The Proof of Learning
20 Apr 2012 4 Comments
It’s that time of the year again when everyone who is involved in a public school is enduring some added stress. Yes, it’s testing time. For at least a month in most schools, many exciting activities and lessons are dropped in place of test prep, and normal schedules are in upheaval. Students have been warned to be at school on time, eat a healthy breakfast, and get plenty of sleep (as if those habits aren’t expected on any day of the week). Pages of released questions have probably been sent home, letters have gone home to families to remind them how important testing is, brains have been crammed full of information that may or may not show up on the test, and post-testing parties have likely been planned as an incentive for kids to show up each day. All of this adds up to one assumption about testing: when it comes to a year’s education, not much else seems to matter besides the outcome of these tests.
In recent weeks, a few parents whose children are enrolled in publicly-funded homeschool programs have expressed concern over whether their children are ready for testing. But, there is nothing I can do to specifically prepare students for the test, outside of providing engaging and well-planned educational classes with lessons that matter most to their growth as life-long learners, thinkers, and active participants in the real world. While the tests are important to district administrators in order to check off how well teachers are covering what they are required to, and whether students can actually remember all the information, we must keep in mind that these tests are just one small speck of assessment in the span of a long education. They don’t accurately assess the breadth of what a child knows, or doesn’t know, just as they don’t assess all that teachers do for students. They don’t do much for a child in terms of learning to learn. They don’t inspire intrinsic motivation or creativity, and they certainly don’t take the place of an engaged, active day of learning, thinking and discussion. Testing is a skill. A standardized test measures how well a student can answer myriad questions, many of which they have never seen before, in a set amount of time (and don’t let the promise of un-timed tests fool you; students will get them done quickly if taking more time means missing recess or a trip to the bathroom). Over the years I’ve seen too many hard-working students do poorly on these tests, and become deflated. I’ve also known many students who could care less about their education score at the advanced level and just feel validated for their lack of effort on all other class activities. Go figure.
I’m not saying that the tests don’t have some value. Perhaps if we didn’t put so much pressure on kids to perform well on them, testing might actually be one of many valid ways for students to share what they know. When I was in school, I don’t remember being stressed over tests, but then again, it wasn’t as crazy as it is today. If I had known my score would be published, analyzed, and perhaps determine my teacher’s perception of my trajectory in life, then I would have hated testing. In fact, I would likely have taken great pains to ensure that I didn’t take any risks in my education. I would have studied only the applicable information, to up my odds that I’d stay out of that humiliating “below basic” category. Oh, I know that schools are supposed to use the data to help target their instruction. But really, to a child, the outcome has become more like an antiquated class system, where only “advanced” levels are a badge of honor.
I’ll bet if we relaxed the issue of testing, kids would actually do better in school, take more risks in their learning (which is critical!), and enjoy the process a whole lot more. And, I’m hardly the only one critical of testing. Testing is a highly politicized money-maker in the educational system, with questions developed by people far-removed from the classroom. Yet, I know too many parents who have learned to place more value on their child’s scores than they do on an overall assessment of a year’s growth by their child’s teachers.
So, if testing as it is today is not a way to measure an education, then what is? I’d like to share about some ways in which we notice students learning at One Spark.
In February, a group of students placed their hands on a piece of the Berlin Wall. It was a Friday, a day that many of them typically spend doing fun activities with fellow home schooled friends, or enjoy working or being at home or outdoors with their families. Instead, on this beautiful warm and sunny day, when many kids might have liked to be at the beach, they chose to be at the Reagan Library for a field trip. There was no grade attached to the trip, no credit earned. The only trade off for their time was the gift of knowledge. For this special exhibit, students experienced a wonderful journey through the world of George Washington’s life. They saw video clips of how forensic scientists made a life-size replica of Washington’s body and face, then they marveled at the actual replica of Washington atop his horse Blueskin. Young George was on exhibit as an 18-year old surveyor, then as he was sworn in, and at Valley Forge. Washington’s fake teeth, his handwriting in books, Martha’s dress, a scaled model of Mt. Vernon– all were on display for visitors to experience. After the tour, the students walked to the gravesite of Ronald Reagan, discussed the Presidential Seal, and then placed their hands on a piece of the Berlin Wall. For those who live in Ventura County, a trip to the Ronald Reagan library is probably not an uncommon experience, but in the scope of lessons that matter, it was an example of active, engaged learning at its best.
