Blog

Ski Days

Nestled in the heart of Idaho’s west-central mountains, the Alzar School’s unique location lends the opportunity to explore pristine and vast natural environments in a manner of ways. Our 100+ acre campus is located along the Payette River. Just 3 miles downstream from Kelly’s Whitewater Park and a geothermally heated pool, students can practice their kayaking skills almost year round. The Alzar School is also surrounded by the Payette and Boise National Forests which lends ample opportunities to hike high mountain trails and camp alongside backcountry lakes. This upcoming weekend students have the chance to explore a bit more of Idaho - not kayaking or backpacking, but on skis and snowboards!

There are two ski areas, Tamarack Ski Resort and Brundage Mountain Resort, located within an hour’s drive of the Alzar School. With an average annual snowfall of over 11 feet, this region provides amazing snow, diverse terrain and short lift lines that come with small-town mountain resorts. These factors combined, make Tamarack and Brundage ideal for students to learn on and explore a few times each semester. On ski days, all Alzar School students, regardless of skill level, take a short lesson. Whether it is linking turns on the beginner hill or finding a powder stash in the trees, students of all abilities tend to have a blast on these family-friendly mountains. Skiing and snowboarding with the Alzar School provides students with the chance to try a new sport or hone existing skills, sliding along with teachers and peers amidst the beauty of Idaho’s winter.

Written by Anita Cussler, posted under: Campus, Fall 2017, Outdoor Adventure, Uncategorized

Spanish Conversational Challenges

Update: By popular demand, here is the recipe Sam used. 

We have all encountered a situation where learning something new seemed utterly tedious. At the Alzar School, we help students engage in their studies by crafting curriculum and assignments to accommodate various interests and passions. For some, learning Spanish, or any language for that matter does not come naturally. Through conversational challenges in Chile, students are giving the opportunity to tailor their Spanish lessons to their interests. The power of learning and cultural exchange combine as we watch students use the Spanish language to communicate about their passions, drawing upon schema, prior knowledge, and experiences, to connect with local Chileans.

As an avid chef and baker, Sam found his Spanish learning nitch in a Chilean kitchen. Sam first approached Veronica and Joanna, the women who serve and cook our meals in Choshuenco, with a conversational challenge to learn the Spanish word for “measuring cup.” This initial conversation left Sam wondering if he would be able to use their kitchen to bake. So, he asked and they agreed. Deciding upon a dessert for the group, Sam shared his recipe for donut muffins with Veronica and Joanna. Together they worked through the ingredients, quantities, and instructions in Spanish. Sam remembers feeling more comfortable trying out new vocabulary and tenses with Veronica and Joanna “because we were in their homes” and in the familiar space of the kitchen. Throughout their baking conversations, Sam learned new vocabulary such as “moleda” meaning “powdered, “nuez moscada” or “nutmeg”, and “Imperial” which is the Chilean brand of and cultural reference for “baking soda”. Needless to say, the donut muffins were a hit! Constructing his conversational challenge around his passion in the kitchen, Sam was able to get far more out of his Spanish lesson in Chile all while making new friends.

 

Written by Anita Cussler, posted under: Academics, Chile, Cultural Exchange, Fall 2017

Faculty, Many Thanks

With Thanksgiving Day nearly upon us, we’d like to take the time to recognize and honor our hard-working faculty. Each day at the Alzar School presents certain challenges. From coordinating dietary needs at breakfast, to helping a struggling student work through a math problem, to changing a flat tire on a dirt road in Chile, our teaching staff are amazingly flexible, understanding and resilient individuals. They are the keystone of an Alzar School education.

The Alzar School academic faculty have a passion for education, the outdoors and helping young leaders reach their potential. Over the course of an Alzar School semester, our nine teachers and five teaching fellows spend countless hours planning and executing meaningful lessons for our students. With small classes, teachers are able to individualize student education based on interests and learning styles. Outdoor adventure isn’t just taught at the Alzar School, it is embraced by all. In their free time, faculty can be found anywhere from rafting the Grand Canyon, to trekking through rural eastern Europe, following adventure wherever it takes them. In addition, our teachers often put their personal lives on hold to dedicate time to students. Alzar School faculty are a unique group of educators in that they travel and live alongside students. They help cultivate lasting relationships with their mentees and can remain present in students' lives into college and beyond. As alumnus Isaac reflected, “Our teachers at Alzar [School] were our mentors, were our, and are our, friends. Because of that relationship, I was so much more invested in learning and growing academically.” Our teaching faculty truly are incredible people.

As our students and faculty return from their adventures in Chile this week, we hope they get to spend quality time with family and friends. We are beyond grateful for the dedication and amazing work our faculty does to help the Alzar School build young leaders and wish them the very best this Thanksgiving.

