Wellan Voyager Program: Grades 7–8

GRADES 7–8

Lear ning Should Be A n Ad ventu re.

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Dear Parents, Students ages 12–14 are entering a new stage of human development—early adolescence. Using the sea as a metaphor for the sometimes rough but exciting experiences that this period of human development offers, we encourage students to approach the intellectual, physical, emotional, and social challenges ahead with a spirit of adventure—as VOYAGERS sailing off to discover new worlds.

The VOYAGER program directly addresses the inclinations and needs of this unique age group. Young teenagers want to belong, they want to grapple with abstract ideas, and they want to have the agency to change what they perceive to be injustices. In short, they want to understand how they fit within the context of the world around them.

This innovative middle school educational program has been designed to channel early adolescents’ energy in ways that will allow them to become their best selves so that, in the future, they can contribute their talents to making the world a more peaceful, more interesting place for the rest of us.

Thank you for considering this program as the next step in your child’s journey.

Sincerely,

Beth Black, Head of School 1 Wellan Montessori School

“It is like a voyage of discovery into unknown lands, seeking not for new territory but for new knowledge. It should appeal to those with a good sense of adventure.”

Frederick Sanger, British biochemist, talking about his research (but we think it applies to VOYAGER!)

I N T R O D U C I N G T H E V O YA G E R P R O G R A M VOYAGER is a two-year educational program for highly motivated 7th and 8th grade students.

All Voyager students will be in the same class, regardless of grade level, and will work together on meaningful academic and personal challenges.

Assessments will, however, be based on gradelevel expectations. As is the case in all Montessori classrooms, students will progress at the their own pace academically. Due to the unique structure of this program, the class size is intentionally fewer than 30 students. Applicants need to demonstrate that they have the initiative, self-awareness, and self-discipline to take advantage of this special educational offering.

Interested students are encouraged to apply early.

The VOYAGER curriculum has been developed to align with: • Learning needs of 21st century students • Developmental needs of students ages 12–14 • Developmentally appropriate practices for “best schools” • Curricular standards outlined by the American Montessori Society • State and national subject-specific curricular standards

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D E V E L O P M E N TA L C H A R A C T E R I S T I C S OF 12–14 YEAR OLDS Intellectual

Social/Moral

Physical

Traits of Middle School Students

Increased ability to analyze, reflect, pose hypotheses

Interest in “big ideas”

Desire to belong and conform vs.

Desire to form unique identity

Interest in moral/ ethical questions

Changes associated with puberty

How

Collaborative problem-solving activities; Emphasis on public speaking

Theme-based integrated curriculum organized around compelling questions

Small cohort and status as “school elders” allow for belonging and leadership

Character development lessons and current events discussions

Health, safety, wellness curriculum

VOYAGER

Meets Their Needs

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“We have intentionally built the VOYAGER program to suit the developmental needs of young adolescents.”

Beth Black, Head of School

Psychological

As Learners

Need for movement

Increased feelings of vulnerability and anxiety — moody, emotional outbursts

Increased awareness of ethnic identity and differences in values across families

Preference for active, hands-on learning applied to real situations

Eagerness to be challenged by breadth and complexity of concepts, skills, reading materials, and activities

Daily physical activity block; Weekly physical education

Social-emotional curriculum; Mentorship program

Literature and history topics that explore questions of identity, culture, and values

“Deep Dive” opportunities to engage in realworld research outside the classroom

Focus on development of executive functioning skills

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CURRICULUM OVERVIEW

Explorations and skill development in the disciplines of Humanities and STEM will occur during four themed units named after compass points: North, South, East, and West.

Maria Montessori, if she were alive today, might argue that the structure of conventional middle schools exacerbates the social-emotional challenges students face during the changes of adolescence.

Each module is organized around challenging questions that cut across the disciplines. This intentionally contrasts with conventional middle school programs in which academic subjects are presented as separate, unrelated fields of study.

Due to the packed schedule in many conventional middle schools, teacher-student interactions can feel transactional and superficial. Motivation increases when students participate in meaningful exploration with peers and teachers in a context that allows for deep engagement. At this age, students want to know why they need to learn a concept and how it will help them—or the world— in the future.

