By Alan Bailey
Every other year in Chugach Optional there’s a buzz of excitement as third and fourth grade students place handmade models of medieval castles on tables along the sides of the central school corridor. Miniature knights peer down from cardboard battlements. Colorful flags wave in imaginary winds at the top of crenellated towers. And pieces of drinking straw simulate the posts of a stockade around a fortified hill.
Children dash from one elaborate creation to another, admiring each other’s handiwork and imagination, while proud parents visit with each other, comparing notes on the weeks of effort that have finally come to fruition.
The castles are a product of a Middle-Ages theme that spawns a series of projects and investigations, typical of the project-based approach to learning that is a hallmark of optional education. Students plan, carry out and present the results of their work to classmates and teachers. Parents help through encouragement, perhaps through some assistance in planning or construction, and perhaps through sharing some of the stresses of the creative process.
The idea behind project-led education is that, rather than placing each element of the curriculum – say writing, geography or history – into its own separate box, the students carry out projects that involve multiple disciplines and self-directed research, reflecting the fact that knowledge rarely fits into neat, self-contained categories.
The castle project, for example, requires group study in the classroom, library searches and maybe the use of the Internet, to research the history of castles, find a castle design to model, learn about castle construction and also learn something about how people lived during the Middle Ages. Discovering where castles are located involves geography. Designing the model involves elements of math to calculate the scaled-down sizes of walls and towers. Drawing out a plan involves geometry. And model construction involves decisions about what materials to use, estimating material quantities and figuring out how to resolve the inevitable construction challenges that arise.
While not necessarily perfection, the models are always interesting and always represent the culmination of a great deal of work. And by going through the planning, design and construction process, each student will have learned more about the world we live in and, along the way, will have honed up a few skills across a variety of disciplines.
Thursday, December 16, 2010
Friday, December 10, 2010
OPTIONAL CHUCACH OPPORTUNITIES – COME ON IN!
By Brad Harris
Each person encounters different opportunities in their lifetime. The same is true for students at Chugach, which is partly because of the skills and interests that each of us, as parents, brings into the school and shares with the kids.
We are all aware of the requirement for parents to volunteer for various tasks or activities when our child is attending Chugach. How we each choose to use our volunteer time is up to each of us. However, we should consider that the opportunities we give to the students through our volunteer time are greatly dependent on how we choose to use our volunteer time.
Classroom projects and activities led by parents always receive glowing reviews by the kids when they come home from school. Whether a parent-led classroom activity is a one-time short presentation, or multiple work sessions for a larger project, sharing of parent’s skills and interest with Chugach students is always very inspiring to them. Break off a bite sized piece of your interest, share the idea with your child’s teacher, and work together to build an activity that gives the students something to chew on!
Leading a project or activity for a whole class can be a harrowing experience for some of us (How do our teachers do it all day, every day?). Consider breaking down the class into smaller groups to work on the activity with you. Consider asking for assistance from other parents, professionals in the community, or other friends from outside the school. Consider breaking off a smaller, more focused bite of your interest that won’t overwhelm you when you work on it with a group of students. Consider sharing your interest in a “Mini-Course” where you can specify the number of kids in your group (Note: Mini-Course planning is in progress and instructors are needed).
Each classroom at Chugach is exposed to different but equally interesting opportunities because each of us has differently interesting things to share with the students. Whatever your interests or skills are, please share them. It is a two-way street. You will be amazed at what you learn from the kids.
Each person encounters different opportunities in their lifetime. The same is true for students at Chugach, which is partly because of the skills and interests that each of us, as parents, brings into the school and shares with the kids.
We are all aware of the requirement for parents to volunteer for various tasks or activities when our child is attending Chugach. How we each choose to use our volunteer time is up to each of us. However, we should consider that the opportunities we give to the students through our volunteer time are greatly dependent on how we choose to use our volunteer time.
Classroom projects and activities led by parents always receive glowing reviews by the kids when they come home from school. Whether a parent-led classroom activity is a one-time short presentation, or multiple work sessions for a larger project, sharing of parent’s skills and interest with Chugach students is always very inspiring to them. Break off a bite sized piece of your interest, share the idea with your child’s teacher, and work together to build an activity that gives the students something to chew on!
Leading a project or activity for a whole class can be a harrowing experience for some of us (How do our teachers do it all day, every day?). Consider breaking down the class into smaller groups to work on the activity with you. Consider asking for assistance from other parents, professionals in the community, or other friends from outside the school. Consider breaking off a smaller, more focused bite of your interest that won’t overwhelm you when you work on it with a group of students. Consider sharing your interest in a “Mini-Course” where you can specify the number of kids in your group (Note: Mini-Course planning is in progress and instructors are needed).
Each classroom at Chugach is exposed to different but equally interesting opportunities because each of us has differently interesting things to share with the students. Whatever your interests or skills are, please share them. It is a two-way street. You will be amazed at what you learn from the kids.
