Acera Snapshots

As I walk through Acera on a Monday afternoon, during core class time for upper school and embedded specialist time for lower school, what do I see?

In Room 8, students are fully immersed in a simulated trial — one student has just wrapped up her opening arguments, outlining the laws Goldilocks allegedly broke and why she should be found guilty. Following real courtroom procedures, the trial features a jury made up of Acera administrators and is presided over by an actual Associate Justice of the Massachusetts Superior Court. Parents looked on as weeks of preparation, analytical thinking, and persuasive writing culminated in a serious, high-energy courtroom experience that skillfully blended rigor with a touch of playfulness.

In Room 5 (grades 2 & 3) students continue making their model of a greenhouse they are designing and prototyping – a possible future upgrade to our playground, guided by Malcolm. As always, students use real tools and ponder when they are prototyping and when that prototype is or is not to scale. All the structures are unique – using different geometric shapes for an array of domes, house-like structures, and greenhouses in the round.

In Room 2 (grades 7, 8 & 9) a group of 3 students has just finished a presentation about voting rights; Bob is helping clarify the classroom’s understanding by adding-on distinctions and different ways to frame these rights. Ruma adds that these are complex subjects …Ruma compliments students for their attentiveness and thinking-in-the-moment when replying to classmates’ questions at the close of their talk.

In Room 4, (mostly grade 7), Renee leads students in an interactive discussion comparing different poems … how language is referencing different facets of characters’ lives and the role of apprenticeship, parent expectations, and how this fits the time and culture where the story transpires, actively supporting kids to analyze what they are reading. “When we think about the temporal context of this author…” Renee leads them to elevate their thinking.

In Room 3, Alexis leads students in a data visualization activity about the scientific concepts they have been studying as part of the day’s science lab experience about echolocation … as it relates to sonar and how science has advanced our ability to map the seafloor. Students had done another way to map the seafloor with another embedded specialist (Adrienne) in a class the prior week. These science concepts link to their Oceans, Piracy and Trades year-long theme. Teachers periodically reference NGSS standards when they ponder science instruction at Acera, an approach we have used for years which is now being documented in new ways in our multi-year curriculum mapping project.

In Room 7 (primarily grade 6) the classroom is silent, students riveted to their work, writing speeches of what they would say if they could meet an important person in history – they have been studying world revolutions. Their assignment? Write a speech to persuade this historic figure to do something differently…which would have changed the course of history.  Samples of who kids are writing to? Franklin Pierce, Maximilian Robespierre, and Jesus. They then transition into a group book study and read-alone time reading The Miracle Worker (about Helen Keller).

In Room 8, students are energized and deeply engaged in a Lego Spike Robotics challenge. Today’s task? Build a robot that can move—without using wheels. As they tinker, they’re also practicing the design process and building essential collaboration skills. The activity is led by Alison, our Maker Space, Engineering, and Astronomy teacher, with support from Sigourney, a member of our counseling team, who offers targeted social pragmatics coaching. Alison jumps into students’ experiments with timely guidance, supporting learning in the moment. On each desk is a “Getting Ready to Work Together” self-assessment checklist, where students reflect on teamwork habits—identifying skills they “almost always do” versus those they “might need help with.” Reflections include statements like: “I can express my feelings without making someone else feel bad,” “I can listen to other people’s ideas,” “I can think about the work as belonging to all of us, not just me,” and “I can do my share of the work.

In Room 1, Lisa and Katie’s class, Kathy leads students in a self-portrait / cyanotype project which may also turn later into an embroidery project. I see kids practicing their fine motor skills with tape, their visual planning skills with transparencies, and the delight of the result when Kathy uses the cyanotype to transpose their sketch onto fabric.

Throughout the classrooms, visitors from Denmark can be seen observing and taking notes as part of a week-long workshop focused on reimagining and enriching education in their country. Sponsored by the Danish educational foundation “Playful Learning,” which covers travel costs and provides a modest fee to AceraEI, these visits have become a recurring part of our “Acera as a Model” workshop series in recent years.

Led by Sarah Zuckerman and the AceraEI team (separately funded, not through tuition), these customized workshops offer space for reflection, professional growth, and leadership development. For Acera teachers, it’s deeply affirming to witness educators from other towns—and from around the world—draw inspiration from the evidence-based pedagogy and highly engaged learning happening here. Their presence underscores the global relevance of Acera’s approach and sparks meaningful conversations about how these practices can be adapted in schools far beyond our own.

Another amazing Monday at Acera! Meandering through school and observing students uncovering new understanding and connecting to each other and big ideas is the highlight of my day!

All the best,

Courtney