Custom Class: post-landing-hero

Once upon a time in a middle school, an entire class was lost in the pages of other worlds…

In the front row, one student hunched over a glossy magazine, while another sat immersed in the thrills of a YA, or young adult, novel. Another, eyes closed and headphones in, listened to a rich voice narrate an audiobook bestseller. There were few sounds in the room: whispers of pages turning, the hum of a fan, the shuffle of getting comfortable in a chair. At that moment, thanks to the magic of reading, the students were both present and not—while in their chairs on the Lincoln Street Campus, they were also, somehow, far away, exploring new places, trying on new identities: Detective. Basketball star. Dragon tamer. Field biologist.

“Reading is often described as the keys to the kingdom of learning,” seventh-grade English teacher Jill Gerber recently wrote in an article for Middle School families. “Once someone falls in love with reading, they can go anywhere and be anyone.”

The benefits of reading are well-known. Independent readers are more successful across the academic spectrum—in arts and humanities as well as sciences and mathematics—and enjoy higher levels of empathy, reduced stress, and mental stimulation through their lives. But helping students discover a love of reading, and an internal drive toward it, isn’t always easy, especially once students enter middle school, a phase of life in which many stop reading for pleasure.

Choice empowers middle schoolers: it allows for autonomy, builds engagement, and develops students' interests and skills. When teachers give students choice, they allow a variety of perspectives, interests, and increased enthusiasm into the classroom.—Pam Smith, Middle School principal

Knowing this, Rowland Hall’s Middle School English teachers have long focused on methods that help students rediscover the joy of reading, with one rising to the top: giving them more choice in what they read for school. With choice, teachers introduce students to a wide variety of genres, perspectives, and topics, and then let them pick what they want to read. Supported by research by teachers like Nancie Atwell and Penny Kittle, choice has become a popular approach because it works: by offering students a variety of texts, they’re more likely to find something they like, encouraging them to continue to seek out books that meet their interests.

“It’s so simple to give choice, and the benefits are so profound,” said sixth-grade English teacher Mary Lawlor. In fact, the benefits of choice are so powerful at this developmental stage that the approach is utilized across the Middle School, from student-led project collaboration in social studies to self-pacing opportunities in math and world languages classes.

“Choice empowers middle schoolers: it allows for autonomy, builds engagement, and develops students' interests and skills,” explained Middle School Principal Pam Smith. “When teachers give students choice, they allow a variety of perspectives, interests, and increased enthusiasm into the classroom.”

Chapter 1: A Seat at the Table

Student choice takes different forms within an English class, from the almost limitless options available for independent reading to the extension texts teachers pair with the all-class novels that headline their learning units. Whatever the form, choice provides teachers a way to support students wherever they are as readers.

“Kids are on a journey; they're not all at the same place,” said Jill. This means that there’s no one-size-fits-all approach to reading—while some students are ready for advanced texts early in the year, others are challenged by the first all-class novel.

“Choice allows me to target toward reading levels, giving me a lot more flexibility in terms of reaching readers and getting them engaged,” said eighth-grade English teacher Chelsea Vasquez.

Middle School students reading in class.

Seventh graders reading Show Me a Sign, the grade's first all-class novel of this year.

For instance, if a student is struggling with an all-class novel, the teacher can balance that challenge with an easier independent read, ensuring that at any given moment the student has access to a book they actually want to read and helping to avoid the frustration or resentment toward reading that can build when a student doesn’t feel connected to the all-class text.

“Having more choice allows kids to really get into a book and enjoy it,” Chelsea explained. “They get excited, and it builds excitement across the class.”

Choice also helps build students’ confidence when it comes to analyzing literature, an important aspect of the English classroom. For instance, graphic literature—including comic books and graphic novels—has become more common in English classes because of its ability to help students better understand literary terms like theme, symbolism, mood, and imagery.

By meeting students where they are using books that are targeted to each person’s reading level, teachers are helping them feel seen and appreciated on their educational journeys. This is important, because when children feel valued, they’re more likely to believe in their own capabilities and engage on a deeper level.

“For a lot of kids, it's easier to identify symbols and mood when it's a graphic image, before they jump to prose,” explained Jill, an authority on graphic literature (she’s been invited to share her expertise at places like the 2020 Comic-Con Books for All panel and co-authored an article about graphic literature in the classroom). “That switch from the concrete to the abstract, that's kind of the nature of middle schoolers—they're starting to be able to get those abstract concepts.”

