Halfway through lunch time, Spark learners noticed something moving in the window well, deep underneath the ground.
“There’s a baby bunny down there!”
“I think it has a cut!”
“Can we save it? Please?”
They brainstormed about how to get it out.
“Who has ideas?”
“Let’s ask Evan because he has like a thousand pets.”
“We are making a ladder so it can jump out. My bunny used to run up a ladder.”
“We need a bunch of sticks.”
They prepared a home for the rabbit while Ms. Gwyneth called animal control.
“You need water so the bunny can have something to drink.”
“Why do we need three bowls?”
“In case one gets dirty!”
“Guys, we have to filter the water. I’m trying to get out all the dirt (from the bowl).”
“Can we use this?”(A plastic water bottle)
“Here’s a food and water bowl! Green is for food and white is for water.”
“Here are some leaves.”
“My bunny eats leaves! Wait, who got this poison oak?! We are not feeding poison oak to a bunny.”
They wondered how they could aid in the rescue.
“Get some sand! We can use the sand to help stick it together.”
“We can tape the bottom so it doesn’t fall out.”
“More sand!”
“That’s too much!”
“Oh wow Alice, you really helped!”
“Mulch goes over there.”
“It’s just so adorable when you two work together.”
“I’m going to play baseball. I’ll be right back.”
“We should put a band-aid in, in case it has a cut.”
“Bunnies don’t know how to use band-aids.”
“We can put it on for them!”
Just before we had to go in, Officer Grace from Animal Control arrived to help us catch and release the bunny.Spark learners watched closely as she released it from her net.
They cheered quietly as it hopped away. After the dramatic rescue, learners had lots of questions for Officer Grace, who generously stayed for an impromptu Q and A.
Q: How many animals have you saved? (A: Many!)
Q: Have you ever rescued a bear? (A: We have a bear in Arlington County right now. We’re going to leave him alone and he will walk home.)
Q: Have you ever saved a bird? (A: Yep.)
Q: Have you rescued a really tall animal? (A: I saved a really big dog once, does that count?)
Q: Have you ever rescued a snake? (A: Yes, lots of snakes.)
Q: Have you ever rescued a cheetah? (A: Well no, not a cheetah.)
Q: Have you ever rescued an animal from a burning house? (I haven’t, but we took in animals who had been rescued from a house fire.)
“Thank you for being so kind and calling us to save the bunny. If something like this ever happens again, you can call us any time.”
On the days when my kids climb into the car still glazed in sweat, their feet swimming in damp socks and mud-caked shoes, I close my eyes, take a deep breath, and feel a deep sense of gratitude for The Village School experience. I wouldn’t trade a clean car for anything because the dirt that cakes into the seats of my car, fills the backseat and one hundred percent makes it into my house is an indication that my kids’ day was full of active experience. They played hard and it shows.
On the days when my mind strays from gratitude and leans towards cleanliness and control, I remind myself about our life before TVS, when my kindergartener would get off the bus just as clean as she was when she left the house, with her bow still perfectly straight in her hair. Some days she looked more pristine than when she left. Her cleanliness was a daily reminder of her controlled and passive experience at school. Where were the grass stains? Where were her calloused hands worn out from the monkey-bars? Where were the abrasions from the asphalt? For the love – where was all the dirt?
This session has been a great reminder of our family’s “why” for choosing TVS and a reminder to me that a dirty car and dirty kids was an intentional choice made by our family. We chose the dirt, rain, mud, and all season experiences instead of the pressure of an enclosed classroom in which children rarely get to experience the benefits of nature.
The benefits of time outside can be seen in the remarkable differences of our older learners when they switch between a traditional educational environment to our program which values unstructured play. In a matter of weeks, our learners have built resilience, conflict resolution strategies, conversational skills, tolerance for being uncomfortable, and so much more! We see them blooming in a space that allows for so much freedom and time to slow down, enjoying the world around them.
The image of a dirty child is counter cultural. Just as children are expected to be “seen and not heard”, adults also expect children to be tidy and clean. Wash your face, change your clothes, and brush your hair – adults see messy children, where we see the dirt, unkempt hair, and muddy clothes as evidence of a day well spent. When attending private school fairs and open houses, we often see images of children dressed in uniforms, neatly ironed and pressed. As Guides, we find ourselves smiling about how our learners would certainly stand out in these environments, covered in mud and sand, dirt under their nails, expressing that they are “meant for the wild” as one of our Spark learners recently shared.
