Tim's Blog

Tim Bazemore

Welcome to my blog, a way to present ideas, reflections, and observations with the school community and beyond. I blog on a regular basis, commenting on a thought-provoking experience, a significant development in education, and news of student and teacher work here at Catlin Gabel. My goal is to make you think, provoke a reaction, elicit diverse points of view, and affirm your faith in our school's mission. I hope you'll share with me and other readers any reactions you may have to my posts.


The Potential of our Strategic Priorities

Facing an ever-more unpredictable future, our students not only need a solid academic foundation; they need the skills and habits of mind which will equip them to ask insightful questions, analyze information, think creatively, communicate in compelling ways, and work with all kinds of people.

This fact is at the heart of our two new strategic priorities: deepening our commitment to experiential learning and creating an unrivaled educational laboratory. Last month, I sent to our community an introduction to these priorities, and since then I have been banging the drum at divisional back-to-school nights. I want all parents and guardians to know what they are and where we are heading, and because I believe they will be transformative for our students.

These two concepts are not new to Catlin Gabel, but we must commit to them with a new and deeper sense of purpose. They are core features of a progressive education model that we know is best for students and teachers, a model more powerful than the traditional content-focused model still prevalent in too many schools.

Experiential learning increases student engagement, deepens understanding, requires students to apply what they know and can do, and teaches both academic skills and “noncognitive” skills (such as resilience, creativity, and teamwork). Deepening our commitment to experiential learning means that experience in and of the world will drive learning, not just information acquisition. In the fourth grade, students engage in a “Why Portland?” study that examines the relationship between people, places, and environments. What influences and opportunities have drawn people to Oregon? How do personal and group identities affect migration, the profile of our city and state, and Oregon culture? Students explore these questions through a multi-disciplinary approach, including self-surveys and family interviews, personal artifacts that reflect their cultural heritage, guest speakers who share life experiences and backgrounds, writing poetry, producing videos, and touring and mapping Portland neighborhoods. This year, students will visit the CENTER in north Portland, where students from many schools come together for community-based experiential learning. There our fourth graders will begin to learn about the rich history and controversial gentrification of the Albina neighborhood. These various experiences teach academic skills such as writing, research, geography, and media production, as well as interpersonal, communication, and cross-cultural skills.

In the sixth grade, studying probability is not a textbook-based math experience. For the “Casino Day” project, students are asked to design and construct a game of chance. To determine if it is a “fair game” the students must calculate the theoretical probabilities for their game and then gather actual data so they can compare this to the experimental probabilities. The fifth graders enthusiastically provide the experimental data we need by playing each game. Student choice, self-direction, open-ended opportunities, and trial and error help the sixth grade students make sense of how, when, and why probability is useful. The games that the students design range from clever variations of roulette wheels and carnival games, to complex coded programs that look like slot machines. The “Casino Day” project provides a creative opportunity for students to use probability in a real life situation, practice their presentation skills, and to introduce the fifth graders to the middle school.

An educational laboratory supports teacher innovation, brings discipline to experimentation, defines valuable outcomes, employs research and evidence, and aligns resources. Being an educational laboratory means that we will intentionally use research and experimentation to improve a Catlin Gabel education. Last year, for example, the Beginning School faculty researched the concept of big body play, which is essential to motor skill development and spatial and social awareness. Could we expand our outdoor spaces and play equipment to make them more dynamic and less static? Teachers visited other schools and playgrounds, read literature on outdoor spaces, and began to experiment introducing various elements, from logs to tires to large student-built woodshop projects. Teachers Sia Haralampus and Jennifer Marcus received a grant to reimagine the courtyard space outside of the kindergarten classroom, and spent a week during the summer uncovering overgrown and underutilized sections to create more open space for imaginative play. This year teachers will observe how children use the space and the elements and adapt them to ensure that vigorous big body play is a feature of every child’s school day.

Last spring, Upper School math teacher Kenny Nguyen and senior Lara Rakocevic ’16 (now a freshman at MIT) conducted an independent study research project, examining the tension between family life, student well-being and achievement, as well as student reactivity to daily stressors. What types of daily behaviors increase/decrease students’ emotional reactivity to daily stressors? What are the characteristics of students who are the most/least emotionally reactive to daily stressors? While the pilot sample was small, they did gain insights into the relationship between gender, homework and stress and how mindfulness practices might buffer emotional stress. This year, honors statistics students will build on the pilot work and hope to present in the spring on the results of their ongoing analysis of student stress triggers and coping strategies based on data collected here and at other schools.

These examples of engaging experiential learning and student-focused research illustrate the potential of our strategic priorities. Experiential learning methods deepen and enhance academic learning, beyond the obvious benefits they provide in programs such as outdoor education and class trips. Laboratory structures and methods lead to new and better ways to serve our students and effectively deploy our resources. These two priorities point to a future when what we do is even more intentional and demonstrably effective. In the months to come, we will push ahead with energy and purpose, always with the student as the unit of consideration.

Posted by Tim Bazemore in Experiential Learning, PLACE, Strategy, Innovation, measuring success, Inclusion on Friday October, 7, 2016 at 10:11AM


I wonder how the school promotes resilience, which seems to be the quality of bouncing back from reverses. Some say kids are naturally resilient, others claim it is something to be taught. It would seem that becoming resilient requires that one have suffered some kind of defeat, loss, etc. For some kids that will happen in their early lives. The school can and should be in a position to help such kids exercise resilience, or learn it. But what about the kid who has gone from success to success to success? Such kids may never have the opportunity to develop or exercise resilience. If the school is going to teach resilience, does the school have an obligation to see that kids experience some failure at some point? Would that be part of an experiential education?
from Dave Corkran on 11/17/16 at 10:59AM
I am a teacher in Atlanta, Georgia and Mr. Corkran's comment is crucial to substantive experiential education.  I do think it is the school's obligation, not to necessarily see to it a student fails, but continue to create higher risk experiences where failures, small and large, or more possible.  An excellent example is to put the student in a leadership role in a collaborative exercise where success does not depend on the successful student alone but the success of the entire group.  Often the student will experience failures in creating cohesiveness in the group or possibly fail in motivating particular members of the group.  If a school cannot be creative enough to come up with new and more complex challenges (an exhibition of a peace proposal for ending the Syrian Conflict for example) then either the school has just not been adequately committed or the student needs to be in an environment that can provide those challenges where failure will be a reality.  I submit that a school like Catlin Gabel can and would find that challenge.  In fact, that is why my wife, an excellent educator, has applied for a position at Catlin.
from David Yarborough on 01/23/17 at 07:10AM

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