Benefits like these add up in a powerful way: by meeting students where they are using books that are targeted to each person’s reading level, teachers are helping them feel seen and appreciated on their educational journeys. This is important, because when children feel valued, they’re more likely to believe in their own capabilities and engage on a deeper level.

“Everybody has a right to a seat at the table, and that's important—we're a community of learners,” said Jill. “I want my kids to see themselves as readers, writers, and thinkers, no matter their skill level.”

Chapter 2: Mirrors, Windows, and Sliding Glass Doors

In addition to giving middle schoolers a seat at the table, choice also helps them understand the importance of making room at that table for a variety of human experiences and perspectives. Through choice, teachers can introduce students to a wider range of books and voices, demonstrating to them the value in lived experiences that differ from their own, and helping to build their empathy and understanding of a diverse world.

“We really try intentionally in the Middle School to make sure we are incorporating all kinds of identities, and that includes both authors and characters,” said Chelsea.

Research shows that all students benefit from diverse stories, including both books in which they see themselves and books in which they don’t. Rowland Hall teachers utilize the concept known as mirrors, windows, and sliding glass doors when determining which texts to teach, focusing on books in which students can find reflections of themselves (mirrors), examine others’ worlds (windows), and step into new worlds (sliding glass doors). This approach has been especially important as students have been learning about racial justice movements and starting to explore how they can help create a more equitable world. Teachers play an essential role in guiding students through this process, and can use texts to help them make sense of current events and learn from the experiences of others.

“I can change my curriculum based on the culture of the time,” said Mary, who this year introduced sixth graders to a new graphic novel unit, Other Voices, that featured Jerry Craft’s New Kid, a contemporary story about a young Black student starting a new school, along with John Lewis’ civil rights trilogy March and George Takei’s World War II internment novel They Called Us Enemy. She, along with her fellow English teachers, said they appreciate the flexibility of working in an independent school, which allows them to more easily adjust reading options to meet students’ needs and to help them explore the top issues of the day. “I have the resources to get those novels to them, and parents really want that to happen,” Mary said.

Two eighth graders discuss All American Boys in class.

Eighth graders chatting about All American Boys during class.

Choice also helps students make connections across subjects. For instance, this fall eighth graders read the all-class novel All American Boys—which examines the aftermath of an act of extreme police brutality through the eyes of a young Black man and a young White man—while studying slavery and abolitionism in their American studies class, allowing them to examine the history of slavery in America alongside modern-day racism and racial justice movements. To help students further explore and process racial justice activism as they read the novel, Chelsea presented them with a variety of nonfiction texts featuring activism in poetry, sports, and arts and music.

“I wanted them to see that there are movements outside of this novel,” she explained.

This experience not only grew students’ reading skills and knowledge of these areas, but also helped them feel more confident about engaging in some of today’s most important conversations.

“The kids really became able to talk about race and racism in a way that I hadn't seen before in middle schoolers,” Chelsea said.

Chapter 3: Readers, Writers, and Producers

Helping students learn how to have, as well as to lead, constructive conversations is essential in preparing them to live lives of purpose in an increasingly interconnected world.

“We're a global society,” said Jill. “We have to be able to communicate to a wide audience.”

Middle School students writing in English class.

Studying how writers use language helps students sharpen their own writing skills.

Choice prepares students for this by getting them comfortable with thinking deeply, examining ideas, and seeking out information—habits that are built through reading. In the safety of class, students learn there truly is something for everyone, and they can experiment to find what works for them: physical or digital publications, novels or magazines, graphic novels or comic books. They can even listen to audio books, which build reading comprehension skills in the brain in the same way print books do, and are especially beneficial for students with dyslexia and other learning disabilities (at Rowland Hall, these students have access to Learning Ally, an audio book resource, thanks to a generous grant from a family in the community).

“Students are moving through so many texts and making reading a daily practice, which is one of the best ways to grow as a reader,” said Chelsea.

And it’s not only students’ reading skills that are improving. The more language that kids are exposed to via books, the teachers said, the better writers they become.

“Good readers are good writers,” said Jill. “I'm starting to see the nuance of language emerge, and it's all organic: they're looking at the way writers write, and how they connect to it, and what it makes them feel.”

Books are human experiences, human stories. Humans connect through books, and you can really see kids grow through books.—Jill Gerber, seventh-grade English teacher

In other words, students are beginning to connect the stories they read to what it means to be human.

