Middle School Information Session & Parent Education
Middle School at Acera• Mission• Key Capacities for Development• Adolescence and How Acera MS Addresses Needs of this Stage• Program Components• Anecdotes - Components in Action• MS1 and MS2• Staff Members• FAQs & Aligning Ideas
Acera MissionEnable high ability students to learn based upon ability and
motivation, not age.
• Safeguard the spirit and innate curiosity of each child
• Focus on inquiry, creativity, and complex thinking
• Emphasize STEM learning areas, developing native capacity
• Create educational partnerships with Universities and Academic Institutes. Foster inspiration and education in emerging fields
• Enable student’s to pursue their passions and talents. Provide a runway for learning so that students can fulfill their potential.
• Operate as a Lab School - pilot approaches / strategies. Be a microcosm for Education Innovation.
• Develop the next generation of scientists, mathematicians, creative thinkers, and leaders
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MS Program Concept• Same as elementary program• Difference- implemented in a developmentally
appropriate way• Shifts from “who you are” to “how you are within
the world”• Move from self-centered to socially centered• More integrity and accountability – to yourself & the
community
Typical for Adolescence At Acera We…
Seek from parents. Able to truly think for themselves. Can become rebellious.
• We do not shut this down. We use that momentum. It is messy, sometimes inappropriate.
• We embrace expression of self, and help them express things appropriately.
• Give students more voice in their learning path.
Push limits and test. • Let them try things and make mistakes.• Include program aspects that support this unique
age and stage.• Natural consequences.• In MS2, an “open language” policy.
Executive function brain capacity developing - unevenly. Ready for meta cognition.
• Expectations of homework and longer-term assignments.
• Expect students are on point for managing their work. It’s up to them.
Physical and hormonal changes.
• Sex-Ed program helps increase self awareness.• Mindfulness & yoga enable some habits to address
EQ needs.
Emotional Growth Through Academic Experiences
Capacities & EQ Development in Parallel with Academic Skills & Knowledge
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Anecdotes of ConcurrenceLearning Endeavor Concurrent EQ Learning
Math Growth Mindset
Literature Book Groups Practicing the art of conversation
Passion Projects. Planning Class Trips. Presentations.
Finding your voice. Effective Communication. Following through on the commitments you make.
Service / Stewardship Projects Becoming aware of needs of others
Science Lab Asking questions amid ambiguity
Writing a Response Essay Persistence even when it is difficult
Participation in Multiple Electives Time Management / Organization Skills
Elective & STEM Symposium Projects Ask for help. Seek out mentors.
Group Project Listening to others’ perspectives. Being an effective, contributing team member
What we see…
Learning Priorities • Enable Social, Emotional & Leadership Growth
• Develop Writing, Organization, and Discussion Skills
• Develop Independence, Adaptability, Frustration Tolerance
• Find Your Voice. Engage in Meaningful Work.
• Become Accountable to Yourself and Your Community
In a Climate of Freedom, not Pressure
Program Components• Electives• Passion Projects• Science Lab• Math• Writing • Literature• Sex/Health Education• Social Emotional Learning “SEL”• Service / Stewardship Projects • Whole Class Endeavors• Optional Add-On: Spanish 8-8:45am• Optional Add-On: Poli Sci / Model UN Club
Inquiry Facilitator Principles1) Teachers rarely, if ever, tell students what she thinks they
ought to know.2) Her basic mode of discourse with students is asking
questions.3) Her lessons develop from the responses of students and not
from a previously determined "logical" structure.4) She does not look for, accept singular answers to questions5) She measures success in terms of behavioral changes in
students.
2015/2016 MS TeachersTeacher & Focus Specialties
Christine Horan, MS1 Lead Philosophy, Writing, Science, Literature
Gus Halwani, MS2 Lead Neuroscience, Music, Sciences, Research
Sean Ingle, MS2 Lead Political Science, Engineering, Humanities
Michael Hirsch, Science Lab Biology, Microbiology, Chemistry, Biochem
Vanessa Roman Sex Ed. Theatre. Mindfulness. Yoga. EQ.
Josh Briggs, Innovation Lab Engineering, Construction, Design, Math
Anthony Reynolds Fine Art, Music, Poetry Slam, Percussion
Kate Fractal Math, Comp Sci, Game Design, EE
Michel Ohly Math, Economics
Jenna Gillespie Counselor, Literature, Writing, Organization
Outcomes High Schools Capacities / Evidence in HS
Boston University AcademyCambridge School of WestonChapel Hill-Chauncy HallMinuteman Tech VocationalCommonwealth SchoolNewman SchoolConcord AcademyMeridian Academy PingreePublic
Admissions Officers Reach Out to Us – They want our students
Initiative
Self Knowledge of Strengths, Shortcomings, Learning Style
Self Advocacy
Ability to Plan & Execute Successfully in Assignments, and Get Good Grades
Courage
Questions?
Video Clips of Specialist Teachers
• Josh Briggs – Engineering, Construction, Math /Elective• Michael Hirsch – Science Lab• Vanessa Roman – Sex Ed, Mindfulness• Anthony Reynolds – Arts Electives, Arts Community Outreach
Slides which follow may become useful in a Parent Seminar in the Future . . .
Vanessa
Michael
Josh
Anthony
Parent FAQsHow will math work?• We observe more joy and use of math to solve problems with
the shift to include more integrated math.
Culture? • Create a Community – students & adults who care about each other• Relationships. We know our students as whole people.
Ability Math Group Math Elective
9-10am, Mon & ThursPre algebra meets 4X/week
9-10am, Tues & FriFor Algebra 1 & above
Key Capacities for Development• Emotional Intelligence• Acceptance of self• Awareness of strengths and weaknesses• Frustration Tolerance• Awareness of ones impact on others• Taking responsibility for the impact you have on the community• Leadership and self advocacy
• Creative Thinking, Problem Solving, and Initiative • Writing Skills• Speaking Skills• Organizational Skills
This is a multi year process. It does not have a concrete start or finish timeline.
We Embrace MIT Media Lab Principles
Outcomes Before After
Very bored before Acera. Entered as a quiet, poised, meek Grade 6 girl.
Emerged as a leader in the MS community. Vibrant presence and voice. Asks questions fearlessly.
Very unhappy in previous program before grade 5. Frequent outbursts. Extreme disorganization. No friends.
Poised, humorous Grade 8 Graduation Speech. Many friends! Self Advocates for the right classroom placement in HS. She is thriving “All because of Acera” -- Her Dad
Seen as “average” by her prior teacher. Very low frustration tolerance. No tolerance of ambiguous situations or questions. Very literal.
Placed into calculus in Grade 9. Grew to know herself and develop confidence and coping skills. Thriving in a high rigor HS.
Articulate, yet deep dislike for school. Constant fidgeting. Approval seeking.
Confident and calm leader by Grade 8. Thriving in 11th Grade.
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