by Adam Beeson, M.A.
When teaching critical thinking and research skills, teachers often find themselves telling students to go “straight to the source.” Why read second-hand accounts when a primary source is readily available?
Just who is a SIGA student? Let’s take a page from the teacher’s handbook and go straight to the source. The following four quotes come from a rising tenth grader’s personal essay in his recent SIGA application:
“I would appreciate a certain level of freedom to study my interests, but support to stay organized, focused and on task. I have a different learning style that I now see needs to be honored in order for me succeed. I can’t just fit into a defined educational box.”
SIGA students are curious, engaged, motivated learners who want more than what a traditional, linear Industrial-age school can provide. SIGA students can do well in traditional settings, but they know that they want to learn differently. SIGA students want to be challenged to step outside of their comfort zones bit by bit so they can grow and become autonomous, engaged, proactive life-long learners.
“I am currently co-writing a story with 2 of my friends, it is similar to the stories of Avatar, the last Air Bender. It is about heroes, and adventure, like history, but instead of the political or economic focus, the characters focus on personal development.”
Students who will do well at SIGA have interests and passions that they get excited about but may sometimes have a difficult time seeing how subjects they study in school integrate with those interests. They may feel that they are required to do “busy work” in some classes without seeing reasons or results, and want to know that what they are learning they can apply in real-world, hands-on ways.
“I have always been good at helping my friends with their problems, so I was interested in learning strategies to be more helpful. I learned listening, communication, and conflict resolution skills. I was nominated by classmates and staff, ‘based on being mature, open-minded, patient, and empathetic.’ I needed to be a good example for the rest of the younger kids in school, so I had to be very aware of my own behavior and attitude. I am interested in continuing on with more training that would advance my role as a peer leader, mentor and valued global student.”
SIGA students care about others and want to have supportive relationships with faculty, opportunities to travel and learn about other cultures and different ways of doing things, and they want support in navigating the world of adolescence so they can best be effective, efficient, and productive members of their families, friendships, and communities. They are motivated to understand themselves better and lead healthy, creative, fulfilling lives. SIGA students are bright, curious, and want to explore their internal worlds as well as the external world in order to make sense of their own paths and what they have to contribute. Finally, SIGA students know that society is changing rapidly and they want to play a part as global citizens in helping solve important problems to create a better future for themselves.
“I am looking for an alternative high school community that I can connect with, one that is also striving for personal development, physically, emotionally, mentally, spiritually and even energetically!”
SIGA students want what most of us want from life. They want a successful future, but are a bit wary of the “traditional” paths of achieving success. The competitive “pressure cooker” perfectionism model seems tedious, overwhelming, unrealistic, and unfulfilling; yet SIGA students know that they want more than anything to be successful, active agents in their own lives. They just believe there is a better, more engaging, more collaborative way to get there. And they're right.
by Dr. Heather Tracy, Ed.D.
Society is becoming more aware of what is lacking in traditional educational models as many youth graduate high school unprepared for college, autonomy and the skills required for successful careers in the quickly-evolving 21st Century. It is not the fault of our youth that they were born into the society we created for them, so let’s do what we can to make it right. Traditional educational models will take some time to react and adjust to new research showing that our systems are failing our youth, but SIGA has a solution.
Then you think a bit more about it: Do you really want to do what “everyone else” is doing? Or do you want to feel empowered as an agent in your own education and life? Do you want to feel more confident, resilient, aware, connected, well-travelled, and ready to make things happen for your future?
We’ve all experienced the power of place. At SI Global Academy, students engage not only in Immersive Experiences in the U.S., Costa Rica, Peru, Austria and in other partner communities across the globe, but they immerse on a daily basis in the history, culture, and beauty of their home campus: a 1,200 acre mountain retreat owned by The Y Blue Ridge Assembly.
“Eureka, we have found it!”
The Y Blue Ridge Assembly was founded in 1906 as a summer conference ground where students and other groups could learn in an inspirational setting. As legend goes, founder Dr. Willis D. Weatherford Sr. of Nashville, TN scoured the mountains of western North Carolina for the perfect location for a gathering place where men and women, black and white, could come together for learning, a monumental vision for the early 20th century South.
At one point, Weatherford decided to climb a tree to get a clear view. When he reached the top, he looked across the Swannanoa Valley and saw the Seven Sisters Mountain Range and the towering Mount Mitchell and the Craggy Mountains in the distance, at which point he exclaimed, “Eureka, we have found it!”
