FAQ (Frequently Asked Questions) SelfDesign Learning Community  A Wondertree family at Xenia retreat on Bowen Island working with a Wondertree Learning Consultant on the SelfDesign LifeSpiral. ----------------------------------------------------------------------------------- What is a SelfDesigner? A SelfDesigner is any individual who: - demonstrates and understands that learning is fundamentally a personal responsibility. - appreciates the right to design one’s own curriculum in consultation with parents, mentors, and
Learning Consultants. What is the SelfDesign Learning Community? The SelfDesign Learning Community (SDLC) is a learning option in British Columbia. Although SDLC is a Class 1 school under the Independent Schools Act, SDLC prefers to call itself a learning community. Although all our learners live and learn in their own homes, SDLC is not home schooling. SDLC is a network of families and Learning Consultants that support children learning in their homes and in their community in a manner determined by the child and family. It is through our support for each other, both parents and children and Learning Consultants that we create a learning community
that is synergistic and much more than the sum of our parts. The SelfDesign program provides a template and a context of support for a child or youth who, as a vital human being, demonstrates that learning is a natural, emergent process. What is the particular philosophy of SelfDesign ? The basic tenets of SelfDesign reflect those of the parent organization - Wondertree Foundation for Natural Learning (www.wondertree.org), namely, that learning naturally and optimally unfolds for all children in a context of support and love. Essentially, the work of SelfDesign is to value and validate children's learning as it emerges in conventional and non-conventional (but equally valid) forms. Brent Cameron, founder of the award-winning Wondertree learning program in 1983 and co-founder of SelfDesign in
2002, first documented the principles of selfdesigning in his Masters thesis (Simon Fraser University, 1989). A book, 'SelfDesign: Nurturing Genius through Natural Learning' by Brent Cameron and Barbara Meyer, is being published in fall, 2005 (Sentient Publications, Boulder). An additional Masters thesis (SFU, 1997) was completed on the innovative and award-winning Virtual High Learning Community, a Wondertree-style program for teens (Vancouver, 1993-1996) by Michael Maser. SelfDesign philosophy is original in nature and owes a debt of gratitude to the work of John Holt, A.S. Neill, Ruth Benedict, Carl Rogers, Joseph Chilton Pearce, Jean Leidloff, Buckminster Fuller, Seymour Papert, Edith Cobb, Howard Gardner, Daniel Goleman, Mel Levine, Nel Noddings, Douglas Harding, Humberto Maturana, Gregory Bateson, John Grinder, John Dewey, Johann Goethe and many others. What happens for a typical SelfDesign family? As part of the typical enrolment process in SelfDesign a family reviews our table of available Learning Consultants (each LC having posted a brief auto-biography in this table) and they select one with whom to work closely throughout the year. After a Learning Consultant reviews family information (included with application) and agrees to work with a family, that family is assigned to the Learning Consultant. In early September (or soon after a family enrols) a family receives instructions for downloading and accessing the SelfDesign 'Village of Conversations' and contact is
established with their LC through the Village and by phone. The first real order of business is initiating a SelfDesign Learning Plan, which unfolds as a collaborative activity between the family and LC. To help facilitate the planning process, and to establish relations, a Learning Consultant will arrange to visit and meet a family. In some cases, geographic distance will not permit such a meeting, or a meeting will occur later in the year. Most often, while a learning plan is being crafted, a family begins their weekly 'Observing for Learning' reporting (described here in this FAQ), an activity that continues throughout the year with the Learning Consultant responding to each O4L report. LCs also correlate or 'translate' learning highlights
from O4L reports to Provincial Learning Outcomes established by the Ministry of Education. Three times a year a Learning Consultant will also complete a 'Seasonal Review' for each learner, summarizing learning highlights. A final report completed at the end of the year is considered as part of a learner's Permanent Educational Record by the Ministry of Education. What age range of learners can apply for the SelfDesign Learning Community? The age range eligibility for the 2005-2006 School Year is anyone born before Dec. 31, 2000 and after Jan. 1, 1991. The SelfDesign Program involves supporting learning that emerges (or arises) naturally for children rather than teaching a curriculum. We support children and their families to nurture natural learning and to conserve the disposition of wonder within a space of love. What is the difference between Homeschooling and Distance Learning in BC? In British Columbia, The Homeschooling Act of 1989 grants parents the legal right to homeschool and to provide an educational program of their choice for their children. Children must be registered at any school in BC, such as Wondertree's HLN (Home Learning Network). Independent schools receive approximately $175/homeschooling child. Most do not return any of this funding to families. HLN returns $125 to families. Although no support is provided, parents are considered the teachers and do not have to meet