Last week, I had the privilege of attending SparkHouse, an event hosted by Education Reimagined with a mission to connect, equip, and ignite both learners and educators in learner-centered environments across the country. One of the most anticipated parts of SparkHouse is the sharing fair, where learners have the opportunity to present their learning environments, answer participants’ questions, and learn from one another. As the five Adventure learners representing TVS prepared for their presentation, quickly adding categories and phrases to their chart paper visual, I couldn’t help but step back and take it all in. I saw a small group of middle schoolers working calmly and efficiently toward a common goal. Each learner contributed naturally, without prompting. Each added their own ideas of what makes TVS special, and each understood the role they would play in the presentation.
As a guide in a small learning community, I get to observe growth every day. Moments like these, however, allow me to truly reflect on how far the learners have come since we first met. Each learner, though unique in their delivery, displayed ease and clarity in their communication. They answered every question—whether from children or adults—with knowledge and confidence. These young people carried themselves in ways few would expect from middle schoolers. Thankfully, we know better. Was I surprised to see the learners speak with eloquence and poise? Not at all. Was I engaged, encouraged, and a bit nostalgic for the passing time? Absolutely. What I enjoyed most, though, was hearing the passion with which they spoke. What are they proud of? What do they love about their learning environment?
The learners began by sharing insights into several aspects of the TVS Adventure learning design, including apprenticeships, skills badges, civilizations, projects, communications, and unstructured play. They talked about Health & Wellness, the valuable time spent outdoors at the park, and living in community. They spoke about the freedom of choice. For each subject they shared, the learners articulated real-world applications. For example, when discussing apprenticeships, one learner noted the similarities between securing an apprenticeship and a job. She explained, “You may apply to one hundred and hear back from one. That’s real life, and you just have to keep going.” When talking about Civilizations, another learner shared that in the Adventure Studio, they hold discussions each week and learn to think critically and from multiple perspectives. Another shared that TVS middle schoolers deliver speeches for change each year, lead service opportunities on Fridays, and are currently writing to politicians about their ideas for a better future.
It’s not just the five learners who attended SparkHouse who have taken ownership of their journeys; in one way or another, all of our learners have. They aren’t waiting for tomorrow to shape their futures; they are actively shaping their lives and who they are now. SparkHouse left me feeling hopeful, once again proving the incredible power of learner-centered environments. When we trust learners and put them in the driver’s seat, giving them both freedom and responsibility, they are empowered to learn, grow, and change our world.
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