~a month in the life of a lifelong learner~ favorite college professor

Posted on March 10, 2021 by marybethrew

~June 23 to July 23, 2020~

Dinosaur Discoveries virtual camp

Since camp was during the day, we moved our noon video call to 6 pm for camp week. He was animated! I wasn’t sure if it was the time of day or due to camp, but he was ON FIRE in his nerdy mind. I got on the call on the first night to him frantically spinning his cube into an alternating colors pattern and he held up the blue-and-green side to the camera and said, “this is like a nerve check for me because I have to do the opposite of what I’ve trained myself to do,” and then babbled for the whole hour about phylogenies and homologies.

That day they made a tik tok, a google slideshow, did an interactive (video game) learning module, read and discussed a scientific publication. They talked about how paleontology, biology and geology relate to each other. They used starburst candy to illustrate the rock cycle (melted by microwave onto cardboard: igneous.) Two of his buddies from camp last year were in attendance, and he added seven new teens and two new instructors to his paleontology community.

The theme for day two was “geologic context of the Mesozoic,” because isn’t that what we all think of in our summer camp memories? They did a Pangaea puzzle, read about and discussed some contemporary dino fossil discoveries, met with a real paleontologist, sifted a bag of sand to find a whole bunch of fossils (24 sea snails, 17 amber pieces, no trilobites, 3 squids, gastropods, ray teeth, shark teeth – some of them not yet counted).

Day 3: biologic context of the Mesozoic. Mass extinctions, why birds are the only living dinosaurs, why Triassic animals were just the weirdest, a handy paleontology database. This was a dress-up day and Quinn chose to wear his “brambleproof” long-sleeved shirt, his Indiana Jones hat, and a rock pick. He worked on his dino diorama, which they made in the box that the camp supplies were shipped in.

Day 4: Reading the fossil record! Quinn finished up counting his sifted fossils and had 32 pieces of amber, 25 Sahara gastropods and 3 fragments (so at least 28 individuals), and he mentioned both Devonian squid and a Devonian fish called Dunkleosteus, but I’m not sure if they were included among his fossils. His knowledge on this subject has far exceeded mine and I can no longer keep up! He discovered he did have half of a Trilobite. On this day he was set the task of writing a scientific report of one of his fossil finds, and he came up with this:

“A new genus named a Trilobita was discovered to have lived about 520 million years ago and though not all measurements are available the specimen is certainly unique. The front half of this almost crab-like creature has been preserved in its 3-D structure representing a very small creature living in the Upper Cambrian Lodore formation.”

“I made up the part about the formation that it was found in, and I approximated on the million of years ago. Also I’m not sure if I’m pronouncing Trilobita correctly. Trilobita?” (Think: kilometer/kilometer.)

Quinn has a theory on Trilobites; that they were the first sentient organisms, and that they traveled in groups. I let him talk that night and recorded some audio after he introduced his Trilobite theory. These are just some segments I gleaned from a twenty minute treatise:

“To me it looked like in our fossil record, all of the things in that time period look practically the same almost, like really really similar, so it makes me think there was one kind of first species that evolved and then that evolved into a whole myriad of other things that evolved into a multitude of different things. Each species branching as it goes. To me the length of a species is determined by when it branched off the thing behind it to when it branched into multiple different things itself. That’s how I think of how long a species lived… when did it come into being from the thing that branched to BE it? That’s the start of it. and then the end is when it branched into multiple things itself. And everything kind of looks really similar that we have from back then. So it kind of looks like everything is one thing. And then that thing splits into several similar things. I mean a bird doesn’t look anything like a whale. But if you trace the two back far enough, then like a chickadee and a humpback whale, were once the same species. It might be somewhere back in the Mesozoic or before the Mesozoic, it might have been different things already when the dinosaurs were alive but if you trace them back far enough, everything has a common ancestor with everything else. So my thing is I’m thinking of like the ultimate common ancestor. I think of a trilobite.”

“Like someone looks at a rock on Beverly beach and is like, “there’s a clam shell imprint here,” but you can only see this little imprint for a bacteria if you’re looking at it micro microscopic. Attach several microscopes to your eye and walk around Beverly beach.”

“Soft parts still fossilize is my thing. If you think about it, it’s not the meteor strike that wiped everything out. It incinerates everything in one small area. Back then we happen to know that there was pretty much one continent with several large islands around it, maybe? And even when that was the case, that all the water that had life in it, was all one thing. You can swim from any point in it to any other point that has life in it. and so the biodiversity wouldn’t have been the greatest…”

“A meteor hits. let’s just say at the time trilobites are alive a meteor hits and we don’t know about it- it doesn’t deposit what it usually does or whatever. Let’s say that’s what wiped out the species then except for what evolved into what we have today… If there were bacteria I think they would have fossilized, because in the water, their soft forms would slip between molecules… If you’re willing to actually be really careful and chip them out of the rock, I think that you would have ended up with (and this is all under a microscope that’s under a microscope that under possibly another microscope.)”

