Forest School

 
Structured Learning for Deep Connections 

Learners meet daily in expertise groupings to build skills based on demonstrated needs. We believe students learn at their individual pace, which does not always obey the standard grade-level expectations. To better accomplish differentiated and personalized learning, our flexible expertise groupings bring students together around a common skill required to make the next leap ahead. Students meet with a teacher to receive direct instruction and practice with fellow learners, regardless of age, who work on similar skill development.  Reading, as one of the keys to success, is emphasized with daily Read Aloud and independent reading.

INQUIRY 

We believe students have an innate curiosity to learn. The Forest School program creates the space, opportunity, and context for students to connect their internal motivations with weekly objectives. Daily, students choose from a menu of offerings to enhance creativity, problem solving, critical thinking, fine motor, and collaboration skills. Options may include seasonal ecosystem changes, math and literacy practice, and handcrafts.  At times students work across age-groups to solve “low-floor, high-ceiling” problems that are accessible to all learners. These problems challenge multiple sets of children concurrently as students analyze and solve a problem at their skill level. 

PLAY

At the Forest School, each day includes at least one 90-minute block of outdoor student-guided play.  This daily uninterrupted time for play, discovery and inquiry fuels the educator-guided learning in the structured portion of the day.  Students will see that their discoveries, events, questions, and interactions from the play time matter as they fuel their learning and guided lessons. Nature provides infinite possibilities for play as students interact with their surroundings and each other.   Play creates opportunities for students to bring their whole selves-- physical, emotional, and social beings-- into the task at hand, and  the learning that arises from these situations imprints, creates lasting neuroconnections. 

Self-worth & Resilience

Building resilience is central to the practices of the Forest School. Research over the past several years has demonstrated that children in nature-based learning settings have greater opportunity to work on becoming competent, build social connections, practice self-regulation, and lean into taking initiative–all positive protective factors for increasing resilience and decreasing the impact of anxiety, stress, and depression. Building resilience also promotes fluid adaptation as students’ environments shift around them. 

Compassion

Compassion is the cornerstone of a joyful community.  While playing in the woods, wading through the creek, climbing trees, and observing wildlife, children connect with the natural world.  From compassion comes responsibility for the earth and the commitment to act to preserve it. Additionally, children foster meaningful relationships with each other grounded in compassion.   At the Forest School, relationships are defined by mutuality, respect, and service. These values pervade the Forest School, defining the relationships of teacher to teacher, teacher to learner, student to student.

Reflection & Documentation 

Daily, students reflect upon their experiences through written, artistic, and quantitative expression. Learners keep a journal in which they document learning and ask questions for further research. The journal serves as a communication tool between the family and school. In addition to paper journals, older students use iPads to create seasonal portfolios to track their learning and growth.  Journals, observations, running records, and other informal assessments provide a snapshot of a child’s development and guide instruction. Formal assessments in reading and math twice a year convey students’ progress toward national benchmarks. 

The Forest School offers family conferences in October, January, and May. Learning best occurs when common practices are shared between home and school. Conferences are one of the methods through which we share practices and learn about your family and home environment. In March, we also prepare narrative feedback for families to provide an overall portrait of the student and their growth.

CREW

Students need routine and boundaries.  In removing the physical walls that often serve as traditional structure, the routines and rituals of the group provide that assurance and certainty. The crew is the group of approximately 15 students and lead educator who are most connected. They meet daily to open and close the day, support each other, and act as touchpoints for smiles, frowns, discoveries, and celebrations. The lead educator of the crew serves also as the main point of contact for the family, communicating formally and informally about growth, concerns, and highlights of each child’s experience.  

Diversity, Inclusion, & Access 

We believe nature-based, experiential learning is best for all students. Our goal is to make our program available to all learners. We aim to help students of all backgrounds, ethnicities, and identities see themselves as belonging in outdoor spaces.