Tag: education

When Students Lead the Learning

Sometimes the most meaningful learning moments are the ones that unfold organically, and last week, Saklan’s third graders experienced one of those magical surprises.

What began as a simple vocabulary exercise quickly evolved into a joyful, student-led experience filled with creativity, collaboration, and enthusiasm for learning. As part of the lesson, students were invited to bring new vocabulary words to life by creating short skits. Almost immediately, the classroom buzzed with excitement. Laughter, brainstorming, and endless “What if we…?” moments filled the air as students worked together to imagine scenes and assign roles.

The excitement didn’t end when the lesson was over. Students proudly shared that they continued inventing skits during recess, eager to keep the momentum going.

By Friday, the class had fully taken ownership of the experience. During recess, they collaboratively planned one large skit as a whole group, listening carefully to one another’s ideas and working through challenges together. Later, during quiet time, students independently chose to design and build props, thoughtfully negotiating materials and responsibilities.

This was authentic, student-driven learning at its best: hands-on, deeply engaging, and shaped entirely by student curiosity and agency.

The experience became even more meaningful when the third graders invited their first-grade buddies to be the audience. Watching the students perform with confidence and pride—and seeing every child shine—was a powerful snapshot of teamwork, leadership, and social-emotional growth in action. One student summed it up perfectly, exclaiming, “We should do this every day!”

Moments like these are a joyful reminder of what’s possible when students lead the way.

#SaklanStudentAgency #SaklanHandsOn

Meet Philippa: Inspiring Curiosity in Preschool

Warm, creative, and deeply connected to curiosity and community, Philippa brings a joyful sense of exploration to Saklan’s Early Childhood program. With a passion for Project Based Learning and a love of diving into topics sparked by children’s genuine interests, Philippa helps make Preschool feel like an adventure every day. Whether she’s guiding students through meaningful projects, sharing her creative spirit, or finding inspiration in nature and art, Philippa embodies the curiosity, collaboration, and creativity at the heart of Saklan.

What drew you to Saklan initially?

I first heard about Saklan from my friend Hannah (Saklan’s Business Manager), who had nothing but wonderful things to say. When she told me that Saklan was becoming a project school, I knew right away it was the perfect fit. Project work is truly my favorite way to teach and learn.

One of the things I love most about Saklan is the sense of community. Everyone brings something unique to the table, and we all get to share our passions with each other and with the children.

My favorite part of working in the ECE program is diving into topics the children are genuinely curious about. Their excitement makes every day fun, and I feel so lucky to be part of a place where learning feels like an adventure.

You bring so much creativity to your role. How do you fuel your own creativity outside of school? 

Outside of school, I stay inspired by diving into lots of different hobbies. I love trying new things! Learning new crafts and exploring different art forms is something that really fuels me. Recently, my daughter and I started needle felting together, and for years we’ve been making little clay sculptures. During our Fall Break, we made some ornaments for our tree out of clay and paper mache.

Some of my favorite art to create is nature-inspired sculpture. We spend many weekends exploring new hiking spots, especially along the coast. Beaches, tide pools, and Northern California’s amazing plants always spark fresh ideas. Being out in nature and discovering beautiful new places keeps my creativity going.

What excites you most about projects in the ECE when it comes to the Project Approach style of grounding the learning in a topic that is of interest to the students?

What excites me most about projects in ECE is how naturally young children learn through curiosity. When a topic truly interests them, their questions, ideas, and investigations become so rich and genuine. The project approach allows us to take that spark and turn it into deep, meaningful learning, right at an age when their wonder is at its highest.

It’s inspiring to watch preschoolers make connections, test theories, and share discoveries with so much joy. They explore with their whole selves, through art, movement, storytelling, and hands-on experiences, and the learning becomes something they truly own. Being able to guide and support that process, while following their lead, is one of the most rewarding parts of teaching in the early childhood years.

Communicating through Color

Every year, our Saklan community looks forward to the 2nd and 3rd grade collaborative PBL unit that culminates in the all-school concert backdrop! This unit centers on the driving question, “How can we, as a team of artists, create a backdrop that communicates belonging?” While reinforcing the concert theme, this incredible PBL unit showcases how Project Based Learning provides a rich learning experience that culminates in a product with an authentic purpose for our school community. 

The concert theme shifts each year, so naturally, the project path shifts as well to reflect the theme and honor the strengths and interests of the students collaborating on the project in any given year. This year’s theme of belonging led the students to research artists like Jeffrey Gibson, Ashley Mary, and Byron Kim to understand how they communicate belonging through their art. Students have also been developing their expertise in color theory and color mixing. They have brought their own ideas of belonging and previous art knowledge to this process, too, as they grapple with how to use color to communicate.