“Even so I think that then that would have been like I don’t know like thinking… I think that that would have been like … I think that that would have fossilized” (I’m including this verbatim to illustrate his words trying to keep up with his brain.)

“If a meteor had struck, pretty much the whole earth is covered in possibly a mile thick cloud of ash just hovering above the earth or like encasing the earth. If you think about the Cretaceous-Paleogene extinction, the story goes: meteor hits earth. Ash cloud for several million years, meaning all the plants couldn’t get sun because of the ash cloud so all the plants died meaning all the herbivores died meaning all the carnivores died. Mammals survived because back then we were scavengers right? We were able to eat survive in pretty much any climate. So we were able to just eat dead stuff which there would be plenty of, so we survived.”

“The producers are subsisting off of sun, like just subsisting off of some non-living thing, like eating rocks, or filtering sand through itself, photosynthesis, like it’s always there. And if you use it, it’s not like you use it and some of it goes away. You’re done using it, and you get the energy from it, but it still has just as much energy on itself to give as when you picked it up and used it to give yourself energy. So what the meteors do when they hit is they take away that thing in some way or another. So meteors take away the producers source of energy.”

Day 5: Dinosaurs in pop culture and media! They met with another real life paleontologist, this time one who works on prehistoric penguins, and specifically the plumage – the colors of fossil feathers! Fossils can tell us about the evolution of the shape and color of penguin feathers! And other dinosaur plumage – they learned about a Jurassic bird that had iridescent feathers. The camp kit included (modern) feathers that they had looked at in preparation for this segment. Maybe not all the mamas have gathered piles of feathers for their kids.

This day’s topic on pop culture and media and dinosaurs (and misconceptions about them) was fascinating for Quinn. There were lots of links and resources provided, which were fun things like Jurassic Park and Disney’s Dinosaur.

Here is our conversation about the 1914 animation of Gertie the dinosaur:

“A sauropod eats a boulder and the top of the tree, sees a sea serpent in the lake next to them, starts dancing, eats the other half of the tree, tosses a mammoth into said lake, the mammoth swims back over and blasts the sauropod with water, and then swims away, a mammoth can swim, then the sauropod picks up a boulder and hits the mammoth, and then the sauropod takes a drink and drains the whole lake…”

“When were mammoths and when were sauropods?” His scientist/writer mom replied, modeling her grasp of both science and grammar.

“Sauropods were in the Jurassic period. Mammoths weren’t around until after the Cretaceous.”

“Are you saying it would be anachronistic for a sauropod to toss a mammoth in a lake then? And throw boulders at it?”

“I’m saying that a sauropod wouldn’t have lived at the same time as a mammoth. I’m saying that sauropods can’t toss mammoths by the tail…”

“Even if they didn’t have to time travel in order to do it?”

“If they didn’t have to time travel in order to do it, and they were capable of doing that time travel, and they could actually get a mammoth, they still physically could not pick up a mammoth by the tail and throw it five miles into a lake, and then accurately hit it at that range with a boulder.

“Are you sure? Aren’t you being kind of a party pooper?”

The two camp instructors and both guest visitors were women. I love that this camp group makes a strong effort towards inclusion and is working hard for fair representation for all in a science that has historically been exclusive to white men. I like that my white man-to-be is surrounded by all other types of people in these camps.

Q and I watched an episode of PBS prehistoric road trip together that night.

Day 6 was the final day of Dino camp, and they presented their Dioramas and played games.

On his diorama presentation, Quinn was complimented that he must have done a lot of research because of how his time period aligned with the species of dinosaurs and plant life represented. Here is his spiel:

“This is my museum diorama of the K-Pg extinction which is extremely late cretaceous. So the meteor is still in the sky yet it has already struck, so all of the grass has been burned off, and the rocks are bleached because of the immense heat. there is a river running through here, and there is a velociraptor pack here attacking this herd of triceratops, and all that’s left of these trees are small shrubs, which the triceratops herd is taking cover in trying to save themselves, however the raptor pack has expertly sent in an ambusher from behind. there are also a pair of tyrannosaurs attacking these two ankylosaurs, because big predators like tyrannosaurs assuming they were predators and not scavengers, would probably hunt in pairs or trios rather than full packs. there’s a quetzalcoatlus up in the sky looking for food, and there’s a volcano that’s erupting.”

