Grade 1 Students Shoot For the Moon by Learning Through Discovery

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Whoever first said, “Kids say the darnedest things” must have taught young students. When you’re educating kids at that age, what adults consider to be common knowledge can’t be assumed to be commonly known.

Children, as they age, develop theories based on their observations and on what they know up to that point. When you ask them to flesh out those thoughts and theories, you get some great answers and even greater learning opportunities.

“The moon goes to bed, but it goes into the ocean during the day.”

“The moon was put in the sky by a rocket launcher.”

“I think stars are baby suns because when you go in space they look yellow like the sun.

“The moon goes to bed during the day; it sleeps under the Earth.”

“Stars are (shaped like) triangles on the sides put together.”

“The moon has to go to sleep when the sun comes up and the sun has to go to sleep when the moon comes up. They cannot be up at the same time because they would get too tired.”

Those quotes, straight from Grade 1 students, are a few weeks old; from before Ms. Naomi Eden and Ms. Lynn Porteous began studying the observable sky with their classes. The classes are fluid, and both teachers allow the students to take their learning in the direction they want. By highlighting critical thinking, communication, collaboration and creativity, the Grade 1 classes have really taken ownership of their learning and how they learn.

“We’re really following the kids’ affinities to get them excited about it so they learn more. And a lot of their dialogue – in the classroom, on the playground – is about what they’re learning. If you were to listen to them they’re like, ‘Oh, that spacesuit’s not going to work because it has to repel 36,000 degrees of heat!’ and another student will say, ‘Well then what are we going to do?’ They’re having big discussions,” says Ms. Porteous.

“There’s a swirl of excitement around their ideas and their theories, and it just builds the more the children get into it. Sometimes you don’t know whaSMUS-JS-ObservableSky-03t exactly you’re teaching; we spent three days learning about craters, because they really wanted to go into craters, asteroids and meteors. It’s fun,” Ms. Eden adds.

While the topic of observable sky started broadly with larger group discussions about the sun, moon, seasons and day vs. night, each class has narrowed its focus to the large celestial bodies. (Ms. Eden’s class is looking closely at the moon, while Ms. Porteous’ class is learning about the sun.)

Ms. Porteous says the unit provides cross-curricular benefits – as it touches on not just science, but also language arts and visual arts – and students’ interests surface when they have the opportunity to take charge of what they want to learn.

Of great importance to both teachers with this unit is allowing students to learn through discovery. This centres around the teachers guiding the students to help them; to give students a literal voice.

“Honouring their voice and their theories at the beginning of each topic is important. Their oral language is more developed than their written at this age, so it’s exciting to honour that and document that,” Ms. Eden says. “They get to express themselves using their own words in a way that’s better than having them write, and as soon as one student says something, their classmates get in on the conversation and it builds, and they contribute to building these ideas and theories together.”

Both teachers say honouring students’ voices, through theories and discovery, is important at home, too, especially as students bring their excitement about the moon and the sun home. Parents are encouraged to ask questions that make their children think about their learning process: “What are you curious about? Why do you think that? How can you find the answer to that?”

The walls in both Grade 1 classes are covered in space-related questions (ie. What is the moon made of?) and theories (ie. The moon is made of dust, white rocks, black rocks and moon rocks), as well as mounds and mounds of artwork.

Students have also taken it upon themselves to startSMUS-JS-ObservableSky-08 collaboratively building their own spaceships to go on a field trip to outer space. Some students are building the telescopes, some are building the engines, some are creating the spacesuits and some are building the laboratory where they’ll conduct science experiments in zero gravity.

“When we stand up at the front of the class and just deliver a lesson, they’re not questioning us. They’re not learning to be a student who pushes themselves to say, ‘Oh, I need to figure this out,'” Ms. Porteous says. “That’s why we’re starting them now with this kind personalized learning. This is how kids grow up to be so creative; they’re collaborating, they’re working together, they’re sharing ideas.”

“We’re not just focused on the end of the unit; the product and what they get out of it and what outcomes we can check off. We’re really trying to focus on the children’s experience and the entire learning process,” Ms. Eden says. “It’s really about the children and honouring their voice. It makes our job fun and easy, guiding them along the way.”