Inspired by the work of Gibson, Mary, and Kim, students became curious about how the community would interpret these artists’ work. They asked students and teachers which pieces by these key artists most connected to the idea of belonging, took a poll, and reflected on the results. As a group, they considered how the community’s perspectives may help guide their choices as a team of artists.

Using feedback from the community, our second and third graders considered which elements of the different artworks resonated with the Saklan community as a guide to developing their own interpretation of belonging. Students are now designing and producing their own concert backdrop to communicate the concert theme. We hope you join us on Thursday, February 12, at the Lesher Center for the Arts for our All-school Concert and to see the final backdrop installation!

#SaklanProjectWork #SaklanBelonging

Head’s Corner: Gratitude for a Community That Shows Up

As we come to the end of the first semester, I have been reflecting on how Saklan comes alive because people show up — not just physically, but thoughtfully and generously.

We’ve seen it in our middle school students stepping outside the classroom to serve at the Alameda County Community Food Bank, working side by side to bag thousands of pounds of produce while learning what it means to contribute to something larger than themselves. We’ve seen it in our 8th graders traveling to Puerto Rico, engaging deeply with culture, history, and service, and learning firsthand how resilience, empathy, and hard work intersect in the real world.

We’ve also felt it right here on campus. Families gathering on a weekend to paint, build, problem-solve, and laugh together as they work to bring SpongeBob alive. Grandfriends sitting next to students in classrooms, sharing curiosity, pride, and connection. Parents, caregivers, teachers, and staff creating moments that remind students their learning matters — and that they are supported by a community that cares.

This kind of learning doesn’t happen in isolation. It happens because teachers design meaningful experiences, students lean into challenge, and families trust, support, and partner with us. It happens when people give their time, energy, creativity, and resources — whether that’s volunteering at an event, contributing to the Annual Giving Fund, or simply being present and engaged.

I’m deeply grateful for the Saklan community and for the many ways you help make this a place where students learn with purpose, feel a sense of belonging, and develop compassion for the world around them. What your children experience here is the result of a shared commitment, and it is something we don’t take for granted.

Thank you for showing up — for our students, for one another, and for Saklan.

Warmly,
David

Creating Together: Saklan Families Bring SpongeBob to Life

Last Saturday, our campus was buzzing with paintbrushes, cardboard, creativity, and a whole lot of teamwork. Over the weekend, students, families, and staff gathered for a Lower School Musical Work Day, transforming our school into a lively workshop filled with color, imagination, and community spirit.

From the moment volunteers arrived, the campus came alive with purpose. Laughter mixed with the sounds of cutting, painting, measuring, and building as teams worked together on the many props and set pieces that will bring Bikini Bottom to life onstage. Giant jellyfish, coral reefs, vibrant backdrops, and whimsical underwater details began taking shape as everyone, kids and grown-ups alike, rolled up their sleeves and dove into the fun.

What made the day truly special wasn’t just the art we created, but the connections we strengthened. Parents and students collaborated side-by-side, sharing ideas, solving problems, and celebrating each finished piece. Older students supported younger ones, families made new friends, and the room glowed with the feeling of creating something meaningful together. Events like this remind us that the heart of the Saklan community lies in our willingness to show up, contribute, and lift one another up.

Thank you to everyone who gave their time, talent, and energy last weekend. Your support makes all the difference, and we are so grateful.

#SaklanCommunity #SaklanCreative

Service Learning in Puerto Rico

Yesterday, our 8th graders returned from a transformative week-long field experience in Puerto Rico. The trip was a powerful blend of cultural exploration, hands-on service, and unforgettable experiences. Throughout the week, students documented their learning and reflections in a daily blog. Below, we are excited to share the first two entries from their travel journal.

Day 1: Exploring Old San Juan

Today was a great start to our Puerto Rico trip! We began the day with a delicious breakfast and then set out to explore Old San Juan. We walked along the blue cobblestone streets and observed historic monuments such as churches, statues and fortresses. El Morro was one of the fortresses that we visited, and it had a gorgeous view of the ocean, many tunnels and staircases, and great spots for photos. Next, we walked among the colorful buildings of Old San Juan to get to our lunch restaurant. We ate tasty Puerto Rican cuisine before exploring the local shops to buy souvenirs. We also stopped at one of the narrowest houses in the world, which is only five feet across the entire way back!

Then we headed to Santurce, another one of the neighborhoods in San Juan, and we walked along the streets to view the huge murals and street art.

After a long day of walking in the heat, we finally returned to the Big Yellow House and relaxed in the ocean. We saw a horse swimming in the ocean, which surprised all of us! After visiting the beach, we showered off and ate a dinner filled with more Puerto Rican food.

Our favorite parts of the day were visiting El Morro to explore the different levels, playing in the warm ocean, and observing the murals of Santurce.