This interdisciplinary approach is designed to help students develop the habit of thinking critically and creatively about big ideas and to strengthen their ability to apply learning in new contexts.

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V O YA G E R S C H E D U L E Traditional middle schools often have 6-day rotating schedules of 5–7 different classes per day that are scheduled to the minute. Frequent changes in class setting and subject matter—whenever the bell rings— interrupt students’ efforts to set aside social anxiety and engage in learning. The VOYAGER program schedule has longer, more flexible work periods that allow for concentrated, uninterrupted work and the opportunity to expand or contract lessons as needed.

Monday

Tuesday

Wednesday

Thursday

Friday

8–8:15 AM

Greeting | Charting our course for the day | Executive function tasks

8:15–9 AM

Math

9–11 AM

Interdisciplinary Humanities: Literature, History, Writing, Art

STEM: Science, Applied Math, Design & Engineering

FLEX TIME: Flexible block that allows for extra Humanities or STEM time as needed; Also offers open time for full-day field trips that enrich the curriculum

STEM: Science, Applied Math, Design & Engineering

Interdisciplinary Humanities: Literature, History, Writing, Art

11–11:30 AM

Physical Activity

News Program

Physical Activity

News Program

Physical Activity

Movement/ Meditation

Physical Activity/ Interest Groups

Movement/ Meditation

Physical Activity/ Interest Groups

Movement/ Meditation

Silent Reading

Silent Reading

Silent Reading

Silent Reading

Silent Reading

12:45–1:15 PM

Humanities

Character Development

Character Development

Humanities

1:15–2 PM

Current Events

STEM

Music

Physical Education

2–2:50 PM

Public Speaking/ Drama

Spanish

FLEX TIME: Flexible block that allows for extra Humanities or STEM time as needed; Also offers open time for full-day field trips that enrich the curriculum

STEM

Electives

2:50–3 PM

Closing | Classroom jobs | Executive function tasks in preparation for the next day

3–4:30 PM

After School Clubs (Free) | Enrichment Courses (Activity Fee) Occasional Off-site Trips (Activity Fee, may go until 6 PM)

4:30–6 PM

After School (Fee)

11:30 AM–12 PM Lunch 12–12:45 PM

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HUMANITIES AND STEM Fall 2019

Spring 2020

Course of Empire Shifting Dynamics of Power

Harnessing the Wind Coping with and Overcoming Adversity

Essential Questions • How does power influence the way forces or groups interact with one another?

• Why do power dynamics ebb and flow?

Essential Questions • What are the repercussions of the loss of coherent community and culture?

• What roles do media and photography play in shaping public perceptions and opinions?

Humanities: World History: Major Conflicts

Humanities: World History: Forced Migrations

History/Social Science: WW1, WW2, Russian Revolution

History/Social Science: Migration, forced migration, and refugee experience: focus on Sudan, Syria, Cuba, Honduras, and refugee experiences within the USA

Genre Study: Allegory, fable Choice Reading: Fiction and nonfiction related to a major world conflict, WWI, WW2, and the ocean as a powerful force Writing: Literary analysis, poetry, scientific observation Integrated Arts: Art as a tool to engage differently with natural phenomena and remembrance

Genre Study: Journey stories, historical fiction Choice Reading: Fiction and nonfiction related to coping with environmental and societal adversity Writing: Persuasive, book review, email etiquette, research highlight, research article Integrated Arts: Art as a means of communicating/ means of persuasion, with a focus on propaganda and political art

STEM: Earth Science

STEM: Earth Science

Science: Energy, waves, erosion, coastal damage

Science: Ocean ecosystems, water chemistry, human/environment interactions, global warming

Applied Math: Ratio, proportion, percent, and data analysis investigations Technology/Engineering: Aquaponics, designing coastal damage solutions

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Applied Math: Exponents, variables, scientific notation, content-data analysis investigations Technology/Engineering: Design sustainable solutions to increasing environmental threats, Aquaponics

“Adolescents need an interdisciplinary curriculum.”

