Programs and Services

The micro-academy is a facilitated, co-created and emergent blend of individual and group projects and studies, exploration and skill-building, in a small-group setting. It involves both online and off-line work.

Essential Details (Fall 2022):

Days: Tuesdays and Thursdays
Times: 9:30a.m. to 1:30p.m. Eastern Time (see below for a breakdown of the day)
Ages: (Nearly) 11 to 14+

Size: Maximum 16 children per cohort, with two facilitators (you can read about our current facilitators here and here)

Enrollment: Enrollment is on a rolling basis, with additional applicants admitted when it is practical to do so. The tuition and application process is described in detail here
Location: Online

The emphasis is on deep, interdisciplinary learning about the world and one's place in it, and the development of key personal and inter-personal life skills, such as the “5 Cs” (critical thinking and problem solving; communication; collaboration; creativity and innovation; and citizenship). In addition to group work—built on solving practical, real-world challenges whenever possible—children also give monthly presentations to their peers about interest-driven individual projects they've chosen to pursue (with guidance, as needed, from the facilitators). 

A cohort is like a learning team, and the development of an intentional, supportive culture is a key priority. This creates fertile ground for valuable peer-to-peer learning, deeper engagement in general, and the development of higher-order abilities to navigate life's challenges.

The team culture extends beyond the cohort. Parents (plus extended family and friends, should they wish to get involved) are invited to share interests with the group. We're also bringing in special guests from around the world (such as renowned software tester and author James Marcus Bach, who launched his career at age 16, talking about the importance of critical thinking and how to be a self-directed "buccaneer-scholar"). Facilitators also tap into their expansive, global networks and our growing database of volunteers to help children get questions answered directly by subject-matter experts. At the meta level, this is about more than basic knowledge acquisition; it's about helping children feel heard, valued and supported, and part of something bigger.

To find out more, you can listen to the recording of our most recent informational session here.

What Happens Outside the Micro-Academy Hours?

Outside of micro-academy hours, children are free to follow other elements of their customized learning pathways, whether that involves working individually on building core skills (with the help of on-demand resources such as Khan Academy, software apps, books, or eclectic independent studies); attending tutoring sessions; participating in The Hub's à-la-carte programming, or third-party online or offline classes; or doing other activities. The sky's the limit! (The Resources page includes lists of ideas that can serve as a starting point.) Overwhelmed with options? We can help you cut through the clutter, suggest tailored ideas, and offer other guidance (as well as connect you to people with specialized knowledge about things that fall outside our own areas of expertise) via The Hub's wraparound services. 

Interactions among the children can continue outside micro-academy hours. Members of The Hub can share activity playlists on The Hub's private social network, to make it easier to identify shared interests and sign up for things together, should they wish to do so. They will also be able to socialize with each other on that platform.

Can I Try It Out First?

Yes! To get a taste of the micro-academy, children ages (nearly) 11 to 14 are welcome to join us for a complementary mini-session. Please check the events page for the open-house schedule, description, and registration instructions.

This is the starting point for the micro-academy's daily flow. We will be agile and adapt the details—based on observations, feedback, and where the energy is flowing on a given day—in order to optimize the experience, while remaining true to the core principles and ideas.

9:30a.m. – 10:15a.m.: Setting the foundation

• Community building—check in, share how everyone is feeling, and share and reflect on what else everyone has done since the previous meeting.
• Expanding horizons—e.g., watching a short video to inspire new project ideas; a guest speaker presenting a “show and tell” about a job or hobby, etc.

10:15a.m. – 10:30a.m.: Break

10:30a.m. – 11:30a.m.: Purposeful activities

• Mini tutorials or interactive group and/or individual activities that build knowledge in various areas of interest, and/or that develop a meta-skill such as project management.

