At Wildwood School we design our programs with our students’ futures in mind—helping them learn the key content, build essential skills, and develop the necessary habits for success in college and life.
Advisory is an essential part of our design.
We dedicate much more time to advisory at Wildwood than most other school, public or private (four hours per week in most grades). That’s intentional, and has helped our advisory program gain notoriety—nationally and internationally.
This past week, I had occasion to reflect on how meaningful that commitment to advisory truly is. Every year The Wildwood Outreach Center hosts visiting educators from across the world, curious to see how advisory works at Wildwood, as they consider how their own schools’ advisory programs can develop.
Visits to Wildwood’s middle and upper school advisories in action are a key part of the work. I believe it is significantly helpful for our visitors to see the consistency of purpose common to all strong advisory programs. Last week at Wildwood, that meant in all four Divisions, one theme—multiculturalism—played out in four different, developmentally appropriate lessons.
Our advisory program’s multicultural theme provides a full scope of work that ensures each student understands and assesses the elements of one’s own multicultural identities (e.g., race, gender, physical ability, etc.) and how they operate in the world around them.
Here are snapshots of what our visitors saw our students working on during one advisory period:
Division One (6th grade) Focus: Choosing ally behavior
Students circulate through four stations, each prompting them to consider the different perspectives of people in conflict: bullies, targets, bystanders, and allies. Using this “four square” model, students discuss, among other topics, the challenges and benefits of choosing ally behavior over being a bystander.
Division Two (7th and 8th grades) Focus: Physical appearance
Through a “four corners” discussion, students grapple with how our society’s obsession with physical appearance can often lead to objectification—treating a person as a thing without considering his or her humanity.
Division Three (9th and 10th grades) Focus: Socio-economic status
Student teams are assigned hypothetical socio-economic profiles (some wealthy, some poor, some in-between) which either help or hinder their abilities to simulate a year in their lives: find housing and transportation, build a budget to meet household needs, etc.
Senior Institute (11th and 12th grades) Focus: Education
Advisory discussions focus on how socio-economic status, race, and gender intersect to create distinct advantages and disadvantages for students taking the SAT and ACT for college entrance.
What our visitors see is that through advisory, we live our school’s mission, daily—providing students the time and space to think, learn, and reflect on the topics relevant to their future success amid the competing priorities of a complex, evolving, and multicultural world.
That’s an advantage Wildwood students will take with them—to college and into life.
~ By Steve Barrett, Director of Outreach, Teaching, and Learning