any reporting requirements. By contrast, Distributed Learning Programs such as SelfDesign fall under the description of Distance Education and must demonstrate teacher involvement in planning, delivery and assessment of the students’ educational program. From the Ministry's viewpoint, students must be enrolled at any school in BC, such as SelfDesign, in order to receive per student funding of approximately $2675/learner for Independent Schools (and double this amount for Public Schools). SelfDesign has returned approximately $1000/learner up until the school year 2005-06. The Ministry of Education considers SDLC Learning Consultants (all BC-certified teachers) to be acting in a role equivalent to that of a teacher, with parents and learners comprising the other members of each child's learning team. SelfDesign parents contacting the Ministry should ensure that they make this distinction in their letters and conversations (and not refer to themselves as homeschoolers) in order not to weaken our contractual agreements with the Ministry or create distractions from the argument they are pursuing. What is my role as a parent? In SelfDesign, parents are acknowledged as the primary supporters of their child’s learning. SDLC also recognizes that the decisions made about learning reside in the home. As a parent you are responsible for observing and reporting the learning that takes place, for participating in the online Village of Conversations on a weekly basis and for working with a Learning Consultant to support your child’s Learning Plan. Parents are also encouraged to provide feedback in SelfDesign 'Seasonal Reports' and to apprise Learning Consultant and the SelfDesign Executive Team when circumstances arise in their
family (e.g. prolonged illness, personal issues, etc.). What is the Role of the Learning Consultant? Each learner enrolled in SelfDesign will be assigned or choose a BC-certified teacher called a Learning Consultant (LC). The Learning Consultant’s main role is to work in cooperation and collaboration with the learner and parents to support and help account for learning. Initially, your LC will work with your family to enable your child to develop and achieve his or her SelfDesign Learning Plan, after which they will monitor a learner’s tracking of learning every week, reflecting on and responding to weekly 'Observing for Learning' reports sent to them by parents and/or learners (who
wish to do their own reporting). The Learning Consultant also works with families to review and report on a child’s learning plan 3 times a year, and they monitor 'Learning Investments' submitted by families to ensure they support your child’s Learning Plan. How long is the “school year”? The duration of SelfDesign spans a conventional school year, from the beginning of September to approximately mid-June. For learners enrolled in September and hoping to qualify for the full SelfDesign Learning Investment, it is expected that a maximum of 850 'learning hours' hours will be 'logged', or accounted for electronically over the school year, including logging a minimum 675 hours of learning between Sept. 15 and May 15. This breaks down to approximately 25 hours each week. SDLC recognizes that learning in the home can occur 7 days a week and does not require that a specific schedule be kept
limited to conventional school hours. In other words, in SelfDesign there is considerable flexibility to achieve the required learning hours. Most families participate on a weekly basis during the normal 10 months of schooling from September to June. Parents log a minimum of 337.5 hours for kindergarten-aged learners over the duration of a conventional school year. What is the nature of the 'family visit'? The family visit including a SelfDesign Learning Consultant, a learner and one or more parents is a special experience, the overall intent of which is to create a positive framework in support of the learner. Most often this visit takes place early in the school year in the home of the learning family, though it may also occur in a mutually convenient location such as a park, community centre, café or another home. The benefit of meeting at the learner’s home is that this is where the learner (and his/her family) is often most comfortable meeting with a learning consultant, who may be
a stranger to them. Being invited into a learner’s home is an act of trust and an honour, and SelfDesign is grateful for this invitation. Whether the initial meeting occurs in a learner’s home or elsewhere, it is an opportunity to: - meet each other, - discuss the learning interests of the learner, - discuss the learning dynamics of the learner (exploring what have been some learning achievements and frustrations), - overview the SelfDesign Learning Plan (introducing the main concepts for new families, and/or reviewing a Learning Plan draft with
returning learners), - discuss the obligation for learners and/or parents to complete a weekly Observing for Learning form and send it to the learning consultant, - discuss accessing the SelfDesign Village, noting any technological difficulties (and hopefully resolving them!), - discuss mutual interests, -