He told me that night:

“For our final meeting they gave us like traditional class clown, most likely to become a rock star awards. Except they were specific to us regardless of the traditional ones. Frizzie got most likely to lead a paleontology expedition while wearing fancy clothing. Lead got most likely to draw the most scientifically accurate drawing of a T. rex. I got most likely to become everybody’s favorite college professor which I think is extremely accurate.”

Extremely!

(slightly modified by mama)

In which I realize why this post incubated a while…

I revisited my educational priorities for Quinn during this month. This was motivated by looking ahead to the 2020-2021 school year and grappling with which path to choose: hybrid online/in person public school, fully online Edmentum public school, or fully homeschool. Because I am writing this as we approach the end of 8^th grade, I know what was chosen and how the story turned out to not be about what I would choose at all. It’s weird to have been thinking about things like scaffolding removal and then realize – oh we’re done with scaffolding. Now he’s taking charge of his own path. He chose Edmentum, and has handled his schooling. It turns out the scaffolding was even more temporary than I realized, and I was slow to take out the final pieces despite my awareness that removal was the goal.

Since I’m writing this later, I have control over leaving out the awkward and tense discussions of pros and cons, of offers on my part to advocate, which he kept gently but firmly turning down. I can see now that he was telling me he’s got this. If we had homeschooled, it would have been something he was doing to please me. (I cannot ensure that he did not choose his path out of wanting to please his father but that is out of my control. )Yes, I know it would have been odd to homeschool remotely – him at his dad’s but with me facilitating learning. But that would have worked, in fact I’m confident we would have slam dunked it, if it had been what he wanted and needed. It’s just that it wasn’t. It’s just that it was hard for me to hear that at first.

When I wrote the priorities, consent took up more of the bandwidth than it had in the past, though I could see it was there all along when I wrote the original mamafesto when he was six. It just wasn’t named quite as directly – it was emergent curriculum, choice, opting in. Looking through a 2020 teen parenting lens, consent rose to the surface. As I rewrote, I was thinking about how he needed to have autonomy in body and mind in the learning context. Keep those outside influences at bay and let him decide for himself, follow his own compass. But I was still a little bit holding onto some need for control over his learning in that way we have as parents of operating from a blind spot. The cliché about practicing what we preach. The cliché about 2020 and hindsight. Again.

So I’m leaving the awkward, tense conversations in my private journal, with this mile marker placed here from my somewhat expanded perspective of months. A reminder, an honest reckoning with yet another thing that was tough about the past year.

Quotable Quotes of Q:

“Flight was not why things evolved feathers… feathers were why things evolved flight.”

“When overwhelmed thinking about covid, I distract myself. Like, I think about how to write pi in binary.”

“An Illithids mindflayer is like a dementor possessing Davy Jones, but purple.”

Literature

We spent time in Rohan this month, and by the time we ended the month were reading the Appendices.

Q read the Monkey Wrench Gang this month.

We discussed the pronunciation of pronunciation.

One evening I just sat for a while, listening to the sound of popcorn popping upstairs, and the pages of Calvin and Hobbes turning on the other end of the video call.

Math

“Volume of a warbler” and “how many warblers on earth?” Oh, the things you google. These were inquiries during Quinn’s quest to remix Vi Hart’s binary tree of birds – her turducken-en-ducken-en…. but with 13 birds nested inside each other bird, in a long list of types of birds.

Which brought him to the question, “How many birds in the world?” So he could compare to how many in this thirteen-to the eighteen factorial power bird stuffing scheme. The 200 billion birds in the world seems like a big number, however, >121 quintillion is way bigger!

He took this ridiculously high numbers of birds even higher and google calculator eventually returned the result, “Infinity,” and he was laughing so hard at breaking google again.

Honorable mention to, “how many square feet is New York City?” and an ensuing discussion of area codes.

Nature

He was visited by a grouse in the pile of firewood he has been using a splitting maul to help create. He also used the hatchet to strip small branches off limbs, and off one cedar sapling they used to make a railing. He helped replace deck boards and build a deck addition. The seeds from Sam’s garden box were beginning to sprout – he described the sunflowers “busting out” of their seeds, and the pea “vines” that were starting to lengthen and reach out curling tendrils. He saw the comet on a few different nights, explaining to me the best time to see it at sunset and how the remaining light on one side of the sky made it shine brighter against its darker corner of the sky.

More dinos

This is Q’s giddy anticipation the night he unveiled his plans for what we would do after we finished reading the appendices.

He recreated the dinosaur game he made up on graph paper where I had to build my own Jurassic park role-play style, in a google sheets version for us to play together remotely!

Another memorable quote for the month came a few days later, “oh my god, oh my god, I’m so excited about this dinosaur game.” And we did start in before the end of this month, by the end of which I had collected three different ceratopsians and some stegosauruses.

