IV Form Modern World History students recently performed a Socratic Seminar on freedom and revolution. The exercise, named after the Greek philosopher Socrates, assigns students different roles in the discussion and is designed to drive new ideas. In this blog post, Upper School history teacher Brendon Jobs talks about the role these seminars played in sparking thought and engagement among the students in his class.
In Fords in Four, we ask an alumnus four questions; he provides insight and stories. In this blog post, Nathan Raab '96 talks about his work preserving historical artifacts with the Raab Collection, and his enduring lessons from Haverford.
While historically categorized as non-readers, boys have a great capacity for reading and writing. Teachers at The Haverford School understand the complexity of reading and cultivate it as a foundational skill beginning in pre-kindergarten. In this blog post, third grade teacher Deb Gavin shares tips for engaging boys as readers and writers.
In Fords in Four, we ask an alumnus four questions: he shares insights and stories. In this blog post, Austin Hepburn '75 shares stories of adventures at Haverford and fly-fishing around the world, and reflects on why he continues to give back to the School.
VI Formers who take the Government and Politics elective with history teacher Tim Lengel ’07 gain experience in identifying real-world community problems, brainstorming solutions, and presenting reports to elected officials. In this blog post, Lengel reflects on two student groups who recently presented to a Lower Merion Township Commissioner, and shares the importance of teaching the boys to be engaged, invested citizens.
Middle School history teacher John Suter has been named one of 20 Mentor Teachers nationwide by the Library of Congress’ Teaching with Primary Sources (TPS) Program. Suter completed the Library’s Summer Teacher Institute and submitted sample lesson plans to the TPS Teachers’ Network in order to be accepted as a Mentor Teacher. In this blog post, he reflects on how he works with original materials in his classroom, what he has learned from the Library’s program, and how these kinds of lessons help students engage with history and become better critical thinkers.
Upper School English teacher Dan Keefe introduced a new assignment to his Honors English class this year: the creation of podcasts. In this blog post, he reflects on the sonic resonance of well-told stories, explains how creative writing fits into the English Department's goals, and shares some of his students' work.
In Fords in Four, we ask an alumnus four questions; he shares insights and stories. In this blog post, Bill Kay '84 shares his favorite memories and lessons learned from Haverford, how they connect to his work in the film industry, and why he stays connected to the School.
Christopher Magnani '11 was a Harvard College PRISE Fellow and completed his senior honors thesis at the Harvard Smithsonian Center for Astrophysics. At the University of Cambridge, his research examined the interaction between light and chemistry. As seen in the winter 2018 issue of Haverford School Today: Education in the Innovation Era.