“Books are human experiences, human stories,” said Jill. “Humans connect through books, and you can really see kids grow through books.” She pointed out that stories are the building blocks of our collective history—before we could write, we told stories around fires and painted the first comics on cave walls—which is why students who explore them are more likely to connect, and better communicate, with others, a skill that can serve any path they choose to take. After all, Jill pointed out, the best doctors are the ones who know how to connect with people. “To be a really good doctor you have to understand the human experience,” she said.

This connection to the human experience also might just spark the inspiration students need to become tomorrow’s producers: writers of the articles, the graphic novels, and the bestsellers that continue this long tradition of storytelling, that help connect us through our shared humanity, and that, perhaps, inspire the next generation of readers.

Academics

With Choice, Middle School English Teachers are Engaging Students and Inspiring Lifelong Learners

Once upon a time in a middle school, an entire class was lost in the pages of other worlds…

In the front row, one student hunched over a glossy magazine, while another sat immersed in the thrills of a YA, or young adult, novel. Another, eyes closed and headphones in, listened to a rich voice narrate an audiobook bestseller. There were few sounds in the room: whispers of pages turning, the hum of a fan, the shuffle of getting comfortable in a chair. At that moment, thanks to the magic of reading, the students were both present and not—while in their chairs on the Lincoln Street Campus, they were also, somehow, far away, exploring new places, trying on new identities: Detective. Basketball star. Dragon tamer. Field biologist.

“Reading is often described as the keys to the kingdom of learning,” seventh-grade English teacher Jill Gerber recently wrote in an article for Middle School families. “Once someone falls in love with reading, they can go anywhere and be anyone.”

The benefits of reading are well-known. Independent readers are more successful across the academic spectrum—in arts and humanities as well as sciences and mathematics—and enjoy higher levels of empathy, reduced stress, and mental stimulation through their lives. But helping students discover a love of reading, and an internal drive toward it, isn’t always easy, especially once students enter middle school, a phase of life in which many stop reading for pleasure.

Choice empowers middle schoolers: it allows for autonomy, builds engagement, and develops students' interests and skills. When teachers give students choice, they allow a variety of perspectives, interests, and increased enthusiasm into the classroom.—Pam Smith, Middle School principal

Knowing this, Rowland Hall’s Middle School English teachers have long focused on methods that help students rediscover the joy of reading, with one rising to the top: giving them more choice in what they read for school. With choice, teachers introduce students to a wide variety of genres, perspectives, and topics, and then let them pick what they want to read. Supported by research by teachers like Nancie Atwell and Penny Kittle, choice has become a popular approach because it works: by offering students a variety of texts, they’re more likely to find something they like, encouraging them to continue to seek out books that meet their interests.

“It’s so simple to give choice, and the benefits are so profound,” said sixth-grade English teacher Mary Lawlor. In fact, the benefits of choice are so powerful at this developmental stage that the approach is utilized across the Middle School, from student-led project collaboration in social studies to self-pacing opportunities in math and world languages classes.

“Choice empowers middle schoolers: it allows for autonomy, builds engagement, and develops students' interests and skills,” explained Middle School Principal Pam Smith. “When teachers give students choice, they allow a variety of perspectives, interests, and increased enthusiasm into the classroom.”

Chapter 1: A Seat at the Table

Student choice takes different forms within an English class, from the almost limitless options available for independent reading to the extension texts teachers pair with the all-class novels that headline their learning units. Whatever the form, choice provides teachers a way to support students wherever they are as readers.

“Kids are on a journey; they're not all at the same place,” said Jill. This means that there’s no one-size-fits-all approach to reading—while some students are ready for advanced texts early in the year, others are challenged by the first all-class novel.

“Choice allows me to target toward reading levels, giving me a lot more flexibility in terms of reaching readers and getting them engaged,” said eighth-grade English teacher Chelsea Vasquez.

Middle School students reading in class.

Seventh graders reading Show Me a Sign, the grade's first all-class novel of this year.

For instance, if a student is struggling with an all-class novel, the teacher can balance that challenge with an easier independent read, ensuring that at any given moment the student has access to a book they actually want to read and helping to avoid the frustration or resentment toward reading that can build when a student doesn’t feel connected to the all-class text.

“Having more choice allows kids to really get into a book and enjoy it,” Chelsea explained. “They get excited, and it builds excitement across the class.”

Choice also helps build students’ confidence when it comes to analyzing literature, an important aspect of the English classroom. For instance, graphic literature—including comic books and graphic novels—has become more common in English classes because of its ability to help students better understand literary terms like theme, symbolism, mood, and imagery.