Oh, the dinos you’ll know!

educational priorities ~ a mamafesto ~ 2020 remix

Posted on August 16, 2020 by marybethrew

Quinn recently attended a six-day online Dinosaur Discoveries camp and at the end earned the “Most Likely to Become Everyone’s Favorite College Professor” award. It launched a great conversation between Quinn and I about how online learning does not necessarily have to mean pushing a bunch of “submit” buttons to enable the instructors to assess his learning accomplishments. The instructors provided materials for him to immerse himself in, trusted that he was absorbing them, and then detected his absorption of said materials through conversations, group discussions, and other contributions (voluntarily written and presented). No grading or testing occurred. And yet, both Quinn and I felt the instructors had somehow managed to glean a lot about who he is as a learner and an individual simply through six days of connecting with him over meaningful curriculum, meaningful because it was chosen intentionally by Quinn. As for the assessment of Quinn’s likelihood of becoming everyone’s favorite college professor, Quinn said, “I think it’s extremely accurate.”

In 2012, I sat down and wrote out my priorities for Quinn’s education, a valuable and worthwhile exercise that received a lot of positive feedback at that time, and that I have returned to at times when I’ve felt a need to check the calibration of my compass concerning Quinn’s education. Each time I’ve returned, I’ve been pleasantly surprised how well that list concerning my going-into-kindergarten five-year-old still fit, say, when he was transitioning from second grade at our living school to third grade in the public school, or when he was moving from there up into the middle school. These transition points pushed me to revisit my priorities for Quinn’s education more than the years in between, but when I did so, I found that what I valued for him at the beginning of his school years are the things I still value, and each time, it has helped me orient my efforts in advocating for his learning needs in each context in ways that aligned with those values.

2020 is a different year in every way, and it is exceptionally different in terms of how education is being and will be carried out. Quinn finished seventh grade pushing buttons on a computer screen, disconnected from his teachers and peers, isolating himself at his dad’s house in the woods. However, for the month it took for the school to transition into distance learning mode, he had a fresh chance to direct his own learning, and it was an oasis between the overscheduled school year to that point, and the button-pushing specter of school on a laptop that limped across the finish line. As we envision what his eighth grade year will be like, his last year before high school, it has been on my mind to revisit the priority list yet again. (Click here to read the original post.) With years of additional insights into how Quinn learns, I decided it would be a good time to do a fresh rewrite, although once again my revisit reconfirmed that everything on the list still resonates for me. The first priority, however, is the one that stopped me in my tracks this time: “Safety- A learning environment where physical safety is a no-brainer.” This cannot possibly be assured this coming school year with any physical presence in the school building. Though the language of that priority once centered around booster seats and sunscreen, the language of school safety has grotesquely mutated into how we can carry out active-shooter drills during a pandemic. Safety will always remain priority number one, and hence, this year will look very different from other recent years while Quinn has attended public school.

Still, I wanted to write this 2020 version from a place of naming what we want to move towards, vs. what we want to move away from. This is how I approached it in 2012 when I was feeling a visceral aversion to Quinn attending public school while he still needed quite a lot of social emotional support a good portion of the time. At that time, I tried to hone in on articulating the goals I have for his learning environment rather than just describing the outcomes I wanted to avoid; instead of focusing on how likely a differently-wired kindergartener is to be misunderstood in public school, I focused on working towards an organic learning environment where choice is central, the whole child is nourished. In 2020 I want to focus less on COVID-19 risk and more on crafting the best learning options for him given the circumstances. Still striving for an organic learning environment where choice is central, the whole person is nourished. The long-term goal is still and always a thriving lifelong learner.

Many things have changed in eight years, but so much has stayed the same. Most of what changed in this list is an organization of the original 12 separate items into 3 categories they seemed to gather into naturally: safety, connection, and self-direction. A disclaimer I would attach to this and all posts of mine: this is a description of my own values and is intended only as a means of articulating them for myself; if they resonate for you, that is a pleasant outcome we can enjoy, and if they do not, feel free not to let them slow you down as you scroll on by.

~Educational Priorities~

As Quinn’s mama my priorities for his educational experience are to surround him with nurturing environments and people and to protect and feed his love of learning. While I do not distinguish between learning and the rest of life, as I believe the two are inextricably linked, I will do my best to list my priorities for how I believe Quinn can best be supported so that he may thrive as a lifelong learner. I believe this will be achieved by prioritizing:

1. Safety

A learning environment where physical safety is a no-brainer. As drastically different as the content of this paragraph may be in 2020 than it was in 2012, the first sentence is the same first sentence. Physical needs must be met before learning needs can be fully realized. At Our Living School, we repeated a mantra concerning safety, “Our bodies are safe, our thoughts are safe, our feelings are safe, our work is safe,” and this is still a useful list.