discuss how the learning consultant can support the learner in specific ways, - discuss future meetings and any interests in gathering with others in a Learning Circle. Must I have a computer? The SelfDesign Learning Community is considered a DEL or Distributed Electronic Learning project. A computer and Internet access is required in order to fulfill the agreements of participating in the community. All communication, handbooks, and reporting are handled electronically on-line. In addition, participating on a weekly basis in the on-line Village of Conversations is strongly recommended. Does the SelfDesign Program provide a computer? No, as a category 1 independent school,SelfDesign receives 50% of the funding provided to BC public schools, which does not provide our program with sufficient funding to provide computers or Internet access to families. This policy on Internet access may change for 2006-07 as we are informed about new rregulations with respect to how the funds we receive from government may be spent. What curriculum, books, library access or other academic resources do you provide to students and parents? Whenwe are informed about new rregulations with respect to how the funds we receive from government may be spent in 2006-07 we will provide guidelines. We prefer to provide the family with the means to support the child’s individual program through the SelfDesign Learning Investment and hope to be able to find a means to continue to do so.. What is reported in 'Observing for Learning'? Each week families provide an 'Observing for Learning' report that is focused on what their child/ren were engaged in during that week. This engagement can include passion, delight, concentration, wonder, frustration, excitement – each of these is an indicator of a child’s involvement, and an authentic reflection of their 'learning'. We understand that the range of interests may vary, week to week and that not all areas of the Learning Plan will be addressed each week. We do require that families provide meaningful observing that provides sufficient detail to make the Observing for
Learning useful and relevant in terms of the on-going interactions with the LC and family. We also require that this is done on a timely basis and expect that families will complete the Observing for Learning each week unless there are family emergencies. Some families keep daily notes and then compile the Observing for Learning at the end of each week. It can take at least an hour each week. Challenges include providing the Observing for Learning each week regularly and providing sufficient depth and detail. More information about Observing for Learning is provided elsewhere on this website, and please check the guidance and samples in the following link so that you are aware of expectations. Can Children write their own Observing for Learning Reports in SelfDesign? Yes! If children and their parents feel they can write an adequate Observing for Learning report then children may wish to contribute to meeting this responsibility. Many learners in SelfDesign have successfully crafted their own O4L reports, with some writing one report per month (1 of 4) and some writing all of the reports throughout the year. Many learners have said that they value and enjoy completing their own O4L reports for the following reasons (and many also parents confirm these sentiments): - Children like taking ownership of this activity and cultivating a personal relationship with a supportive Learning Consultant, - they come to appreciate how writing about their own learning and learning processes deepens their awareness of their learning, - they value the writing practice that comes with completing an O4L report. If you think that your child may wish to complete their own Observing for Learning reports we suggest that you emphasize to them that this is an opportunity or invitation that they may find interesting and valuable but it is not an imperative and they certainly do not 'have to' do this. A way to approach this activity is as an experiment, to see if they do value it, and then deciding how much of their own reporting they wish to 'take on' for the remainder of the year. Maybe they want to complete one of four monthly O4L reports, maybe two, maybe all of them -- these choices are yours to make in your family. We also encourage you include your Learning Consultant in discussions and decisions on this issue. Please note - In the event that SelfDesign learners assume some or all responsibility for writing their own Observing for Learning reports, parents continue to be responsible for ensuring that these reports are of adequate qulaity (in content and style) to meet the requirements of our program. For those families where learners are crafting their own O4L reports we encourage parents to take an active role in reviewing the reports and providing their own supplementary comments. See Samples of Observing for Learning reports completed by SelfDesign learners, with responses from Learning Consultants included. What other services does your program provide to students and parents? (i.e. networking, field trips, use of facilities, etc.) We provide an online 'Village of Conversations' which is provides a virtual community for the support of families. This past year, we joined BC School Sports to provide learners with the opportunity to participate in team sports at the local public school. Where there is sufficient numbers and interest we assist in the development of local learning circles and local networks where learners can meet together a few times a week or a month for learning activities and to share mentors. What kinds of work samples or evidences of learning are required with your program? We require the development of a detailed SelfDesign Learning Plan, weekly tracking of learning and weekly observing of learning. This extensive documentation forms the basis of an ongoing weekly dialogue about learning with a SelfDesign Learning Consultant. This is conducted online through our custom designed Village of Conversations. Samples of work are provided electronically where possible. What criteria do you use in assessing these submissions? In responding to, and in support of learning, SelfDesign Learning Consultants draw on their role as professional educators and consultants to assess learning with reference to the (generalized) Curriculum Organizer-framework created by the Ministry of Education, as well as the more specific Provincial Learning Outcomes-framework. To these ends SelfDesign has designed specific and unique forms for exclusive use by our Learning Consultants (to clarify, parents are not required to account for learning in terms of ministry-derived criteria). We use samples of work as