Now that students are well-entrenched in learning about the observable sky, here are some of their favourite facts they’ve learned so far:

“You can use a telescope to look at the moon. I’ve learned that people don’t leave a lot on the moon, except for moon buggies and a U.S. flag. The first person on the moon was American.” – Sami

“The moon has craters that are made when an asteroid hits it. There’s no such thing as moon monsters living in the craters. There’s no gravity on the moon. When the first people went to the moon, their landing craft almost ran out of fuel.” – Samnit

“I learned the moon doesn’t change shape. I know there is a dark side, and the light side is just where the sun is facing the moon.” – Bowen

“You can’t look directly at the sun with a telescope or you’ll go blind. A telescope zooms in to places you’re not able to see in real life. – Everest

“The Earth rotates around the sun. It’s spinning right now at 1,600 kilometres an hour.” – Arpit

“The sun has sun spots and solar flares. It doesn’t really look like how you draw a sun, it’s really the biggest star.” – Mylan

(photos by Naomi Eden, Lynn Porteous and Kyle Slavin)

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Grade 7 and 8 Students Put Strings Skills on Display

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One of the most remarkable aspects of a SMUS education is the introduction to music at an early age. Students pick up their first instruments in strings class when they’re in Grade 4 at the Junior School. As they grow older and move on to the Middle School, students have the option of either sticking with the strings program or switching instruments and performing with the school’s concert band.

This week, it was the strings students who got to show off their hard work, dedication and talent. The Grade 7 and 8 classes combined to perform a wonderful hour-long concert that showcased the school’s musical program. Parents, teachers, school staff and the young musicians themselves can hear just how far the music has progressed in a few short years since these Middle Schoolers first picked up a bow in Grade 4.

The concert featured a wide range of music – from the symphonic Arundel Suite to start the show to the upbeat Cakewalk that closed the performance – that highlighted the orchestral talents of the violin, cello, viola and bass sections. There were also wonderful solos from Grade 8 students Tina Y., Christian T. and Larry Y., and Grade 7 student Stefan S.

Congratulations to all of the musicians in the strings ensemble for putting on a terrific performance. And a special thank you to strings director Ms. Mary Smith, piano accompanist Ms. Jane Edler-Davis, and Ms. Jennifer Fisher.

We look forward to the next opportunity to hear our students shine!

See more photos from the Grade 7 and 8 Strings Concert at the SMUS Photo Gallery.

(photos by Kyle Slavin)

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Montreal Model UN Symposium Leaves a Lasting Impression

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by Tayte Gossling, Grade 10

Last week, 16 SMUS students travelled to Ottawa and Montreal, under the supervision of Mr. Goodman and Ms. Knight, for the Secondary Schools Model United Nations Symposium. We’ve spent the past month prepping for the conference, researching our topics and their relationships to our countries, writing position papers, and reviewing general conference procedures. When we got on the bus to leave for the airport, I’m not sure that any of us really knew what we were getting ourselves into. Although some of the students on the trip had attended this conference before, many of us, including myself, had never been to a conference this big — there were approximately 1,200 other student delegates!

Our first stop was Ottawa. We arrived at around 1 a.m., and found ourselves taking a bus to our hotel in the middle of the night. While in the nation’s capital, we visited the Parliament Buildings, the Supreme Court, the Canadian War Museum and attended the Remembrance Day Ceremony on November 11. We also got time to explore the city, try some local cuisine and our group challenged ourselves to an escape room game. Even though only one group managed to escape in the time limit, being locked in a room together for an hour and trying to work together to escape was a great way to bond with each other, as well as work on our communication skills.

When we took the train to Montreal we could not have been more excited for the conference to start. As well, the idea of getting to spend four days in the gorgeous province of Quebec was extremely appealing. On our first day in Montreal, we took a walking tour through Old Montreal and attended the conference’s opening ceremonies. It was extremely overwhelming SMUS-SS-2015-ModelUN-01to be in a room with 1,200-plus like-minded people, who were all there because they, too, have a love of public speaking and social issues and want to make a difference in the world.