Physical safety: Quinn’s physical safety is secured in his learning environment to enable him to focus on learning. The physical safety of educators must also be paramount. The presence of my learner in a school is possible only when teacher health and safety, and the health and safety of the families of those teachers, and the health and safety of other students and their families, can be ensured.

Mental safety: Quinn is in an environment where he can express his thoughts freely and knows his learning needs will be respected and supported.

Emotional safety: Quinn is able to feel, express, and care for his feelings.

Work safety: Whether it is what he was building out of blocks at five, or a research project he is getting ready to present at thirteen, the integrity of Quinn’s work will be honored.

2.Connection

I believe that a positive learning environment for Quinn will flourish when it grows from strong roots of connection and belonging. Several of the 2012 priorities focused on specific connections; between student and teacher, parent and teacher, student and peers, student and others of all ages. In 2020 I can see that these one-to-one connections are impossible to extricate from the web of community surrounding a learner, and while these individual bonds may stand out from the web when highlighting learning priorities, they all perform their roles in the best ways when the whole web is strong and stable. Strong connections will help Quinn develop empathy and compassion, and a realistic understanding of others’ realities. They will also help him self-reflect through relationship with others, and to continue to build healthy relationship skills.

Student-teacher connection: A bond between student and teacher ensures priority #1 through open communication and positive regard of one another. From connection flows the sense of nurturing, unconditional positive regard, and feeling of equal dignity that all humans deserve and require in order to do their best learning. I believe safety and equity for all other students is necessary for Quinn to experience the benefits of a connection to any teacher. If he can see that his peers of all identities and abilities are all being treated with that positive regard, then he will be able to trust that lighthouse when its beam is directed towards him.

Student-teacher-parent connection: Open channels of communication among those involved in Quinn’s learning endeavors allow for his strengths and areas needing extra support to be known so that all involved are attuned to his unique learning style. Parental involvement in learning is ongoing and meaningful.

Student-peer connection: The stronger the connections between Quinn and his learning community, the greater sense of belonging he will experience. Quinn feels ownership of his school as a place that is Home to him, with a positive sense of caring for his fellow students, who in turn care for him as part of their community. Values are instilled by the teachers towards this end, and extend outward to include his greater community, in which his school is an active participant. These values of community care are best realized by distance learning in 2020, protecting all learners and teachers, and finding creative ways to still foster belonging. Peer connections may take the form of online paleontology discussions and online D&D gaming sessions this year.

Connection to others of all ages: Quinn is connected with older teens and young adults who have skills he has yet to acquire to look up to, admire, and imitate, and kids who are younger, to keep things infused with imagination and wonder. He has involvement with people of all ages from the surrounding community, because the real world is a place where people of all ages interact, to everyone’s great good fortune. In 2020 we’ll have less in person interaction to be sure, but this will be good to keep in mind as a guiding principle, that while peer interactions are very important to developing teens, interactions with others of all ages matter as well, even if they have to be emails and video calls for a time. Grammy and Grampy, Mario and Luigi, I’m looking at you!

3. Self-Direction (trust)

The rest of the 2012 priorities group themselves comfortably under this heading. In 2012 I wrote about a whole-child approach, an emergent curriculum, a Yes environment with emphasis on play, developing an internal moral compass, and nurturing an intrinsic motivation to learn. In conversation with my teen about what works and does not work about schooling for him, we keep circling back to the need for choice. I want to strive towards a learning situation that prioritizes self-direction for the learner. (The heading contains parenthetical trust, because this path requires a large amount of it on the part of a parent supporting the self-directed learning journey of their youth.)

Whole-child or whole-teen approach: In my worldview, children come into the world as fully intact beings, destined to grow into their innate competence, as well as prosocial beings whose default desire is to cooperate, belong, and get along. Other worldviews exist in which children are born deficient or damaged, needing to be filled with knowledge and morals through a hierarchical top-down approach. My worldview encourages deep trust in the child’s inevitable trajectory towards competence, while the opposing one often requires proof through standardized testing or other means that they have reached competence.

I like a phrase coined by Marji Zintz that says, “attribute to children the best possible motive consistent with the facts.” Giving kids the benefit of the doubt in their intentions and abilities empowers them to grow into their competence.

