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today began like the last few days: a groggy wake-up in a new location (perryville, missouri), stepping over each other to get changed, our daily rotation of covid tests (we’re all negative), dearly missing katherine, and finding creative ways to prepare cereal and almond milk (which, i maintain, counts as milk, despite the objections of my teammates) for breakfast.
then we all hopped in the car and drove fifty minutes to farmington to host a learning festival with the 4-h club at the farmington public library. timothy had the aux during the drive and after katherine didn’t pick up the phone (hopefully getting some much-deserved sleep), we listened to his music.
i love timothy’s music taste—and i’ve never heard him play the same song twice. this morning’s set list had some upbeat electronic pop that made me feel like the main character in a video game, driving our ragtag band of heroes to their destination. despite his refusal to play “songs about teachers” like i asked, we did listen to freaky deaky as we pulled up to the library (which i haven’t been able to get out of my head).
we’ve taught in a bunch of locations at this point: summer camps, libraries, space centers. and we’ve taught a variety of learners: young and old, neurodiverse and neurotypical, at rural and urban sites.
so, when we got to farmington, there were a couple of things i noticed that i don’t think i would have paid as much attention to at the beginning of the trip. a big one was the physical space—the library looks like something my younger self would have dreamed about…
i’ve reflected on the effect of physical space on learning before. for example, one of the high schools we stayed at had a massive cafeteria with an upstairs balcony for the administrators to watch students eat below. i think that’s a form of policing the behavior of students—they can’t be trusted; they need to be watched.
one of the high schools we visited had a classroom where the chairs were bolted to the floor. another classroom in a different school was an open space with different activities around the room (with signs that indicated students could explore and direct their own learning, like a montessori school). very different messages about the type of learning that is encouraged.
for its austere exterior, the library’s interior seemed to lean into creative chaos. kids ran around and raised their voices (inviting stern hushes from the librarians). its rooms, with brightly colored walls and murals, seemed more welcoming to children than the more austere rooms we’ve taught in.
many principles of good education are challenging to implement in a one-day workshop. for example, pedagogy should be “culturally sustaining” by inviting students to bring the culture of their home and community into the learning environment. how can we do that when we only have an hour with our students? that’s barely enough time to learn everyone’s names; much less build trust and learn about their culture and lives.
i think we do our best by allowing students to have lots of voice and choice in our workshops (through project-based learning and performance-based assessment, if you’re familiar with the terms). aja invites students to design their dream city from scratch. sophia’s students make their own stories. joel’s students design their own bottle rockets. timothy’s students write their own messages in binary. and my students design their own data collection process.
hopefully, students’ engagement with these activities can be laden with their own values and culture — if they’re feeling comfortable. in an earlier workshop, i found it a little funny when one of my students did her data activity by texting all of her contacts and timing them to see how long it took them to respond (we also discussed what that metric — time to respond — really reflects, and why that’s not always a great proxy for the strength of the friendship). it’s a small example, but it’s cool to see how some students use what we teach in ways that matter to them.
today’s students were a great group that was super engaged with the material. they had fun with some of the data artwork i showed them, and went all-out with their data collection activities.
and then we left.
i often wonder what students will remember about our learning festivals. will they hypothesize about and test mechanical systems? will they feel empowered, later, to become scientists in their own world with numbers and data? maybe some will, but most probably won’t, i’m guessing —
instead, perhaps there’s something special about the fact that a bunch of crazy stanford students biked thousands of miles to come see them. that those folks spent a day with them, listening to their stories, excited to see them learning. hopefully there’s something in the way that we connect with and love our students that we can leave behind.
i know it certainly works in the other direction.
in the way that my students engage in my activity, i’ve seen how covid has affected the way they form communities and connect with each other; they’ve told me about their families and what friendship means to them; i’ve learned about the food they love and what they define as “success.”
that learning — those things — they’re things we can’t teach.
and — i know this sounds cheesy — i’m really encouraged by what i’ve learned! so many young kids are more centered and responsive to the needs of each other than i think i was at their age.
after we left, we got frozen custard at culver’s. the flavor of the day was oreo overload, but as timothy pointed out, it was simply “loaded” not “overloaded” with oreos.
joel and i also got some food and aja opted for the ever-consistent vanilla custard with a few toppings.
continuing our team’s midwestern culture exploration, we visited… menard’s.
for those of you who don’t know, menard’s is a home improvement store. but actually, it’s so much more: menard’s is an experience (♪ save big money at menaaaards! ♪). we went to menard’s so joel could get some tubing to more safely attach his saddle bag to his bike, but we emerged with deoderant and cereal as well.
and, the requisite shenanigans:
on the drive back to the house, we chatted with vincent in the car. he’s settling well into philly (if uncomfortably, due to his current lack of a mattress and wi-fi). vincent reflected on post-spokes life, how the trip had changed him, and his (potential) plans to visit us later.
back with our hosts, we reheated last night’s delicious pasta leftovers and, for the first time on this trip, we made s’mores! apparently this is more of a tradition east of the great divide, so i’m looking forward to keeping this going…
—parth
ps: a while back my dad mentioned that he’d like to submit questions like “does joel only have one biking jersey?” that we can answer in the blog posts. so, we made a form! ask us anything: https://forms.gle/jghhrA8JigVGqCGh7.