Connecticut Experiential Learning Center

Specialties

CT Experiential Learning Center (CELC) Middle School provides a unique educational environment designed to encourage students to be enthusiastic learners and confident adolescents. The integration of strong academics emphasizing critical thinking and problem solving skills, opportunities for independent and collaborative learning experiences, interdisciplinary studies, and hands-​on experiences provide the framework for this innovative middle school program designed to foster a love of learning, engaging the adolescent learner and cultivating lifelong habits of reflection and inquiry.

The intention of the Connecticut Experiential Learning Center (CELC) is to challenge students and nurture their highest potential. By providing a learning community based in the guiding principles of respect, integrity, responsibility and individual learning, the innate desire of all children to learn, grow, communicate, and create is honored.

CELC was founded in 2009 by educators Maria Mortali and Melinda Alcosser to provide instruction for students ages ten — fourteen in a variety of subject areas that comprise a comprehensive middle school education. In addition to rigorous academics and learning within a classroom setting, CELC offers students many hands-​on and real-​world learning opportunities that take them beyond the classroom and into the world. CELC incorporates both in– and out-​of-​state travel as well as travel to other cultures and countries…

History

Established in 2009.

Led by educators who provide young people with experiences that allow them to stretch and explore their potential, CELC was founded in the spring of 2009 by Melinda Alcosser and Maria Mortali. Throughout their years of teaching in a small middle school setting, they continue to witness just how powerful this model of school can be.

Learning is a life-​long process. Parents ultimately have the primary responsibility for educating their children. Considering how a child learns best can be the basis for the parent’s decision to purposely match the learning style with an environment to meet those needs. In a smaller setting, the chances increase that children can be met where they are.