Whole-child or whole-teen approaches to learning must acknowledge the following: Academics, while held at high priority, do not eclipse other important lessons. Some of the lessons/skills I value most, in no particular order, are:

social/emotional skills
healthy bodies
mindfulness practices
self-confidence
compassion
writing
relationship skills
empathy
communication
movement
sustainability
fine art
creative writing
world culture
cooking
sports
drama
reading
conflict resolution
scientific reasoning
practical life skills (everything from gardening to making things to voting)
being a citizen in a democracy
critical thinking
math
social justice
music
community-mindedness

Many of Quinn’s skills will be honed at home, e.g. woodworking with dada or sewing with mama, and at private (dance/music/art/sports/karate) lessons or through outside-of-school classes, so I apply this concept to Life in General as well as educational goals.)

binary hand-counting in the wilderness

Self-directed learning: I referred to this as emergent curriculum in 2012, while in 2020 the term self-direction feels more resonant for the same set of ideals around choice, maybe because it emphasizes his agency in bringing about what emerges. Quinn is able to learn what he is drawn to, and the purpose of teacher guidance is to help him create meaning for himself about what he learns. He is able to approach each component of academics as he is ready for it, in a way that he can absorb it efficiently because it’s meaningful to him. He has the freedom to opt in or out of lessons he feels compelled or uncompelled by, and there is plenty of enriching material for him to engage with and be challenged. Further, the lessons offered are set at a level that is most likely to compel him, given that they are based on his/the student body’s emerging interests/intrigues/questions/thoughts/votes. He sets his own balance of autonomous learning time to cooperative group learning. Quinn’s preparations for his life/career goals (college, trades, conservatory, world travel or whatever they may be) are in his own hands and he is confident in his ability to craft his own educational curriculum, one that will land him squarely where he desires to be, wearing a set of wings to take him far beyond.

Consent: As mama of a young man, I see it as one of my most important roles in his learning to make sure he is aware and competent around the concept of consent. By honoring Quinn’s integrity, boundaries, and self-direction in his learning, I am modeling consent. If Quinn’s stance on a given subject or learning objective is no, it means no. Often choice is seen as something a teacher “allows” a learner, but that still creates a top-down dynamic which, instead of preserving choices, in fact limits them; if one of the available options is not “no”, the choice is not freely chosen. There is an illusion of choice that is created when someone says, “I will let you choose” but then the power rests with the person “letting,” not with the person doing the choosing. Forcing someone to learn, to press the “submit” button, is one way that consent is overridden in young people routinely, and I strongly suspect it contributes to a culture where consent is undervalued. Where students experience teaching as something to be done to them, they learn not to honor their own signals, but instead become resigned to others’ demands on them. Instead, by being clear on his boundaries, Quinn is learning where he ends and other people begin, and not just knowing about it in theory, but practicing and embodying consent.

Yes Environment: Yes means yes! A Yes Environment means that opportunities, space and materials are available to him whenever he takes initiative to express and explore. When he reveals an interest, the tools and materials he needs to follow that line of inquiry appear in a timely manner so he can continue and take it as far as he wants, until he is satiated. If he is engrossed in dinosaurs today (/this week/this decade), books and activities (games, videos, camps, virtual museum tours, ecology simulations…) show up in following days based on that theme and are strewn in his path for him to gobble up. His teacher’s role is to observe what is sparking his interest and tend the flame, requiring an individualized approach and attentive observation. This is best achieved in small class sizes where curriculum can flex and adapt. Instead of “no” stance on deviations, a “how can we…?” approach is the default. A Yes environment also provides structured and unstructured time and space to play. Play is of extreme importance to learning, and not separate from learning. Play is learning. Beyond K-12, Quinn is encouraged and supported in his life goals and help is always available to guide him in the right direction to meet them.

Internal Moral Compass: Quinn gets to grapple with right and wrong based on his own inner knowing, as he practices and calibrates his internal compass. He receives lots of guidance, information, and suggestions to help him navigate territory that is new for him, but never force, coercion or bribery, rewards or punishments. In areas including but not limited to consent, it is increasingly important for him to make morally right choices when nobody is around to police him or direct him in the right decision. He will do that if he has been exercising this muscle all along and his moral compass is well-calibrated and strong.

Intrinsic Motivation to Learn: His desire to learn comes from within, and that is honored in a way that maintains its integrity within rather than pulling it outside of him and replacing it with an external stimulus. Rewards and punishments are avoided in order to protect this intrinsic motivation to learn. Self-reflection around daily experiences, triumphs and disappointments will hold more meaning than grades, test scores, diagnoses, labels.

