ALTERNATIVE CHARACTER EDUCATION STUDENTS [A.C.E.S]

A Multi-Credit Interdisciplinary Approach

Final Report - November 2006
Completed by: Paul Freier, Adam Dallimore

"The function of education is to teach one to think intensively and to think critically... Intelligence plus character - that is the goal of true education." ~ Martin Luther King, JR.

Introduction

A. Why an Interdisciplinary approach to character education?

In there focus on real life contexts interdisciplinary courses tend to be highly motivating and are appropriate for students with diverse abilities, interests and learning styles who may need assistance meeting diploma requirements. They will help students who are preparing to enter the workplace as well as those who are planning to go onto study at college and university. These courses reinforce students' general skills in a wide range of academic and applied contexts.
Interdisciplinary studies programs provide students with opportunities to develop their knowledge and skills beyond the scope of individual disciplines, to solve problems make decisions and present new findings. (Ministry of Education, 2002).

B. Why Character Education through Outdoor Education?

A character education program relatively free from external forces such as peers, regular school, family, TV, and other societal influences provides the opportunity to explore new responses and develop new patterns of thought and behaviour.
An outdoor education program incorporates an element of perceived risk which encourages students to move beyond their comfort zones/self-imposed limitations and face their issues and fears.
Moving out of the traditional classroom environment helps to reduce defensiveness and change relationships with peers and adult leaders
It will have a positive impact on emotional growth, character development, and general psychological well-being.
The outdoor challenges provided will bring about a greater understanding of self, others and the outdoor environment
Success is achieved through support and encouragement in addition to individual skills and abilities. Success is NOT dependant on physical strength.

C. Student Population Target

Considered at risk due to poor attendance
Disengaged by regular secondary school programs
Behind in their credit count
Experiencing social/emotional issues

Throughout the A.C.E.S. program, students participated and interacted in supportive, enjoyable, and challenging settings both on and off the school site and both inside and outside the classroom. (This program pilot made extensive use of the PDSB Field Centres). Students experienced various types of physical activities that promoted participation, responsible behaviour, effective group work skills, personal safety, and the safety of others. Students learned to become aware of and sensitive to the environment that they live in. Students participated in approximately 27 field trips.

Activities were small group, large group, and individual in nature. Opportunities in challenging settings were provided to enhance students’ physical and emotional skills and develop their ability to apply teamwork and problem solving strategies.

Students were able to recognize that the skills and strategies they learn in one activity were transferable to others. They also recognized that, by participating in these activities; they were establishing healthy, active lifestyles and life long efficacy skills.

The following is an outline of the A.C.E.S. program including how students are doing now. This program is designed to be very flexible and mobile. Units are designed to be interchangeable and activities can be rotated to accommodate time of year conditions and day to day conditions. The major unit activities were embedded into each of the other units. This provides for flexibility to both the student and teacher to make the most appropriate use of available facilities and to take advantage of teachable opportunities that will occur.

Student Selection (for semester 2 - 05/06 school year)

Part 1

Students recommended for the program consisted of the following:
16 years of age or older
< 16 credits (From SIS)
As of December 31st 2005 had >35 absences (from SIS)
These two lists were matched up for common names
Met the "missing' credit requirements
Disengaged by regular school

Part 2

Students were invited to meet with the two teachers involved with program
A brochure and permission form were given to the students
Permission form was returned to school
Timetables for students were changed – Code used was IDC 307

Logistics

Students were timetabled for 3 periods a day with one teacher and 1 period with another teacher
Regular school hours applied – except that students were given a 20 minute break in addition to lunch
Students participated in 27 field trips…all were off site

Credits Offered

One of PAD 30 (outdoor education) or PLF 4C( leadership)
One of ENG 2LB, ENG 2P, ENG 3C, ENG 3E
HIR 3C (Managing Personal Resources)
IDC 30 – Interdisciplinary Studies

Curriculum Design

A backward design model was used in our planning
The following flow chart outlines our planning

Activity Description

Winter Sports:
Cross-country skiing
Snowshoeing
Winter living (clothing selections/staying warm)
Snow Shelter Construction

