Earlier this session, the TVS team and I were sitting around the table in the guide room, sparkling waters and Cheez-Its sprawled across the surface, discussing documentation. Lauren Coyle was igniting us with authentic, meaningful, and purposefully imperfect examples of learner projects and work inspired by the Reggio Emilia approach. While I could spend this entire post gushing over the examples Lauren shared, today, I’d like to zoom in on a question posed during the meeting. Regarding documentation, the question was, “What do you want people to notice?” I thought about this for a while. Yes, I want people to notice the learners’ kindness, compassion, and joy. Of course I hope they recognize the learners’ perseverance and dedication. The one word that kept flying through my mind, however, was capable. I want those inside and outside of our TVS community to see how incredibly capable the learners are. Thus, the purpose of this post is serving as part of my documentation of learner capability. 

When we adventure beyond the boundaries of TVS, we are met with a wide range of reactions. Some adults see us and share a smile or laugh. Some look at us with puzzled expressions, curious about why 28 children and several adults are boarding their metro car. Others have looks of fear, terrified of simply existing within the same space as a group of middle schoolers. One example of this is the recent field trip we took to the zoo. Completely learner-led, learners created field trip proposals, voted on their favorite plan, followed through with the plan, had complete control of the schedule, and were responsible for getting us all to and from the zoo safely. What one might not realize from an outside perspective is all of the work and planning that went into that one trip. Standing at a metro station, with adults trying to awkwardly shift away from the large and enthusiastic middle school group, it is not evident that we (the guides) were actually following the children. People probably didn’t notice learners figuring out how the metro works, looking for signage, learning how to engage with a metro map, and holding each other accountable. 

Another example is the creation of the music video. Though the learners had specific requirements for successfully completing the challenge (e.g., being at least three minutes long), it was up to the learners to figure out how to make it all happen. They had to choose a song,  develop and film the scenes, edit the video, ensure everyone was included, and confirm all of the requirements were met. They did all of this while managing their own goals and deadlines. Making decisions in a small group for a single project can be challenging enough. Executing a unified vision with the ideas and personalities of 28 middle schoolers is even harder. Still, they did it, and even more importantly, they built their team and self-confidence in the process. 

These are only two of the many stories of learner capability. As showcased through their own documentation at the Session 1 Exhibition of Learning, Adventure did the following in just six weeks: created their own studio contract and discussion guidelines; built badge plans and set their own goals; planned and executed a learner-led field trip; created a music video; engaged in challenging conversations about AI, resulting in an AI studio contract, learner-written guidebook for AI, and more wonderings about the future of AI; started learning how to play the Ukulele; agreed with, disagreed with, and persuaded each other during civilizations discussions; developed stronger thinking in math; and learned more about who they are in Health and Wellness. This is not a comprehensive list, but rather a skimming of the surface. They also led discussions, served our community, worked together to clean the space, set their own goals, held themselves and others accountable, solved conflict, and so much more. 

Middle schoolers are way more capable than the world gives them credit for, and I look forward to observing this year’s group of learners lean into that truth more and more.

This year has been a journey filled with many enjoyable moments, significant progress, and blossoming friendships. Learners began the year in their comfort zones, with some feeling unsure about how to navigate their new learning environment. Others were ready for what the year would bring. Boundaries were established for learners to lead the way with kindness and respect for themselves, the studio, and others. 

Every session brought out some of our most interesting ideas from learners as we explored each theme. Each lesson learned and mastered, whether academically or socially, set learners on their individual paths of success. All learners engaged in hands-on activities, worked through challenging situations, and role-played scenarios that contributed to the development of their social-emotional skills. 

“I’ve never gotten this far before.”

“I’m going to keep trying.”

“Imagine that this is easy.”

“You’re so good at this.”

When learners discussed the importance of empathy, we observed them coming together to support one another with encouraging words during difficult times. When learners faced the challenge of completing a new and unfamiliar task, they persisted, knowing that failure was a natural part of the process. Learners honed in on what was said in guide meetings and launches and took their goals to the next level as they took ownership of their learning. 

As their curiosity continued to wonder, they made connections with the world around them. From learning about different cultures to being experimental scientists, learners learned more about themselves and how to ask thought-provoking questions when they sought out more knowledge. How trash could be turned into treasure, and what could happen if learners worked together to create a successful business and sell their amazing products.

Here’s to all the times learners stepped up and in for their peers who may have needed a kind word, helping hands, support talking through a conflict, to advocate for themselves, or just playful fun together outside in nature. As we reflect on this year, it is evident that Spark Studio is truly an amazing community that celebrates both its learners’ mistakes, successes, and curiosities and builds a foundation like no other for years to come.

One of my favorite things about being a guide is when I witness learners making connections between their learning and the real world. This session, Spark has been studying the Earth, what makes it special, and ways to take care of it. From investigating their carbon footprint to making their own rain cloud to exploring insects and their life cycles through caterpillar observations, Spark learners have been knee-deep in hands-on learning. Through this learning, I have seen countless connections being made. I want to share a few of these connections that were made on our most recent field trip to the Smithsonian Museum of Natural History. 