(Gang, 2001; Khan, 2007) from Montessori Life 2008

Fall 2020

Spring 2021

The Wizard of Oz and the Physics of Time Travel

Through the Looking Glass Windows and Mirrors to the Human Condition

Essential Questions • How do the laws of society and nature affect individuals?

• How do the laws of society and nature affect communities?

Essential Questions • How does the human condition both unite and divide us?

• How do biology and experience inform identity?

Humanities: American History, 1800–1900

Humanities: American History, 1900–Present

History/Social Science: Reconstruction, Gilded Age, New Deal, Industrial Revolution

History/Social Science: Roaring 20’s, Great Migration, Harlem Renaissance, Great Depression, Cold War

Genre Study: Nature writing, math fiction, historical fiction and the fiction of history, allegory Choice Reading: Fiction and nonfiction that explores inconsistencies and multi-layered experiences of people living in the United States prior to the turn of the century; literature that explores natural phenomena Writing: Descriptive writing, creative story, critical analysis Integrated Arts: Close study of art that breaks boundaries and defies rules, nature art

Genre Study: Memoir, stories of identity, research writing Choice Reading: Fiction and nonfiction that explores inconsistencies and multi-layered experiences of people living in the United States prior to the turn of the century; literature that explores natural phenomena Writing: Memoir, research highlight, research article, literary analysis, poetry Integrated Arts: Art as a mirror of society, color study

STEM: Physics

STEM: Genetics and the Human Brain

Science: Laws of motion, theory of relativity, string theory, properties of matter

Science: DNA, traits, adaptation, anatomy and functions of the human brain, learning and memory

Applied Math: Geometry, data analysis investigations Technology/Engineering: Design and build a drum, design and build a kinetic project

Applied Math: Probability, statistics Technology/Engineering: Coding

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SOCIAL-EMOTIONAL LEARNING

Mentorship Program

Character Development

The rapid brain development of early adolescence ultimately results in advances in decision making, planning skills, mood regulation, working memory, judgment, and impulse control. It is also, understandably, a turbulent time for students ages 11–14. Research shows that adolescents are “. . . in need of someone to enter their lives on a consistent basis and let them know they are interested in more than just how they perform on a test. Someone to reach them on a human level, learning what it means to walk in their shoes and keep in touch with their world” (Merwin, 2002).

Early adolescents are grappling with their personal identity and their social selves. The VOYAGER approach to social-emotional development will closely follow Rosalind Wiseman’s Owning Up curriculum. Wiseman partnered with middle schools and middle school students to devise a curriculum that addresses the needs of students at this level.

The Owning Up curriculum is grounded in the belief that “. . .a young person’s academic success and engagement is interconnected with their social competency” (Wiseman, 2009).

These are some of the topics that will be addressed:

Each VOYAGER student is paired with a faculty or staff mentor with whom they meet weekly throughout their two years in the program. Together they will set goals, celebrate successes, address challenges, navigate social life, review comments and feedback, and reflect on progress. The Learner Profile Traits (outlined later in this brochure) provide a framework through which students and their mentors can structure their conversations and assess personal growth. The mentor-mentee relationship will serve as a consistent touchpoint for students as they navigate the challenges of early adolescence.

• Communication skills • Social rules and pressures • Navigating friendships • Group dynamics • Finding your voice • Leadership • Finding inspiration in others • Creating your own style • Reflecting on culturally defined standards • Managing technology and on-line identities • Understanding and avoiding bias • Upstander vs. Bystander • Recognizing and respecting boundaries • Stereotypes and harassment • Seeking support

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SPECIALS & ELECTIVES

Specials

Electives

Classes taught by specialists will enhance students’ experience, allowing them to explore their interests and talents and become well-rounded.

Electives are mini-courses (45 min. per week for about 10 weeks) that offer students opportunities to focus on individual areas of interest or skill development. Students will choose one elective each trimester from a list of offerings.

