On a rainy Wednesday, members of our community took part in the pop-up course The Immigrant Experience through Food: Koreatown NYC. Using the articles “What Can We Learn about the Immigrant Experience from Food” by Adam Strom and “The Immigrant Identity: The Key Ingredient to American Food” by Solina Powell as our foundation for conversation and our pop-up experience, our students explored the markets, businesses, and, sharpest in focus, the food of Koreatown. They discussed what it means to be a nation of immigrants and the power of a shared meal, exploring the idea that, as Anthony Bourdain put it, “Food may not be the answer to world peace, but it’s a start.” The Bubble tea and taiyaki were delicious, and Misora O. ‘22 even won Ms. Wilson over to the glories of red bean-based desserts.
This school year is different. But while we’re in the midst of navigating through the COVID pandemic, we still do “normal” tasks. Our students are back and (re) connecting with school work, teachers/mentors, and friends. Our faculty is hard at work with students in the classroom, in clubs, on the stage and on the playing fields. Our leadership team (NYC is seen here) continues to dive deeply into the work of guiding the faculty and our adolescent students. Listen as NYC Head of School Sean Duncan, discusses the role of the leadership team.
WRITING THE COLLEGE ESSAY. CONQUERED.
Imagine getting back into the routine of school for your senior year without the anxiety of the college application essay.Winch Boost classes include college application preparation including writing the essay and test prep – from anywhere.Download a brochure now and take a look at our high impact classes. Credit and non-credit classes are offered.Small groups of no more than eight students mean this is the right opportunity to get ahead before going back.
Summer Session Online for 2020
Introducing High Contact Virtual Learning.
Don’t let this current pandemic and financial crisis disrupt your high school education – you can come out on top, and have a good time being successful in the classes you don’t necessarily like or in pursuing an independent project or job – for credit!
Just like every other course or program offered by The Winchendon School, these Advantage and Boost classes incorporate the following in order to ensure student success:
- Highly Personalized, “Micro” Virtual Classes – provide for more progress and growth in less time.
- The same multimodal learning practices that make regular session fall and spring classes at Winchendon superior.
- Engaging content and topics that are more interesting to you – and which will make the development of the skills that will be most helpful to you easier.
- Full credit Winch Advantage classes (2-5 students) and AdvantagePlus (1 on 1). These can be to make up a class that you didn’t do as well as you would have liked at or to jump ahead.
- Winch Boost classes for reviewing and previewing courses, skills development and college application preparation.
- Summer Design ColLABs (full and half credits) – you will be able to earn either a full or a half course credit for a summer project dedicated to an area of study that is related to their passions. This could be an independent study, an internship or volunteer position, an innovation project, an online course, or a certification — the only requirements are that your is a project in a field that you are dedicated to explore – and that you commit yourself to the endeavor!
Driven by student interests, a Winchendon School education is highly collaborative. In this student-produced video, Sydney C. ’21 discusses the process she went through to illustrate and create a graphic novel based on last spring’s ColLAB: “A House Divided.”
Students in “A House Divided” were looking to delve deeper into the history and politics of the United States (in all its complicated glory!). The teacher-led ColLAB had students discovering their own local politics, explore value-driven decision making on the state level while researching an aspect of divisive politics from the Federalist Papers up through today. In what students described as an “epic” road trip, they discussed their own belief systems and values and explored seemingly disparate political stances. We asked junior Sydney C. to illustrate a graphic novel for the School. Her story celebrates that trip.
How do you teach World War One history, battles and strategies to students who have the world in their pocket? In Mr. Church’s class, students are learning with a special version of “Risk.” In conjunction with reading about the “Schlieffen Plan,” (Germany’s plan of attack against France in WWI), the game allows students to be active in their learning. Here, teachers don’t stand and lecture. Learning is collaborative and students are engaged.
Mr. Church, who helped design the game said, “Rather than stand at a map and show students, I wanted to give them the opportunity to learn the history through doing. My other goal is to teach about the absolute randomness and chaos of war of this magnitude.”
As expected, the experience is a hit with the students.