Academics Under Construction

The grade 3/4 class has been using graphic organizers to analyze the books they have been reading. These organizers help her students learn visually and kinesthetically, as well as auditorily. The girls recently readThose Shoes by Maribeth Boeltz and Noah Z. Jones. After reading the book, they used a graphic organizer to relate what they had read – to themselves, to other books, and to the world around them.

The primary and junior classes use interactive activities such as drama, song, creative writing, and art projects. With an emphasis on fun(damentals!), the girls become more fluent and confident in their abilities to actively speak and comprehend. In the upper grades, girls read works of importance in francophone culture. By grade twelve, they are reading Molière with an emphasis on his portrayal of women. At all levels, grammar is approached through material read or screened, and as an integral part of daily and active speech.

Linden’s math classes follow innovative research models centered on girls learning – breaking away from the traditional methods of formulaic memorization. Math at Linden helps girls develop problem solving skills that are applicable to their lives far beyond the classroom. Math classes at Linden are filled with deep conversations and discussions as students are encouraged to de-construct formulas to understand their origins and purposes. Through this method, girls see themselves as a part of the learning process. This encourages students to gain a deeper understanding of mathematics that helps them to apply original solutions to new and unique problems. The consistently high performance of Linden students at University of Waterloo’s country-wide math contests is a testament to the effectiveness of this pedagogical model.

Girls don’t just learn about science at Linden; they become scientists. We put students in charge (at a developmentally appropriate level) of investigation activities such as experiments, projects and case studies, and ask them to draw their own conclusions based on their discoveries. We also encourage them to question the experimental methods used and the findings that result, and to think about what they might do differently next time – a best practice of good science. The end goal of our science program is to help girls develop their critical analytic skills, and to help them apply their knowledge to the real world.

In December, our grade 3 and 4 students brought medieval Europe to life. As part of a unit about medieval history, the girls re-created elements of a typical 14th-century village in their classroom for an event called People of the Past. Using her knowledge of the material, each student created a character for herself based on someone who lived during medieval times. They then wrote short autobiographies for their characters explaining what a typical day would be like. This project helped the students relate their personal experiences to those of people who lived long ago.

The grade 6 students studied the novel  The Ear, the Eye and the Arm by Nancy Farmer. This novel is set in Harare, Zimbabwe, in the year 2194. To help them connect with the novel and its characters, the girls brought the Zimbabwean marketplace of Mbare Musika to life in the Linden gym. Each girl embodied one of the novel’s characters and wrote a speech in that role, which they presented to the friends and family who joined us at the school for the event. The Mbare Musika also featured African food, drumming, and a rousing game of “Mbube” (which means “lion”).

Spanish starts in grade eight at Linden. At Linden, our approach to languages in multi-faceted and is meant to develop an appreciation for different cultures and the roles of both girls and women within those cultures.

Linden’s math classes follow innovative research models centered on girls learning – breaking away from the traditional methods of formulaic memorization. Math at Linden helps girls develop problem solving skills that are applicable to their lives far beyond the classroom. Math classes at Linden are filled with deep conversations and discussions as students are encouraged to de-construct formulas to understand their origins and purposes. Through this method, girls see themselves as a part of the learning process. This encourages students to gain a deeper understanding of mathematics that helps them to apply original solutions to new and unique problems. The consistently high performance of Linden students at University of Waterloo’s country-wide math contests is a testament to the effectiveness of this pedagogical model.

Girls don’t just learn about science at Linden; they become scientists. We put students in charge (at a developmentally appropriate level) of investigation activities such as experiments, projects and case studies, and ask them to draw their own conclusions based on their discoveries. We also encourage them to question the experimental methods used and the findings that result, and to think about what they might do differently next time – a best practice of good science. The end goal of our science program is to help girls develop their critical analytic skills, and to help them apply their knowledge to the real world.

In a recent grade 6 social studies class, students learned about world trade through an Oxfam game called “Make Trade Fair”. This game, based on “Monopoly”, is a fun, hands-on way for girls to learn about how a country’s wealth can affect its power on the world stage. Upon starting play, the girls soon noted that many of the rules of the game were unfair. This provided a perfect opportunity for Beth to discuss why these circumstances exist and why some countries are wealthier than others.

A variety of university and college level courses including AP courses for U.S. universities are available. An overview of core courses is provided below this list.

Advanced Functions Data Management Calculus and Vectors English French Spanish Latin Philosophy Health & Physical Education World History Canadian History Classical Civilizations Media Arts Studies Biology Chemistry Physics Communication Technology

The Grade 10 English course is framed around the idea of perception. We discuss physical environments and how our perception of and engagement with different environments shifts over time and generations. Readings include Margaret Laurence’s A Bird in the House. Students develop their writing skills as they create dialectical journals on the novel, craft creative short stories and write a literary essay.

In Grade 11 English we begin the year with a reading of Arthur Miller’s The Crucible. We discuss religion as a social institution, and the phenomenon of scapegoating while exploring their specific impact on girls and women in society. Students create their own modern adaptations of an act from the play to present to the class. Students have explored issues of terrorism, dress codes and gender expectations in their productions.

In Grade 12 English we begin the year with a reading of Shakespeare’s The Tempest. We examine the connections between colonialism, power, language and identity.  During this unit students take the lead and are responsible for planning a lesson on a selected act of the play and teaching it to the class, integrating engaging activities for the class to participate in.

Add French. At the end of grade ten, students can convey simple messages and understand elementary conversations. In grade eleven, students are exposed to poems and short stories at the level of the International Baccalaureate programme. They complete oral presentations on famous Spanish-speaking women. In grade twelve, students read and present topics of personal interest found in Spanish newspapers. They read unabridged short stories and other authentic materials.

Linden’s math classes follow innovative research models centered on girls learning – breaking away from the traditional methods of formulaic memorization. Math at Linden helps girls develop problem solving skills that are applicable to their lives far beyond the classroom. Math classes at Linden are filled with deep conversations and discussions as students are encouraged to de-construct formulas to understand their origins and purposes. Through this method, girls see themselves as a part of the learning process. This encourages students to gain a deeper understanding of mathematics that helps them to apply original solutions to new and unique problems. The consistently high performance of Linden students at University of Waterloo’s country-wide math contests is a testament to the effectiveness of this pedagogical model.

Girls don’t just learn about science at Linden; they become scientists.

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