I attended the World Conference on Disaster Risk Reduction, representing the country of Hungary. Hungary was a really interesting country to represent, as it is usually not greatly affected by natural disasters. I proposed plans to aid other countries, which was still highly productive. I met some fantastic people at the conference, with whom I’m sure I’ll keep in touch for a long time. Getting to talk to people from so many places about so many things — from foreign policy to pocket squares — was an incredible opportunity, and hearing so many different opinions was truly eye-opening.

Although the conference had to end, I know that some of the memories and friends I made will stick with me for a long time to come. I absolutely cannot wait for next year’s conference!

(photos by Tony Goodman and Kate Knight)

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SMUS in the News: Hedvika Suchankova ’15 Named Squash Player of the Week

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Dickinson College Athletics
November 19, 2015

Hedvika Suchankova ’15
Suchankova Named Harrow Sports Player of the Week

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Athletics Week in Review: November 12

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The fall sports season moved into its closing stages, with Senior girls field hockey taking centre stage, as SMUS hosted the BC AA tournament on the turf at the University of Victoria. Hopes were high that the players could go one better than a year ago and capture the elusive blue banner, emblematic of provincial supremacy.

Though managing only a scoreless draw against Seycove in opening day action, the team quickly recovered to drop LV Rogers 5-0 and York House 4-1 and top its pool. Next, SMUS clipped South Kamloops 3-0 in a quarterfinal match-up, so setting up the anticipated semifinal against Crofton House.

Unfortunately, for the third year in a row, Crofton House denied SMUS a possible provincial title, thanks to a 41st minute goal which stood up in a 1-0 win. The Blue Jags bounced back to claim bronze with a comfortable 2-0 victory over Seycove, with goals by Anna Mollenhauer and Charlotte Bussche. Both produced stellar performances, with Mia Roberts making a number of fine saves to record a shutout.

As has been the case the past four years, such tiny margins separated the gold, silver and bronze medalists. SMUS, with multiple returnees, will look to take the final step once again in 2016.

Check out more photos of Senior girls field hockey competing in pool play and in the bronze-medal match at the SMUS Photo Gallery.

In cross country, the Senior boys, battling monsoon rains, knee-high puddles and a treacherously slippery track, put together a superb team effort (6th out of 28 schools) in the provincial meet at Jericho Park in Vancouver. This was the best SMUS result in more than two decades, as Michael Wong-Harrison, Aubry Williams, Lucas Simpson and Santiago Mazoy, supported by Sam Kahn, Avery Thorp and Ming Deng, made light of the conditions to finish as the top-ranked AA entrant! As a group, they celebrated a wonderful achievement by taking a dip in the ocean after the race.

On the girls side, the Tromp sisters, Cordel and Chrissa, also ran extremely well, finishing 39th and 41st respectively in fields of more than 230 competitors.

In rowing, at the November 7 and 8 City Championships, SMUS ended up 5th out of 17 schools after reaching eight finals in what turned out to be a high-quality regatta. Congratulations to Franca Pilchner, who won the Senior Advanced Women 1X, and also to the Junior Boys Novice 4X, with Liam Hodgins, Matthew Jaffey, Nathan Yang and Thomas Dansereau claiming gold.

As part of the Senior Mens 8+, Hodgins and Dansereau were again atop the podium, this time joined by Ben Parker, Edi Game, Damian Eiden, Zach Zwicky, Brennan Parson, Bryce Nurding and cox Dalal Tubeishat.

Other crews that medalled were the Senior Men Novice 8+, the Senior Women Novice 8+ and the Junior Women Novice 8+.

Check out more photos from the Rowing City Championships at the SMUS Photo Gallery.

In soccer, after some middling league performances, the Senior boys hosted the Island AA tournament. As defending champions, SMUS got off to the worst start possible, wasting multiple glorious scoring chances and then conceding a soft goal in an opening 1-0 defeat to North No. 4 Highland. Bouncing back with a 5-0 win versus Lambrick Park, the team then took on Gulf Islands, knowing that a loss would end any chance of reaching provincials. Happily, a first-minute goal by Ben Wingert settled nerves, and a late Santiago Mazoy header ensured a 3-1 win. Even better was the unexpected news that Lambrick Park had held Highland to a 1-1 draw. This result confirmed SMUS as pool winners and placed them in the final versus Kwalikum.

