Projects

One source of happiness that has been well-documented is the state of flow, when people are deeply engaged and appropriately challenged by their work. Wilderland believes that self-directed independent and group hands-on projects give children the greatest opportunity to enter and stay in flow. When children retain that intensity of engagement, they are more likely to keep up with the habit of deliberate practice, a known precursor for building world-class skills in an increasingly competitive society.

Projects

One source of happiness that has been well-documented is the state of flow, when people are deeply engaged and appropriately challenged by their work. Wilderland believes that self-directed independent and group hands-on projects give children the greatest opportunity to enter and stay in flow. When children retain that intensity of engagement, they are more likely to keep up with the habit of deliberate practice, a known precursor for building world-class skills in an increasingly competitive society.

Projects

One source of happiness that has been well-documented is the state of flow, when people are deeply engaged and appropriately challenged by their work. Wilderland believes that self-directed independent and group hands-on projects give children the greatest opportunity to enter and stay in flow. When children retain that intensity of engagement, they are more likely to keep up with the habit of deliberate practice, a known precursor for building world-class skills in an increasingly competitive society.

Independent Projects

Dedicated daily time for Independent projects gives students the chance to pursue their passions, interests, or curiosity in a deeper way within a framework of accountability. Students can pursue their own project ideas, as long as they do not require significant support from staff members.

Independent projects are to be chosen, driven, and completed by individual students, with limited and occasional guidance from staff members.

All students will showcase their completed projects to the greater community (parents invited) at the end of each term (3x a year), practicing their presentation and public speaking skills.

Students are also invited to embark on Quests, which have been designed by staff members to give children greater guidance on meaningful and challenging project options.

Independent Project Examples

1

Starting a business

2

Creating a series of artworks

3

Conducting an original scientific experiment

4

Composing a song

5

Writing a book

6

Creating a short-form video series

7

Programming a video game

8

Building an igloo

9

Designing a new board game

10

Developing a website

11

Learning to play a new instrument

Group Project Examples

1

Planting a butterfly garden

2

Restoring a stream

3

Planning a community event

4

Putting together a farmer's market stall

5

Caring for and creating a home for a pet

6

Coordinating a fundraiser for special equipment

7

Rendering service for a community member

Group Project Examples

1

Planting a butterfly garden

2

Restoring a stream

3

Planning a community event

4

Putting together a farmer's market stall

5

Caring for and creating a home for a pet

6

Coordinating a fundraiser for special equipment

7

Rendering service for a community member

Group Project Examples

1

Planting a butterfly garden

2

Restoring a stream

3

Planning a community event

4

Putting together a farmer's market stall

5

Caring for and creating a home for a pet

6

Coordinating a fundraiser for special equipment

7

Rendering service for a community member

Group Projects

Group projects can either be full- or part-class experiences led by staff members or a combination of any number of kids (two or more) working on a collaborative project. These projects will also be presented on at our end-of-term showcase events, three times a year.