We don’t only welcome dirt when it comes to playing outside, we also welcome the “dirt” that comes along with our learning model. Our learning model is not neat and tidy, our learning model welcomes the mess that we know (from decades of research) is the path to deep learning. The “dirt” that occurs during project time might look like chaotic collaboration, loose parts and materials strewn about the studio, little bits of paper and glue all over the tables and floors, freedom of movement – and dare we say it “wasted time”.
Another form of dirt that we welcome is conflict. Disagreements, misunderstandings, and hurt feelings are all natural and important parts of learning and growing.
In a recent book our parent community read, The Anxious Generation, author Jonathan Haidt, shares about a school dedicated to unstructured play. At the Central Academy of the Arts, they found that
“unstructured free play addresses – heads on – making friends, learning empathy, learning emotional regulation, learning interpersonal skills, and greatly empowers students by helping them find a healthy place in their school community – all while teaching them life’s most important skills like creativity, innovation, critical thinking, collaborations, communication, self-direction, perseverance, and social skills”.
At The Village School, we are proud that our learning model incorporates project-based learning AND unstructured play AND daily opportunities to get covered in all versions of dirt. Just this week our youngest learners were spotted dragging planks of wood across the playground to build a fort while others made “cupcakes” made of -you guessed it- dirt. Our elementary age learners have spent every afternoon at the local park conducting experiments to test the water quality in the creek while also noticing snakes, catching crayfish, chasing turtles, and getting dirty. Our middle schoolers spent their outdoor time yesterday using the playground hose and loose parts to create a wading pool complete with a surfboard and fountain feature.
We would apologize for the grit and grime (and maybe some creatures) that we know for sure made it into your car and probably house – but all of that dirt was by design. So, the next time you bravely peek into the backseat of your car or the bottom of your learner’s backpack, we hope you’ll remember that you chose dirt – and we are so grateful that you did!
As a guide who recently graduated college and moved states away from my family, I’ve been grappling with some personal challenges, which made last week particularly tough.
However, amidst those difficult times, I also experienced an overwhelming amount of love and support when I came into work each day, not just from my fellow guides, but from every learner in the Adventure studio.
On Monday, some of my coworkers noticed I was upset and surprised me with lunch and snacks, bringing me to tears. The learners noticed that I wasn’t myself, and offered support: “Are you okay?”, “What happened?”, and “What can I do to help you?” Feeling the overwhelming love and support, I went home that day thinking, “Wow, I can feel the support of the community” and “I am so extremely grateful to be a part of the culture we are building.”
The next morning a group of Adventure learners approached me with another form of support – a bin full of goodies, from homemade cookies and brownies to a stuffed animal they made. Included was a card that read “I just want you to know we are here for you. Whether you need to talk to someone, you need someone to make you laugh, we are here!”
At that moment, I thought to myself, “I can see the model working. I can really see how this school differs from every school I have been to and any place that I had worked before this.” I was blown away by the compassion and empathy the learners had.
When I shared this story with my friends and family, they responded “your middle schoolers did what??” followed by, “Oh Gosh, that would’ve never happened at the schools I went to.”
These are not the only stories of empathy at The Village School, but just one of many.
I’ve also witnessed this sense of belonging and support many times since the beginning of the year. Recently the middle schoolers went on a three day camping trip. After a long day of hiking in the rain, the girls settled into their tent and realized that one of the learners’ sleeping bag was completely soaked through, and she was freezing. Without a thought, another learner rearranged their own set-up to make more room and dry space. What strikes me as so special about this moment and the other moments like it, is that the learners do the next right thing without asking for help, assistance, or guidance. They do the next right thing because it’s the right thing to do and they really do care about each other.
These stories of empathy also include moments during work periods when learners notice a friend struggling to meet their goals. Just this week, a learner completed their pre-algebra badge and the entire studio erupted in cheers, acknowledging all the hard work that had led him to that point. This is evidence of a culture of care and collaboration, which is in contrast to the culture of competition that is the status quo in many schools.