In this championship match, a perfect 9th minute cross was tapped home by Jamison Schulz-Franco, as SMUS took a 1-0 lead to intermission. In the second half, Wingert slotted home a rebound to make the game more secure, although a Blue Jags turnover shortly thereafter gifted the Condors their only goal. The hosts then had to absorb a pressure packed final few minutes, with Jasper Bosley making an excellent save, before Donovan Sturdy cleared off the goal line after a late scramble.

With the 2-1 victory, SMUS now moves on to the BC AA tournament November 23-25 in Burnaby. Before that, however, the team will enter local Colonist Cup playoffs, starting with a match-up this afternoon (Nov. 12) versus Royal Bay.

The Junior boys had a roller coaster end to their campaign, dropping a 1-0 heart-breaker to Reynolds in the City semifinal. Another one goal loss, this after surrendering a 2-0 advantage to Royal Bay, left Island qualification in doubt.

Happily, the team did receive an Island berth, even if the opening game produced a late 2-1 loss to North champion Carihi. Undeterred, SMUS rebounded to turn the tables versus Reynolds, with a satisfying 1-0 win leaving final pool order in doubt.

Needing a result over Mark Isfeld, hopefully with multiple goals to help in any tiebreaker, SMUS threw caution to the wind and attacked from the outset. Ty Olynyk, Adrian Hof and Finn Goodyear were all prominent. However, in the end, the Ice had the necessary defensive answers, advancing via a 2-1 margin. This left the Blue Jags consigned to a final consolation match-up versus Royal Bay.

In volleyball, the Senior girls head into the midterm break as South No. 1 seed for the upcoming Island AA Championship in Nanaimo. En route, the team defeated Glenlyon Norfolk, St. Margarets, Parkland and Pacific Christian. Strong front court play from Hayley Watson and a consistent defensive presence from Sasha Boehm proved crucial, with the leadership of seniors Silke Kuhn and Robyn Noel also vital.

At Junior level, after a fine team performance at the ISAs, SMUS continued its solid play to top its City pool with a 9-1 record. Then, at the Pacific Christian School Invitational, wins over Mount Douglas and Glenlyon Norfolk set up an exciting final with the hosts. After splitting 25-19 games, the Blue Jags, led by setter Jamie Bruynzeel and power hitter Lindsay Gage, captured a thrilling third game 16-14 to claim the title. Others who played well were Georgia Haydock, Zoe Lott, Elise Lincoln and Jessica Lineham.

SMUS now looks forward to what promises to be a highly competitive City tournament.

Finally, in Grade 9 rugby, SMUS dropped two very close but hugely entertaining and high-scoring affairs, first 42-38 to St. Georges and then 53-44 to Brentwood. Jin Woo Park, Tristan Kuhn, Lucas Bosley and Reven Liu have continued their consistent form. The season wraps up Nov. 17 with a match versus Mulgrave.

Looking ahead, the basketball season gets underway in just over a week with the long awaited match-ups between the Senior teams and the Alumni at the Alumni Basketball Celebration (Saturday, Nov. 21). The day will also feature an undercard of Junior and Middle School action, with a big reception to follow. At this latter event, look for the announcement of the SMUS Dream Teams, in addition to some other special presentations.


(photos by Stephanie Anter, Brady Doland and Kyle Slavin)

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SMUS in the News: Ann Makosinski Just Keeps on Inventing

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Victoria News
November 10, 2015

Ann Makosinski ’15
After Google, after graduation, Ann Makosinski just keeps on inventing

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SMUS in the News: Senior Boys Soccer Wins Island Title

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Times Colonist
November 12, 2015

Blue Jags bag another Island AA boys Soccer title
Blue Jags eye third straight Colonist Cup

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Never Forget: Remembrance Day at the Middle and Senior Schools

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May 8th of this year marked 100 years since University School founder Capt. Robert Harvey’s death as a prisoner of war in a German hospital during the First World War.

His contributions to the school community as a founder and as a soldier during the war does not go unrecognized, as he is honoured every year at the Middle and Senior School Remembrance Day Service.