Wednesday, December 8, 2010
Commitment to Chugach matters
By Charles Wohlforth
When something works—a machine, a relationship, or a school—you don’t always know why, or even bother to ask. There’s no reason to investigate when you’re happy with the results. Only a fool would turn to his wife to question why the marriage is not in trouble.
But at Chugach, renewing and focusing parent commitment to the school’s philosophical core is always important. When problems crop up is the worst time to examine our purpose and the reasons behind the way we do things.
Chugach is a different school. It was founded by a group of parents with a particular view of how children learn: child-centered, less structured, and using innovative methods, including relying on student inquiry rather than directed instruction.
Many experimental schools that started in the 1970s have since died out or evolved into traditional schools with few unique qualities. The tendency to revert back to mainstream practices is natural. One primary reason it happens is because most of us, as parents, grew up in traditional schools and, without knowing better, we can push in that direction.
As a long-time Chugach parent, I’ve talked to friends who were freaking out because, although they loved Chugach, they felt that their child wasn’t getting some particular piece of educational content they “should” have learned by a certain age.
I’ve felt that way myself at times.
But our philosophy says every child has his or her own natural pace of learning. We believe that concepts click at different times for each of us. Kids learn best when you don’t force it. New skills sink in when children are ready.
In our family, we’ve learned to trust that our children always do learn what they need, and more. Chugach works.
Part of our job as parents has got to be to teach ourselves and one another about Chugach and its philosophy, so we’re ready to trust in the program, to be patient with the learning process, and to support the teachers and students in the right way—with encouragement rather than pressure.
Commitment to Chugach matters for our kids, and for the long-term health of our school.
When something works—a machine, a relationship, or a school—you don’t always know why, or even bother to ask. There’s no reason to investigate when you’re happy with the results. Only a fool would turn to his wife to question why the marriage is not in trouble.
But at Chugach, renewing and focusing parent commitment to the school’s philosophical core is always important. When problems crop up is the worst time to examine our purpose and the reasons behind the way we do things.
Chugach is a different school. It was founded by a group of parents with a particular view of how children learn: child-centered, less structured, and using innovative methods, including relying on student inquiry rather than directed instruction.
Many experimental schools that started in the 1970s have since died out or evolved into traditional schools with few unique qualities. The tendency to revert back to mainstream practices is natural. One primary reason it happens is because most of us, as parents, grew up in traditional schools and, without knowing better, we can push in that direction.
As a long-time Chugach parent, I’ve talked to friends who were freaking out because, although they loved Chugach, they felt that their child wasn’t getting some particular piece of educational content they “should” have learned by a certain age.
I’ve felt that way myself at times.
But our philosophy says every child has his or her own natural pace of learning. We believe that concepts click at different times for each of us. Kids learn best when you don’t force it. New skills sink in when children are ready.
In our family, we’ve learned to trust that our children always do learn what they need, and more. Chugach works.
Part of our job as parents has got to be to teach ourselves and one another about Chugach and its philosophy, so we’re ready to trust in the program, to be patient with the learning process, and to support the teachers and students in the right way—with encouragement rather than pressure.
Commitment to Chugach matters for our kids, and for the long-term health of our school.
Parent education plan adopted
What Chugach parents need to know, and how:
The Parent Education Committee Plan for 2010-11
Our committee formed with the goal of educating parents about the Chugach educational philosophy. We believe that our school works best when everyone in the school community understands and supports the ideas and methods that make Chugach unique.
The committee met three times to choose themes to address. The basis of parent education comes from the adopted school philosophy and practices described in the school handbook, but we had to choose themes to be emphasized this year, and approaches for communicating those themes. Here are the seven themes we selected:
• Commitment to the Chugach philosophy. Everyone in our community should accept the basic concept and goals of Chugach, including the need for commitment itself. In other words, the benefits of Chugach do not come passively—parents need to be positively on board.
• Instructional methods. Children learn differently at Chugach compared to the schooling experienced by most parents. Details of our classroom techniques may be unfamiliar. We should explain their basis in research and experience, and the connection to our philosophy, as well as asking parents into the classroom to join the teacher.
• Parent participation. Chugach works because parents are involved as a supporting community with teachers and students. We need strong parent volunteerism, and the presence and engagement of parents throughout the day.
• Creating in-charge learners through choice and inquiry. Chugach is child-focused. Our goal is to teach responsibility for learning by putting responsibility in the hands of those learning. This kind of intellectual and emotional development takes precedence over delivery of content.
• Monitoring your child’s progress. Parents must learn to assess student achievement through their work. Instead of grades, we use portfolios, self-evaluation, hallway displays, performances, classroom observation, and informal contact with teachers.
• Trusting that Chugach will work. Chugach works, but that can be hard to believe for parents anxious about a child missing content. More than 30 years of experience shows that Chugach kids excel in the end, even if their paces differ in getting there.
• Chugach and the family. At Chugach the school day connects with the rest of the family’s day, both for students and parents. Students may do better at Chugach who experience the same kind of educational philosophy at home and at school.
