F.L.O.W.
In the fall of 2014, RSU 1 offered a weeklong canoe trip to all eighth graders in the district. The trip, called Fundamental Learning On Water (FLOW) was a hybrid of outdoor skills training and social integration, with an academic focus on the issues of global water scarcity. In this first year, 96 out of a possible 145 students attended the trip.
FLOW was a collaboration between Bath Middle School, Woolwich Central School and The Chewonki Foundation. Chewonki is a local environmental organization focusing on wilderness travel, outdoor education and sustainability. We received a $20,000 grant from Chewonki, and $15,000 in donations from local businesses and trusts. FLOW was a tremendous success. Feedback from students, parents, teachers and administrators was overwhelmingly positive.
One of the most unique aspects of FLOW was that it took place less than ten miles from school, in an undeveloped chain of islands that is maintained as a wilderness area. It was a revelation to everyone that such a beautiful, serene place existed so close to our town. Students slept in tents, prepared and cooked their own food, packed and paddled their own canoes, and discussed the diverse and complex issues of water scarcity. These conversations took on deeper meaning since there is no naturally occurring water on any of the islands.
The planning for FLOW 2015 is well underway. This year's academic focus will be on the craft of writing narratives, and we plan to create an anthology of student work that will be published in the spring of 2016. Since improving student writing is a districtwide focus, it makes sense to utilize the time on FLOW to become better writers -- not by doing exercises and worksheets, but by actually writing. Learning by doing is a powerful model.
"We are what we repeatedly do. Excellence, then, is not an act, but a habit."
Aristotle
The four EL Design Principles that connect most clearly with FLOW are:
3. THE RESPONSIBILITY FOR LEARNING
Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning.
5. SUCCESS AND FAILURE
All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities.
8. THE NATURAL WORLD
A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations.
9. SOLITUDE AND REFLECTION
Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need to exchange their reflections with other students and with adults.
Link to an article in the Times Record about the FLOW reception in April 2015
http://www.timesrecord.com/news/2015-04-15/Front_Page/Future_of_FLOW_program_to_grow.html
Link to article in Chewonki Chronicle:
http://issuu.com/chewonkifoundation/docs/chronicle_fall_2014/17?e=4186068/10416316
FLOW was a collaboration between Bath Middle School, Woolwich Central School and The Chewonki Foundation. Chewonki is a local environmental organization focusing on wilderness travel, outdoor education and sustainability. We received a $20,000 grant from Chewonki, and $15,000 in donations from local businesses and trusts. FLOW was a tremendous success. Feedback from students, parents, teachers and administrators was overwhelmingly positive.
One of the most unique aspects of FLOW was that it took place less than ten miles from school, in an undeveloped chain of islands that is maintained as a wilderness area. It was a revelation to everyone that such a beautiful, serene place existed so close to our town. Students slept in tents, prepared and cooked their own food, packed and paddled their own canoes, and discussed the diverse and complex issues of water scarcity. These conversations took on deeper meaning since there is no naturally occurring water on any of the islands.
The planning for FLOW 2015 is well underway. This year's academic focus will be on the craft of writing narratives, and we plan to create an anthology of student work that will be published in the spring of 2016. Since improving student writing is a districtwide focus, it makes sense to utilize the time on FLOW to become better writers -- not by doing exercises and worksheets, but by actually writing. Learning by doing is a powerful model.
"We are what we repeatedly do. Excellence, then, is not an act, but a habit."
Aristotle
The four EL Design Principles that connect most clearly with FLOW are:
3. THE RESPONSIBILITY FOR LEARNING
Learning is both a personal process of discovery and a social activity. Everyone learns both individually and as part of a group. Every aspect of an Expeditionary Learning school encourages both children and adults to become increasingly responsible for directing their own personal and collective learning.
5. SUCCESS AND FAILURE
All students need to be successful if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. But it is also important for students to learn from their failures, to persevere when things are hard, and to learn to turn disabilities into opportunities.
8. THE NATURAL WORLD
A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of future generations.
9. SOLITUDE AND REFLECTION
Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas. They also need to exchange their reflections with other students and with adults.
Link to an article in the Times Record about the FLOW reception in April 2015
http://www.timesrecord.com/news/2015-04-15/Front_Page/Future_of_FLOW_program_to_grow.html
Link to article in Chewonki Chronicle:
http://issuu.com/chewonkifoundation/docs/chronicle_fall_2014/17?e=4186068/10416316