Remembrance Day at SMUS is steeped in history and tradition.

A letter dated August 21, 1914, written by Capt. Harvey to the students of University School, is read aloud each year during the Service. It was his last letter addressing the school before he went off to fight in the war, and is a constant reminder of his commitment to both the school and the country.

“I need not tell you that my heart is all with the old school, now as always, and I can hardly realize that school is going to re-open while I am far away,” Harvey wrote in his letter. “If I go to join the troops who are fighting under our flag I shall feel that I have all your best wishes and prayers, and that while I am away every boy will do his best in school or out, at games or at drill, to keep the honour of the school as high and untarnished as we others are trying to keep the honour of our country.”

This year, the Remembrance Day Service also highlighted another set of historic letters. Acting 12 students performed a segment of R.H. Thomson’s “The Lost Boys: Letters from the Sons in Two Acts”, which was written based on a collection of letters from five of Thomson’s uncles who all fought in the First World War.

As is tradition, the SMUS Review publishes below Rev. Keven Fletcher’s speech, delivered during the Middle and Senior School Remembrance Day Service. This year, he also touched on the theme of “letters”.

Remembrance Day 

July 20th, 1918

I do not know how to start this letter.
The circumstances are different from any under which I ever wrote before.
I am not to post it but will leave it in my pocket,
if anything happens to me someone will perhaps post it.
We are going over the top this afternoon
and only God in Heaven knows who will come out of it alive…

Oh! How I love you all and as I sit here waiting
I wonder what you are doing at home. I must not do that.
It is hard enough sitting waiting.
We may move at any minute…
(Excerpts from a letter by Company Sergeant-Major James Milne)

Almost one hundred years ago, Sergeant-Major James Milne penned that letter on the frontlines of World War One. This morning, we’ll hear more words from those who fought in the same war, including our own Captain Harvey.

The letters are old, but don’t be tempted to relegate their contents to the past. Lately, our national papers have been taking account, again, of those who fell in Afghanistan and the even more recent deaths of those who returned in body, but clearly were no longer whole.

This day is about all their stories across time, their very human experiences in the trenches and on the battlefields. It is not about sides or victories or heroics. This is no celebration; it is an act of remembrance.

And we need to remember. We need to remember, so that we are fully aware of the price that was paid and is still being paid because in the busyness of our daily lives, we so easily forget the frightening cost of the way we run this part of our collective life.

And by remembering, we cannot so easily overlook our own calling to build a more compassionate and just society.


We’ve been in here for a while now. The subject matter has been heavy, a long weekend awaits. There’s no doubt that most of us are done with sitting and we want to move, which brings us back to the letter with which we opened this ceremony,

Remember how the soldier wrote that he shouldn’t think longingly of home in the moment before engaging in battle: He said, ‘It is hard enough sitting waiting.’ We may move at any minute. In his context, imagine what it meant to sit and wait. Imagine what it would have meant when the order came to move.

How different our world from his. How fortunate you and I. All the greater our responsibility to remember and to act. Writing, not necessarily in words but through our actions, an even clearer statement about who we want to be. Writing, through our lives, an even deeper declaration of our personal commitment to a more peaceable and just world.

When it comes to living that kind of life, may we be done with sitting.

See more photos from the Remembrance Day Service at the SMUS Photo Gallery.

(photos by Kent Leahy-Trill and Kyle Slavin)

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Honour and Remembrance at the Junior School

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Heartfelt poetry, recitations, storytelling and music is how our Junior School students honoured Remembrance Day this week. The Tuesday morning service was a touching tribute to the men and women who fought for and served our country.

As a reminder of just how much of an impact the First and Second World Wars had on the SMUS community, Deputy Head of School Mr. Andy Rodford read the Roll of Honour, which includes the names of all of the students and staff who lost their lives fighting for their country.

At the Junior School, it is tradition to tell the story of one such individual, Michael Symons, a former St. Michael’s School student who was a pilot during the war. Tragically, he died in a plane crash after enemy agents cut the spruce struts on his airplane. We ask members of our Grade 3 class to read this story aloud during the service to remind our students today of the sacrifices made during the wars, and as an unfortunate reminder that our school and our country was not immune to the tragedies of war.