At The Village School we care about who the learners are, rather than what they know and these stories are just some examples of how a culture of belonging and support are enacted in our studios every day. We lift eachother up when we are down. We help each other through the lows, and cheer for each other through the high.
Our learners have the opportunity to cultivate close relationships with their guides and peers. Unlike traditional schools, where students frequently switch classes, here they work closely with guides across subjects. As guides, we strive to understand each learner individually, including their progress, passions, goals, needs, strengths, and learning style. This understanding extends beyond academics, allowing us to nurture a community that is empathetic, loving, and kind. We genuinely care about each learner, demonstrating to them that they belong and are valued in our community.
The other day during outdoor play, Discovery learners created a new game. Now this is not altogether surprising as our learners are often living up to their studio’s name and discovering new ways to enjoy our outside space. However, in this case, what started as just a few individuals engaged in a basketball-like game with a burrito-avocado combo plush toy, affectionately referred to as Bavocado, attracted the attention and enjoyment of all. Curious, I watched as more learners joined, happy to stand in a line, almost 30 learners long, for their chance to toss Bavocado through the waiting arms of one learner who was acting as the hoop. A chorus of “Let’s Go!” “You’ve got this!” “What level are you on??” rose up, as they eagerly watched to see how each other performed and anticipated their turn. Finally the catch to the game dawned on me: the learner acting as the hoop would change something about their position depending on what “level” the player was on. Level one was straight forward with the player able to aim head on, the others got progressively more challenging. While one may require a toss over the learner’s head as if they were aiming from behind the backboard, another may include a moving hoop. As players took more turns, more levels were created. The best part? No one ever got out! If you missed you simply stayed on the same level you were on before and tried again. By the end of free time there were players on level 4, 11, and everything in between. In this one learner created game just about all the benefits of a multi-age classroom were revealed.
In many schools, learners are limited by what is in their grade’s “curriculum” for that year, sometimes being told they have to wait for another academic year to move ahead or explore a different subject matter than what has been predestined. Within the studios, systems are in place for every learner to go at their own pace, so while one may be “ahead” of his or her same-age peer in one area but “behind” in another it does not affect the pace for anyone else. Our studios are not built with the expectation that everyone will be ready to learn the same skills at the same time, nor that they will learn with the same method of instruction. However, going at your own pace does not mean being destined to go alone.
Going at your own pace does not mean being destined to go alone.
In this game, some learners were on the same level, but many were not. The ones who were repeating levels began to watch those progressing more closely and tried to imitate their form. Conversely, those who were progressing were eager to cheer on the others and offer guidance while they waited in line. By having multiple levels played in their game they organically recreated the same opportunities for challenge, inspiration, leadership, mentorship, and collaboration that are present in the Studio.
As Jonathan Haidt explains in his book The Anxious Generation, “physical play, outdoors and with other children of mixed ages, is the healthiest, most natural, most beneficial sort of play.” In his analysis for human’s slow-growth childhood, Haidt explains that, “our planet-changing trait was the ability to learn from each other.” He’s clear to state that doesn’t mean “in school from books and lectures,” but rather by copying. Specifically, by picking the “right people to copy,” which for a child is paying attention to successful older children. Within a mixed-age education model these opportunities are limitless. Even in a learner imagined game, participants of a lower level are taking on challenges they may not have otherwise had access to. Simultaneously, learners of a more advanced level are motivated to teach others and thus improve their own skill. As we well know, the best test of mastery is teaching.
“Our planet-changing trait was the ability to learn from each other.”
As the game continued, and more and more levels were created, the need for collaboration presented both the opportunity to imagine new challenges and need trust each other to be honest about their level. Naturally, anytime there is a need for cooperation the possibility of disagreement is also present. Clear communication, tolerance of ideas contrary to one’s own, decision making, and the enforcement of the agreed upon rules fell to the learners. For instance, at one point in the game there was one idea to have to shoot for the hoop while hanging on the climbing ropes, while another idea was for the learner representing the hoop to be hanging from the ropes. It was a third learner who offered the solution that they could both be a separate level because of course they would need more! As is often true in multi-age groups, there are more opportunities to build self-esteem and for learners to see themselves as experts. This game not only had opportunities for learners to see themselves as experts at shooting but also diplomacy! Furthermore, it is these moments of cooperation, when learners experience the ability to have a say and contribute to something shared by the whole, that builds a sense of community and belonging.
