Home | Sabot At Stony Point

PRESCHOOL THROUGH 8TH GRADE

MISSION

SABOT AT STONY POINT is committed to intellectually rigorous education that nourishes curiosity, intelligence, initiative and imagination. Our collaborative approach encourages students to find meaning and joy in learning, cultivates respect for all individuals, and nurtures the skills students will need both to be actively rooted in local communities and to flourish in our increasingly global future.

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SCHOOL NEWS

Sabot at Stony Point parent Laura Chessin is in Mumbai, India presenting “Children as Designers,” a paper co-authored with faculty members Page Ghaphery, Anna Golden, Nancy Sowder and Marty Gravett, at the Design for Children conference. Read about it in her blog at lchessin.blogspot.com.

Lower School and Middle School faculty book group focuses on writing conferences this month, using Carl Anderson's How’s It Going? A Practical Guide to Conferring with Student Writers.

First/second grade teacher Allison Mecadon attended a weekend workshop on Handwriting Without Tears, the system we are currently using to support K-2 handwriting.

FACULTY FORUM 01.23.2010

How Learning Happens:
It Only Takes a Spark

By Tom Vanderlinden and Franziska Vogel
As part of our emphasis on collaborative learning, we consider it important for children to be exposed to each other's work. In addition to the direct collaboration that goes on within project groups, we use project circles so that learning can be shared with the class as a whole. During the circles, children present their work, ask each other for advice, reflect on their work, and answer questions. We have also observed the children talking about their work during snack and lunch, sharing their successes, frustrations, and plans.

At other times, the children are indirectly exposed to work taking place around them, when two or three different project groups are working in the same room. We wonder how much the children absorb from this ambient activity. Do the children listen in on conversations within the other groups, and do they feel involved, at some level? The children themselves have started to give us the answers.

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FACULTY FORUM ARCHIVE

The Constructivist Classroom	Reflections on a year immersed in Shakespeare	Teachers as Researchers
The Art of Research: Studio as Laboratory

THE UMBRELLA PROJECT: PLACE

umbrella, n. 1. a device for protection from the weather. 2. something that covers or encompasses many different elements or groups.

An umbrella project gathers our learning community under the canopy of a single idea. We all start at the same point a multi-layered concept, topic, or question chosen by faculty and delve deeply into it.

Teachers plan a series of initial experiences that draw students into the investigation and spark creative thinking. Students carry the inquiry forward through further exploration and discovery, developing synergies and shared perspectives that connect them to one another across classrooms and grade levels.