Dozens of Walden School families brought their favorite board games to the Toby Hayward Community Room last night. Walden School Parent Guild hosts this annual event to encourage community building and provide a cooperative and collaborative environment for families to socialize together.

 

Parent volunteers Mark Krause and Cristin O’Callahan organized dinner for all participants. In addition to the main board game room, there was a Bingo Room and a quiet room for more reflective activities like reading together.

 

“Not everything that counts can be counted.
And not everything that can be counted, counts.”
– Albert Einstein

 

At Walden School, all parents are members of the Parent Guild. Walden Director Matt Allio thanked the Parent Guild for creating Family Game Night by noting that the school community thrives because of the extraordinary support of the parents. “We would be less of a school without the volunteer efforts of our parents,” Allio said. He went on to say that the all-school events provided by the Parent Guild, like Family Game Night, contribute to the strong sense of community at Walden.

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Walden students are taught that math begins with informed thinking, and that we all can develop positive mathematical identities and become powerful mathematical learners. Stressing “thinking like a mathematician,” Walden students intentionally follow a sequence of skills and concepts based on the findings of effective developmental theories. Walden teachers strive to ensure that all students are actively engaged in the “Concrete to Pictorial to Abstract” approach to instruction.

In every core, math lessons begin with building concrete understanding using manipulatives, tactile experiences, games, and student practice of skills. Utilizing students’ natural curiosity, teachers guide students to the abstract algorithms of “elementary mathematics.” It is through this structure and repetition that Walden students become confident, and develop planning skills and perseverance to explore creative ways to arrive at an answer using numbers and symbolic manipulation. Equally embedded in the delivery and design is the development of metacognition-the ability to think about one’s thinking, consider alternative ways of solving problems, and express solutions to the class.

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With that being said, Walden recognizes that all math programs have strengths and limitations. This is what prompted their recent partnership with the University of Southern California Rossier School of Education to understand, explore, and implement effective methods of differentiation for all learners. A two year study of Universal Concepts, Depth and Complexity prompts, the newly revised Standards for Mathematical Practice as developed by National Council of Mathematics, and Meta-Math, which explicitly teaches students to think about their thinking when practicing the discipline of math has helped enhance Walden’s math faculty instruction.

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