Day 2: Service and Salsa

Today we went to the worksite to begin the construction project. We poured buckets of sand, shoveled concrete, and passed buckets full of wet concrete. It was very challenging in the smoldering heat, but we made sure to stay positive and hydrated. After we finished with construction for the day, we went to a member of the community´s home. There, we learned about Angel, the foreman, and his experience with Hurricane Maria. Angel and many others lost everything in the hurricane, and Angel has helped rebuild over 60 houses since. Afterward, we went to the beach to swim and relax.

When we returned to the Big Yellow House, we had pasta with red sauce for dinner. Following dinner, we learned how to salsa dance, which was quite tiring!

The best parts of the day were visiting the beach and playing in the sand and water. We also enjoyed seeing the completed floor that we made at the construction site.

We are so proud of our 8th graders for their curiosity, compassion, resilience, and willingness to learn through real-world experiences.

#SaklanFieldExperience

Authenticity and Student Inquiry

Doing a project is not the same as Project Based Learning. The differences may seem minor at first glance, but the impact on student learning and engagement is tremendous. Two vital components that differentiate “doing a project” from Project Based Learning are authenticity and student-driven inquiry. 

High-level Project Based Learning has an authentic context. It involves tasks, questions, or ideas that connect to the world outside of the school walls: students’ personal experiences, concerns, interests, or identity. Student-driven inquiry means students are engaged in an iterative process of asking questions, gathering and interpreting data, and developing solutions or deeper questions to investigate. 

Two fantastic examples of these elements in high-level Project Based Learning at Saklan are the Kindergarten Names unit and the Owlet Leaf unit. 

Our Kindergarten names unit brings students’ family stories and cultures to the forefront of learning. The students investigate how to become better friends by learning about each other’s names. Closer bonds and deeper friendships are developed by bringing students’ rich family lives and stories into the classroom. They interview their families and each other about their names, learn to read and write each other’s names, explore ways to represent the meaning of their names together, and study how people share their names through picture books.

Our youngest learners, the Owlets, have been engaging in a deep exploration of leaves. For our ECE students, part of an authentic unit means pursuing a topic that they experience in their daily lives. During this time of year, when the trees are changing colors and leaves are falling to the ground all around us, student questions about leaves are abundant. They first began their study by sharing their own knowledge about leaves before generating questions. Next, the class engaged in experiences that helped them answer their questions, and then made physical representations of their growing knowledge of leaves. 

For both of these units, students engaged in multiple rounds of inquiry and had the rich opportunity to explore a topic with personal meaning while also tackling academic, social, and emotional learning goals. You are invited to join us on December 11th at 8:40 a.m. to celebrate the culmination of both of these project units. We hope you join us! 

  • One element of the Names unit included inspiration from artist Cindy Sherman.
  • Students designed costumes for portraits that communicated the meaning of their names.
  • See this work and more on Dec 11th!

#SaklanProjectBasedLearning

Spotlight on Riva: Guiding Kindergartners With Joy & Purpose

If you’ve ever stepped into Saklan’s Kindergarten classroom, you’ve likely felt it: the spark, the laughter, the hum of curiosity and care. It’s a space where little moments become big milestones, and where joy seems to live in every corner. That joy is no accident. It’s fueled, every day, by a teacher who brings heart, intention, and deep respect for childhood into everything she does.

Recently, we sat down with Riva, Saklan’s Kindergarten teacher, to learn more about what inspires her, what she loves most about working with our youngest learners, and why Saklan’s approach to Project Based Learning feels so special.

You bring so much joy to the Saklan campus- what fuels your joy and excitement the most when it comes to your teaching day? 

“My joy comes from the relationships I get to build with my students and their families. Kindergarteners arrive each morning with such openness and enthusiasm, and I love being part of a community that celebrates their strengths, quirks, and emerging identities. Saklan is a place where students are truly known, and getting to guide them through their first steps in school — emotionally, socially, and academically — is a privilege that motivates me every day.”

What do you love the most about working with Kindergarten?

“What I love most about working with kindergarteners is the unique magic of this developmental stage. Everything is new, everything is possible, and their sense of wonder is contagious. I get to watch them discover their own abilities, whether they’re decoding a word for the first time, writing a brave sentence, or learning how to take a deep breath and reset. Kindergarteners grow in such joyful, visible ways, and being part of those early milestones feels incredibly meaningful.”

She also shared a favorite program that brings this magic to life: Kinder Korner.

“One of my favorite parts of teaching kindergarten at Saklan is our Kinder Korner program. Our students become “big buddies” to the Hoot Owls, teaching them what life in kindergarten is like. It’s beautiful to see my students step into leadership roles with such care and pride. They show empathy, patience, and confidence as they guide their younger buddies through activities, routines, and little moments of discovery. Watching them light up when they realize they are the ‘experts’ is truly heartwarming. Those cross-grade connections deepen our community and remind me how capable and kind young children can be when given the chance to lead.”