confirmation of what the child can do within the larger context of all the feedback that we gather. Are report cards / grades required, and if so, how are they determined? We are required by our contract with the Ministry to report on learning three times a year, which we do in the form of SelfDesign 'Seasonal Reports'. These reports are primarily reflections and updates of the Learning Plan though they also provide an opportunity for feedback between families and Learning Consultants. The last formal report is appended to the the Learner‘s Permanent Record file electronically. The other two remain in the child's Planner. The reports are collaborations between the learner, parent and Learning consultant, often done through an
interview. As an Independent school, we are not required to provide letter grades. We are required to provide feedback on the learning within the framework of the Ministry Learning Outcomes. How much work would be required at each grade level? This question does not directly equate as our program is ungraded. We require tracking of at least 25 hours of learning each week that relates to the Learning Plan goals, and we are required to report on 850 hours over the duration of our year, including a minimum of 675 'learning hours' by mid- May, when SelfDesign is audited for "attending". These numbers relate to the hours of instruction in a classroom, however, we have more leeway in including all of the learning activities in which a child participates; for example, if music is part of the Learning Plan, then
piano lessons and practice may be included in weekly reporting. How frequently would a family be contacted by the teacher? Our program requires weekly contact between the family and the Learning Consultant through SelfDesign's online Village of Conversations. We strongly recommend participating at least an hour each week in our Village of Conversations in addition to completing a weekly 'Observing for Learning' report and learning-logging form (which takes approximately 1 hour per week per learner). Does your program require parents to participate in provincial testing? We have been excused from the Foundation Skills Assessment testing for the first three years of our SelfDesign, however we understand that learners will likely be required to complete the FSA test* for grade 7level in the upcoming 2005-2006 school year. *WRT to FSA testing, we are aware that many people have valid reasons for neither supporting such testing nor wishing for their children to participate in it. Many of these reasons reflect antipathy toward school-based testing that uses, and abuses, testing as a method of measuring learning and evaluating competency. Often, too, a disproportionate measure of evaluation is based on test results. True as this situation is, it is the opinion of SelfDesign Executive that another opportunity exists even in the realm of mandatory testing, which we anticipate this coming school year. Briefly, we would like to approach and support FSA testing as an opportunity for learners and parents to learn how to prepare for, complete and assess testing in a way that provides a meaningful experience much beyond how the experience of testing
commonly occurs during the course of schooling. To this end, SelfDesign pledges to approach the experience of FSA testing in the spring of 2006 as a community, offering support and insights into the process of testing so that learners gain valuable skills that may serve them lifelong. Test results may provide significant and interesting feedback to learners and families but such results will in no way influence your participation or evaluation in SelfDesign. How much time will it take to do the reporting each week? This Village has been built using FirstClass software with a custom designed visual 'Village" interface. Using this software, forms have been designed that enable families to quickly log data each week as to learning activities and observing for learning. This data remains online in the Learner’s 'Planner' (student folder) and is accessible by the LC to reflect upon and respond. Most parents report that they can complete the actual reporting in less than, or approximately one hour each week per child, depending upon the depth of the observations. What if my child has a special need? The SelfDesign Learning Community as a Group 1 Independent School is now eligible to enroll learners who may qualify for Special Education Grant assistance. Our program is flexible and may be of interest to families with children who have special needs and are learning at home. Does the family receive any funds to support learning? We receive 50% of the average public school funding ($2704.00 per learner in 2004-2005). Although we are an independent school, we do not charge fees and we do not receive any other funding so all our funding is public money. At this time, May 2006, we have been informed that there will be guidelines for Independent