As it must, the free period passed and a responsible learner watching the time alerted everyone to it’s end by calling “It’s Time!” Sad to see the game end, I began the walk back to the front door. I trailed behind thinking about the game and back to one of my first meetings as a TVS Guide. In a conversation earlier this year, a returning family shared what their learner said after their first week at TVS: “I feel challenged for the first time.”
Being responsible for your own education is a challenge. Having to look to others for lessons instead of being told explicitly how to succeed is a challenge. The expectation to collaborate with others, especially of different skill levels is a challenge. And yet, at the risk of over-referencing Haidt’s book, he states “children require exposure to setbacks, failures, shocks, and stumbles in order to develop strength and self-reliance.” One of the cornerstones of The Village School is the belief that children are capable of much more than most adults give them credit for. We believe kids crave a challenge and the mixed-age model is just one part of the magic.
There’s a saying: there’s no such thing as bad weather–only inappropriate clothing. TVS learners know that. They just put on their rain coats, boots, snow pants or gloves, and run outside to play, no matter the weather.
Indoor recess? No thanks. TVS learners would rather make rain shelters, jump in muddy puddles, build obstacle courses, and just generally get as wet and messy as possible. In fact, if the water isn’t falling from the sky, the children take it from the hose. How else are they going to cool off on a 90-degree day?
Without a doubt, the rainy and windy days provide much of the hidden learning across studios. “Let’s make a shelter!” is all but assumed as soon as learners run out the door. They are making use of those problem-solving and teamwork skills we work on so hard on. It fell down? Great, how can we build it sturdier next time? That’s engineering!
We treasure the occasional snow day. A silent and covered playground comes alive again as snow cones become Christmas trees we can decorate with nature treasures. Small snowmen turn into snow robots or minions to play with. The children run around to collect as much ice as they can from frozen puddles.
Even the wind can be its own toy. What can we use to make kites? What flutters or flaps in the breeze? What can we make to block the wind when we get cold?
At the end of it all, we get to come in, change into warm or dry clothes, and warm up with a good book.
That’s not to say we don’t love a gorgeous spring day. Not one of us would turn down a gentle breeze or pleasantly warm sun on a 74-degree afternoon. Some might call that a “perfect” day. But is it? If you’re talking about golden opportunities for learning, it’s debatable. Sure, precipitation and high or low temps may be inconvenient, but they are exciting, too. There’s something about having to work for your fun that makes it all the more rewarding. With the right prep and planning (check that forecast, everyone) any day can be a perfect day.
There’s a larger lesson here. We’re not just teaching learners that they needn’t wait for the ‘ideal conditions’ to play outside. We’re also teaching them not to wait for everything to be just right before they solve that problem, work as a team, or let the creativity flow. They can jump in to adapt and make the best of whatever comes their way.
We always say that the environment is the primary teacher. At TVS, that includes the outdoors. The imperfect and unpredictable outdoor environment teaches us to take initiative, show resilience, and stay optimistic in the face of difficulty. It teaches us that we can be OK no matter what. So bring on that wind, rain, and snow. We’ve got learning to do!
Spark learners will discover and explore the wonders of air and space in Session 6. Learners will learn about astronauts and people who paved the way for future space exploration. Learners will imagine the possibilities of flying and exploring the stars through constellations. We will travel back in time and explore how planets and space originated and virtually visit aviation museums around the world to learn more about its history.
For project time this session, learners will experiment with concepts of light, shadow, and gravity. From designing parachutes to creating their own universe, learners will engage in hands-on projects to discover how humans design aircraft and spacecraft.
Learners will discuss our character trait for the session “perseverance” and examine what that entails. We will highlight different topics and how they can navigate each situation without giving up. Spark learners will conclude the session with a field trip to Parkhurst Park.
Get ready to dive into the world of watersheds and discover why they’re vital to our ecosystem. In this session’s project, learners will roll up their sleeves and embark on a hands-on exploration of the Four Mile Run Watershed. Through a series of immersive activities, participants will learn about the crucial role healthy watersheds play in providing ecosystem services. From purifying water to supporting biodiversity, there’s so much to uncover. Armed with newfound knowledge, learners will set out to assess the health of our local watershed. Learners will gather valuable data to answer the burning question: “Is our local watershed healthy?” This session’s project will conclude with learners collaborating to craft a scientific report detailing their findings and recommendations for protecting the watershed.