You have had a lot of experience with projects at previous schools- what makes Saklan’s approach to PBL special?

“What I love about Saklan’s approach to Project Based Learning is the way it connects our standards to work that feels genuinely meaningful for young children. Our projects grow from what students are naturally curious about, and that makes the learning feel joyful and authentic for all of us.”

She highlighted The Names Project as a powerful example.

“The Names Project is one of my favorites for exactly that reason. Kindergarteners are already captivated by their own names, so it becomes a perfect entry point into letters, sounds, phonics, and even math as we compare and graph the number of letters in each name. But what makes this project so special to me is the sense of community it builds. As students learn to read each other’s names, discover the stories behind them, and create portraits inspired by their name meanings, they also learn about one another in a really meaningful way. The academic growth is wonderful, but the connections they build are the true heart of the project for me.”

You can see this joyful learning in action by joining the Kindergartners for their Names Project culmination on Thursday, December 11th, at 8:40 a.m.

From the joyful morning greetings to the thoughtful projects that build community and confidence, it’s clear that Kindergarten at Saklan is filled with intention, wonder, and deep care. And at the center of it all are teachers like Riva, who make learning feel magical—one moment, one question, and one joyful discovery at a time.

#SaklanStaff

Cross-Age Learning in Action

Saklan’s cross-grade learning was on full display as the Owlet buddies and fifth graders came together for a hands-on science experience rooted in their respective Project Based Learning (PBL) units. The Owlets have been exploring leaves, while the fifth graders have been studying trees—making their recent research on Redwoods the perfect launching point for peer teaching.

The fifth graders were tasked with becoming “experts” on several big questions the Owlets had been wondering about: the difference between evergreen and deciduous leaves, why leaf colors change, and how fallen plant matter breaks down and becomes soil, including the important role earthworms play in decomposition.

Students worked in teams with real focus and purpose. They were given 45 minutes to choose a topic and collaborate on a mini-presentation that was both accurate and engaging. Each group created a visual or hands-on element to support their teaching. Another 45 minutes were spent practicing, presenting to peers, and refining their work with the help of candid “Dancing with the Stars-style” feedback. The growth from practice to final presentation was remarkable.

When it was time to meet with the Owlets, the fifth graders were ready. Their presentations were clear, lively, and thoughtfully geared toward 3- and 4-year-old learners. The Owlets eagerly leaned in, asking big, earnest questions such as, “Do worms have eyes?” and “Is that the head or the tail?” Fifth graders knelt beside tiny tables, held leaves up for close inspection, and invited younger students to touch, compare, and wonder.

Not only did the Owlets gain new insights through this joyful experience, but the fifth graders deepened their own understanding by explaining complex scientific ideas in simple, accurate ways—a skill that strengthens mastery and confidence.

Saklan’s PBL focus continues to create meaningful opportunities for students of all ages to learn with and from each other, building both knowledge and community along the way.

#SaklanProjectBasedLearning #SaklanGuestExperts

Exploring Animal Care

Last Friday, the Hoot Owls proudly shared the culmination of their two-month-long Pets Project, inviting families and community members to celebrate their hard work. This project blended research, fieldwork, creativity, and expert guidance as students explored what it means to responsibly care for a wide range of pets.

The learning journey began with each student selecting a pet to focus on—either a dream pet or one they already have at home. As they learned more about different animals, the Hoot Owls designed and built homes for their chosen pets. They drew inspiration from books, videos, classroom experts, and their own imaginations to create thoughtful and detailed habitats.

A highlight of the project was a Spider Hunt. After learning about spiders, students ventured outdoors with Observational Notebooks in hand. Like true scientists, they sketched what they observed and took note of the spiders’ natural environments. These observations helped them better understand what spiders need to thrive.

The class also dove into learning about fish as pets. Students discovered that fish care is more complex than it first appears. They examined cleaning tools, water test kits, and a special bucket used only for tank maintenance. Conversations about the role of light in supporting aquatic plants sparked thoughtful questions—such as why fish don’t sleep with pillows! This curiosity inspired the creation of a life-sized fish tank representation to help students visualize a fish’s natural environment and daily needs.

As the culmination approached, the Hoot Owls worked diligently to ensure guests felt welcomed. They carefully wrote and decorated invitations for families and friends. Inside the classroom, they helped plan the layout of all their project representations—no small task given the limited space. They worked together to problem-solve, make signs, organize materials, and prepare the room for visitors.

Their excitement and pride were evident as they shared their learning with the community. The Pets Project not only strengthened their understanding of animal care but also fostered creativity, curiosity, and collaboration—skills they will carry into future explorations.