• Physical Education (weekly 45 min. class, plus daily 30 min. physical activity break; off-site experiences will involve additional physical activity such as hiking or canoeing)

Sample electives include: • Coding/Computer Science

• Spanish (weekly 45 min. class)

• Interior Design

• Music (weekly 45 min. class)

• Tennis

• Public Speaking/Drama (weekly 45 min. class)

• Woodworking

• Art (thematically integrated into Humanities and STEM units)

• Sewing

• Design Thinking/Engineering (thematically integrated into Humanities and STEM units)

• Robotics

• Information Technology (integrated into Humanities and STEM units)

• Claymation

• Video Production of a VOYAGER News Program (30 min. class, twice weekly)

• Oil Painting

• TED Under 20

• Digital Composition and Music Technology • Marathon Club

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DEEP DIVE FOCUS

We believe middle school students are most inspired when they are fully engaged. When students this age see how concepts they have been learning are applicable to real-world problems, the tendency to be truly invested increases exponentially. Laurence Steinberg, Ph.D., in his book The Age of Opportunity, echoes this thought when he writes, “Exposure to novel and challenging experiences during periods of heightened brain plasticity—like adolescence—actually may keep the window of plasticity open longer. . . this is how the brain maintains its ability to profit from future enriching experiences.” With this in mind, we have planned exciting off-campus explorations.

VOYAGER students will engage in “Deep Dives” during which they immerse themselves in realworld learning contexts. These off-site experiences are designed to bring to life what students learn in the classroom. The “crew” will embark on multiday learning excursions, some aspects of which they will choose and plan as a group. During these “Deep Dives,” students will have opportunities to learn about possible careers by interviewing researchers and other adults. They will see how big problems or opportunities are often best addressed from diverse disciplinary perspectives.

They will be challenged to apply their knowledge and skills in meaningful ways outside of the classroom. Because certain curricular modules center around ocean sciences and explore concepts such as changing environments, VOYAGERS will experience firsthand the ways in which the ocean is both a literal manifestation of those concepts as well as a metaphor.

FA C I N G H I S T O R Y A N D O U R S E LV E S Fall 2019 Guided by local expert Dr. Reynolds, students will climb aboard a research vessel at Woods Hole Oceanographic Institution and experience what it’s like to deploy a subsurface oceanographic mooring from which they will collect data over time, test water quality using a secchi disk, and visit a nearby coastal engineering company. They will spend time at Cape Cod National Seashore and Salt Pond Visitor Center with a long-time ranger and scientist to have hands-on experience with sediment classification, changing coastlines, rising sea levels, long-shore transport, atmospheric studies, and ocean waves and currents. In addition, students will have the opportunity to launch a Turtle Tracker they will have previously built in our Maker Space from which they will be able to track ocean currents back at school.

Spring 2020

Middle school students are intrigued by questions of identity and power because they are in the midst of wrestling with their own sense of who they are and what they may be capable of contributing to the world.

The VOYAGER humanities curriculum uses carefully chosen, high-quality literature in concert with the Facing History and Ourselves curriculum as a way to increase students’ ability to relate history to their own lives and promote a greater understanding of roles and responsibilities in a democracy. Readings and activities will heighten students’ understanding of the impact of racism, religious intolerance, and prejudice.

Each Facing History and Ourselves unit follows the themes of “who am I?”, “who are we?”, “how do communities define ‘we’ and ‘they’”, and “how can I make a difference?” Each unit also provides a number of perspectives on a single historical event, showing students that concepts of right and wrong are more complex than they might initially seem. Difficult topics—from Reconstruction to the Holocaust to immigration—are addressed in mindful ways.

Our focus will be on life science as it relates to the ocean. With Wellfleet Audubon and Waquoit Bay Sanctuary as our two primary locations, students will once again board a boat, but this time students will do a close examination of critter identification and adaptation. Water chemistry, salt marsh exploration, carbon storage, ocean acidification, and human impact are all topics studied over the course of the module that will also be brought to life. Students will have the chance to put their data collection skills and genre “toolboxes” to good use here as they record, process, and communicate their experiences.

Above: Student-made protest poster.