Back at the Teen Center, around the same time, our Portraiture art class was finishing up. Over eight weeks, student artists had masterfully scaled a photograph of their own faces onto canvas, after it had been covered with newsprint. They did this by drawing equidistant rectangles on both the photo and the canvas, and then transposed the image from the photo onto the canvas. Once the image was transferred, layers of pastel were used to bring the portrait alive. Each week, students immersed themselves into the peacefulness of their art class and enjoyed a distraction-free space in which to create. There would be no outside assessment of this final product. The trade-off would be a gift of one’s creativity, passion, and talent to hang on the family room wall, something to last for years. One might think, well it’s easy to get kids to be in an art class without having a grade. Art is fun! No tests are needed to assess how well someone can learn an art technique, since the proof is in the pudding. Right?
The common assumption is that we need tests to prove, for example, that a child read the required information and researched what they were supposed to. Many believe that if there’s no grade and no incentive, why on Earth would students be compelled to do a research project, prepare for a presentation, and then come speak to their class?
If you don’t believe that students will learn for the sake of knowledge and participation, and not care about whether or not they are graded, then you haven’t met Emerson. When it comes to history, Emerson is as brilliant and motivated as they come. His thirst for stories and his ability to memorize information goes far behind my natural abilities to actually teach history; I have to study the material for days before I can teach it. So, when Emerson had a chance to research a topic of choice for his American Story class, he was on it. His presentation on Benedict Arnold to the group blew us all away. Few notes, few reminders to himself, just his presentation board and a comprehensive story told with such sequential details that one would have had to have been sleeping to not learn a lot. Did I need to take copious notes, and hand back an assessment to let Emerson know that I thought he had learned something, that he had done what I had asked, or that I valued his work? Absolutely not. And Emerson is just one example of many students who have been self-motivated to excel. Another student in the same class went so far as to create a well-planned movie to show the class, with a script, props and costuming that involved her family to re-enact. Others created power-point slide shows and brought props. Everyone who presented was prepared. All I had done was ask the students to research a topic of choice (one that fell within the timeframe we had studied), prepare a visual aid, and then teach their fellow class members about their topic on our last day of class. So, that’s what they did, and all incredibly well I might add. Who needs a grade when an enthusiastic, grateful, and inspired group of peers and adults is applauding your efforts?
I appreciate that I now have plenty of time to plan for my lessons, and remain rested enough to enthusiastically share what I know with students. At One Spark, the teachers are all pretty excited about our own learning, and this carries over to the students. In fact, when something is assigned or asked of the class, none of our participants reply, “Is this going to be on a test?” or “Is this required?” We don’t test, and some of our assignments are not required, since it’s up to families to determine how much or little they want One Spark to enrich their student’s homeschool education. What I do say, regarding any assignment, is that I think it would be important and helpful to do. I remind them that our class is better when everyone is doing their part. And my rate of return is pretty high. Moreover, while I do provide feedback and assess many assignments the students turn in, it’s all in the name of improvement, not as a final measure of success.
So, if your child is taking tests this week, help them take the process in stride. We think most clearly about anything when we are relaxed, rested and well-fed. Your child either knows the stuff or not, and what he or she doesn’t know (or is able to remember under pressure) on any particular test should not define his or her worth. In the grand scheme of life, the score on this test really shouldn’t matter to your child unless there’s a particular school or class he or she wants which requires a high score. And, if your child is not already a naturally good test-taker, maybe you should rethink those schools or classes anyway.
On the other hand, if your child wants to score higher on these tests for him or herself, then he or she can start preparing– for next year. The best way to score high on any test in life is not by cramming, but by taking steps each day to change habits regarding health, learning and productivity. With the right mind and focus, students can practice leading a life filled with reading, writing, thinking, problem-solving, collaborating, and creating. By doing so, they will challenge themselves to define their own measure of success, and not rely on a test score to do it for them.
