K-12 Schools

Grades K-8
Gradres 9-12
Rates

Elementary and middle school ALC programs-generally one to three days in duration-provide a catalyst for awareness unlike any found in the classroom. The excitement generated by the event, combined with the ability to release energy both physically, emotionally and intellectually while on course, make for a learning experience rich with memory and content that teachers can refer to over and over during the school year.

Students have the opportunity to build on problem solving skills, group interactions, goal setting and personal responsibility. Activities are sequenced to include initiatives that provide opportunities to implement ideas and behaviors that are conducive to successful outcomes. Discussions are facilitated to address frustration and conflict in ways that provide group and individual learning. Learning tools are provided, such as the Full Value Contract, so that groups can share in the process of defining the elements of effective group process-and teachers have something to refer to back in the classroom and during group projects.

Program designs for these age groups vary. 4th through 6th grade students tend to enjoy more problem solving activities and discussion, while 7th and 8th graders have a lower attention span for discussion and a higher one for action. Think about the goals you might have for your students, and together we will come up with a design that best addresses them.

Many components of our programs can be brought to your school site or classroom. Please be sure to ask about these types of programming opportunities.

Funding is often an issue when it comes to bringing an entire grade to the Action Learning Center. You'll be pleased to know that the ALC student per-day rate has remained affordable because the ALC is committed to a strong belief in/support of the benefits of experiential adventure-based learning for personal growth and awareness. We often find ways to work with your budget, and can easily provide programming for over 200 students in a day on our 70 acre, 50-plus element challenge course.

Groups with Special Needs

The ALC prides itself on its ability to provide programming for almost any population-especially those that include students in alternative programs due to learning disabilities, attention deficit, hyperactivity and behavioral challenges. The benefits of challenge course programming for these students has been well documented over the past 30-plus years due to the specifically designed hands-on, action-oriented curriculum provided. Students in these programs often learn best when given the opportunity to do things themselves, and often need to make mistakes to punctuate the need to spend more time processing and listening to other's ideas for more successful outcomes. These opportunities are provided-and facilitated with the patience and understanding required.

One model used by a middle school alternative program brings a group of alternative students to the ALC on three days over a six-week period. The first day is focused on problem-solving and communication concepts; the second building on the first, and adding trust, support and low challenge course elements; the third building upon the previous two, and adding personal challenge and high challenge course elements. With one or two weeks between sessions, teachers have more opportunity to reinforce lessons learned at the ALC, and to provide incentives for change in behavior.

Other special needs groups need to contact the ALC directly for further information. Some may require additional professional staff and special accommodations. The ALC is currently designing and installing more universal challenge course elements in order to provide programming for special needs groups that have a higher degree of physical challenges or that are wheelchair bound.

The USM Action Learning Center offers a range of particularly effective programs for high schoolers, and has been working with the high school population for over 10 years. Groups include entire classes, girls and boys sports teams, after school clubs and student organizations, at-risk and special needs groups, community service and leadership programs.

In addition to addressing the recognized experiential adventure-based learning concepts of enhancing skills in communication, group problem solving, trust, personal responsibility and self-reliance, ALC programs provide a unique opportunity for students to truly get to know peers on a deeper level while fulfilling needs to be part of a community that understands and respects their individual strengths, ideas and presence.

As in all programs, the ALC always provides and encourages post-activity discussion that promotes inclusion. By having the group listen to everyone's ideas, observations and feedback, each individual begins to see past pre-conceived opinions of others, developing a sense of respect that translates into more insightful listening and expanded awareness of different approaches to people and problems. This assists personal development in the area of questioning process and outcomes as opposed to approaching them with preconceptions of right and wrong-a key step in educational development. It encourages positive decision-making, and transfers to the ability to make good, informed and thoughtful choices in life options and challenges.

High school students tend to be interested and engaged in action learning activities and challenges, whether they're doing field games and initiatives, trust and low ropes challenges, or complex initiatives involving mock rescues, rope traverses and climbing. The personal challenge that occurs on many levels has immense transfer to their day to day lives and individual growth.

the wall

Bring your students to the Action Learning Center for one of the most fun, impactful and memorable learning experiences of their school year. Below are some of the many program options developed by the ALC and in conjunction with many school systems over the years.

Day Programs:

As a catalyst for team development, one-day programs are popular for entire class awareness days. Sequenced activities include deinhibitizers, problem-solving initiatives, trust activities, low challenge course elements and often include the team/personal challenge of the high challenge course. School/team/organization goals are easily intertwined with ALC activities to provide maximum transfer for greater student awareness and team cohesion.

Two-Day Programs:

Greater impact and reinforcement of ALC concepts are coupled with in-depth discussions and the opportunity to experience a broader range of activities. Two-day programs are both more meaningful and memorable. Overnight camping options expose students to logistical planning, and team concepts explored during the day get put to the test in real-life meal and camp preparation. Campfire discussions are often coupled with night activities. Day 2 usually includes complex initiatives and culminates in a high challenge course experience.

winter rescue simulation

The Adventure Leadership Model:

This program model challenges students on the highest of levels to not only experience team development in a 3 to 5 day intensive program, but to take what they have learned and share it with younger students by learning to facilitate activities-then deliver them. The three segments of the Adventure Leadership Model are:

• experiencing a 3 to 5 day intensive action learning program
• training in activity facilitation over a 4 to 6-session time frame
• delivery of activities to middle school or elementary school students in one to two hour sessions

One Maine high school utilized the Adventure Leadership Model of a 5-day retreat, a 6-session training period and delivered programming in the final segment to middle school students in gym class over a two-week period. Another variation of this model has the students in a 3-day intensive retreat, a 4-session training segment, and final delivery to 5th graders in 2, two-hour sessions.

Undergraduate Credit Options:

Making the transition from high school to college can be a daunting prospect for many teens. Successful participation in an adventure leadership model-in addition to a final project-can help to bridge the gap by providing the opportunity for students to receive up to 3 undergraduate elective credits through enrollment in a special section of PHE 325, Workshop in Experiential Education, at USM.

Students attending virtually any college program are required to take elective credit courses. Successful completion of all aspects of the adventure leadership model-if your school decides to implement it-yields a high grade in a course at a state university, transferable to most institutions as elective credit. This an outstanding opportunity to jump-start a college career.

$33.00 per participant
Participants’ age and needs will be assessed to determine if additional facilitators need to be hired. An additional flat rate of $100.00 will be charged for each additional facilitator. Overnite programs are available for an additional $10.00 per person.