The committee plans to communicate these themes through a variety of learning approaches. We set down broad ideas and chose leaders for each one. Those attending our meetings were Charles Wohlforth, Martha Robinson, Anne Salzer, Brad and Angie Harris, Marty Freeman, Susan Joling, Pam Rowell, Alan Bailey, Amy Lundell, Sheila Griffith, Kimmer Ball, and Sharon Brooks. Several other parents were in touch by email.
Here are the concepts we are working on and leaders for each:
• School tours and selection. Careful design of how we present Chugach to prospective parents to make sure they understand our program and philosophy. Leader to be determined.
• Bulletin boards and graffiti wall. Bulletin boards will explain and show clear examples of Chugach concepts. Graffiti walls are for students or parents to give feedback or their own examples and ideas. Leaders: Anne, Sheila, Pam.
• Scoop articles and blog. The front of the Scoop will contain essays by students, parents and staff on our themes. These will be saved on a new blog, linked to the Chugach website, where readers can respond in a moderated setting. Leaders: Charles, Brad, Marty.
• Evening events. A series of talks or discussions, possibly like the “Main Event” held at the Community Assembly in the past. Topics could include: new parent orientation, alumni night with former Chugach students, and explanation of methods by teachers. Leaders: Amy, Sheila, Martha, Marty.
• Making parent education on-going. Create a Parent Education and Outreach Coordinator as an officer of the Executive Board (possibly in place of the member at large) to bring together a program of parent orientation and education each year.
Our committee has been productive and has set out on a big program of activity. We welcome and strongly encourage more help. Leaders of individual subcommittees will need help on their projects, and the entire committee is open to anyone who attends or submits written comments.
The Parent Education Committee Plan for 2010-11
Our committee formed with the goal of educating parents about the Chugach educational philosophy. We believe that our school works best when everyone in the school community understands and supports the ideas and methods that make Chugach unique.
The committee met three times to choose themes to address. The basis of parent education comes from the adopted school philosophy and practices described in the school handbook, but we had to choose themes to be emphasized this year, and approaches for communicating those themes. Here are the seven themes we selected:
• Commitment to the Chugach philosophy. Everyone in our community should accept the basic concept and goals of Chugach, including the need for commitment itself. In other words, the benefits of Chugach do not come passively—parents need to be positively on board.
• Instructional methods. Children learn differently at Chugach compared to the schooling experienced by most parents. Details of our classroom techniques may be unfamiliar. We should explain their basis in research and experience, and the connection to our philosophy, as well as asking parents into the classroom to join the teacher.
• Parent participation. Chugach works because parents are involved as a supporting community with teachers and students. We need strong parent volunteerism, and the presence and engagement of parents throughout the day.
• Creating in-charge learners through choice and inquiry. Chugach is child-focused. Our goal is to teach responsibility for learning by putting responsibility in the hands of those learning. This kind of intellectual and emotional development takes precedence over delivery of content.
• Monitoring your child’s progress. Parents must learn to assess student achievement through their work. Instead of grades, we use portfolios, self-evaluation, hallway displays, performances, classroom observation, and informal contact with teachers.
• Trusting that Chugach will work. Chugach works, but that can be hard to believe for parents anxious about a child missing content. More than 30 years of experience shows that Chugach kids excel in the end, even if their paces differ in getting there.
• Chugach and the family. At Chugach the school day connects with the rest of the family’s day, both for students and parents. Students may do better at Chugach who experience the same kind of educational philosophy at home and at school.
The committee plans to communicate these themes through a variety of learning approaches. We set down broad ideas and chose leaders for each one. Those attending our meetings were Charles Wohlforth, Martha Robinson, Anne Salzer, Brad and Angie Harris, Marty Freeman, Susan Joling, Pam Rowell, Alan Bailey, Amy Lundell, Sheila Griffith, Kimmer Ball, and Sharon Brooks. Several other parents were in touch by email.
Here are the concepts we are working on and leaders for each:
• School tours and selection. Careful design of how we present Chugach to prospective parents to make sure they understand our program and philosophy. Leader to be determined.
• Bulletin boards and graffiti wall. Bulletin boards will explain and show clear examples of Chugach concepts. Graffiti walls are for students or parents to give feedback or their own examples and ideas. Leaders: Anne, Sheila, Pam.
• Scoop articles and blog. The front of the Scoop will contain essays by students, parents and staff on our themes. These will be saved on a new blog, linked to the Chugach website, where readers can respond in a moderated setting. Leaders: Charles, Brad, Marty.
• Evening events. A series of talks or discussions, possibly like the “Main Event” held at the Community Assembly in the past. Topics could include: new parent orientation, alumni night with former Chugach students, and explanation of methods by teachers. Leaders: Amy, Sheila, Martha, Marty.
• Making parent education on-going. Create a Parent Education and Outreach Coordinator as an officer of the Executive Board (possibly in place of the member at large) to bring together a program of parent orientation and education each year.
Our committee has been productive and has set out on a big program of activity. We welcome and strongly encourage more help. Leaders of individual subcommittees will need help on their projects, and the entire committee is open to anyone who attends or submits written comments.
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