Philosophy and Framework for Education
Lee Academy has patterned its approach to education after Dr. Barbara Clark's Integrative Education Model. We incorporated key components of that model in the development of our program. We strive to give equal importance to four human functions - thinking/cognitive, feeling/emotional, physical/sensing and the intuitive. These functions cannot reach their optimum levels separately, but only when each is integrated into the whole. This “holistic” view reflects thinkers from the past and current researchers, who have found evidence of the interactive nature of reality.
Creating a Responsive Learning Environment
This stems from the works of Plato, Socrates, Dewey, Pastalozzi and Froebel. Our goal is to create a unique learning experience for each individual. Research directed by Bloom found that of those persons studied who had achieved exceptional accomplishment of international note; all had received individualized instruction both at an early stage and in their specific fields of accomplishment. Participation, necessary to learning, is encouraged to insure the assimilation of concepts.
Relaxation and Tension Reduction
Neuroscience tells us that human learning is not as effective or efficient under conditions of stress, anxiety and tension. (Clark, 1986) Stress is an unavoidable consequence of living. We attempt to work through stress and anxiety by physical exercise, discussions, music and techniques such as meditation and role-playing.
Our small classes and emphasis on cooperative learning instead of competition, give the teachers and students more opportunities for relaxed learning.
From our experience, a physical environment can also be conducive to the reduction of tension. We find the natural setting of our campus (open space, trees, lake, and animals) promotes a mode of relaxation and reduction of stress. Our interior setting is more like a study room at home than an institutional classroom.
Personal comfort is also important. Students and teachers have control over what they wear.
Movement
One notable observation made by brain researchers is that physical movement is important to learning. (Restak, 1979) A child’s movement is quite natural when entering school. We recognize that all our students (4-16 years) should have ample opportunity for movement throughout the day. The students change classes and rooms often and are involved in activities during the classes. They are able to go outside to play during free time as well as after lunch and during physical education classes.
Empowering Language
Empowering language is an important part of our classroom communication between teachers, between students and teachers and between students. Based on our experience, when students are given an opportunity to work in an environment in which empowering language is valued, they become more responsible and motivated. These characteristics have been found to enhance academic achievement and positive self-concept. (Aspy and Bahler, 1975; Purkey, 1970) Our teachers use physical and verbal affirmation, humor, and reflective questions. Constructive specific and immediate feedback is given.
Choice and Perceived Control
One of our major goals is to help students become responsible learners. We attempt to provide opportunities in which they can experience choice and shared control. Further, they must believe that they have the competency or can acquire the competency to make good choices and to achieve goals. Choice and perceived controls have been found to significantly affect motivation, academic achievement and self-esteem. (Arlin and Whitley, 1976; Thoms, 1980; Weisz, 1960) Our teachers incorporate choice into their classroom organization.
Maehr (1984) found that when the organization of a classroom or a lesson incorporates competition, grading on external criteria only or external reward systems, the development of the inner focus of control and freedom of choice is hampered. To succeed in such an environment, the student must focus on being better than others. Ames (1984) finds that competition results in a negative interdependence among students.
We want our students to focus on accomplishing their best effort. Kohn (1995) and Kirschbaum, Simon and Napier (1971) present convincing evidence against competition and grades. As a non-graded program, Lee Academy has found success in using the mastery approach, self-evaluation, teacher assessments and progress conferences with written and verbal evaluation.
The students at Lee exercise a degree of choice and control over their own learning and social activities. Good decision making must begin with opportunities for choices and alternative thinking. A technique we find helpful in establishing the tone for perceived control is the development of agreements which take the place of class rules. These agreements clarify expectations of the teachers and students in and out of the classroom. All class members, including the teacher, operate from the same standards. The agreements are:
* I will listen, share and respond appropriately to others.
* I will find the alternatives and choose what gets me to my goals.
* I will treat others as special people.
* I will take care of myself so I can be the best that I can be.
* I will handle each problem with the person that can do something about it.
* I will figure out what I want and ask for it at an appropriate time and in an appropriate manner.
A more specific and simplified version of these agreements are used with the youngest students.
Complex and Challenging Cognitive Activity
We provide challenging cognitive work and activity through the use of:
* Free-acceleration (appropriate pacing and level based on student needs);
* Enrichment (broadening the curriculum through projects, trips, speakers, etc.);
* Curriculum compacting (reduced amount of introductory activities, drills and review);
* Mentorship (exposure to advanced training and experiences in a content area);
* Dual enrollment (taking an additional class or classes at local colleges and universities); and,
* Upper levels of Bloom's Taxonomy (Application, Analysis, Synthesis, Evaluation)
Intuition and Integration
The integration of all of our human functions - thinking, feeling and sensing - releases intuition and creativity. Creative and intuitive processes are expressions of the highest level of human intelligence. Intuition and creativity is encouraged in classes and during playtime at Lee through imagery, fantasy and visualization.
Conclusion
The results of our integrative education model are quite evident. By incorporating the most recent research and best practices in gifted education, students are happy, challenged, interactive and demonstrate a positive attitude toward learning. Lee students exhibit leadership, problem solving, risk-taking skills and are critical and creative thinkers. They show passion and great success in their work through in-depth research projects, senior theses, community service, Advanced Placement, honor and college classes, SAT’s, achievements testing, writing and many other activities. Our students develop skills and traits such as time management, organization, listening, respect, compassion, cooperation and working as a team. We do not emphasize testing, however, our students score extremely high on standardized and college tests. They normally have their choice of any college or university throughout the world, most often with full scholarships (Check out our Alumni page). Lee students take responsibility for their own learning and learning becomes a life long skill.
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