Art 8 spent the fall months studying photography and composition. We began with a study of documentary photography of the Black Panther Movement (from the SF MOMA collection) by asking the questions: What stories do photographs tell? How do various ways of looking at photographs tell us stories, and what is our lasting perception of those stories based on our mental impression from photographs?
We all want our kids to do certain things. Like take their breakfast dishes to the sink, or take out the trash, or make their bed.
Do you have trouble getting your kids to do the things they're supposed to do? You tell your child to do the thing. They don't do it. You remind them to do it. They still don't do it. You remind them again. They don't do it. You remind them again. And now you're nagging, or now you're yelling. Maybe at one point you bribed them and then eventually they do it. But you're frustrated and fed up by the time they do.
The DELF exam, created by the Centre International d’Études Pédagogiques, is an official French proficiency test. Students in 8th grade take the test at the B1 level. DELF B1 is required to obtain French nationality. It is also necessary to validate some diplomas, such as a diploma from the AUF or Agence Universitaire de la Francophonie.
Christopher, SEL Coach, works to incorporate lessons that reflect the world in which we live in: the theme for this year is black joy. The idea around focusing on Black Lives Matter during January and not February, is that lessons are not necessarily about history but more about black voices, allyship, representation, inclusion, and empathy. Essentially, the theme of Black Lives Matter is seen through the lens of SEL with compassion and empathy being the key entry points. Christopher looks at his lessons as the “primer” prior to Black History Month! And of course, many of the themes and discussions will be ongoing throughout the year and years.
The development of critical thinking is at the center of the mission assigned to the French education system. Present in many teaching programs, the work of training students to decipher reality and to progressively build an enlightened, autonomous, and critical mind is a major ambition of the...
Greetings from the garden! Well, this has been quite a challenging year for most of us—parents, teachers, and especially students. The garden was, of course, no exception when the era of learning with all our senses came to an abrupt end back in March. Teaching gardening—a necessarily very hands-on, experiential class—during distance learning was definitely a challenge.
Throughout the COVID-19 pandemic, much has changed across the globe. An entire generation of students has had their education disrupted with schools looking and feeling different than they have in years past. However, through it all, at Ecole Bilingue de Berkeley some things have remained the same: teaching and learning continues for our students in pedagogically sound ways, and each day our teachers and staff continue to build the spirit and feeling of community that makes EB so special.
During this period, students in Kindergarten went on a virtual field trip to the Lindsay Wildlife Museum. Over a span of three weeks, the students joined the Lindsay Wildlife Experience for a live virtual program featuring their animal ambassadors! Lindsay offered innovative school programs designed with distance learning models in mind. Each program included three 30 minute classes, and each class featured a different animal ambassador as well as natural history specimens. These programs follow topics designed to support California Next Generation Science Standards (NGSS).
Message from Mr. Lyon None of us could have known last year around this time what this year around this time would look like. It’s incredible what our students have been through and what they have ultimately achieved since last March. With a vaccine on way, we have hope for the future that we might once again all feel safe about being able to come together sooner than later, which is what all of us want. However, let’s take a moment to recognize the resiliency and perseverance of your students and of all of you. It is indeed through adversity that we find ourselves. I sincerely hope that all of you can refresh, reflect and refuel during these next two weeks. I’m grateful to be part of such a wonderful community. Take some time to recognize just how wonderful you ard during this season.
Science Both the 6th and 7th Graders are concluding their units on Cell Biology with a timely study of Viruses. They have investigated viruses as occupying a kind of middle ground between living cells and non-living molecules, and (surprisingly!) as an essential part of the vast, complex...
During Neurodiversity Week, we celebrate our unique strengths and differences. Judy Singer came up with the term neurodiversity in the late 1990s. Singer, a sociologist on the autism spectrum, rejected the idea that people with autism were disabled. Neurodiversity is based on the idea that everyone has a differently-wired brain and their own unique way of thinking and experiencing the world. Neurodiversity is about recognizing that everyone’s brain works differently, that we do not all learn the same way. Some of us find certain activities to be easy, like reading or planning, while others may find it difficult to write, or to pay attention in a big group.
This period, the students in PS/MS C and D, along with the students in MS E and F, focused their work on the sea world in order to participate in an International French challenge sponsored by the Maud Fontenoy Foundation, whose slogan is “Oceans Are Humanity’s Future.”
Students from grades 1-4 embarked on a fantastic SEL-related treasure hunt this month. The treasure hunt was not only fun for the kids, but educational as well. When I taught English abroad, I used to create a Jeopardy style game show for my students to review lessons that I taught throughout the semester. I wanted to make learning fun, interactive, and as stimulating as possible. I often think to myself, “how can I help create something memorable for the kids?” and I used this philosophy to create the Chouette D’or treasure hunt.
In French class, our 5th graders have embarked on a “simulation globale” journey. It is a tool used to engage students in written and oral language activities. One of the many activities related to this project is to create the front page of a newspaper.
After finding our feet during the first semester of the 2020-2021 school year, the Middle School is now taking on Service Learning projects for the second semester and we couldn’t be more excited! What is Service Learning and why is it important? Service learning is a way of teaching and...
Coming Together is Sesame Workshop's commitment to racial justice. We believe in a world where all children can reach their full potential and humanity—and do so in celebration of their races, ethnicities, and cultures. Read more for great resources including videos, songs, and activities about talking to your kids about race and identity.
In our STEM projects, we begin with the exploration of living things and their characteristics, then we focus on our environment and the ways in which human activities impact it. The goal of STEM is to help students understand the world around them through observations and experiments, to...
A group of six middle school students—Clara Bartlett, Dominik Brockstedt, Anna Dixon, Sofia Nouri, Lucia Nakamura, and Persys Shadfar—worked with teachers Sue Campbell and Chrissy Greer as a small leadership group to design a student panel about LGBTQ+ safe spaces at our Middle School. This group met with the Middle School faculty in an hour-long workshop to promote and discuss how to create safe spaces and safe conversations around LGBTQ+ issues.