It is my belief that by prioritizing these values in Quinn’s education, Quinn will be set up to lead a fulfilling life. He will know himself well, always having been aligned with his own internal motivators, conscience, and self-knowledge. He will have confidence that he can achieve whatever he sets out to do, and will have obtained skills and knowledge that are required for that journey. He will know what it is like to be surrounded by supportive, encouraging people, and will recognize them in society. He will be attracted to workplaces with inclusive atmospheres and friendships featuring positive regard and nurturing. He will be unwilling to tolerate injustice because of his intimate experience of participating in a compassionate, justice-promoting community. He will know how to be respectful as well as to live in a way that inspires respect. He will know how to be flexible, how to think critically and creatively, and how to navigate real world situations because the real world is the place he will always have dwelled. He will be fully competent in making choices, as self-direction has been a key component of his entire educational experience- he will know that life is made up of choices, and he will be empowered to make them. These approaches to Quinn’s education will produce a strong, capable, caring, well-rounded, enthusiastic, empowered, joyful human being.

~a month in the life of a lifelong learner~ take a picture of it instead

Posted on December 3, 2015 by marybethrew

i only just finished posting about last month and it’s time for another one! in this season of dim lighting and puddles, it all feels like a big blur, but when i go back and look through, some gems shine through the murk.

halloween, pokemon style.

self knowledge, after karate practice one night: “mama, can you please get me some crab meat to eat, right now?” why, yes, son, i can. we live in a fishing port, luckily for you, and whatever micronutrients and minerals your growing body suddenly requires can be obtained. thanks for asking.

followed up by popcorn and a movie. screen time in moderation, of course!

…and predominant screen use as a tool… for making his property cards, monster cards, and character cards for the dungeons and dragons monopoly game he recently created! (old trivial pursuit board from thrift store, 50 cents – didn’t have its cards anymore and was the perfect shape and size for monopoly.)

game making was big this month, and he created a farm animal board game for his friend, to whose birthday party he was the only boy and the only 8 year old invited. she was turning 4, and quinn did an awesome job tailoring the game to a level she and her peers could easily play (not needing to read or do any serious math, but including some basic counting skills). this has become our go-to birthday present, as it involves some thoughtfulness and creativity on quinn’s part, and not a lot of money (in this case, a thrift store purchase of an old pictionary game board for 50 cents.)

this particular birthday party was like an art therapy immersion session, and quinn and i both got our hands in clay, and i got to do some painting, while he got to sink his hands into a bin full of jelly balls (those things intended for hydrating cut flowers that you can buy at the dollar store – fun sensory play).

remembering our roots… quinn and i used to do far more hiking when we first got to this area, and he still fit in a baby carrier, but i can see what good self care it is for us to remember to make time for it now that we are older and busier. between the sunny days, my lighter work schedule, and being fairy dog mother this month, we managed quite a bit more outside time.

writing his choose your own adventure angry birds story, self supplementing his learning all the time.

i do see occasional backpack evidence of writing occurring at school, which he was reluctant to do last year.

although i mostly have to rely on my dig through the archaeological backpack record to find out what is happening at school, i am now established as the science friday mentor for quinn’s class, and that one afternoon per week in his class has been a lot of fun, and a nice window into his daily experience. our unit on simple machines has been an adventure for us all, and i will write up more about the curriculum in a post of its own sometime soon, after the culmination of our unit in the school science fair. it has also inspired some home learning supplementing on the topic. he and i watched a few fun rube goldberg you tube videos, and quinn mentally devised a pulley system as an alternative method for meeting his responsibility to get his dirty dishes from table to sink.

honda rube goldberg ad using car parts

ok go music video rube goldberg awesomeness

food preparation is still trending in the life of quinn, and he again made tacos, learned how to make his own french toast one morning, and helped me layer up a crock-pot lasagna.

in other house work, he is learning how to operate the washer and dryer, and helping the laundry process along. he has been folding his karate uniform ever since he began karate lessons, because i laid out the expectation early on that he would be responsible for taking care of his gear, which has helped him with folding other clothes, and now he is working through the other steps of the process one by one – this one has never been a requirement, and still isn’t, but he contributes whenever he is around when it is taking place. i can understand, i also never minded laundry, especially folding warm clothes out of the dryer this time of year. he also did a great room clean-up when asked (and cajoled a little bit, and told i couldn’t fit myself into his room to play d and d with him until he made some room), and after taking pictures of the toys he didn’t want to put away, he put them away. we have some good organizational practices starting to take shape, such as quinn’s accordian file of lego instruction manuals that he has fully embraced and actually utilizes as intended. with quinn, and i suspect with many children, organizational skills seem to develop in direct relationship to interest level in the subject matter (his desk at school does not look quite as organized as his lego manuals or his pokemon card binder, let’s just say.)

on his way through the orange belt curriculum – second black tip.

we also attended a big karate seminar in corvallis, and quinn got to learn directly from one of ed parker’s (founder of american kenpo) students, mr. sepulveda. he happens to have over 50 years of karate teaching experience and has something like a 9th degree black belt. the first two rows of students in the class were solid brown belts, and i could see that they knew this was not an opportunity to be missed. quinn seemed to sense that as well, and when it was announced in his regular class, he turned to me and whisper-begged to please please take him to it.