By meeting students where they are using books that are targeted to each person’s reading level, teachers are helping them feel seen and appreciated on their educational journeys. This is important, because when children feel valued, they’re more likely to believe in their own capabilities and engage on a deeper level.

“For a lot of kids, it's easier to identify symbols and mood when it's a graphic image, before they jump to prose,” explained Jill, an authority on graphic literature (she’s been invited to share her expertise at places like the 2020 Comic-Con Books for All panel and co-authored an article about graphic literature in the classroom). “That switch from the concrete to the abstract, that's kind of the nature of middle schoolers—they're starting to be able to get those abstract concepts.”

Benefits like these add up in a powerful way: by meeting students where they are using books that are targeted to each person’s reading level, teachers are helping them feel seen and appreciated on their educational journeys. This is important, because when children feel valued, they’re more likely to believe in their own capabilities and engage on a deeper level.

“Everybody has a right to a seat at the table, and that's important—we're a community of learners,” said Jill. “I want my kids to see themselves as readers, writers, and thinkers, no matter their skill level.”

Chapter 2: Mirrors, Windows, and Sliding Glass Doors

In addition to giving middle schoolers a seat at the table, choice also helps them understand the importance of making room at that table for a variety of human experiences and perspectives. Through choice, teachers can introduce students to a wider range of books and voices, demonstrating to them the value in lived experiences that differ from their own, and helping to build their empathy and understanding of a diverse world.

“We really try intentionally in the Middle School to make sure we are incorporating all kinds of identities, and that includes both authors and characters,” said Chelsea.

Research shows that all students benefit from diverse stories, including both books in which they see themselves and books in which they don’t. Rowland Hall teachers utilize the concept known as mirrors, windows, and sliding glass doors when determining which texts to teach, focusing on books in which students can find reflections of themselves (mirrors), examine others’ worlds (windows), and step into new worlds (sliding glass doors). This approach has been especially important as students have been learning about racial justice movements and starting to explore how they can help create a more equitable world. Teachers play an essential role in guiding students through this process, and can use texts to help them make sense of current events and learn from the experiences of others.

“I can change my curriculum based on the culture of the time,” said Mary, who this year introduced sixth graders to a new graphic novel unit, Other Voices, that featured Jerry Craft’s New Kid, a contemporary story about a young Black student starting a new school, along with John Lewis’ civil rights trilogy March and George Takei’s World War II internment novel They Called Us Enemy. She, along with her fellow English teachers, said they appreciate the flexibility of working in an independent school, which allows them to more easily adjust reading options to meet students’ needs and to help them explore the top issues of the day. “I have the resources to get those novels to them, and parents really want that to happen,” Mary said.

Two eighth graders discuss All American Boys in class.

Eighth graders chatting about All American Boys during class.

Choice also helps students make connections across subjects. For instance, this fall eighth graders read the all-class novel All American Boys—which examines the aftermath of an act of extreme police brutality through the eyes of a young Black man and a young White man—while studying slavery and abolitionism in their American studies class, allowing them to examine the history of slavery in America alongside modern-day racism and racial justice movements. To help students further explore and process racial justice activism as they read the novel, Chelsea presented them with a variety of nonfiction texts featuring activism in poetry, sports, and arts and music.

“I wanted them to see that there are movements outside of this novel,” she explained.

This experience not only grew students’ reading skills and knowledge of these areas, but also helped them feel more confident about engaging in some of today’s most important conversations.

“The kids really became able to talk about race and racism in a way that I hadn't seen before in middle schoolers,” Chelsea said.

Chapter 3: Readers, Writers, and Producers

Helping students learn how to have, as well as to lead, constructive conversations is essential in preparing them to live lives of purpose in an increasingly interconnected world.

“We're a global society,” said Jill. “We have to be able to communicate to a wide audience.”

Middle School students writing in English class.

Studying how writers use language helps students sharpen their own writing skills.

Choice prepares students for this by getting them comfortable with thinking deeply, examining ideas, and seeking out information—habits that are built through reading. In the safety of class, students learn there truly is something for everyone, and they can experiment to find what works for them: physical or digital publications, novels or magazines, graphic novels or comic books. They can even listen to audio books, which build reading comprehension skills in the brain in the same way print books do, and are especially beneficial for students with dyslexia and other learning disabilities (at Rowland Hall, these students have access to Learning Ally, an audio book resource, thanks to a generous grant from a family in the community).

“Students are moving through so many texts and making reading a daily practice, which is one of the best ways to grow as a reader,” said Chelsea.