11:30a.m. – 11:45a.m.: Break

11:45a.m. – 12:30p.m.: Project work

• Working in groups of various sizes, on projects of their choosing, with a facilitator's guidance. These are based on meaty questions the children would like answered, and/or real-world problems they want to explore or solve. Participants come to an agreement about their individual roles in the project, based on project goals as well as on personal interests and strengths, and areas they want to further develop. The elements that are productive to do together are done jointly online; the children work independently on the rest, either online or offline. 
• Humanities examples: Answering questions such as, “Where did my ancestors come from, and what were their lives like?” or “How can groups of people make decisions that don’t leave many people unhappy?” Solving problems such as, “Let’s write and send letters that will comfort sick residents in our communities.” 
• STEM examples: Answering questions such as, “Why are bees disappearing?” or “How are cars made?” Overcoming a challenge such as learning how to effectively light a space for recording videos. 
• Practical life-skills examples: Answering questions such as, "Why is our compost bucket smelling bad?" Solving practical challenges such as building a container for sewing supplies. 
• A learning artifact comes out of each project, whether in the form of a written document, a PowerPoint presentation, a video, a piece of art or music, etc. This further develops important communication and presentation skills, and also provides avenues for studying art and music, and engaging in creative self-expression.
• A facilitator checks in with each group, guiding children to work together to answer questions that have arisen, demonstrating how to find resources to get through bottlenecks, etc.

12:30p.m. – 12:45p.m.: Break

12:45p.m. – 1:15p.m.: Wrapping up (with a "working lunch," if desired)

• Children and facilitators use this time to either continue working on their projects or to do another activity. (Eating a "working lunch" is optional during this time, and participants are also welcome to eat as needed to fuel their bodies and minds throughout the session.)

1:15p.m. – 1:30p.m.: Closing circle 

• This closes out the micro-academy's formal program for the day. Students reflect on the time they spent together, what support is needed for next steps, and talking about what each student is planning for the rest of the day and until the next meeting.

Participants who need to leave earlier can be accommodated.

In the process of doing such interdisciplinary projects, children have opportunities to develop skills in areas such as research, reading comprehension, debating, communications, and inter-personal relations. Such projects also serve as vehicles for learning about fields such as history, cultural anthropology, economics, geography, sociology, psychology, literature, civics, biology, ecology, chemistry, physics, engineering, math, and materials science.

"The kids couldn't stop talking about class today. They thoroughly enjoyed their time with you and even continued a few games of geosearch on their own." — Parent

"So fun to hear them laughing and learning!!" — Parent

The facilitators are "real gems" and have "created digital joy, which is very hard to find." — Parent

"I love Miró and Brooklyn! They are so amazing with the kids. [My son] really enjoys The Hub. ... He is engaged and participating. ... I have heard him contribute many thoughts, ideas and opinions." —Parent

"It’s so much more than I expected. My children have been able to engage in important, grown-up  conversations, and their perspectives have been given weight and have been considered important. They continue to talk about these things and  look for applications of them throughout the day. … I think about what different experiences they'll have as adults because of internalizing these experiences, and having opportunities to be leaders at these early ages.” — Parent

"I can't wait until The Hub's spring term starts." — Participant (during winter break)

"I'm grateful that I'm in The Hub." — Participant 

Micro-academy enrollment comes with membership in The Hub. As members of The Hub, enrolled children and their parents also have access to the following:

Community Spaces and Events for Children and for Parents

Hub members have access to private online social lounges where they can come and go and interact with each other at any time. There will be one for the children and a separate one for the parents. There are opportunities to attend group games and other social events throughout the year, and to invite other friends and relatives to participate as guests.

Curated Resources

The Hub maintains a curated list of third-party platforms, websites, curriculum packages and events (at a range of price points) that might interest members, to help them choose how to spend their remaining time. New discoveries will be added regularly. We'll also share examples of curated pathways, showing how the micro-academy and various à-la-carte elements can be put together to form a comprehensive whole, as well as examples of portfolios to document learning. (For more in-depth and personalized guidance along these lines, members have access to additional wraparound services.)

Priority Registration for The Hub's À-La-Carte Programming

Hub members receive early notice of and advance access to new à-la-carte programming (which will begin to be rolled out during the course of the year), before registrations are opened to the general public.

Collaborations With Other Like-Minded Learning Groups: Several learning centers around the United States that share similar values have expressed interest in collaborations, such as teens visiting The Hub to offer presentations about topics of interest to them, and occasional facilitator exchanges that will expose children to additional perspectives and locales. 

Expanded Age Range: We will continue to expand upward as the children's ages increase. 

In-Person Options: We will aim to take advantage of cross-pollination opportunities between those enrolled in online and in-person hubs of various types.

Get in touch if you would like to be added to a mailing list to find out more details as they are officially announced for upcoming years.