What Vigor Means in Practice

When I came to Dana Hall this past summer, one of the things I quickly internalized as a defining characteristic of the school's culture and curriculum was this idea of vigor. At first, I wasn’t totally sure what it meant. I mean, I understood it in theory—a vigorous education is one that’s academically ambitious, rich with opportunity, and fiercely empowering. But I wasn’t sure how that theory would manifest itself in our classrooms. That is, until I started my weekly class drop-ins. 

Partway through the fall, I started spending time in Upper School classrooms, and these visits quickly became a highlight of my first year at Dana Hall School. Through my informal observations, I was able to see what vigor means in practice. It is both academically robust and experiential, encouraging students to embrace challenge and explore their passions. It is a love of learning, driven by a sense of curiosity and a desire for personal growth. It is the holding of high academic standards, but empowering students to define their own paths, taking on challenges in areas they love and finding the sweet spot between excitement and challenge. It is experimentation and healthy risk-taking, developing problem-solving skills and learning to take responsibility for your own learning. 

So in what ways did I see this in the lived experiences of our students?

One day, I visited several different classes during a single block. In Ms. Macedo’s Conceptual Physics class, students engaged in a Ramp Lab activity where they analyzed data graphically in small groups to study accelerated motion. This hands-on, collaborative approach encouraged students to explore scientific concepts in a tangible way, promoting a love of learning and intellectual curiosity. Mr. Tipton’s AP US History students were participating in a "historical social," taking on the persona of a historical figure from the early-mid 19th century to better understand the era's social and political dynamics. This activity encouraged empathy and historical perspective, all while making learning more dynamic and memorable. In Ms. Townsend’s AP Computer Science class, students collaborated on lines of code, normalizing disagreement and failure as a necessary part of the programming and learning process. Mr. Cook was discussing live election results in Economics, allowing students to apply current events to their learning and encouraging critical thinking. And, in Ms. Funk’s Western Civilization class, students debated the ethical positions of Antigone and Creon, learning how to articulate their ideas and defend their positions in a respectful and nuanced way. 

In each of these classrooms, the teachers engaged students in vigorous academic content and challenged them to think deeply about complex topics.

The activities — although varied in pedagogy and content — promoted a love of learning and a desire to engage with complicated issues, fostering the intellectual and personal growth of each student. The classrooms that I visit each week encourage students to take intellectual risks, to push themselves beyond their comfort zones, and to embrace the joy of discovery. 

From hands-on labs to historical simulations and ethical debates, the classrooms at Dana Hall are a testament to the power of vigorous learning to cultivate critical thinking, problem-solving, and collaboration skills. Our commitment to vigor empowers Dana Hall students to chart their own paths, embrace challenges and become confident, creative and compassionate leaders and lifelong learners.

I can’t wait until my next class drop-ins!