And it’s not only students’ reading skills that are improving. The more language that kids are exposed to via books, the teachers said, the better writers they become.

“Good readers are good writers,” said Jill. “I'm starting to see the nuance of language emerge, and it's all organic: they're looking at the way writers write, and how they connect to it, and what it makes them feel.”

Books are human experiences, human stories. Humans connect through books, and you can really see kids grow through books.—Jill Gerber, seventh-grade English teacher

In other words, students are beginning to connect the stories they read to what it means to be human.

“Books are human experiences, human stories,” said Jill. “Humans connect through books, and you can really see kids grow through books.” She pointed out that stories are the building blocks of our collective history—before we could write, we told stories around fires and painted the first comics on cave walls—which is why students who explore them are more likely to connect, and better communicate, with others, a skill that can serve any path they choose to take. After all, Jill pointed out, the best doctors are the ones who know how to connect with people. “To be a really good doctor you have to understand the human experience,” she said.

This connection to the human experience also might just spark the inspiration students need to become tomorrow’s producers: writers of the articles, the graphic novels, and the bestsellers that continue this long tradition of storytelling, that help connect us through our shared humanity, and that, perhaps, inspire the next generation of readers.

Academics

Explore Our Most Recent Stories

Rowland Hall biology teacher Rob Wilson watches his tank of jellyfish.

Teachers have many strategies to help build students’ excitement around science. If you ask Rowland Hall biology teacher Rob Wilson for one of his, he’ll say to give them access to living organisms.

“Over the years, I've become more and more focused on providing students access to the living organism,” he said. “I want my students to have a really sensory perception and experience of living things.”

Over the years, I've become more and more focused on providing students access to the living organism. I want my students to have a really sensory perception and experience of living things.—Rob Wilson, biology teacher

To do this, Rob is always on the lookout for organisms that can help simplify or solidify the concepts he teaches to middle and upper schoolers. In a state like Utah, his students have access to a range of these resources, and Rob’s led them in conducting experiments on everything from birds to flower bulbs. But, Rob said, the state does have limitations.

“We don't have access to the ocean,” he said.

So Rob found a way to bring the ocean to Rowland Hall: in early February, he introduced three jellyfish, known as moon jellies, to his climate science and ninth-grade biology students. These small organisms—only about an inch in diameter across their upper bells—live in a two-gallon tank on Rob’s desk, where they’re serving as a powerful learning resource.

“My objective was to have a dynamic system that we could take care of, study, and use as a model for how larger systems work,” said Rob.

And for such a simple organism, the jellyfish are able to connect to loads of concepts around the life sciences. Since their arrival, Rob has led discussions around their tank environment, which lends itself well to topics like ocean currents and climate systems, and the jellyfish themselves, whose simple anatomy is easy for students to study. For example, said Rob, when the jellyfish arrived, his biology class was studying the respiratory system—how the body obtains oxygen and releases carbon dioxide—and the jellyfish provided an additional way for them to observe how other living creatures’ bodies process these gasses. They watched, amazed, as the jellies contracted their bodies to take in oxygen-rich water and then stretched to release carbon dioxide, causing a pulse that moves gases, nutrients, and waste through its tissues.

The tank’s neon lights help observers see details of the jellyfish anatomy. The mushroom-like bell is made of two tissue layers, between which are horseshoe-shaped gonads—the only part of the jellyfish that's not transparent—that produce egg cells in females and sperm cells in males. Adjacent to the gonads are the stomachs, which can be seen filled with brine shrimp larvae after a feeding. Radiating from the edges of the bell are tentacles, used to trap the food that the oral arms, which extend from the bottom of the bell, shuttle to the mouth at the bottom of the bell. A nervous system network can also be seen within the bell, which connects to poppy-seed-like eyes at the bell’s edges. “Symmetry, nerve networks, and multiple tissue layers are elements of jellyfish anatomy that provide evidence of shared common ancestry between jellyfish and other animals, including human beings,” said Rob.

In Rob’s climate science class, older students further benefit by helping to care for the jellyfish. “I wanted something that required us to monitor and maintain conditions within the system,” said Rob. “I've made sure that each class takes responsibility for it because it's way more valuable to them if they're participating.”

Students assist Rob with feeding the jellyfish brine shrimp larvae (hatched in a maze-like bowl referred to as the brine shrimp nursery) and monitoring water temperature and pH levels, which change as the jellyfish digest the shrimp larvae and produce ammonia, a toxin that builds up quickly in a two-gallon tank. “We want to make sure it's within a suitable range of pH and the metabolic products of the jellyfish,” said Rob.

