Learning Environment

OUR FOUNDING COMMUNITY

Founding Teachers: Elizabeth Bloom, Dana Holman, Jessica Schilling-Wigley

Parent Board: Josef Bobek, Jessica Mayotte, Daniela Samms, Trish Vasquez

Read more about the Founding Community at www.knowinggarden.org

Our school program will encompass:

·Environmental Studies

·History

·Language Arts

·Mathematics

·Performing and Creative Arts

·Physical Education

·Science

·Social Studies

·World Cultures

Practical elements of the curriculum include:

Experiential Learning through Generative Lesson Plans

We utilize project based and experiential learning, an approach to instruction and learning that supports a person’s need for hands-on experiences and choices in what they learn, how they engage in learning, and how they show they have learned. Projects may be short or long term and may be created by an individual, partners, or in groups. In project-based learning, students develop their academic skills as well as skills in organization, time management, communication, cooperation, compromise, interpretation, and creativity.

Whole Child

We are committed to nurturing all aspects of a person – intellectual, physical, emotional, social, creative, and cultural. Students engage in activities throughout the day, week, and year that help them develop as positive contributing members of our community. We focus on developing students’ skills in cooperation, assertion, responsibility, empathy, self-awareness, and self-control.

Globally & Community Minded Real World Experiences

We believe it is important to do things that connect to and affect the community. Our themes emerge from current events the students know and care about. Our students have opportunities to strengthen their skills as global citizens through service learning projects, community outreach, charity events, identifying and addressing real world problems, recognizing and embracing differences, and being agents of change. Our goal is to help students develop as life-long learners and citizens of the global community.

Nurturing of Emotional, Social and Cognitive Development

We assert that being competent socially is as important as being competent academically.We see that valuable cognitive growth occurs through fulfilling social interaction. We employ a conscious discipline policy wherein both adults and children learn the skills needed to successfully manage life tasks such as learning, forming relationships, communicating effectively, being sensitive to others’ needs and getting along with others, while getting their own needs met. Facilitator-Teachers are taught to draw from within themselves to become responsive instead of reactive during moments of conflict. In this way, facilitator-teachers positively influence students by being models of empathetic, cooperative, and effective problem solvers, while being mentors in establishing relationships.

Innovative Thinking

We believe in the importance of creative, innovative, and critical thinking. We encourage our students to be risk-takers who are able to think independently to develop solutions to problems. In addition, we recognize that students need to be problem finders as well as problem solvers.

Asset-Based Assessments

Our goal in assessment is to understand and know the complexity of each person’s development rather than to compare students with each other.If we are able to uphold the tenet that each person is unique, then it is imperative that this belief be reflected in our practices of assessment, as well as instruction. The constructivist view of learning sees students as full of knowledge and resource. The focus on assets is extremely important in the fostering of a supportive climate for students. By identifying each student’s strengths we encourage them to be resourceful and recognize the resources they possess. Rather than beginning with what students don’t know or can’t do, we begin with what students do know and can do and we build from there.

Thematic/Integrated Learning

Our curriculum is organized largely around themes that integrate core subjects like math, reading, writing, science, and humanities within the exploration of a broader topic.Thematic learning is based on the belief that students learn and retain information and skills best when what they are learning is connected to the real world and related to things they already know. The themes are determined based on what is developmentally appropriate and in the interests of the learners. Some of the themes that would be used are: The Community, Life Cycles, The Environment, Immigration, and the South Bay Past, Present, and Future.

Outdoor/Environmental Emphasis

Research shows that self‐

THE KNOWING GARDEN philosophy encompasses these principles: the first is that students are complex, creative individuals who learn deeply through methods which encourage them to become innovative critical thinkers. Their desire to learn can be trusted. The second is that optimal learning is achieved when it is built upon student interests and real life issues and problems. Third, that a flexible structure which includes heterogeneous and multi-age group arrangements for students is the best way to facilitate learning. Lastly, that the best environment for learning is a peaceful one that embraces freedom with responsibility and addresses the balance between the needs of the individual and the needs of the community.