Schools with respect to how we can provide support to families. We will update this FAQ as soon as we know more. What about reimbursement for faith-based curriculum? If you are wondering if our program supports the use of faith-based resources the answer is "not really". The focus of our program is educational methodology, rather than religion. We focus on process not content. We support the rights of the learners to be curious and enthusiastic so that learning is generative and not adaptive to the instructions of the educators. Because there are several other faith-based to one learner-based Independent School DEL programs, we recommend that if the focus of your program is faith, you might be better served by the other programs. This does not mean, however, that we are excluding faith-based families. Several of these families have chosen to work with us because they agree with our educational methodology even though we do not reimburse funds for the purchase of faith-based curriculum . With the focus on learning we are establishing a program that includes learning in the domains of body, heart, mind and spirit as legitimate human experiences. What we support is an open and balanced approach to spiritual ideas from a variety of points of view. What does the family "get" out of enrollment with this program, beyond reimbursement? We do not automatically provide reimbursement. We have invested in learners who are actively involved in their Learning Plans. Participation is part of the contractual obligation of the family and we have refused reimbursement and asked families to leave the program if they have found themselves unable to keep agreements around the program. What we provide is a supportive learning community and a Learning Consultant trained to support learning in the home. What are the Agreements? Agreements between SelfDesign Learning Community and Participating Families and Learners (as they appear in the SelfDesign Enrolment form) 1. I agree - To permit Wondertree Foundation to use the information about my child/ren and my family for purposes required by the Ministry of Education and for purposes designated by Wondertree Foundation in operating the SelfDesign Learning Program. Information will only be disclosed to the Ministry of Education following its designated policies and procedures. ~All other information will be considered private and will only be released outside the program operation with the family’s express permission. ~All parents, learners and staff have the right to access their own personal information upon request (required under Personal Protection Information Act.) 2. I agree - To participate in the SelfDesign Learning Community fully for the school year 2005-2006. I understand that this is a participatory learning community and that our involvement in the various aspects of the program is the program. 3. I agree - To meet in person with our chosen Learning Consultant at least once during the school year – preferably at the beginning of the program to design our SelfDesign Learning Plan for each learner in the program. 4. I agree - To supply to the SelfDesign Learning Community a copy of each of our learner’s birth certificates and a Legal Residency document stating citizenship and residency in BC. These are to be in the office on or before September 15, 2005. 5. I agree - To support each learner in the program by providing weekly observations into the learning process as learning occurs during the school year using the electronic forms provided. I understand that in order to work with the Learning Consultant as a mentor and advisor, it is important to be prompt and timely with the Learning Observations. I further agree to read and work with suggestions from the Consultant. 6. I agree - To provide a log of a minimum 25 hours per week of learning activities per learner between September 1 and June 30 using the electronic forms provided. I understand that our agreement is to track 675 hours between Sept 1 and May 15 (minimum 27 weeks) for the purposes of determining full time funding for the year. However, 850 hours are required during the school year between Sept 1 and June 30. I understand that I can log hours anytime during the week. (Kindergarten aged children are logged at half this
amount of time.) 7. I agree - To work with the Learning Consultant on a weekly basis keeping track of our emerging learning process. I understand that this will require approximately 0.5 to 1 hour per week. 8. I agree - To log into the SelfDesign Village for at least one hour per week to participate in the SelfDesign Learning Community. I understand that this means posting a resume as Parent Advisor, and as Learner. I understand that participating in the Village means reading and responding to messages in conferences and contributing my own ideas and expertise to the