Taking care of the jellyfish has put into perspective the actual scale and impact of climate change within our oceans. It only takes us one day of missing our chemical testing or transitioning water incorrectly to affect the mini-ecosystem in our classroom.—Katie Moore, class of 2021

At least once a week, students use a water-testing kit to examine ammonia levels, then condition the tank with a mixture of bacteria—one type consumes the ammonia and produces nitrite, a less toxic compound that a second bacteria then consumes, producing even a less toxic waste in the water called nitrates. Students help track these levels on a shared spreadsheet, an activity that’s helping them think about how variations in the environment can have far-reaching repercussions.

“Temperature, pH, nitrogen compounds—they fluctuate,” explained Rob. “Depending on what you add or take out, it'll push it in one direction or another. I use that as an analogy to better understand that the earth system works in similar ways. It builds the students’ ability to understand the flow of material through a system, and then how the balance of material in any one place affects how the system behaves.”

It’s clear when talking to students that these concepts are sticking. Senior Katie Moore, a climate science student, noted, “Taking care of the jellyfish has put into perspective the actual scale and impact of climate change within our oceans. It only takes us one day of missing our chemical testing or transitioning water incorrectly to affect the mini-ecosystem in our classroom. Now think about our ocean. How many days have we ignored the changes we've observed but not documented? How many days have our actions impacted the lives of ocean inhabitants with, or without, our noticing?”

It’s a significant way to think about the interconnectedness of all living organisms that share the planet, and a lovely reminder that those connections we share can bind us closer. Rob noted people only need a moment of observation before they start to feel a fondness for the jellies, and that many of his colleagues, as well as students who are no longer in his classes, like to stop by to enjoy them. “As soon as anyone comes in, I'll just sit back quietly and let them watch for a while,” he said with a smile.

Close-up of Rob Wilson's moon jellies, which he uses in his climate science and biology classes.

The jellyfish have charmed Rob Wilson’s students, who have even named them. In senior Katie Moore’s climate science class, the largest jellyfish (who, Katie said, has only three stomachs instead of the usual four) is known as Big Bertha, the medium-sized jellyfish is Gerald, and the smallest jellyfish is Bob.​​​​

It's fun to invite that kind of close observation—to go beyond glancing at something to taking a really close look.—Rob Wilson

“We are very concerned about their well-being. We absolutely love them like children and love to talk about their endeavors,” added Katie, who noted that the students, after many weeks of observation, can tell the difference between the jellyfish, have named them, and worry about their survival. “We have a full-fledged conspiracy theory about how they keep dying and Mr. Wilson keeps replacing them hoping we will not notice.”

Luckily, moon jellies can live up to three years if well cared for, and Rob and students are committed to making sure that’s the case at Rowland Hall. Rob even comes in on weekends and breaks to keep them alive, and he has designated a space in his home for them to live in during summer break, as he’s planning on bringing them back to school in the fall to continue to enhance lessons—and to inspire the kind of wonder that access to living creatures offers.

“It's fun to invite that kind of close observation—to go beyond glancing at something to taking a really close look,” he said. “There's so much to learn from watching the simple organism.”

STEM

Ski racer Mary Bocock, who competes with Utah's Rowmark Ski Academy, has been nominated for the 2021–22 US Alpine Ski Team

Since the age of six, Rowland Hall junior—and passionate ski racer—Mary Bocock has had a big goal: to join the US Ski Team. That dream just came true.

I’ve wanted to be on the team ever since I started racing, so getting the call felt like I was achieving a goal I’d had for over 10 years.—Mary Bocock, class of 2022

On May 3, US Ski & Snowboard announced that 44 top national athletes, including Mary, have been nominated for the US Alpine Ski Team for the 2021–2022 competition season (athletes qualify based on published selection criteria in the prior season). Mary is one of only three new members of the women’s Development Team, also known as the D-Team; she’s also the youngest addition to that team and the only new member hailing from the state of Utah.

“When I got the call from [US Ski Team Coach] Chip Knight congratulating me on my nomination to the D-Team, I was overwhelmed with excitement,” said Mary. “I’ve wanted to be on the team ever since I started racing, so getting the call felt like I was achieving a goal I’d had for over 10 years. I am looking forward to skiing with a group of girls who push me and who know what it takes to be the best.”