Simultaneously, learners will participate in this session’s Field Guide Writer’s Workshop, where the power of words meets the wonders of nature. Each participant will choose a species of animal or plant native to the Four Mile Run Watershed to research and write about. From elusive salamanders to majestic oak trees, there’s a world of discovery waiting to be explored. Learners will research and craft entries to exhibit in the Discovery Studio Field Guide.
Learners will see their work come to life as their Reports and Field Guide will be shared with the community through online platforms. Together, let’s inspire change and safeguard the future of the Four Mile Run Watershed.
Get ready for an exhilarating start to this session as Adventure Studio gears up for a thrilling two-night camping expedition at Lake Fairfax Campground! The learners have planned the food arrangements based on our studio budget, and are going to be building and setting up their tents at the campsite. This camping trip serves as a celebration of our collective hard work throughout the year and is a great opportunity to keep building our team.
This session’s Project will invite the Adventure Studio to put the finishing touches on our much-anticipated TVS school yearbook! From designing the cover to crafting the pages, every detail will reflect the essence of our memorable journey together.
Lastly, for communications, Adventure Studio will focus on creating their Learning to Live Together presentations.
We are so excited for our exciting adventures this session, and are ready to witness the creativity and teamwork in Adventure Studio!
“Life’s most persistent and urgent question is, what are you doing for others?”
Dr. Martin Luther King, Jr.
This session, our learners will focus on what it means to be a servant leader. Servant leadership is a key characteristic of learning to live together, a pillar of our learning model. Each learner will explore what it means to be a servant leader, the qualities and characteristics of a servant leader, and participate in activities that will give them the opportunity to practice servant leadership. The learners will make an impact on their studio, the TVS community, and the community surrounding Madison Manor Park.
I’ve never considered myself a “math” person until I became a high school English teacher and realized that there was no such thing as a “math person” just like there was no such thing as an “English person”. Throughout the ten years of my career that I spent as an English teacher, I made a point to share my appreciation for math with all of my students, many who were shocked that a person who loved books could also love numbers. Friends who were math educators and well-known educational researchers also helped me shake this misconception – and so did the statistics classes that I took during my doctoral studies.
So where did I get this idea? I know for certain that it originated early on as a result of the messages I received in school. To be a math person at school you had to be good at math, and to be good at math you must learn fast and solve problems even faster. In fifth grade, my math teacher would pass out our tests in order – best to worst score. Each week I would cringe with scarlet cheeks as she placed the last test in her stack on my desk, face-down, of course. If I had only had the chance to take my time, learn at my own pace, and most importantly, build confidence in my ability to learn to learn math – maybe I would have been a math, not an English teacher.
The irony of the traditional math teaching approach is that math in the real world is meant to be slow – not fast. In a typical math class, the lessons are planned and scheduled before the school year begins leaving no time to plan responsively to the emerging needs of learners. Memorization is prioritized over conceptual understanding, and efficiency is prioritized over divergence. This type of learning is shortsighted, and as a result, turns many young people – myself included – away from understanding and appreciation for math.
One of the most frequent questions we get about our learning design is often in the form of a complaint about math and they go something like this… “But, don’t you need a teacher to learn math?” “My kid really doesn’t like learning math this way.” “Learning math that way doesn’t work for my kid.”
As a parent myself, I can relate to these sentiments – learning math is difficult and stretches a different part of the brain. I can also empathize with how difficult it can be to watch your child struggle to learn something, and how fear can creep in when I begin comparing my own children to their friends who attend different schools with a more traditional approach. When I slow down and think about the purposeful and research-based design of the math curriculum at TVS, my fears subside and I feel grateful for the opportunity my own kids have to learn how to learn math and develop confidence in their mathematical ability.
The goal of the math curriculum at TVS is much different than the typical or traditional math classroom. In fact, we would posit that the two are designed for completely different end results. The goal of our math curriculum at TVS is to build each individual learner’s capacity for learning how to learn math- or even, more broadly, how to solve problems, so when they encounter math challenges or difficult problems in their future schools, jobs, and life, they will have the ability to approach such challenges with confidence.
