REconnect Nature School is built on the Forest School Model but adjusted upwards to fit the needs of middle school students.
What is the Forest School Model?
Forest School is primarily a Constructivist philosophy that incorporates elements of Montessori and Reggio Emilia, as well as the nature-immersion and arts focus of Waldorf philosophy. Students learn in outdoor classrooms in small classes led by teaching pairs. In essence, this model provides structure and community for learners to interact while teachers design experiences and serve as facilitators for students to help them achieve both learning and skills-based goals.
How does REconnect adjust the Forest School Model upwards for higher grades?
For Middle School, it makes sense to conserve the core values from the elementary framework of holistic, integrated learning that is primarily project-based and child-centered. Teachers utilize a backward lesson-planning strategy that focuses not on regurgitating bits of data (low on the Taxonomical hierarchy), but on proficiencies and products (higher-level skills). Technology and media literacy are key skills for middle grades, so we work on a hybrid model the utilizes an an indoor classroom to supplement our nature-based learning. In addition, middle school students are ready to experience agency and connection with the community at large. REconnect Nature School values community partnerships that allow our students to engage in real world applications by coming alongside partners who are dong active work in our city. We also maintain a commitment to social-emotional learning and calculated risk-taking, which helps children to develop not only confidence and resilience, but also analytical and problem-solving skills; this provides an alternative to the industrial educational model, which values uniformity in outcomes. The Forest School model values embracing organic experiences and optimizing outcomes across learning and developmental domains for individual learners. Assessment is proficiency-based, with students completing projects, recording in journals, and assembling portfolios as artifacts of learning. Teachers provide narrative progress reports at set intervals (Trimesters) during the year.