-Lori Peters
Lessons From Yosemite
29 Mar 2012 Leave a Comment
On Sunday morning, March 18th, at 6:30 AM, a group of twenty-four of us from One Spark Academy (including two students from local middle schools, five parent chaperones and my lovely niece Rachel) embarked on an adventure to Yosemite National Park that would surpass even our lofty expectations. The following Friday night, at the time we promised parents we’d return, six cars pulled back into the Teen Center parking lot carrying our precious cargo: weary but invigorated kids, who were bonded to us and each other after our journey. While any attempt to explain the scope of the week and its amazing magical moments would likely fall flat, I can share some details in the context of life lessons that Yosemite reinforced:
Lesson 1: Expect the unexpected. I am a planner, down to minute points at times. While my planning helped ensure that all paperwork, supplies, and schedules were in place, the group was also expecting to drive into Yosemite Valley via the Wawona Tunnel and see this: 
But that wasn’t to be, because soon after 2,000 feet elevation, we were driving in a snowstorm. When we stopped to put on chains, the kids joyfully threw snowballs and stuck their tongues out to capture snowflakes. Once we were back on the road, the girls in the back of the car I was driving had their noses and cheeks flat against the windows, looking out in amazement. One of them declared, “If we had to turn back now, I’d be satisfied.” As if that statement alone wasn’t enough to warm my heart, the next morning we woke up to this:
Had we known how much snow we’d be driving into, we might have turned around, or worried parents might have made a quick decision to cancel their child’s trip. Which leads me to the next life lesson…
Lesson 2: Embrace your fears. I know a few kids (and even adults) who were nervous about the unknown, the hints that we’d be doing some major hiking, perhaps sleeping in cold tent-cabins, having to walk to the bathrooms at night (what about the bears?!), or even the idea of cross-country skiing. But luckily our group learned that few (if any) of their fears were realized. Both trail groups (under the incredible guidance of their NatureBridge educators, Jack and Ruth) made it up to OMG viewpoint on the Yosemite Falls trail, and back down, after hiking nearly 6 hours. Impressively, that hike was the day after learning to cross country ski, where we learned how to ski up and down hills, over freshly-packed snow, under blue skies and with breathtaking vistas. Additionally, the tent-cabins warmed up quickly enough with the heater, the bathrooms were also warm, and it was surprisingly easy to get up early in the cold morning with the excitement of the day. Even a few raccoon sightings in our corner of Boystown were exciting, not fear-inducing. Yes, a few kids were worn out after a few days and had achy feet, even blisters. But, avoiding those pitfalls (such as knowing when to change into dry socks) comes with experience, which you can’t get if you don’t try to embrace your fears.
Lesson 3: Know you can be stronger, more powerful, and more influential than you might think. One of our morning quotes was by Margaret Mead: “Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has.” Last year, at my old school, I had planned to take my students to Yosemite in Spring 2012. Well, even though I was no longer at that school, the plan I had shared with the kids– to take them on this adventure– weighed on me. And when we started planning the trip, the promise I made the families–to keep their children safe– weighed on me. But I knew we would be strong together (see lesson 2). And when we stood in circle on the last night of our trip, and one of our chaperones noted how much love, humanity, and respect all of us had given each other, I knew our little group had the power to change the world… one helping hand, kind gesture, and positive outlook at a time. An example of their collective power had been realized on the day of the challenge hike. I had doubted for a while that our adventurers would make it up to their destination: OMG viewpoint, which was along a treacherous, slippery path on Upper Yosemite Falls trail. But they proved me wrong. While both groups were determined to make it, every member had to do his or her part to be safe on the strenuous hike up. Through teamwork and encouragement, every hiker and chaperone was successful in reaching the viewpoint that day.
Lesson 4: Live in the present moment. Yet another quote we heard before our last full trail day was from Buddha: “Do not dwell on the past; do not dream of the future. Concentrate the mind on the present moment.” We all know how important this is. So why do we so easily get pulled into our endless list of obligations? Turns out that many of those obligations are pretty trivial when a group of students is in your care, or when El Capitan is facing you in her million-year old glory. Or when ascending and descending a rock trail with steep cliffs, wet rocks, and overflowing waterfalls, and where deep snow required vigilance in every step. Or when asked to walk by oneself across a meadow, during a “Spirit Walk”, through the middle of the valley, with Half Dome looming to the right and Yosemite Falls cascading to the left. Or when walking on a trail at night, with the only light available from the stars or a neighbor’s flashlight, and you need a friend to be near you. With so much to be aware of, sometimes you’re going to slip, so you had better think about Lesson 5.