Among the other beautiful pieces performed and read during the service was a new and very impactful poem from one of our Grade 2 classes. Anna Grossnickle Hines’ poem “Where I Live” can be read in full below:

Where I Live
by Anna Grossnickle Hines

Where I live the breeze
blows gently across the pond,
the sky is clear and blue,
trees grow tall,
and the song of birds floats in the air.
Where I live people talk instead of fight,
listen instead of talk,
respect and honor differences.
Where I live the hungry are fed,
the sick healed,
the lost returned
safe to their homes.
Where I live there is laughter
and song
and dance.
Where I live there is a stillness,
an openness,
a space for ideas to be born.
Where I live there is no need of fear.
Where there is no fear I live.
Where I live is as big as your heart
and as small as the universe.
I am peace.
Will you have me live with you?

See more photos from the Junior School Remembrance Day Service at the SMUS Photo Gallery.

(photos by Gordon Chan and Kyle Slavin)

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Personalized Learning: If You Build It, They Will Come

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by Ms. Tanya Lee, Middle School personalization leader

Does workspace impact creativity, innovation and productivity? Google, Facebook, Samsung and a number of other major companies believe so. In fact, the Harvard Business Review published an article last year that explained how these companies are restructuring their office spaces. In the article new research argues there is a direct link between space and performance, and companies such as Facebook are responding. After reading this article, I wanted to learn more.

My wonderings led me to a book called, Make Space. This book is full of great ideas and advice on how to set up space for creative collaboration in a number of organizations. The book’s foreward was written by David Kelley, who started a company called IDEO. IDEO is an innovation and design firm that uses a design-based approach to help organizations. In his foreward, he writes, “Regardless of whether it’s a classroom or the offices of a billion-dollar company, space is something to think of as an instrument for innovation and collaboration. It’s not an initial, given condition, something that should be accepted as is. Space is a valuable tool that can help you create deep and meaningful [work].”  

This got me thinking: if space is linked to production, how can I change my classroom to optimize creativity and collaboration? What can I do to my space to spark the imagination of my students and get them excited to try something new?

I thought about changing the seating, the art on the walls, the layout. But these changes didn’t seem big or bold enough. Then I started thinking about what would get my students pumped about being in the classroom (besides having a classroom puppy, that is). The idea of building a video broadcasting booth crossed my mind. My students love to make films and be filmed. Was this too ambitious? Could we make it work?

I pitched the idea to the director of the Middle School, who gave the project the green light. Then I put the idea out to students. I asked them to join me in this ambitious task of researching how we could accomplish such a job. Eight brave students jumped at the chance.

We first met and brainstormed what we wanted the space to look like. We found images online of other DIY broadcasting booths and began to make a list of necessary equipment. Olivier offered to compile a list of all the technical equipment we’d need. He worked on it for three solid days, researching consumer reports and prices.

Once we had our equipment list together, we submitted a proposal to our amazingly supportive Parents’ Auxiliary to request funding. Within a few short weeks, we received approval for our request and we were on our way.

Orders for cameras, lighting, audio mixers and microphones have gone out. My group of eight is anxious for the arrival of all the equipment so we can finally begin to use the space. These students also presented at a recent assembly about all the uses for the space, such as recording podcasts, filming videos, creating stop motion animation, conducting interviews, creating news broadcasts, recording video blogs and using green screen technology.

During her assembly presentation, Devon called the broadcasting booth, “A space built by students, for students.” And that is exactly what it is. It is a space that was created so students will come; they will come and be creative, imaginative and innovative.

Tanya Lee teaches Humanities 6, and Communication Skills 7 and 8 at the SMUS Middle School. She is one of four SMUS teachers who dedicates a portion of their time shepherding St. Michaels University School’s plan to implement an integrated and excellent approach to personalization. The personalization team explores current best practices of personalized learning and looks at how SMUS can integrate these methodologies into our programming in a way that provides outstanding preparation for higher learning and for life.

You can also read more about personalized learning at SMUS on The Head’s Blog, written by Head of School Bob Snowden.

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