On the walk from school to the Metro station, a learner stopped walking to pick something up from the ground. I gently nudged her to keep walking so as not to hold up the line. She caught up and yelled “I was trying to pick up some trash!” I continued hearing learners calling out when they noticed trash on the ground and listened as they brainstormed ways to address this problem. By the end of lunch, one learner had collected a handful of trash and was so proud to show it off.  

While strolling through the Lights Out exhibit, learners came across a section noting the dangers of lights on migration patterns. As they read about birds getting distracted by the lights from skyscrapers, one of our youngest learners remembered The Adventures of Theo, a story we had recently read about protecting the sea turtles. He said “It is just like the sea turtles!”, making the connection that lights lead sea turtles away from the ocean just like city lights distract the birds from their flight path. I often wonder how much is being comprehended during our read-alouds at the end of the day. We’re tired, hungry, and ready to go home. But this learner was engaged and walked away with knowledge that they wanted to hold on to. 

Near the very end of their self-tour, a group of learners came across a giant globe that was playing a video. It was all about the impact humans have on the environment. One of the learners watching said “We need to get all of Spark to see this. This is what we have been talking about all session!” I smiled with excitement. Not only was I excited that she was making the connection to our session-long study of the environment, but that she wanted to share with the rest of the studio. I can’t think of a better way to show someone is curious and involved in their own learning than someone who is eagerly demanding everyone else know what she just learned. 

I’m so grateful to be a part of The Village School, where learning beyond the classroom is valued. I have learned the projects we create, the launches we share, and the stories we read hold more weight than we give ourselves credit for. Children are listening. They are observant. I encourage you to slow down from the hustle and bustle of daily life and listen. You might get the chance to hear one of these connections. They can be so easy to miss–but the joy that comes when you hear one made is immense. 

As we humans often do when approaching the end of a chapter, I have found my mind slipping to memories of this past year. Creating the music video. Knocking on doors at the Rayburn House Office Building. Tossing eggs attached to parachutes out of the third-floor windows. Somehow surviving the Billy Goat Trail. Celebrating Valentine’s Day with a Sharks and Hearts party (yes, SharkBoy and Lavagirl is now an Adventure Studio favorite). Sharing our dreams for our community. Nostalgic, I know. To be honest with you, thinking about the end of the year hasn’t exactly been at the top of my priority list. All of the beautiful milestones and celebrations at the end of the year also come with transitions. 

In a mixed-age environment, we–learners, families, and guides–have the honor and privilege of partnering with each other for several years at a time, giving us the opportunity to cultivate real and meaningful relationships. We see each other on our better days and our hard days. We struggle together. We celebrate together. We solve conflicts together. We grow together. In this environment where genuine care is fostered, and transitions lie ahead, I can’t help but wonder—as a guide—will they be okay? Spoiler alert: yes, they will. And here’s why… 

Adventure encourages backing up one’s claim with evidence. In light of this, I’ve been searching for a story to prove my confidence, however, I keep returning to the everyday–those small, steady choices that speak loudly. I’d like to share some of those moments with you. 

• As you know, our outside space is cozy and multiple activities take place at the same time. One group will sit in a circle and chat while another group engages in an intense game of volleyball and another group plays soccer. When someone accidentally gets hit with a ball, someone else asks if they’re okay. When someone falls to the ground, there’s a hand outstretched and a pat on the back. TVS learners take care of each other.  

• One of my favorite Adventure Studio traditions is celebrating someone’s birthday with character callouts. I have yet to see a celebration where hands do not immediately fly up to uplift a fellow trailblazer. The learners often recognize strengths like kindness, empathy, humor, and determination. TVS learners celebrate each other’s strengths, wins, and moments of joy. 

• The times I have seen one learner help another, or sometimes even multiple learners, with challenging problems on Khan are more than I can count. The times I have seen a learner check in on someone when they are down are more than I can count. The times I have seen a learner stand up for someone are more than I can count. TVS learners support each other through struggle and show compassion.  

• Our model encourages learners to grow in self-direction. They set goals for themselves every day, and often reach them. They pursue passions unapologetically, like when two learners decided TVS needed a makerspace so they wrote a proposal, secured funding, and made the space available to the community. When learners don’t meet their goals, they reflect, make plans for moving forward, and keep trying until they identify the tools and strategies that work best for them. TVS learners take ownership of their journeys.

• Failure is an important and necessary part of the learning process. Especially when learners fail, there are valuable lessons learned. Take building Cities for Tomorrow as an example of this. Was there frustration? Yes. Was it challenging? Absolutely. Did the learners feel emotions that can be difficult to feel? Of course. And, in time, they stood back up and dusted themselves off. TVS learners are resilient.  

So, will they be okay? Yes. They will care, celebrate, support, take ownership, and get back up again when they fall. Transitions are hard, but we can have confidence that whatever the next step is–taking on more challenging badge work, transitioning to a new studio, or moving on to a new adventure–TVS learners will thrive.