Learning to Analyze Material
“Flex has provided me with the insight and skills to look beyond the obvious in literature, film, and history. Having spent two years in Flex and two years in “regular” classes, I have a perspective that four-year Flexies don’t: first-hand knowledge of the difference between the curricula. Whereas “regular” classes focus on the what and when, Flex was always more about the why, and that subtle distinction made all the difference.”
– Dan Jensen, Class of 1996
“Flex was the best part of high school. The multidisciplinary curriculum not only put literature and history in context (as it should be for most thorough and most interesting understanding, in my mind), but also helped me learn to analyze events and make non-obvious connections. The emphasis on independent learning (I helped run an elective for the AP European history test) made me a better student and more prepared to succeed in college.”
– Sarah Ransdell Bayer, Class of 1996
“Flex changed my life by providing me a solid base of skills to read, synthesize, research, write and discuss nearly any topic or matter. I am by nature a shy, quiet individual, but Flex gave me the confidence to see that I could be vocal and learn leadership skills I use to this day. Whether it be the Harlem Renaissance, Virtual Reality, Genomics, Computer/Network Security or any of the other interests I developed at Flex, I feel that I can understand the issues, create new ideas, make my voice heard and influence those around me. Two of those topics I have spent the majority of my career on thus far and currently I provide leadership to a staff of ten (and growing) at my current network security/embedded computing job!”
– Dan Liu, Class of 1996
“It taught me to constantly analyze the spin of every piece of content presented to me from speeches, to television, to books, to movies and more”
– Jake L’Ecuyer, Class of 2007
“Flex has changed the way I look at the world as well as the way I present it to my students. Flex gave me the critical thinking skills, as well as the exposure to material, that makes me a better teacher.”
– Michael Wicker, Class of 2002
Learning to Write
“Flex helped me to develop my writing skills in a way that helped to prepare me for the papers that I would later right in college. However, nothing would ever be as rigorous as the writing of the senior research paper and no English or History test would ever be as difficult as the Flexam.”
– Lisa Gates, Class of 2002
“I have consistently been complimented on my writing skills, especially when compared to other Computer Engineers.”
– Christopher Henne, Class of 2003
“I owe my career as a writer to Flex. I was a lousy writer when I started high school, but the interdisciplinary learning and amazing teachers really allowed me to learn and blossom as a writer.”
– Anonymous, Class of 1994
“My writing skills vastly improved as a direct result of writing Flexam essays four times per year for four years, and I can now get a lengthy paper done in a matter of hours. I not only am able to write clearly and concisely, but I am also able to focus and get the work done, which is a skill I honed during my time in the Flex program.”
– Katherine Morykwas, Class of 2005
“I learned how to write, and not just 5 paragraph school essays, but how to express ideas and paint pictures with words.”
– Justin Wicker, Class of 2007
Think Differently
“Flex taught me the beginning of intuitive thinking. The classes, seminars, electives, etc. weren’t just memorize and spit back on a test, but rather challenged me to think deeper and find the themes or meaning in a book or film that was used as a class tool. The ‘modules’ allowed for an in-depth knowledge base to be gained about that particular subject.”
– Melissa Marszalek, Class of 1995
“Flex students and teachers approach learning in a unique way. We read, watched, and discussed a variety of topics, going beyond what was covered in traditional high school textbooks. For me, it took learning outside of the classroom and into my every day life. Movies, books, pop culture–all could be dissected and you could learn something about how the world worked. We never studied anything in a vacuum. We explored how history and literature shapes the world we live in today.
I remember joking with “Flexies” in high school that movies were forever “ruined” for us, because we could no longer blissfully watch a movie without finding ourselves dissecting deeper meanings and exploring themes within it. And because of this emphasis on exploration, I am able to articulate both in speech and writing complex thoughts and analysis.”
– Katherine Morykwas, Class of 2005
“In Flex I learned to write in such a way as to empathize with my reader. In Flex I learned to read in such a way as to empathize with the writer. In Flex I learned to research questions that had never been asked. In Flex I learned how to learn the lessons behind the lessons. In Flex I learned how to care about knowledge. In Flex I learned to apply academic thought to current events, during and after high school. It was in Flex that I was born as a thinker.”
– Brett Foreman, Class of 2006
Challenging Material
“Flex allowed me to shape my learning, while still maintaining high, consistent standards linked to a core, guiding question. The continuity of theme throughout the different “modes” of Flex allowed me to gain a deep understanding of every topic from different perspectives – a truly complete learning experience. I found Flex to be more challenging and more motivating than any other class at Seaholm – and I had the most rigorous load available to me.”
– Jacob Brookover, Class of 1998
“Flex was instrumental in providing me with critical thinking and learning skills that proved useful in college and in law school. Flex, and Flex-like, education principals are the ideal model of how I would like my own children to be taught.”
– Stephen Terrell, Class of 1993