there was an amazing student-teacher ratio in the room, with black belts milling about everywhere to adjust and comment on their positions as they practiced with a partner. then mr. sepulveda would capture the whole room’s attention again in his soft-spoken voice, and demonstrate the next step. i was so pleased to hear him share that he has never once needed to use his karate to defend himself outside the dojo; he felt it was important for the kids to know that.

when the class finished, a whole bunch of junior black belts came out on the mat and began warming up for their chevron testing, and we were just in awe (and i had everybody was kung-fu fighting playing on my mental soundtrack. those kids were fast as lightning!) he got to see some amazing things and be immersed in a whole different studio’s culture (a much bigger, more echo-y one!) and i feel sure it was time well spent.

then quinn and i went out to a restaurant we haven’t been to in years, the laughing planet, and quinn remembered it from the dinosaurs on the table. many of them have gone extinct, and this one was missing some digits and part of its tail, but he adopted it to our counter seating area immediately upon entering the restaurant.

he took some pictures to remember the evening by…

pachycephalosaurus, he assures me. i did not google it to confirm, i trust my personal dinosaur expert.

he really wanted to bring the menu home with us. i used the “how about we take a picture of it, instead” technique, just like for the toys.

we took an amazing walk on a saturday afternoon in one of our local state parks, because quinn told me he wanted to hike in a forest next to a beach. he had a certain one in mind, and this wasn’t the one, so the first minute of the hike was a bit bumpy, with him threatening not to come along, but he did, and soon we were back at the car gathering essentials needed for a more extensive hike: a bag for pinecone gathering, a pencil and paper for making an inventory. there was puppy walking (and running) fun, tree climbing, parking in the middle of the trail to make an inventory of mushrooms and rattlesnake plantain (actually an orchid). there was sensory sand therapy, rolling down the dunes whole-body style, like any boy who needs his neurons reorganized on a sunny day.

because everyone likes to do multiple digit addition in their heads while they are hiking…

the very next day it was still gorgeous, we were still puppy-sitting, and we lucked out and showed up at another favorite beach just before low tide. tidepooling and seal watching…

reflecting…

speaking of reflecting, i have been thinking back on the educational priorities i outlined for quinn, goodness! was it already three years ago? what prompted me to write them in the first place was debating with my coparent whether quinn should go to our living school or attend public school, and once written, i felt that my priority list would be met in a much more comprehensive way by ols. now that quinn is a few months into public school, and we have our two years of ols experience to compare to, i feel i was correct in that assessment. at ols, i did not feel any of the items on the list were lacking. i will say that i have been pleasantly surprised with public school that more of the list items are not lacking, as i anticipated. probably the biggest things that stand out are the rewards system and external motivators i covered in priorities 8 and 9, and those do seem to be a part of public school culture. and yet, there is far less “grading” than i had feared; there is more testing, however, than i could have even guessed, but the kids don’t seem to have a sense of how they performed on the testing, they just arrive in whatever leveled classroom they were assigned to. interestingly, while quinn reacted very positively to the “class rewards” and “golden ruler” carrots that were dangled at the start of the school year, and these were the things he reported about most early on, i do think he has been learning without the rewards system long enough to have a pretty solid grasp of learning for the sake of learning (and not to obtain rewards). to the school’s credit, the rewards are for respectful and cooperative behavior, not learning goals. so they must be hip to the fact that rewards systems for learning backfires heavily. alas, i fear that respectful and cooperative behavior can suffer the same backfiring when motivated extrinsically, but here we are.

i am pleasantly surprised in the sense of belonging quinn feels (priority 3), the connection he feels to his teachers (priority 2), and even some age integration (priority 12; based on skill level, quinn hangs out with 10 year olds on a daily basis for part of his day. there are no younger kids in this school, as it spans grades 3-5 only).

i would of course like to see much more emergent/constructivist curriculum (priority 6, see also 5 and 7), i’d like to be rid of all of the testing, i’d sure love for there to be more arts, and generally more choice built in to his days. i knew there would be drawbacks, and i knew we would need to continue to supplement in all of these areas at home. i am currently relieved it is just supplementing, and not triage or damage control that we face. this definitely made it easier to embrace my recent extension of funding on my job, something we are of course very thankful for, given our upcoming house buying adventure. i was pleased with the time frame of the current leg of funding, because it meant i could reassess around when quinn had attended a full semester of school, and if something drastic needed to change, that could have happened. i feel a little weird about accepting this status quo, because i am not generally a settler for mediocrity. still, upon reassessing, there are no major fires to put out, and this is working for the time being.

obviously the supplementing and strewing will continue…