Teamwork/Initiative Tasks:
Team Sports (soccer, football, basketball, hockey)
Teamwork Activities (Sticks, Gauntlet, Mayhem, Blind Swordsman)
Student Activity Creation (Mental/Physical Challenges)

Wilderness Survival:
Bush Craft (wilderness shelter construction)
Fire Craft
Eating to Survive
Wilderness First Aid (e.g. common injuries, heat exhaustion, hypothermia, frost bite)
Survival Game Creation/Proposal
Survival Scenarios

Rock climbing (Indoor/Outdoor):
Equipment Orientation (harness, helmet, carabiners, rope, climbing shoes, ascenders, prusik knot)
Safety/Techniques (belaying technique, belay commands, figure eight knot, back up knot)
Low ropes Course
High Ropes Challenge Course (“Challenge by Choice, initiative, positive support)

Adventure Racing:
Navigation (Map reading, following a bearing, pace counting)
Teamwork/Strategy
Problem solving (overcoming mental/physical challenges)
Fitness (trail running/orienteering)
Mountain Biking
Race food

Environmental Awareness:
Camping (Equipment care and use, retaining warmth, food management, 1-2 overnight camping trips)
Hiking
Fishing
Leave No Trace Principles
Camping/Hiking Safety

Student Achievement

The A.C.E.S. pilot program brought together 18 students who through a variety of circumstances had experienced lack of success in school. This was highlighted through their poor attendance, lack of credit accumulation and a general disengagement in regular school. After one semester we feel the A.C.E.S. program was a huge success. Here are some results:

Number of students enrolled in program – 18
Number of males – 12
Number of females - 6
18 students successfully completed the 4 credit package
18 students showed a significant improvement in school attendance
18 students showed a significant improvement in behaviour (zero suspensions)
Students developed skills such as; leadership, problem solving, decision making, and teamwork.
Students effectively developed an ability to work with adults and peers, learned to accept others for who they are, learned to understand the role their emotions play in their everyday lives, realized that there is a world of opportunities available to them after high school, developed an appreciation for volunteerism and perhaps most importantly increased the self-esteem and self confidence they have in their own abilities to be successful in their everyday lives.

2006 – 2007 School year follow up

As of the Semester 1 midterm report our A.C.E.S. students are back in regular school or Co-Op.
Here is how they are doing.

Number of students passing 4/4 courses – 14
Number of students passing ¾ courses – 3
Number of students withdrawn from school – 1 (he is 19 years old with 16 credits)
Number of students enrolled in Co-Op either semester 1 or 2 or in another interdisciplinary package semester 2 – 8
Zero suspensions

A.C.E.S. Program- Student Perspectives

A.C.E.S. What is the A.C.E.S program? We the A.C.E.S. class have come up with our own definition.

A.C.E.S. stands for Alternative Character Education Students. For us it has meant a new beginning, a chance to redeem yourself. A chance to push yourself to the limits, face your fears and find out who you really are. For us it has meant…
Dangling 50 feet in the air with nothing but a rope and a harness holding you, knowing very well that a human being does not belong on the side of a cliff.
Racing down the slippery slopes at the Finlayson field centre.
Camping out and doing the high ropes course, a chance to face your fears!
Racing through dense bush, gathering check points, praying to God that your team will win first prize.
An opportunity to demonstrate leadership and character by helping out at a local food bank, community swim meets and the Sierra Leone Fundraiser.

Some quotes:

A.C.E.S. got me out of my doomed state of missing classes and helped me achieve what I thought was impossible.
~ Avinash

A.C.E.S. changed my outlook towards school and boosted my self confidence. I think this program has helped me a lot. It has made me have a lot more confidence and also made me see things from a different point of view. It was challenging and exciting at the same time. I learned a lot of useful things that could help me in the future and I learned I actually enjoyed nature. I felt safe in the forest like nothing could hurt me. I am willing to do whatever it takes to be successful. I just want to graduate and the A.C.E.S. program made me confident about me doing that!
~ Ashley

A.C.E.S. has become like a family to me.
~ Patrick

Next Steps

Semester 1 and 2, 2006-07 school year – A.C.E.S. program running again
Semester 1 students identified through admin, guidance, self select
Semester two students identified using similar process from pilot semester