in Lower Division reading classes, has a two-pronged approach that combines explicit instruction with independent reading. In class, teachers combine the two facets of the program in mini-lessons that instruct and model a topic , such as which secondary characters play helping roles towards the main character and in what way, followed by a period of independent reading where students practice and apply new skills. As students read independently, teachers conference with them, which gives students a safe place to try out new skills and allows teachers to monitor student mastery of new concepts.

JUST-RIGHT BOOKSAn important component of the program is matching students

with books. The growth of independent readers is promoted by carefully assessing a child’s skills and suggesting books that are the right balance of challenge and ease. Research underscores that progress is made when students read at a level of complexity that allows them to move to the next proximal level…much like scaf-folding. This step-wise building of skills is critical. If the reading level presents too many obstacles, skill progression can be compro-mised rather than strengthened. The individual-level tailoring of independent book reading offers flexibility, but requires intensive teacher engagement as each student progresses along a separate, but parallel path. According to fourth grade teacher, Jen Lindstrom,

“I want students to read just right books because it helps them to become stronger, and hopefully, lifelong readers. When students build their reading stamina and fluency in books that they under-

stand and love, they become passionate, buoyant readers. They learn that reading matters in their lives. If students are thinking hard about books and reading broadly, they learn that there are so many ways to live a life. I just finished reading, “Let the Great World Spin” by Colum McCann,” says Jen. “He starts the book with an Aleksandar Hemon quote: ‘All the lives we could live, all the people we will never know, never will be, they are everywhere. That is what the world is.’ Jen adds, “We need to read to under-stand this.”

DIRECT INSTRUCTIONThe second component of the reading workshop model, direct

instruction, develops skills on the basis of shared reading. Teach-ers read aloud to their classes to demonstrate text elements and to model the thinking process. Students are taught about elements they can expect to find in different genres of literature such as character, setting, problem, and resolution in fiction, and topic and subtopic in nonfiction. Classmates pair up to practice talking and writing about what they have read. They develop the skills to think about literature’s structure and content on a more sophisticated level, which sets the stage for the more advanced comprehension required for the Upper Division.

REINFORCING THESE SKILLS AT HOMEThis is an exciting time to engage children in new books and

to have shared conversations about them. Fortunately, there is a rich selection of children’s books that offers countless new choices for independent reading. But as parents, we sometimes offer more complex material to children than they can handle. Educators know that too much of a complicated thing can do more harm than good. The prize of reading comes when meaning and delight spring from the words in a book that is thoroughly understood.

FEBRUARY–MARCH 2012 // PAGE 7

continued on page 9

FEBRUARY–MARCH 2012 // PAGE 9The Park Parent // PAGE 8

Athletics, continued from page 1

grades can now choose to participate – and often compete – in a wide variety of sports beyond school. Historically, such pursuits found their core in town sports, which offered enhanced competi-tion while fostering a bond between neighbors. In recent years, specialized “club” or “elite” teams have grown, both in prevalence and popularity. They emphasize competition and winning, even at an early age, with some children and families often traveling to other states for tournaments and regional events.

THE PROS AND CONS OF YOUTH SPORTSParents appreciate the full array of benefits that youth sports

can offer such as increased confidence, physical fitness, friendships, sense of belonging, and teamwork. These positive “side-effects” of athletics are long-term contributors to a healthy lifestyle (both physically and emotionally) and can even insulate our children from the pitfalls of destructive adolescent behaviors. However, at some point on the developmental continuum, despite dedicated practice and participation, not “winning” often enough may not be so much fun. This mindset has fueled rapid growth in club or elite teams and the focus on specialization and achievement at an early age. This perspective is also reflected in popular culture; a recent bestseller by Amy Chua, Battle Hymn of the Tiger Mother, advocates that childhood is a rigorous training period and “everything valu-able and worthwhile is difficult.”

Yet, leading child psychologists point out that embracing competition and pursuing specialization and participation in elite or club programs after school can present a myriad of problems. Understandably, many children cannot juggle the time pressures of multiple team practices, homework, and other extracurricular pursuits such as music or drama. Moreover, research in this field

cites the number one reason our children give for dropping a sport, “It was no longer any fun.” According to Richard Ginsburg, Co-Director of the Massachusetts General Hospital Sport Psychology Paces Institute, many unhappy children who have quit sports by age 12 do so because adults impose standards based on collegiate or professional sports. He explains that children are not yet capable of producing that level of performance. In many instances, chil-dren who specialize and focus intently on one sport at a young age get burned out and eventually simply want to drop it. In this way, childhood athletic excellence can be a double-edged sword. Parents need to invest the necessary time and energy to make the right choices for children and to have appropriate expectations of their capabilities at this tender age.