 

OUR FOUNDING COMMUNITY

Founding Teachers: Elizabeth Bloom, Dana Holman, Jessica Schilling-Wigley

Parent Board: Josef Bobek, Jessica Mayotte, Daniela Samms, Trish Vasquez

Read more about the Founding Community at www.knowinggarden.org

 

 

Our school program will encompass:

• Environmental Studies

• History

• Language Arts

• Mathematics

• Performing and Creative Arts

• Physical Education

• Science

• Social Studies

• World Cultures

 

Practical elements of the curriculum include:

 

Experiential Learning through Generative Lesson Plans

We utilize project based and experiential learning, an approach to instruction and learning that supports a person’s need for hands-on experiences and choices in what they learn, how they engage in learning, and how they show they have learned. Projects may be short or long term and may be created by an individual, partners, or in groups. In project-based learning, students develop their academic skills as well as skills in organization, time management, communication, cooperation, compromise, interpretation, and creativity.

Whole Child

We are committed to nurturing all aspects of a person – intellectual, physical, emotional, social, creative, and cultural. Students engage in activities throughout the day, week, and year that help them develop as positive contributing members of our community. We focus on developing students’ skills in cooperation, assertion, responsibility, empathy, self-awareness, and self-control.

Globally & Community Minded Real World Experiences

We believe it is important to do things that connect to and affect the community. Our themes emerge from current events the students know and care about. Our students have opportunities to strengthen their skills as global citizens through service learning projects, community outreach, charity events, identifying and addressing real world problems, recognizing and embracing differences, and being agents of change. Our goal is to help students develop as life-long learners and citizens of the global community.

 

 

 

 

Nurturing of Emotional, Social and Cognitive Development

We assert that being competent socially is as important as being competent academically. We see that valuable cognitive growth occurs through fulfilling social interaction. We employ a conscious discipline policy wherein both adults and children learn the skills needed to successfully manage life tasks such as learning, forming relationships, communicating effectively, being sensitive to others’ needs and getting along with others, while getting their own needs met. Facilitator-Teachers are taught to draw from within themselves to become responsive instead of reactive during moments of conflict. In this way, facilitator-teachers positively influence students by being models of empathetic, cooperative, and effective problem solvers, while being mentors in establishing relationships.

Innovative Thinking

We believe in the importance of creative, innovative, and critical thinking. We encourage our students to be risk-takers who are able to think independently to develop solutions to problems. In addition, we recognize that students need to be problem finders as well as problem solvers.

Asset-Based Assessments

Our goal in assessment is to understand and know the complexity of each person’s development rather than to compare students with each other. If we are able to uphold the tenet that each person is unique, then it is imperative that this belief be reflected in our practices of assessment, as well as instruction. The constructivist view of learning sees students as full of knowledge and resource. The focus on assets is extremely important in the fostering of a supportive climate for students. By identifying each student’s strengths we encourage them to be resourceful and recognize the resources they possess. Rather than beginning with what students don’t know or can’t do, we begin with what students do know and can do and we build from there.

Thematic/Integrated Learning

Our curriculum is organized largely around themes that integrate core subjects like math, reading, writing, science, and humanities within the exploration of a broader topic. Thematic learning is based on the belief that students learn and retain information and skills best when what they are learning is connected to the real world and related to things they already know. The themes are determined based on what is developmentally appropriate and in the interests of the learners. Some of the themes that would be used are: The Community, Life Cycles, The Environment, Immigration, and the South Bay Past, Present, and Future.

 

 

 

 

Outdoor/Environmental Emphasis

Research shows that self‐directed play in nature is the most effective way for children to develop a deep bond of affection for the natural world. From this love of nature comes the passionate commitment to environmental stewardship that has guided such pioneers as John Muir and Rachel Carson. Free play can be included in environmental education alongside information‐based programs so that children can develop the passion and skills needed to protect the earth.

 

directed play in nature is the most effective way for children to develop a deep bond of affection for the natural world. From this love of nature comes the passionate commitment to environmental stewardship that has guided such pioneers as John Muir and Rachel Carson.Free play can be included in environmental education alongside information‐based programs so that children can develop the passion and skills needed to protect the earth.^[1]