Mary had a sensational 2020–2021 race season, which included a November 2020 US Nationals performance with Rowmark Ski Academy that earned her an invitation to compete with the US Ski Team in Europe. After placing in several races in Cortina, Italy, and Garmisch, Germany, in early 2021, Mary returned to the United States to finish the season: at the FIS Elite Races at Sugar Bowl Resort and Squaw Valley, California, she took 10th place overall (second for U19s) in giant slalom, and 11th place overall (fourth for U19s) in slalom. At the FIS Spring Series in Breckenridge, Colorado, she won the giant slalom race—a win that currently ranks her second in the nation and sixth in the world in giant slalom for her age, as well as first and ninth in the world in super-G. Finally, she ended the season with a 12th-place finish in super-G at the US National Championships in Aspen, Colorado.

Mary's fierce competitive nature is among the best in the world and I'm confident that she will take advantage of this opportunity.—Graham Flinn, head FIS coach

“Mary has worked incredibly hard day in, day out, not only this season but for many years in order to put herself in a position to accomplish the goal of being named to the US Ski Team,” said Graham Flinn, head FIS coach for Rowmark Ski Academy. “I'm very proud of the way she carried herself throughout this past year's successes and challenges. She continues to impress with her drive and ability to be a student of the sport. Her fierce competitive nature is among the best in the world and I'm confident that she will take advantage of this opportunity.”

The US Ski Team’s alpine athletes have already kicked off pre-season camps, and the official team will be announced this fall once nominees complete required physical fitness testing and US Ski & Snowboard medical department clearance. We will continue to update the Rowland Hall community on Mary’s progress in this exciting new chapter in her ski-racing career—which she’ll balance alongside her senior year at Rowland Hall—through the fall and winter.

Congratulations, Mary!


The below video, first shared with the Rowland Hall community in April 2021, features Mary's reflections on competing in Europe earlier this year.

Rowmark

A Rowland Hall middle schooler in class

In mathematics, students learn the definition of an equation: a statement that shows the values of two mathematical expressions are equal (for example, x – 5 = 10).

But math teachers, including Garrett Stern, who teaches in the Middle School, want students to understand that an equation isn’t just numbers and letters on a page. “An equation,” said Garrett, “relates to an image on the graph.”

For many of our math students, this piece of algebra art represents their pinnacle achievement in middle school math.—Garrett Stern, math teacher

These images can take a variety of forms—such as lines, parabolas, and circles—which, when placed together on a graph, can do something exciting: they can create art.

To help illustrate the visual beauty in mathematical equations, Garrett has for the past six years assigned his students the task of creating their own algebra art using the Desmos graphing calculator, a free resource used by educators around the world. Every year, he’s found that Rowland Hall students are able to produce inventive, and often very impressive, works of art.

“For many of our math students, this piece of algebra art represents their pinnacle achievement in middle school math,” said Garrett.

At an April 15 student assembly, Garrett highlighted algebra art as well as recognized the accomplishments of this year’s crop of artists. He was joined by three students, Rebecca M., Jojo P., and Erika P., who created some of the most outstanding pieces in this year’s unit. Below, these students share their algebra art experiences with the Rowland Hall community.

“Star Destroyer” by Rebecca M.

Desmos algebra art by Rowland Hall eighth grader Rebecca M.

Click image to view on Desmos.

Rebecca’s drawing of a Star Destroyer is one of this year’s most complicated pieces. In fact, the Star Wars fan’s subject was so detailed that Garrett said he initially attempted to talk her out of it.

“I tried to dissuade Rebecca from trying her idea,” he remembered, “but she rejected my advice.”

Rebecca—who was inspired to tackle the Star Destroyer after viewing an algebra art drawing of an AT-AT, or All-Terrain Armored Transport, that now-junior Dillon Fang created when he took Garrett’s class—admitted that, although she was able to complete her chosen subject in the end, the process of creating the Star Destroyer was very challenging.

“I was quite confident going into this project, but my confidence began to dwindle after doing some equations,” she said. Rebecca especially remembers the difficulty of creating the ship’s bridge. “It has many small pieces that you don’t think about until you have to trace it with algebra equations.”

Rebecca said the time-consuming three to four weeks it took to complete her project required a lot of patience and resilience—but that it was worth it because it taught her she can do difficult things.

“I am super proud of it. I would gladly do it again,” said Rebecca. “I managed to push through and made a really cool design.”

“Simplicity” by Jojo P.

Desmos algebra art by Rowland Hall eighth grader Jojo P.

Click image to view on Desmos.