Campus visitors today can experience the same breathtaking view from the front porch of Eureka Hall, the academic hall of SIGA.
Constructing legacy of learning
The year after Weatherford’s expedition, early leaders purchased more than 1,500 acres in Black Mountain and, being stewards of the property, used only wood from this land to construct early Blue Ridge buildings.
In 1912, Blue Ridge’s landmark building, Eureka Hall, was completed. Eureka was meant to house 400 people, but the first conference at Blue Ridge attracted more than 1,000 students! Construction of more buildings was required, including the SIGA residence hall, Abbott Hall, which was completed in 1927.
Today, Blue Ridge is home to more than 30 historic buildings, halls, cottages, and lodges. In addition, the campus boasts outdoor classrooms, a state of the art dining hall, and athletic fields, a gymnasium, indoor rock climbing, ropes courses, hiking, running and biking trails, campsites, a disc golf course, a lake and fire pits, tennis, volleyball and basketball courts, archery, and an amphitheater on more than 1,200 acres of land.
Black Mountain College
In 1933, an experimental college led by educator John Andrew Rice was founded at Blue Ridge. Black Mountain College was founded around John Dewey's principles of experiential education, which emphasized holistic learning and the study of art as central to a liberal arts education.
The college became a forerunner in teaching art, education and lifestyle, and many of the school's faculty and students would go on to become highly influential in the arts, including Josef and Anni Albers, Charles Olson, Ruth Asawa, Dorothea Rockburne, Robert Rauschenberg, Merce Cunningham, John Cage, Buckminster Fuller, Franz Kline, Willem and Elaine de Kooning and Allen Ginsberg. The college also attracted well-known visitors and lecturers like Albert Einstein, John Dewey, Thornton Wilder, Henry Miller and Aldous Huxley.
Black Mountain College moved to a new campus in 1937 and, due to financial difficulties, closed its doors for good in 1956, but the history of Black Mountain College is preserved at the Black Mountain College Museum + Arts Center located in downtown Asheville as well as the Swannanoa Valley Museum in Black Mountain.
Blue Ridge Today: A Global Hub
Thousands of people and groups experience the wonder of Blue Ridge today. In addition to corporate retreats, school field trips, youth leadership conferences, and summer camps, the campus is home to CreatEd Institute, a small, 16-month post-secondary program for high school graduates based on the liberal arts that includes travel experiences in Italy.
Blue Ridge also recruits and hosts international staff each summer, with employees coming from more than 30 countries, making it a global hub tucked away in the mountains of western North Carolina. Japan alone has sent more than 500 students to work at Blue Ridge!
Guests come to Blue Ridge from around the world for international conferences throughout the year, including an annual retreat on the practice of Tibetan Buddhism in the Gelugpa Tradition and the annual Black Mountain Music Festival, a celebration of Appalachian and Native American music.
SIGA is thrilled to join and contribute to the rich legacy of learning, creativity, stewardship and inspiration that lives at Blue Ridge!
Source: Eureka! A Century of YMCA Blue Ridge Assembly
by Martin Naffziger, M.Ed.
Nobody tells us all of the answers in life. We learn by asking meaningful questions. At SI Global Academy, we asked “Why are traditional classes designed for teachers to provide answers to students, instead of students and teachers collaborating to ask questions?”
This is why learning at SIGA is driven by Essential Questions and student-generated Driving Questions. The Essential Questions are those that we continually ask, apply to any content or class, and have constantly-evolving answers: Who am I? Why are things the way they are? What can I do with this knowledge?
When these Essential Questions are asked over and over again in the classroom, in immersive experiences, in our relationships and our communities, the answers that we find increase in complexity and sophistication, and learners engaged in the process develop the skills required for Integrative Growth. Integrative Growth is an ongoing process of true lifelong learning that values the ever-evolving complexity of our world, how we engage with it, and how we learn to keep learning and growing no matter in what context we find ourselves.
Within those different contexts, learners find that the Essential Questions do not only guide us in seeking answers, but take us down unexpected roads and generate even more questions. These learner-generated questions provide SIGA students and teachers with opportunities to drive their learning in areas about which they are most passionate, ideas that drive their curiosity.
