Our goal is to provide activities and a prepared environment that will create focused engagement or flow for each adolescent student. (‘Flow’, the optimum state for learning and well being from Dr. Csiskszenmihalyi: Flow: The Psychology of Optimal Experience.) A student who is focused and engaged is drawn to use and repeat activities that allow them to gain mastery. A class of multi-ages can be set up to operate on the autonomous self-direction of the students guided by the ongoing observation and assessment of their teachers. Self-direction supports a student’s engagement in the activity, engagement that maximizes learning, mastery and a sense of well being.
The curriculum, activities and prepared environment (the physical environment, the schedule and the role of the adults) must be responsive to, and optimize the characteristics of these youth.
| PHYSICAL Characteristics Tremendous growth Physical activity, movement Sexual maturation Boundless energy | Needs Relaxation and contemplation Healthful eating and sleeping habits |
| EMOTIONAL Characteristics Developing self-awareness Uncertainty Emotional unevenness Self-critical age | Needs Meaningful work Opportunity to contribute to society A chance to plan activities, make decisions, be leaders, make mistakes |
| SOCIAL Characteristics Solidarity with peers Identification by gender and ethnicity Critical of each other and adults Humanistic age Moral and ethnic age Seeks increased independence | Needs To build community Reliable and close relationships with peers, and with at least one adult To feel psychologically safe To become socially competent |
| COGNITIVE Characteristics Thinking and critical age Capable of mature thought if framed within personal context Creative age | Needs Opportunities to creatively express their interests, thoughts, emotions To learn new frameworks for thinking To acquire flexible and inquiring habits of mind To develop a personal vision |
