

Educating Children the Way Their Brains are Designed to Learn
Our academic approach is influenced by some of the major thinkers in psychology - especially humanistic and developmental psychologists such as Carl Rogers, Abraham Maslow, Mary Ainsworth, and Erik Erikson - alongside some innovative thinkers in childrearing and education including Magda Gerber and Janet Lansbury; John and Julie Gottman; and the Montessori, Waldorf, Sudbury, and Reggio Emilia approaches to education. We strive to create an environment that embodies diversity, equity, accessibility, inclusion, and belongingness. We offer a cutting-edge, one-of-a-kind fusion of these approaches developed by our founder, a developmental psychologist who has spent more than two decades studying and treating children and families with a goal of promoting healthy child development. Click here to learn more about The Farris Method's innovative and transformational approach to 21st Century learning and "respectful education."
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Our one-of-a-kind academy uses principles of child-directed learning, scaffolding and mentorship, and unschooling to offer flexibility in following children's leads and to teach them in ways that correspond to what their blossoming brains are ready to learn. Our academically gifted students receive a personalized curriculum that allows each of them to start at their roots and fly up to their highest potential as a learner and a human being.

A Day in the Life of a Flying Tree
Here's an overview of what a typical day looks like at Flying Trees Academy:
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9:00 a.m.: Yoga followed by a Morning Meeting and Planning Session
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9:30 a.m.: Work Period #1. Academic time that may consist of group lessons or students choosing an activity to work on using the educational materials in the classroom. All students dedicate time to reading and math each morning. Throughout the week, each student gains a variety of work experiences across multiple disciplines (reading, writing, math, history, science, art, etc.), with a focus on student-directed, project-based, cross-discipline learning. Students can take a break to eat a snack with their classmates during the morning work period.
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11:30 a.m.: Activity Period. Students engage in physical activity (e.g., outdoor play, indoor play, aerobic activities) to release energy, focus on socioemotional and behavioral development, and refresh the body and mind after their work period. (Note: We continuously incorporate academic learning into the physical activity period! Mentors prompt students to read, perform mathematical operations, develop and test hypotheses, investigate nature using technology such as the Seek app, etc. in fun and authentic ways while they're being active.)
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12:00 p.m.: Mindfulness Meditation
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12:10 p.m.: Lunch. Students eat together and practice valuable social, emotional, behavioral, and self-regulation skills. We may listen to an audiobook or watch an educational video, do a read-aloud, or listen to a calming meditation script for the first half of the lunch period as a way of offering academic enrichment.​
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12:40 p.m.: Work Period #2: Specials. Students work on learning activities that will be beneficial to their development; will prepare them for high school, college, and careers; and will expose them to a diverse and cross-curricular academic experience. Examples include keyboarding, cursive writing, art, world languages such as American Sign Language and Japanese, science immersion, music, and community services.
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1:00 p.m.: Work Period #3: Project Based Learning. Students dedicate time toward projects that cut across the curriculum. Examples include innovative entrepreneurship projects, academic reports using Google Docs, and presentations using Google Slides.
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1:45 p.m.: Work Period #4: Constructivist Learning. Students choose classroom materials from various subjects to continue learning in a constructivist manner. Sometimes they work in small or large groups but sometimes they work individually. Learning is gamified as much as possible to prevent boredom and help students enjoy being at school all day.
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2:30 p.m.: Activity Period #2. Physical education with a focus on health education and gross motor activity.
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2:50 p.m.: Afternoon Meeting: Students reflect on today's "wins" and plan tomorrow's learning goals.
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3:00 p.m.: Dismissal
Curriculum*
Our unique approach is inspired by Sir Ken Robinson's framework regarding what's worth knowing
(Robinson and Aronica, 2016, Chapter 6). Rather than getting caught up in specific topical knowledge, our approach to learning is framed in terms of eight core competencies, or things that we want our flying trees to learn:
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Curiosity: The ability to ask questions and explore how the world works.
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Creativity: The ability to generate new ideas and apply them in practice.
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Critical thinking: The ability to analyze information and form reasoned arguments and judgments.
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Communication: The ability to express thoughts and feelings clearly and confidently.
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Collaboration: The ability to work constructively with others.
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Compassion: The ability to empathize with others and act accordingly.
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Composure: The ability to connect with the inner life of feeling and develop a sense of balance.
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Citizenship: the ability to engage constructively with society and to participate in the processes that sustain it.
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Students will develop these competencies in the structure of interdisciplinary work that encompasses, but isn't limited to, the following disciplines (listed in alphabetical order):
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Arts
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Humanities (e.g., geography, history of the US and Ohio, and government)
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Language Arts (i.e., reading, spelling, and writing)
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Mathematics
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Physical Education, Health Education, and Safety Education
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Science/STEM (including physical, life, earth, and social sciences as well as technology, coding, and engineering)