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GRADES 7–8 METHODS OF ASSESSMENT

Formative Assessment

Summative Assessment

The purposes of formative assessment are to:

The purposes of summative assessment (which comes at the end of a unit) are to:

1. Monitor student progress — checking in to identify any potential gaps in understanding or skills so these can be addressed 2. Provide helpful feedback — giving guidance that promotes growth and will inspire students to take action steps to advance their own learning

VOYAGER students will receive ongoing, formative assessment throughout their middle school experience. Formative assessment feedback may take the form of comments, conferencing, and check-up scores. Dr. John Hattie suggests that “. . . feedback must be timely, relevant, and actionoriented.” Research has shown that students who receive a grade in conjunction with narrative feedback look only at the grade and not at the feedback. For this reason, formative assessments will not include grades.

Students will be supported in developing executive function and learning skills needed for high school, including how to set goals, manage time, prioritize tasks, organize assignments and materials, study for and take tests, follow clearlyoutlined expectations, meet deadlines, and maintain a growth mindset.

1. Evaluate student learning on specific objectives 2. Provide an opportunity for students to see their own growth and feel a sense of accomplishment

Summative assessment may take the form of a test, a paper, a project, a presentation, or a performance.

Students will receive rubrics for assessments when they receive an assignment so that they know specifically how they will be assessed. On some skills, students may receive a pre-assessment and a post-assessment.

Reporting to parents will be informally ongoing, but will have a few formal points of interaction during the year. At the end of the school year, there will be a student-led conference during which students will present a portfolio of work that demonstrates a variety of learning outcomes as well as evidence of who they are as learners. Additional conferences will be scheduled as needed.

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ASSESSMENT CRITERIA

VOYAGER students will be assessed in Humanities and STEM on a four-point scale based on ten learning standards (below). These standards merge the Common Core Learning Standards for English Language Arts (Grades 6–8) and the Next Generation Science Standards (Grades 6–8) to create a set of integrated, overarching learning standards through which to assess students’ progress across all curricular areas. Ongoing assessments of students’ daily work and long-term projects, as well as progress reports, will be based on these standards.

Learning Standards • Extracts and evaluates “right there” information from a variety of reliable, grade-level resources • Recognizes and describes aspects of a reading selection that reveal author’s intent, purpose, and point of view as well as credibility of the source (primary vs. secondary sources) • Formulates logical hypotheses and claims, and proposes ways to test and prove those arguments • In writing, applies style, appropriate technical (domain-specific) language, and other discipline-specific conventions to content • Interprets and develops visual content to accurately and clearly communicate an idea

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• Accesses and synthesizes multiple sources to provide evidence in order to support or investigate a claim or problem • Constructs questions and carries out possible solutions, experiments, and explanations to hypotheses and claims using appropriate methodology • Clearly and accurately communicates synthesized ideas in an organized and wellplanned manner in a variety of delivery methods • Identifies and assesses possible counterarguments and/or weaknesses in constructed arguments or theories or visual content • Contributes positively and respectfully to the community

LEARNER PROFILE TRAITS

In conjunction with the Learning Standards, students will also be assessed on a set of Learner Profile Traits. These traits are split into three key domains— social-emotional, executive functioning, and growth mindset. In addition to receiving formal feedback from classroom teachers about growth in these domains on progress reports, students will set goals and self-reflect on their progress throughout the year in partnership with their faculty mentor.

Executive Functioning • • • •

Organizes and manages materials effectively Initiates and completes tasks independently Uses time efficiently Plans and prioritizes work appropriately

Social Emotional • • • •

Communicates and listens respectfully Displays kindness and empathy Demonstrates conflict resolution skills Displays impulse control and self-regulation skills

Growth Mindset • Makes appropriately challenging academic choices • Puts forth best effort when completing assignments • Accesses available resources and applies feedback to develop and refine work • Demonstrates resilience and flexibility when faced with challenges • Reflects honestly and articulately on own work

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CHART YOUR COURSE

80 CRESCENT AVENUE ∙ NEWTON CENTRE, MA 02459 617-969-4488 ∙ WELLAN.ORG

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