Imagine developing an understanding of how 60’s-era protest music influences modern hip hop in your U.S. History class. Or re-writing your favorite science fiction movie to ensure it obeys the laws of physics. Imagine collaborating with peers in English class to investigate why there are rules for poetry so that you can artfully break them, or taking on Euclidean Geometry so that you can apply it to video game design.
This is what SIGA learners can do. And when student-generated questions drive learning, and the Essential Questions are applied to those new understandings, there is an inevitable evolution in the answers to the fundamental Essential Question: Who am I?
SIGA believes in providing a holistic educational experience for our students. We believe in our families and their parenting skills, but we also know the value for adolescents to experience the independence, social connections and confidence-building that they so desire in the teen years. Boarding school is a great way to adventure away from home and build your own skills and experiences that shape your identity.
SI Global Academy intentionally creates a community that is healthy, balanced, exciting,
adventurous and most importantly, focused on lifelong learning.
Email Us to learn more about how to apply to enroll in August 2019!
Some more stats from the Association of Boarding Schools
Article Credit: Posted by Mind Shift and tweeted by PBS Teachers @pbsteachers on August 29, 2016
From the article: "Prior to the 1960s, scientists thought children who spoke more than one language had a handicap for learning because they had to spend too much time distinguishing between languages. With more modern brain imaging technology, researchers can now see how multilingualism actually strengthens the brain. People who speak more than one language have a higher density of gray matter that contains most of the brains neurons and synapses.
Scientists are also beginning to distinguish between young children who grow up learning and speaking two languages as compared to those who learn a second language in adulthood. Children use both hemispheres of the brain to acquire language, which means they often grasp the emotional implications of language more deeply. In contrast, adults who learned a second language tend to approach problems presented to them in that language in a more rational, detached way. Scientists hypothesize that it's because adults often acquire language through the left hemisphere of the brain.
Learn more about the fascinating brain research around multilingualism from this TED-Ed video and the accompanying lesson plans. Many classrooms are filled with students who speak more than one language and they should know that ability is a great strength."
by Martin Naffziger, M.Ed.
SI Global Academy understands that true, meaningful learning and growth happen when we engage with ourselves and our world through immersive experiences rather than purely traditional classroom learning. This understanding means that our student Immersive Experiences are different than traditional study-abroad models.
What makes our Immersive Experiences in the U.S., Costa Rica, Peru, Austria, and South Africa different?
Preparation to Make Real Connections
At SIGA, we prepare throughout the year for each Immersive Experience, as connecting through language and culture are huge parts of getting to know a new place. However, we also understand that we are not only visiting a new place, but that we are entering a new community. At SI Global Academy, students will spend their year preparing by connecting with and getting to know individuals and communities who will welcome us as hosts. This means that SIGA students are not outside visitors, but arrive as part of a supportive community.
Abandoning the Prescriptive Model of Study Abroad
Study Abroad programs in high schools and colleges across the United States are often described as “carefully-designed” or “faculty-taught” experiences that carry predetermined learning and service goals with them. At SI Global Academy, we take questions. Through the investigation of these questions, we learn about language, history, art and more from the perspective of our hosts rather than our own. This is true experiential learning!
Our connections with individuals and communities begin throughout our months of preparation, but don’t end there. As we are welcomed into our Immersive Experiences, SI Global Academy partners with local schools, organizations and businesses to truly connect with and better understand our new communities. Want to partner with the University for Peace in Costa Rica? Indigenous communities in the mountains of Peru? The Global Citizenship Alliance in Austria? Yep, we can do that.
SI Global Academy students develop a portfolio unlike any other high school graduate's, and our Immersive Experiences provide student-led, inquiry-driven opportunities to showcase skills developed while answering Essential Questions. Maybe you want to produce a documentary film on organic coffee farming. Or design a website documenting your family’s history from their first arrival in the States. How about collaborating to develop a community art gallery promoting immigrant rights? Let’s work together to make it happen.
SI Global Academy’s Essential Questions - those that drive our curiosity about and immersion in our world - are investigated throughout the year and during Immersive Experiences. Answers to these questions - new perspectives and understanding, new skills developed, new connections with individuals and communities - lead us back to reflection and should alter our questions (and answers!) about ourselves. How has this experience changed my answers to “Who am I”? How do I interface differently with the world? This reflection on Immersive Experiences sets SIGA students apart.