Most parents, educators, and learners can get on board with our ultimate goal of building the confidence and capacity to solve difficult problems. It’s the process that makes us uncomfortable.
For a learner, this process involves making mistakes, getting stuck, languishing a bit, feeling frustrated, avoiding asking for help, making more mistakes, complaining, figuring out what they need to learn, figuring out what tools they need, asking for help, finding momentum, making progress, feeling successful, making mistakes, getting stuck, (repeat, repeat, repeat!) Over time, the process of learning something new and challenging becomes far less intimidating, and learners draw on their previous experience to know what to do next.
Take an example of one of our oldest learners- a learner who has used Khan Academy to master arithmetic and pre-algebra, and is now halfway through Algebra I. Recently, this learner was making mistakes as he worked through the practice problems on Khan Academy. He was stuck. Feeling frustrated, he started avoiding math. Enter the languishing period. Noticing this, his guides and parents checked in with him. He responded by complaining about how difficult the problems were and how Algebra was a “different kind of hard” than he’d ever faced in math. He said he wasn’t sure what he needed to learn it but “Khan wasn’t helping”. Enter the complaining phase. Curious about his approach, a guide sat next to him as he worked through a problem. When he got stuck, she suggested going back to the video and modeled taking notes. Once back at the practice exercise, the learner referenced her notes as he solved the problem. Instead of the reassuring “ding” that indicated he got it right, his selected answer showed red and a “not quite” message. Before clicking “start over”, he clicked on the hints to see how they solved it. He looked back at the notes and discovered what he had done wrong. He solved the next four problems successfully and moved on to the next lesson. This time, he took out his notebook to take notes. At home, he confirmed with his parents that it is his goal to complete Algebra I this year. He made a weekly goal to stay on track and uses time outside of school to meet his goal if needed. Enter the finding momentum phase.
At TVS, we are deeply familiar with this process of learning how to learn math. The experience we share here is commonplace; the learner described is not alone in his process of learning to learn math. Mastery-based learning is hard and frequently uncomfortable and gratifying and confidence-building. All of this is by design. While our learners aren’t exempt from getting stuck, avoiding work, or complaining as they learn how to solve difficult problems, through our learning design they adopt a core belief that they are capable of learning hard things. They might need more practice, more support, or more tools, as they explore and master new concepts, but thankfully all of these are within reach.
As a result, I am certain that although some of our learners definitely enjoy math more than others, all of them would scoff at the idea that there is such thing as a “math” person. For this, I am so grateful.
I have vivid memories of Saturday mornings in the mid-80s. I remember sitting in my pajamas on the navy blue checkered couch in the family room of my childhood home watching cartoons. I remember the dread I felt at the start of that interminable what-felt-like-forever two-minute commercial break (a feeling my own kids will never understand) as I waited for Reading Rainbow or Rainbow Brite to return. As I suffered through the commercials, I can see a pig-tailed girl on TV smiling back at me exclaiming: “Hooked on phonics worked for me!” I remember this commercial like it was yesterday, which really just means either I watched a lot of Saturday morning cartoons or that commercial got lots of air time.
Reading instruction has strayed far from phonics since the 1980s and those commercials. Since then the approach known as “balanced literacy”, that was not research-based was the status quo approach in most early childhood and elementary school classrooms. The history and details of this misguided shift in reading instruction in the United States are shared in a recently released podcast, and countless articles published in The Atlantic magazine, American Public Media, The Washington Post, and The New York Times. The topic of reading instruction even made headlines at the annual SXSW conference, a meeting place for educational innovators.
Like so many aspects of education that have been under scrutiny since the pandemic, reading and how to best teach it has been under close inspection by politicians, parents, and educators. This close examination began in 2018, and only increased since parents had a front row seat to their children’s classroom lessons during virtual school in 2020. Since then, 18 states and counting have passed legislation requiring public schools to implement a curriculum that follows what is known as the “science of reading.” The science of reading is based on long-standing and emerging research from the fields of education and neuroscience about how one learns to read. The approach focuses on phonics instruction – the subject of those memorable childhood commercials.
The focus on reading instruction has found its way into our TVS admissions process last year. Families considering TVS have had more questions than ever about our approach to reading, especially in Spark Studio. We are proud to share with them that our curriculum and pedagogical approach is in line with phonics and the science of reading. It is designed not only to teach learners how to read, but is also designed to foster a love of reading.