Read more about the Alzar School faculty and teaching fellows. 

 

Written by Anita Cussler, posted under: Fall 2017, Teacher

A History of Parque Patagonia

As the students enjoy the last few days of their expeditions in Patagonia, Anita thought it would be nice to share a bit about the history and creation of the National Park our students explore.  

Spanning from the eastern beech forests of the Andes Mountains to the western arid grasslands of the Patagonian steppe, Valle Chacabuco is a transitional ecosystem that forms the heart of the newly formed Parque Patagonia. Students at the Alzar School spend two weeks in this area. They explore the vast wilderness of Patagonia’s iconic granite spires and the meandering glacial waters of the Rio Baker. Located deep in southern Chile, Valle Chacabuco remained largely unexplored throughout Spanish colonization. As late 19th century explorers trekked steadily south, the resources of these remote areas were documented and soon exploited. As early as 1908, large-scale sheep and cattle ranching operations were established in Valle Chacabuco. Despite government re-appropriation of lands to agricultural elite and the steady degeneration of grazing lands, ranching remained a driving force in the area’s economy up until the early 2000’s.  

In 1995, Doug and Kris Tompkins, founders of Patagonia clothing brand and avid conservationists, visited Valle Chacabuco hearing stories of how the rich habitats of this area naturally support a high level of biodiversity. Kris recalls her visit in a blog post, A History of Valle Chacabuco:

"When I drove through the Chacabuco Valley for the first time, I saw the extra-high ‘guanaco fences’ designed to keep these first-rate jumpers out of the best bottom grasslands, which were reserved for the cattle on the estancia. My eyes glazed over looking out on the tens of thousands of sheep grazing the bunch grasses up and down the valley. The grasses looked patchy and dead. Nothing left for wildlife."


The guanaco, a llama relative, is a keystone species in the region and have adapted to the harsh conditions of the high steppe. They roam freely, revitalizing native vegetation and providing food for predators. This area is also home to some of South America’s most endangered species such as giant anteaters, culpeo fox, pumas, and hairy armadillos. Realizing the ecological significance and the conservation potential of the region, Kris founded Conservacion Patagonica in 2000 with a mission, according to their website, of “building new national parks in compelling, ecologically critical areas of Patagonia.”

Since it’s inception, Conservacion Patagonica has acquired large swaths of formerly ranched land and are working to restore and link contiguous natural habitats in Argentinean and Chilean Patagonia. Once complete, Parque Patagonia will become a Chilean national park and span an area roughly the size of Oregon State. Through the acquisition of former ranching lands, extensive ecological restoration efforts and the eventual donation of these areas back to government states, Conservacion Patagonica is making an impact and setting precedent for large-scale land conservation across the globe.  Read more about Conservacion Patagonica and the history of Parque Patagonia. Photos courtesy of Parque Patagonia website. 

Written by Anita Cussler, posted under: Chile, Environmental Stewardship, Fall 2017, Travel, Uncategorized

Teaching Fellow Differentiation

Apart from providing quality and high-achieving academics to our students, the Alzar School lends a unique opportunity for young instructors to learn hands-on about becoming an education professional. Each semester we invite up to six Teaching Fellows to join our program. Over the course of the semester, they attend six, hour-long classes a week focusing on academic instruction, outdoor technical leadership, and residential life training. From helping running study hall to checking students into their yurts at night, Teaching Fellows are fully immersed in student life. Each Teaching Fellow is also hired based upon their academic strengths and is paired with an Alzar School mentor teacher who shares the same subject interests.

As the semester progresses, Teaching Fellows take on more responsibility in the classroom. They help plan lessons, exercise labs and get to implement and test teaching strategies they have learned. Recently, Teaching Fellows tested out various differentiation techniques in their classes. In education, differentiation is when teachers change the content, process or product that students create, based on their readiness, interest, and/or learning profile. In his two-person pre-calculus class, Jeffrey experimented with flexible grouping and teaching individually and collectively. In Environmental Science, Nadia adapted ecology readings based upon student interest and language levels. Hayley implemented differentiated processes for learning in her Spanish A class through writing, speech, and problem-solving. Finally, in biology, Jack utilized various hooks to introduce topics, like having students hold their breath to launch a discussion about aerobic respiration.  

With an average class size of seven, these types of individualization and differentiation are not only possible but highly encouraged and even necessary to provide the quality of education we strive for at the Alzar School. We are so happy to see these young teachers help accommodate the various learning styles of our students. They have new ideas, are not timid to try alternate routes and bring a fresh perspective to academics at the Alzar School.

Written by Anita Cussler, posted under: Uncategorized