By Dr. Heather Tracy, Ed.D.
The 21st Century has brought with it amazing advances in technology and artificial intelligence. Many philosophers and analysts have asserted that society has changed more rapidly in the past 20 years than in multiple centuries before it. With an ever-networked globalized society and instantaneous diffusion of information accessible to more and more people, how could this not affect human development? How do our youth adapt and adjust to such significant and rapid changes?
Education became a formalized institution to help prepare people to get jobs and become workers. But we no longer live in the Industrialized Revolution era. Social analysts believe many of these skills that are still being taught in formalized education are becoming less important if not obsolete. With Google at our fingertips, who needs to memorize the battles of the Civil War? Or formulas for math equations? Or diagrams of the nervous system? We can just look them up!
What we do need is the ability to know what our goal is, to map a plan to reach the goal, to know where to find and filter reliable sources, to be open to dialoguing differing perspectives, to discern fact from fiction, to synthesize information in a systematic way to analyze complex problems, and to be creative, innovative, and persistent in finding possible solutions - both for our own personal lives as well as for our professional and academic endeavors.
This is why Supportive Immersion theory proposes the PROPS skills as a guide for building 21st Century skills for integrative growth and the “self-generating function.” The self-generating function is all about being able to be a lifelong learner who is an active agent generating solutions for complex and novel problems in our rapidly changing society.
The PROPS stand for:
SIGA believes that education has a duty to help our youth build these PROPS skills. SIGA also believes that youth learn best when problems are relevant, timely, and a part of our experience. Our curriculum, activities, and relationships are all geared towards modeling PROPS skills and guiding students to empathically connect, collaboratively empower and immerse in novel experiences that stimulate learning and growth. The PROPS skills will prepare SIGA graduates to be active agents in their own lives and the world around them.
by Dr. Heather Tracy, Ed.D.
“SIGA” in Spanish is the imperative (or command form) of the verb “seguir” which means “to follow, to continue, to persist, and to pursue.”
When we were naming our new school, we considered dozens of names that incorporated the different aspects of what we wanted our school to represent - global citizenship, intellectual pursuits, service, supportive community care, exploration of self and the world, self-awareness, collaboration, proactive agency, supportive immersion, and a whole host of other concepts that we hoped would embody and inspire our mission. Given our intentional incorporation of travel and cultural immersion, we knew Global Academy had to be incorporated somewhere and yet we did not want to be confused (or to copy) other schools with global academy in their name. We also knew that Supportive Immersion was the relational approach (and SupportEd Immersion the educational approach) that we wanted to use with our students. Supported Immersion Global Academy was the name that kept popping up on our lists.
Two mottos kept coming up as well - “Engage. Immerse. Emerge.” was one and the other was “Immerse, Collaborate and Craft a Better World.” Both gave a sense of what we hope for our students, namely to engage and immerse in learning, work together, and proactively use their power to make the world a better place for themselves and everyone else in it. As much as we circled around different ideas, both of these mottos sparked the idea of being active agents in continuing to always keep learning and working hard to make change and make the world a better place.
High school is just a stepping stone to adulthood and continued learning, growing, and contributing. “SIGA” is a word with such an active meaning. Our students will be active agents in their own learning and artists crafting their own futures. They are not passive receptacles to memorize what we think they need to know. They will not be judged by numbers and A B C D E options on a standardized test. They will be learners who engage in the complexities of life and problem-solve to find solutions and growth. “SIGA” and all that its Spanish meaning embodies felt like just the right acronym for us to chant as students cheer each other on to follow their paths, continue and persist through the hard times, and pursue their dreams to make their own lives and the world at large the best it can be.
by Elissa Nadworny, published on May 15, 2018 on PBS / NPR "Mind Shift"
This post is just a little reminder for us to take into consideration the importance of students "owning" their learning - not just the learning about content areas that national standards deem important, but also about the content areas that are inherently important developmentally on a day to day basis in any student's life. SIGA's "Immersive Citizenship" course incorporates psychology, sociology and wisdom from interdisciplinary studies. IC is incorporated into all four years of the SIGA curriculum in order to help students gain deeper understanding of themselves, their relationships, their communities, and the world at large.
Two quotes sum up the point of the article and the reasons that SIGA developed an Immersive Citizenship class:
Multiple contributors will be posting on our blog to keep you posted on the development of SIGA!