Our Spark learners use phonics-based Montessori reading materials that include sandpaper letters, moveable alphabets, and the Waseca Reading Curriculum. These are enhanced with pre-reading activities and books from the All About Reading (AAR) curriculum, and later, an adaptive online platform called Lexia. These resources are highly engaging, research-based, and from what we can see, joy-inducing.
A new learner will first work on making the connection between sounds they hear and the letters that represent those sounds. They then learn to distinguish between beginning, middle, ending and ending sounds of words that they hear. They also explore concepts such as rhyming, segmenting words into individual parts, and blending sounds together.
Once all these skills are mastered, learners are ready to begin the Waseca Reading program, a multi-sensory set of materials that is based on the Orton Gillingham Method of reading instruction. Orton Gillingham is a highly structured, research-based phonics approach that is based on how children naturally develop language. It is a well known staple in many Montessori & Reggio classrooms, as it is self-directed and allows learners to correct their own mistakes. It involves careful encoding of words (sounding out and spelling words from picture cards), then decoding those same words by reading them without pictures. Through the drawers, children learn individual phonemes in a careful order. They then practice those same phonemes using the AAR readers, which follow a similar sequence.
Once learners have mastered the Waseca reading drawers, we introduce Lexia, a phonics-based program that has recently been adopted by local public school districts in an effort to shift reading instruction to align with the science of reading.
Beyond learning how to read, the goal of our reading program across all of our studios is for learners to identify as readers. First, we focus on creating the space for our learners to read for fun, build fluency, and gain confidence. Second, we focus on developing a love of reading, with dedicated time for reading called ‘DEAR’ (Drop Everything and Read), and whole studio read-alouds. In our elementary and middle school studios learners select their own books to read and write about. The books they choose must meet a specific set of standards, including meeting their reading challenge zone, and be peer-approved.
The autonomy we allow and the amount of time dedicated to reading as a group contrasts with traditional schools, in which the reading curriculum is pre-determined and dedicated to the kind of reading comprehension that results in passing standardized tests. New research even suggests that this type of success measurement is flawed; testing reading comprehension measures knowledge – not comprehension.
While we don’t use standardized tests in the same way that most traditional schools do, our learners do take a national test once a year as just one data point to measure their learning. Over the past 5 years, our learners typically score an average of 1.5 grade levels above their peers in all subjects, including reading.
Through the science of reading, and dedicated time throughout the day to read both independently and as a community, learners at TVS have many opportunities to see themselves as readers and find joy in reading. For some, it might not be apparent right away, but it is our hope that learners experience the kind of reading in school that might turn into a passion for reading at some point, whether that’s now, or when they leave us to continue on to the next phase of their educational journey.
My identity as a reader has certainly changed since I learned how to read in the 1980s, and my Saturday mornings have changed quite a bit since then, too. Instead of perched on my couch with cartoons, you can find me curled up in my bed with a book. My hope, and our hope at The Village School is that someday, our learners will find joy in something similar.
“Courage starts with showing up and letting ourselves be seen.” – Breńe Brown
In Health and Wellness this session, our learners have been exploring what it means to be a brave and courageous person. Researchers have found that there are many definitions for courage but common characteristics of courage include recognizing a risk and then deciding to act in a way that upholds our values in the face of risk. In John McCain’s book, Why Courage Matters: The Way to a Braver Life, he shares that
“Most of us see the need for moral courage. Most of us accept social norms: that it’s right to be honest, to respect the rights of others, to have compassion. But accepting the appropriateness of these qualities, wanting them, and teaching our children to want them, aren’t the same as actually possessing them… we need moral courage to be honest all of the time. It’s the enforcing virtue, the one that makes the others possible.”
Our learners took time to reflect on John McCain’s message and how it applied to the daily situations we are faced with. When we are faced with difficult situations, ones that require courage to stand up for others or ourselves, what will we do? Will we take a risk and do the courageous thing?
We also explored Breńe Brown’s message on vulnerability. She shares that in order to be vulnerable with others, we also have to have courage. The learners in Discovery and Adventure took part in an activity where they were vulnerable and shared about their fears. Each of us, guides included, wrote down a fear and then we anonymously shared our fears with the studio. Many learners noticed that they had the same fears as others such as heights, spiders, the dark, being left out, and being made fun of. Upon reflection, many of the learners said that they felt more comfortable and relieved after having been vulnerable and realizing that many other learners felt the same way as them.