Lesson 5: “Rock Your Fall!” This was the motto of the day with one group while cross-country skiing. They were told they were going to fall a lot, and they did. We are going to fall in life. If we don’t plan to fall (or fail), we might as well not plan to do anything new. And, since we’re going to fall sometimes, we can at least embrace the opportunity to pick ourselves back up and learn something.
Lesson 6: Being with people who care about you always trumps doing an activity with those you can’t trust. Life is hard, filled with twists and turns and, in the life of a teen, more insecurities than can be counted. For too many of us, education has become a disconnected series of tasks, where there is too little trust, safety and compassion. As a testament to our mission, there were many times throughout the week in Yosemite that parent chaperones and kids shared how much our group was a family; how much they felt included; how much they felt cared for, nurtured, safe and respected. Each and every student and adult mattered, and that is what makes One Spark Academy a special place, wherever we are together.
-Lori Peters
PS: Special thanks to the amazing people at NatureBridge Yosemite for their awesome program!
A View Clear and Wide
22 Jan 2012 1 Comment
As we start up Session 3, it’s been remarkable to look back and see how far we’ve come in such a short time. What started with a “spark” of an idea last July (and just seven students) has grown to more than twenty part and full-time students, and a community that feels connected, relaxed, and empowered. For some it’s been an easy transition. Most of our parents, students, and teachers were ready to More
Lunch anyone?
20 Oct 2011 5 Comments
So, about lunch at One Spark… I bet you’ve never seen middle school age children eat lunch like this.
When we talked about having “Healthy Lunch”, we weren’t kidding. Each week, Laura carefully plans the menu for the next week, often including fresh, donated vegetables and eggs from our families’ gardens. Our mornings start with students having the opportunity to help prep the day’s meal, from the chopping of vegetables (for salads, sauces, and sautés), to the cracking of hardboiled eggs, to the breading of eggplant, to the gutting of pumpkins (to make a pie we enjoyed the same day). Our students are learning to not only eat well, but to be a More
The Case For Healthy Lunch
25 Sep 2011 6 Comments
This past Friday, I had the pleasure of spending time with a few of our students at the park, and then offered to provide a ride home for two of them. During my conversation with one student on the way home, something miraculous happened. The student told me he had gone to Burger King recently and, to his surprise, he wasn’t as interested in the burger as he once was. In fact, he said, it kind of made him a little sick. Now, I don’t mean to pick on Burger King, but there is a good reason this was a miraculous statement. More
A New Journey Begins
04 Sep 2011 2 Comments
What better way to signal the start of a new journey than with an 8 mile hike through a canyon?
Last week, One Spark Academy opened its doors to a handful of bright, creative and motivated students…and equally motivated and excited teachers! Four days of lessons and, in a sense, what seemed like private tutoring, was combined with downtime in the game room playing pool and in the gym playing dodgeball. For lunch, we sat down together and enjoyed a healthy meal each day courtesy of Laura’s amazing menu planning and culinary prepping skills. The productivity was so high, the concentration so apparent, that very little independent work (if any!) was needed to be done at home. More
Connection
24 Aug 2011 Leave a Comment
Real relationships are the result of authentic connections. Without people we can truly connect to, the stuff around us means little-it’s just empty packaging. We often recognize when we’re not our true selves around others, right? It’s important to nurture and be nurtured by the relationships we have with those we work with, our families, the friends we choose, even ourselves. If we are healthy, safe, happy and authentic around others, we find inspiration and light. We accomplish much.
The Tests That Matter
19 Aug 2011 3 Comments
Last week, families received back the state test results from this past school year. Within a few days, I received several emails from parents telling me how their kids did in my class last year. Most were very positive (i.e “What did you do? My child is advanced!”), and a few were concerned (“My child dropped x-number of points. What can I do to help?”). Ironically, no one told me their child scored the same as the previous year. The reason this all sticks to me is that each parent who emailed me told me they really don’t care about the tests. And I know they really don’t. So, then, why does it matter? Well, it matters because we have been conditioned to ensure it matters. More
Inspiration
07 Aug 2011 3 Comments
Do you have a story that reminds you why we all must work hard to make education better? I have many.
This is a story that one of my mentors used to share with her students. I then shared it with mine. It reminds me how each child is unique, and how important it is to create environments where each child can thrive.