learning community 9. I agree - To invest the SelfDesign Learning Investment in learning materials (books, software, equipment, etc.) programs (tuition) and mentors. These purchases must be directly connected to the activities in the SelfDesign Learning Plan, which can be updated and changed on an ongoing basis.( Note: This may be modified for 2006-07) 10. I agree - To keep the receipts for the Learning Investment in a file in our home until December 31, 2006 in order to verify purchases. I understand that I may be audited with respect to the claimed expenditures. ( Note:This may be modified in 2006-07) 11. I agree - To work cooperatively with the Learning Consultants and to attempt to resolve differences in a positive way. I understand that our relationship with this program is contractual and that if either party feels the other is not living up to agreements, they can request resolution through the Wondertree Executive. Parents and learners can request to change Learning Consultants and work with other people at any time during the program. Of these agreements, the three weekly items are: - Completing an Observing for Learning report - Tracking and Logging Learning Hours - Participating in the SDLC Village How many children can I enroll? We are prepared to enroll multiple children in a family. The reporting requirements may be quite onerous for a family with many children so the final enrollment will depend on the family’s learning plan and willingness to participate. Do the teachers involved with this program have experience with how homelearning differs from school-centred programs? Most of the Learning Consultants working in our program are familiar with and experienced in supporting home-based or alternative learning. A number of them also have children who learn at home. Wondertree Foundation has a long history of providing support to those who learn at home. We also have an on-going best practices discussion on our village which explores many of these issues. Is the program respectful of different homelearning philosophies? We have many different styles of learning at home including those who have ‘school’ at home and those who are unschooling and those who are de-schooling. How do you accommodate unstructured homelearners? Our program is organized around the SelfDesign Learning plan and weekly observing and commentary on the progress of learning. This makes it possible to provide detailed feedback on learning as it arises within a family’s learning environment and a child’s individual orientation. The underlying philosophy of our approach believes that we need to pay attention to the child first in order to notice the learning that is occurring. The correlation with any curriculum or formal educational criteria occurs as a secondary experience. Conserving and nurturing the child's disposition for
wonder and enthusiasm and passion for learning is paramount in SelfDesign. Do you have to adhere to the BC Curriculum and Learning Outcomes? As an Independent School, we have more leeway in how we approach learning. The role of our LCs is to ensure that in the development of the Learning Plan, the leaner and the family are aware of all of the dimensions of a well-rounded individual including the skills involved with language arts, science, mathematics and social studies, physical education and the arts as well as second language learning for learners in the Grade 5-8 age range. The observing for learning of each leaner is assessed weekly by the LC in terms of the Ministry of Education learning
outcomes, which are indicators of the learning that may be anticipated to be observed in learners at different age levels. In this way, we focus on the learning process and identify when the observations indicate what a learners has achieved. In the course of responding to, and supporting the weekly learning reports, our Learning Consultants do complete a form that correlates the learning with BC Learning Outcomes, and they correlate learning planning with the generalized Curriculum Organizers developed by the Ministry of Education. In both cases, parents are not required, nor expected to participate in this correlation with Ministry criteria; it is a process handled by the professional educators to meet Ministry requirements that SelfDesign is operating as a "school " and not homeschooling. Must we live in BC? The SDLC program is funded by the Ministry of Education through its Independent Schools Branch. BC legal residency is required. At least one parent must be a citizen of Canada or a landed immigrant of Canada and a form stating this will be provided for your signature. What if we travel outside BC during the year? It is possible for learners and families to both travel and live outside BC for part or all of the school year. What will be required is access to the Internet in order to complete the weekly tracking of learning, observing for learning reports, interaction with the Learning Consultant and participation on the online village of conversations. BC must still be the place of formal residency within Canada. What about High School graduation? Unfortunately, SelfDesign has been denied funding for teens, aged 15 - 17, and we do not plan on offering a program for teens in this age range this coming year. We do plan on continuing to lobby the Ministry of Education to support learning for teens, 15 - 17 years of age, who would choose SelfDesign and our unique program were we to be supported for offering a program distinct from the BC Graduation Program. What is your program's greatest strength? We believe our greatest strength is our commitment to support learners and families in their vision of learning and to provide a community of support for learning at home within a framework that provides for excellence and nurtures diversity. What is your program's greatest weakness? The uneven participation of learners and families. Those who have understood our program and participate in our community have made us part of their lives and, we believe, benefit from the dialogue and the support of our community. Unfortunately, some families provide only cursory involvement, meeting the minimal requirements necessary to receive the investment. As our program moves to being an established program, we will require participation in the SelfDesign process and we will require that agreements be met in order to continue in the program. |