THE GOALS OF PARK’S PROGRAMWith this in mind, Park’s athletics program seeks to develop

the physical capacities of all students who choose to participate, to build a broad community of inclusion. According to Ginsburg in his book, Whose Game is it, Anyway?, the key to success is focusing on the process and development of good habits, as opposed to just winning or excellent individual outcome alone. He also believes that avoiding specialization in a single activity or sport is wise during elementary school years. Ginsburg espouses that the major psychological tasks for children between the ages of 6 and 12 are twofold: the development of competencies and the ability to make and keep friends. He also recognizes that focusing on one sport during this age range may be tempting because it can produce a short-term boost in performance. But different experiences activate different areas of the developing brain and children are still discov-ering which sports may suit them best. As one father in his book

says, “I like steak but I do not eat it every night!” Children at this age need a variety of experiences involving different people, places and activities to enhance their confidence. Furthermore, a growing body of research confirms that we cannot accurately predict the future athletic success of a child before the age of 12 years old.

Bob Little, athletic director at Park since 1997, explains that the Board of Trustee’s Educational Policy Committee (EPC) reviews every department within the school approxi-mately every five years. A review spanning 2006 – 2008 examined the sports culture at Park and evaluated the pros and cons of the athletics program. Since then, many recom-mendations have been implemented such as hiring highly qualified, experienced coaches, introducing more competition to the intra-

Park’s field hockey team takes on Thayer Academy. continued on page 10

FEBRUARY–MARCH 2012 // PAGE 9The Park Parent // PAGE 8

• “Spacedrepetition,” where students complete multiple brief

homework assignments on a specific topics over time, rather

than in large single blocks (8th grade history students in one

study retained twice as much material)

• “Retrievalpractice,”where tests are used not to assess stu-

dent’s ability, but to reinforce and teach. Rather than using

tests “as a dipstick that measures how much information”

they have, students quiz themselves at home to focus more

on the “output” of knowledge rather than just the inputs,

like simply reading over texts and notes.

• “Interleaving,”where students don’t know ahead of time

what kind of skill is called for in homework (similar to, say,

how a hitter practices his swing without knowing the kind of

pitch he will receive). In studies of math proficiency, students

who practiced on mixed-up kinds of problems had double

the usual scores.

THEFUTUREOFHOMEWORKJerry Katz says that

division heads and content specialists at Park work closely with teachers to periodically review the “form, function, and amount” of homework they assign to ensure that it’s mean-ingful, and not busywork. Our Head of School also sees great potential for technology as a tool for learning at home.

One example we discussed was the Khan Academy, created by a former investment manager whose nieces didn’t understand math concepts in their classes at school. Promoted by Bill Gates and by a viral talk at the TED conference, Salman Khan has expanded his online teaching into a free online program (khanacademy.org), which is used by some Park teachers. Khan’s vision is to have students complete didactic sessions at home (for example, lectures and standardized material), but then use classroom time to interac-tively solve problems and benefit from practice. This flips the place of homework—students practice and hone their skills mostly in the classroom. “Khan Academy and similar uses of technology will transform homework in the coming years at Park,” Jerry believes.

Watching my own children grow, I realize that education today is far more sophisticated than when I was an elementary school student. As our understanding of the science of learning increases, so do our schools’ potential to maximize each of our child’s abilities. I’ll try to keep that all in mind the next time my sons Jake and Ryan pore over their books in the evening. Seen from the proper perspective, I can imagine their minds growing right in from of me.

Homework, continued from page 4

Parents can propel their children’s reading by bridging the teacher’s expertise with supportive conversations at home. We can engage them at their developing level of skill by asking them to read to us, and by creating thoughtful pauses in the process to reflect on the characters, the ideas, and the context of what they are reading. When we encourage our children to delve into what makes a character tick, or to name the big ideas in a story, we help them strengthen skills and bridge their teacher’s instruction with the excitement of reading a compelling story. This way, the reading workshop model circles from home, back to school and beyond as our children develop reading as more than a skill, but a lifelong act of discovery.

Reading, continued from page 7

Featured in the Library

Book Discussion Questions for Parents

• Whoaretheimportantcharactersinyourbook?

• Whatisthemaincharactertryingtodoorachieve?

• Whataresomeobstaclesthecharacterfaces?Whohelpshimorher?

• Doesthecharacterhaveanytraitsorskillsthatwillhelphimorhersucceed?

• Doesthecharacterhaveanytraitsthatgetinthewayofhisorhersuccess?

• Whatisthesettingofthisstory?Doesittakeplaceinonesettingordoesitjumparound?