Jojo loves line drawings, especially of people, and discovered that she could successfully recreate the curves of a traditional ink-and-paper line drawing in the online Desmos format—an accomplishment that caught her math teacher’s attention.

“What impresses me most about Jojo's piece is the stylish curvature,” Garrett said.

But creating her project wasn’t easy. Jojo remembers feeling far behind her classmates in the early days of the assignment.

“I didn't really know how to make the equations,” she said. “In the beginning, all I had was about five lines, when everybody else had way more done. I was scared I would be behind.” Instead of panicking, however, she persisted, figuring out the equations she needed and building on her skills as she moved from long lines and wide curves to nail and flower details, which she said were definitely the hardest part of the drawing.

“When it was finished, I felt proud,” Jojo remembered. “I felt awestruck because I didn't think I could do anything like this.” It’s clear that the experience built her confidence in a way that will continue to benefit her.

“The project was challenging, but it showed me, as a mathematician, what I actually was capable of,” Jojo said.

"Ornate Owl" by Erika P.

Desmos algebra art by Rowland Hall eighth grader Erika P.

Click image to view on Desmos.

Garrett chose to highlight Erika's piece at the assembly because she managed to include texture—although she said that hadn’t been her original plan.

“I wanted to create an owl because owls are my favorite animal, but I hadn’t planned on making it so detailed,” Erika explained.

After experimenting with equations for the owl’s body, beak, talons, and eyes, Erika said she felt like she needed to add more to her drawing and started on what turned out to be its most complicated component: feathers.

“I had to try out multiple numbers in order to get the feathers—which were created out of parabolas—to be thin and long enough to look good if I consistently spread them throughout the wings,” she said. The feathers alone took Erika over two hours to complete, and are just one example of the experimentation she had to do to create a piece that she was proud to turn in.

“The hardest part was getting shapes and lines to line up and intersect, as well as experimenting with equations to get shapes that looked at least somewhat realistic,” she remembered. “I just had to jump into it.”

Now, Erika said, she can’t imagine her drawing without those detailed additions, and she’s proud she challenged herself.

“I was glad I decided to add detail because I was thinking about submitting the work before then, but it just didn’t feel like a finished piece,” she said. “After finishing, I felt quite accomplished!"


Altogether, this year’s eighth-grade class created 75 pieces of algebra art. Below are some examples of their work (click each square to see the artwork larger on Desmos).

“Our students deservedly feel proud of their achievements,” said Garrett. “They ambitiously attempted challenging images, embraced sophisticated equations, attended to detail, and, above all, persevered.”

Algebra art 2021

 

Algebra art 2021

 

Algebra art 2021

 

Algebra art 2021

 

Algebra art 2021

 

Algebra art 2021

 

Algebra art 2021

 

Algebra art 2021

 

Algebra art 2021

 

STEM

Salt Lake City-based Rowland Hall's princiPALS podcast shares more about how to talk to kids about race.

The princiPALS are back in the office to revisit one of today’s most essential topics: how to talk to kids about race.

Since recording their first episode on this subject—which won a silver InspirED Brilliance Award—in February 2020, princiPALS Emma Wellman and Jij de Jesus have often reflected on the importance of returning to this conversation. The need to do so was made especially clear after recent events, including ongoing violence against people of color, have continued to underscore our collective need to examine and talk about racism.

Demonstrations and discussions about racial inequity in this country initiated a massive shift in the conversations about race and racism.—Emma Wellman, Beginning School principal

“Demonstrations and discussions about racial inequity in this country initiated a massive shift in the conversations about race and racism,” said Emma.

And because these conversations don’t just happen among adults, the princiPALS wanted to give parents and caregivers tools that will help them teach children how to have thoughtful conversations about race and racial differences. With their trademark warmth and approachability—and their understanding of how children learn best during the early childhood and elementary years—Emma and Jij provide listeners with strategies to help kids develop positive racial identity and awareness and to teach the skills and vocabulary necessary to comfortably and respectfully discuss race.

“We’re talking about having the attitudes, capacities, and skills to navigate a diverse and dynamic world,” said Jij.

The princiPALS also give listeners tips to model antiracist behaviors for children, including simple steps that they can start using today to help dismantle racism, since, as Jij noted, “small choices can add up to make a big impact.”

Join Emma, Jij, and host Conor Bentley ’01, as they discuss “How to Talk to Kids about Race, Part II,” available now on Rowland Hall’s website as well as Stitcher and Apple Podcasts.

Podcast resources:

Podcast

You Belong at Rowland Hall