We design InDiGO experiences that guide students to access
and develop their intrinsic motivation to learn academic concepts.
"This is the age of entertainment, so much so that it seems at times that educators and parents are more engaged in show business than education… [Children's] desperate "Please help me motivate myself!" and frantic "I'm bored!" resound in the ears of all parents and educators like a cry from nature, protesting because it lacks something that is fundamental for the good of its development."[1]
Here is one example that begins with fractions, but the SEL and artistic concepts are equally valid entry points and potential goals. The following is an example of a progression that integrates team-building, division and fractions, basic musical notation, Visual Arts, self-reflection, self-expression, healthy discussion, Language Arts, multi-media, videography, an expedition, and a showcase.
Students apply their knowledge of fractions to:
This is just one theoretical example of a progression of unifying learning experiences within the wondrous web– the integrative concept of fractions. The possibilities are infinite, and we look forward to building a customized progression of experiences based on the particular needs, interests, challenges, and goals of each group.
Why an integrative approach? How do we go beyond integrative to a unifying approach?
We design experiences that guide students to access and develop their intrinsic motivation to learn academic concepts. They discover their own unique connection to academic content through unifying experiences connecting Academic concepts with Nature, The Arts, and Social and Emotional Learning. Unifying the child within the lesson means to locate their natural connection to the material. Youth learn better as they discover meaning and relevance to their lives [*]. Like every point on the planet is one intersection of a more extensive, integrative system, every academic topic is one intersection of a constellation of other physical, emotional, relational, cultural, creative, intellectual, and spiritual inroads to the same concept. One major problem is that we are so busy "driving" down one particular road most of the time, we forget to pause at the intersection to examine the constellated connections.
Students apply their knowledge of fractions to:
- Order and share pizza, requiring a calculation of the number of slices per student to find the correct number of pizzas to order and the total cost. As a bonus exercise, calculate the savings with a buy-one-get-one-free coupon.
- Compose and record a basic rhythm of their choice, requiring them to calculate the sixteenth, eighth, quarter, half, and whole notes that make fundamental music measures so that their composition stays on beat ~ utilizing written music like a number line (which it is).
- Do a visual arts-based self-reflection exercise using a mandala (a circle divided into fractions) to prompt a discussion about the fractions of themselves that together make them whole, who they are, and able to express themselves.
- The integrative learning continues with students writing lyrics that integrate the SEL content. They then perform their song to the beat they made, record it, create a music video including footage from an Integrative Expeditions that expands and continues to unify their learning. Students then showcase their work in a hybrid in-person and online format.
This is just one theoretical example of a progression of unifying learning experiences within the wondrous web– the integrative concept of fractions. The possibilities are infinite, and we look forward to building a customized progression of experiences based on the particular needs, interests, challenges, and goals of each group.
Why an integrative approach? How do we go beyond integrative to a unifying approach?
We design experiences that guide students to access and develop their intrinsic motivation to learn academic concepts. They discover their own unique connection to academic content through unifying experiences connecting Academic concepts with Nature, The Arts, and Social and Emotional Learning. Unifying the child within the lesson means to locate their natural connection to the material. Youth learn better as they discover meaning and relevance to their lives [*]. Like every point on the planet is one intersection of a more extensive, integrative system, every academic topic is one intersection of a constellation of other physical, emotional, relational, cultural, creative, intellectual, and spiritual inroads to the same concept. One major problem is that we are so busy "driving" down one particular road most of the time, we forget to pause at the intersection to examine the constellated connections.
At InDiGO, we go beyond integrative to a unifying approach by connecting Academics, with Nature, The Arts, and Social and Emotional Learning. It is important to note that, "Almost without exception, students in any type of interdisciplinary or integrative curriculum do as well as, and often better than, students in a conventional, departmental teaching approach."[1] The evidence to support alternative approaches has existed for decades. At InDiGO, we go with instead of against the "internal force" within each child referred to by Maria Montessori. She went on to say, "When children come into contact with nature, they reveal their strength." It is much healthier for all involved to uplift children's innate nature rather than attempt to work against it. When a child who does not sit still in class is mesmerized by a play, story, performance, butterfly, flower, or book, a profound opportunity arises to discover what it was about that experience that made the child so unified and present and build upon it.
We live in a culture that plugs us into technology while espousing a false dichotomy between nature and civilization and a false separation between us and the air, water, food, people, and places around us. Dr. L'Ecuyer continues by spelling out the core problem with mechanistic learning. "This is the age of entertainment, so much so that it seems at times that educators and parents are more engaged in show business than education… [Children's] desperate "Please help me motivate myself!" and frantic "I'm bored!" resound in the ears of all parents and educators like a cry from nature, protesting because it lacks something that is fundamental for the good of its development."[1] At InDiGO, we believe there are many doorways into the unified space within ourselves. There, we can access our power to be present, focused, calm, sensitive, and motivated to learn from others and the world around us. We guide youth and adults to find their unique doorways for themselves.
In almost all traditional educational settings, the focus on teaching "the unit" preempts situating that unit properly within the youth's minds and hearts. Unifying the child within the lesson means to locate their natural connection to the material. A much more doable feat if we, as adults, can perceive the natural connections at that particular intersection. This holistic and integrative view represents a subtle but powerful shift of our mindset: Academics are the Arts and SEL inherently. It is our separation and compartmentalization that is flawed.
1. G.F. Vars and J.A. Beane, Integrative Curriculum in a Standards-Based World, ED 441618, ERIC Clearinghouse on Elementary and Early Childhood Education, 2000, p. 34.
We live in a culture that plugs us into technology while espousing a false dichotomy between nature and civilization and a false separation between us and the air, water, food, people, and places around us. Dr. L'Ecuyer continues by spelling out the core problem with mechanistic learning. "This is the age of entertainment, so much so that it seems at times that educators and parents are more engaged in show business than education… [Children's] desperate "Please help me motivate myself!" and frantic "I'm bored!" resound in the ears of all parents and educators like a cry from nature, protesting because it lacks something that is fundamental for the good of its development."[1] At InDiGO, we believe there are many doorways into the unified space within ourselves. There, we can access our power to be present, focused, calm, sensitive, and motivated to learn from others and the world around us. We guide youth and adults to find their unique doorways for themselves.
In almost all traditional educational settings, the focus on teaching "the unit" preempts situating that unit properly within the youth's minds and hearts. Unifying the child within the lesson means to locate their natural connection to the material. A much more doable feat if we, as adults, can perceive the natural connections at that particular intersection. This holistic and integrative view represents a subtle but powerful shift of our mindset: Academics are the Arts and SEL inherently. It is our separation and compartmentalization that is flawed.
1. G.F. Vars and J.A. Beane, Integrative Curriculum in a Standards-Based World, ED 441618, ERIC Clearinghouse on Elementary and Early Childhood Education, 2000, p. 34.