On any given day at MB, it's not uncommon to see students of different ages working, playing, studying and learning together. Engaged learning between older and younger students is a time-tested practice, a hallmark of a Moses Brown education, where the results are genuine and lasting learning. Moses Brown teachers know how to leverage the resources of a three-division school, to build unique collaborations that foster confidence, engagement with material, and responsibility.
Alumni from different eras at MB often describe how important the three-division experience was for them. In addition to mixed-age learning experiences, alumni refer to an almost indefinable sense of continuity at MB. Granted, progressing through 15 grades involves inevitable transitions. But at MB, the prevailing ethos is one of stability, familiarity, and longevity of relationships. Students feel deeply enmeshed and comfortable as long-time members of the MB community – as most do in their own families – and that familiarity not only boosts confidence, it allows for a kind of focus that helps students discover their gifts and passions.
“When I think back on my own education, what strikes me is how isolating it sometimes was. Sure, there were always relationships with teachers, friends and teammates, but learning itself emerged primarily from solitary acts of studying, test-taking and paper-writing,” says Matt Glendinning, Head of School. “Yet, a host of research suggests that learning is a profoundly social phenomenon and that children learn best when they have an opportunity to work in groups, and to collaborate on real problems. Adding a mixed-age component creates an exceptional model. When I hear a lower school student speak at All-School meeting for worship, or come across a junior working through Shakespeare with a sixth grade student, I know that powerful teaching and learning are occurring.”