Our youngest learners in Spark have been exploring bravery through stories such as I Am Courage and The Courage of the Little Hummingbird. Upon reflection, many of the learners have decided that being courageous or brave makes them feel nervous but after they do something brave, they feel so proud. We also created courage creatures which helped us to envision the courage we all have within us. Along with the courage within us, Spark learners also shared that they have “courage boosters” like hugs from our moms and dads or encouraging words from our siblings that can help our “courage creatures” feel even more brave.
In our final weeks of the session, each learner will create a plan of action, taking a step to do something courageous. Cindy Solomon shares that even though only 1 in 3 people see themselves as courageous, 100% of us ARE courageous. We all have “courage muscles” that we can strengthen by recognizing the opportunity, being okay with being uncomfortable, and visualizing the best thing that could happen if I were courageous. Moments of courage are not all big moments, they can be small everyday acts that challenge us to be authentic, kind, or outspoken. Every day brings a new opportunity to explore being brave and courageous.
Adventure learners are wrapping up their three-part chemistry deep dive this session. In Session 3, learners experimented with edible slime and created their own recipes for families to try at the end-of-session exhibition of learning. Thank you to the many brave family members and friends who courageously tried the studio concoctions! During Session 4, learners prepared three-course meals for two professional chefs to sample and offer feedback on. We had appetizers, entrées, and desserts ranging from fresh Italian cuisine to flavorful Japanese fare. For this session’s project, learners have stepped into the shoes of a rocket scientist and are igniting their curiosity as they learn about the chemistry behind rockets. The Rockets Project invites learners to design rocket models, experiment with different kinds of fuel, and record, analyze, and share their data.
To kickstart our project, learners researched how rockets work. The questions they explored included:
How do rockets function? What are the different parts of a rocket?
What is the point of fuel?
What chemical reactions do we see happening when a rocket is launched?
What is propulsion?
Is it a sustainable / environmentally friendly process to launch rockets into space?
Next, learners identified a current event or project in the world of rocket science to fuel their inspiration. Topics included:
Recent rocket launches by SpaceX and other space agencies
Advancements in rocket propulsion technology
Missions to explore other planets or celestial bodies
Space tourism initiatives
Developments in satellite technology
After setting up their science notebooks, learners prepared for experimentation. The first rockets learners launched were Alka-Seltzer rockets. Consisting of only three materials – film canisters, Alka-Seltzer tablets, and water – these simple rockets encouraged the learners to focus on the importance of ratios. Learners repeatedly placed tablet pieces of varied sizes into their canisters, added water from the creek, and stepped back in anticipation. They watched as rockets all around them either remained earthbound or fizzled and sputtered before launching into the air. Some popped up just a few inches, while others soared high into the air. One learner shared, “I didn’t think that small rockets would go so high!”
Next, learners experimented with 16-ounce baking soda and vinegar rockets. Upon reflection, several learners shared that they expected the rockets to fly higher than they had. While the studio discussed what had and hadn’t worked, one learner shared, “I thought I needed to use a lot of vinegar at first but when I used less vinegar the rocket went higher. I think the gas in the bottle was able to build up more because there was more space.”
On Thursday, learners were challenged to launch a rocket of their own creation and a 2-liter soda bottle rocket. Some learners used Alka-Seltzer and water, some used baking soda and vinegar, others utilized all available materials, and some relied on air pressure. Now imagine a field full of energetic middle school learners experimenting with materials that go ‘boom’ and launching bottle after bottle into the air. A few rockets flew straight up while many followed surprising and laughter-inducing trajectories. Expectedly, there were successes and failures. One group, whose rockets had failed previously, experienced one successful launch after another. A different group, whose rockets did not soar as high as they were hoping, shared several lessons learned and new strategies for moving forward.
Over the next two weeks, learners will continue making headway on their rockets through trial and error. Adventure has two more opportunities to make adjustments to their rockets and one more test day before our final launch. For a successful mission, a rocket that launches at least four meters into the air on the first attempt, learners will be challenged to stretch their perseverance, patience, creativity, and curiosity.
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