• Whendoesittakeplace?Howdoestimeunfold?Arethereflashbacksorjumpsintime?

• Isthisstoryfantasy,realisticfiction,historicalfiction,oranothergenre?

• Whatdoesthisstorymakeyouthinkabout?

• Doesthisstoryremindyouofanyothersyouhaveread?

• Canyoushowmeasentenceorparagraphthatyouliked?Whatwastheauthortryingtodointhatpart?

• Attheendofthestory,hasthemaincharacterchangedorlearnedsomething?

• Isthereapartofthestorythatsurprisedyou,madeyoulaugh,ormadeyoucry?

Please visit the library to enjoy this featured book and explore the new horizons it presents.

The book for February and March is: Nurse, Soldier, Spy: The Story of Sarah Edmunds by Marissa Moss; illustrated by John Hendrix. Themes include women’s history, recent 150th anniversary of the Civil War, and biography.

FEBRUARY–MARCH 2012 // PAGE 11The Park Parent // PAGE 10

mural Grade IV and V teams, and providing varsity jackets to elevate the visibility of athletics within the school building and in the larger community. The review also identified two possible ways to further develop Park’s athletic facilities which are still under discussion: adding tennis courts and turf fields. Bob explained that the question of requiring students to play sports has been discussed extensively as well, but it does not align with the school’s mis-sion in offering full choice including drama and the arts. In terms of competition, Bob Little explains, “we tell our athletes that we expect to win but we do not define success by this alone.” The Ath-letic Department also recognizes that in some instances a talented athlete may choose to play for his or her town travel team because of time constraints or personal reasons. Bob notes, “Even schools with required athletics encounter students who opt out with waiver requests.”

Athletics at Park continues to evolve and reflect not only the school’s mission, but also the prevailing wisdom of lead-ing psychologists with its emphasis on development, teamwork, sportsmanship, and fun. Yet, the reality is that many families in the broader community are specializing, supplementing, and expos-ing their ever-younger children to more competition. Many Park student athletes continue onto successful athletic careers in high school and beyond. Their athletic experience finds its origins in the Park athletic program, which offers all children a solid foundation whether the goal is simply physical fitness or the pursuit of athletic excellence.

Parent Round Table P.A. Committee Updates

DIVERSITY COMMITTEEOn January 5th, a capacity crowd of Park parents filled the

Conference Room for “A Community Conversation about

Inclusion and Identity,” led by Grade II teachers Kat Callard

and Kimberly Formisano. Sharing the outlook-altering experi-

ences they had at the 2011 Summer Diversity Institute, an

intensive weeklong residential program, Kat and Kimberly

provided examples of how they are incorporating what they

learned into the classroom curricula at Park. Growth Educa-

tion Department Head Margo Smith shared her own experi-

ences with another program that had similar goals.

The evening started with “chalk talks” on diversity and inclu-

sion building up to exercises in which the group recognized

and (literally) applauded the many forms of diversity repre-

sented in the room, including some that are less often recog-

nized, such as our economic status as children. These activities

led to some frank and enlightening discussions in an evening

that was an intense and valuable experience for many of the

parents in attendance.

CONTACT: Bharat Anand, Rob DiAdamo, Mark Schuster

COMMUNITY SERVICE COMMITTEEWe’ve had a busy and productive year so far thanks to the

generous participation by the Park community. The numbers

tell it all:

Chop-a-thon for Pine Street Inn: Record-breaking 735 pounds

of chopped vegetables.

Halloween Candy & Healthy Cereal Drive for Pine Street Inn:

315 and 108 pounds respectively.

Pumpkin Bread Drive for Allston-Brighton Supper Program:

200 loaves delivered for their Thanksgiving Dinner.

Clothing Drive for Cradles to Crayons: 1,335 pounds of cloth-

ing, shoes and boots sorted by Pre-K and Kindergarten.

Allston-Brighton Community Supper: Each month, 6th and

8th graders have prepared and served meals for up to 90

guests at this Boston soup kitchen.

The CSC looks forward to a new hands-on Lower Division

event in early March for Birthday Wishes (www.birthday-

wishes.org). Please contact one of the CSC coordinators to

get involved.

CONTACT: Christina Baker, Alison Hong, Lexie Olmsted

WHAT: Kids & Sports: Competition, Teamwork, Fun, Fitness. Finding balance for your child.

JOIN THE CONVERSATION ABOUT KEEPING YOUR CHILD FIT AND ACTIVE FOR LIFE

WHO: Park School P.E. Teachers and Coaches, with guest panelist, Richard Ginsburg, PhD, national expert on how exercise and sports benefit our children’s development.

WHEN: Wednesday, February 29, 7 – 9 p.m.

WHERE: Conference Room

QUESTIONS? Contact Parent Round Table Co-Chairs Shannon Falkson (shannon@falkson.com) or Susan Laster Little (susanlaster@rcn.com)

Athletics, continued from page 8

FEBRUARY–MARCH 2012 // PAGE 11The Park Parent // PAGE 10

P.A. CORNER

The Park School Parents’ Association Presents

ALL-SCHOOL EVENINGFeaturing guest speaker Dr. Ned Hallowell

Thursday, April 24, 7-9 p.m. in the theater

In this presentation, Dr. Ned Hallowell, father of three and a clinical psychiatrist, outlines a five-step plan for promoting successful learning and lifelong joy that parents, teachers and all others who care about children can use to give children the gift of happiness that will last a lifetime: Connect, Play, Practice, Mastery and Recognition. As fundamental as these five concepts are, they hold the key to raising children with healthy self-esteem, moral awareness and spiritual values. Based on current research, as well as his own experiences as a parent, teacher, and child psychiatrist, Dr. Hallowell will discuss how one step leads to the next and how the cycle is self-perpetuated. He will explain how these five key qualities can greatly increase a child’s chances of leading a joyful and meaningful life.

Springfest is Park’s biggest community event and the Parents’ Association’s largest fundraiser. All dollars raised are re-invested in the School! Thanks for your support.

See you May 20th!

Springfest co-chairs: Leslie Adam, Nancy Cohen & Alison Horne

Sunday, May 20 from 12-4

ComeBe sure to attend Park’s annual outdoor spring fair with rides, games, softball, raffle, silent auction, and good, old-fashioned carnival food.

HelpWe need over 400 volunteers for this community event. We are counting on a little help from everyone. Please sign up to work a shift at www.parkschool.org or contact

Volunteer co-chairs: Sarah Keating and Emilie Kendall

DonateThe raffle and silent auction are only possible with your generous donations. Please solicit your favorite business or make a donation yourself. Donation forms are enclosed. All future communication will be online or in Friday Notes.

Auction co-chairs: Laura Barkan, Beth HoltzmanRaffle co-chairs: Kerry Swords, Betsey Gifford

UPCOMING DATES OF NOTE

Feb. 15 Wednesday Grade VI musical, You’re A Good Man, Charlie Brown, 7:30 p.m.

Feb. 20 Monday NO SCHOOL – Presidents’ Day

Feb. 21 Tuesday NO SCHOOL – Winter Vacation Day

Feb. 25 Saturday Hoopfest at Park, 9 a.m.

Mar. 8 Thursday Grade VIII/IX winter play, The Poe Museum, 7:30 p.m.

Mar. 9 Friday Grade VIII/IX winter play, The Poe Museum, 7:30 p.m.

Mar. 13 Tuesday Pre-K – Grade V, noon dismissal

Mar. 16 Friday Spring Vacation begins, 3 p.m.

Apr. 2 Monday School resumes

Visit the calendar on the Park School website for more dates!

The Park ParentEditor:

ANNE HARVEY KILBURN

Director of Communcations:KATE LaPINE

Editorial Board Chair:TODD IDSON

Editorial Board: LAURA CARROLL, TC HALDI, PAULA IVEY HENRY, SARAH KEATING, PAM MATHEWS, DOROTHY RICHARDSON, DARSHAK SANGHAVI, STANLEY SHAW, CAROL SMITH, JOHN STRAND, JEAN WILMERDING

President, Parents’ Association:CAROLINE SCHERNECKER

Chairs, Aide Brigade:KATIE BULLIVANT, LAURA SALCEDO

Chair, Board of Trustees:SUZIE TAPSON

Head of School:JERROLD I . KATZ

The Parking Space Is Online!parkschool.org/parkingspace

Are You A Graphic Designer?

The Park Parent seeks a graphic designer, willing to work on a pro bono basis,

to lay out the newsletter. Approximately 5 – 6 hours per issue, every other

month. Adobe InDesign skills required. Will work closely with parent editor

and Park’s Director of Communications. Interested? Please contact Anne

Harvey Kilburn (aharveykilburn@comcast.net)

The Park School

171 Goddard Avenue

Brookline, MA 02445

617-277-2456

FEBRUARY – MARCH 2012

The Park Parent

The Park Parent is a newsletter that highlights academic, extracurricular, social, and fundraising activities at The Park School. It is currently published six times a year, and its readership includes parents, grandparents, faculty, alumni, and other friends.

Read The Park Parent online at www.parkschool.org/publications