Part 2 will describe my visit to a nearby micro-school, South-of-Market (SOMA) where 33 middle school students (6th through 8th graders) attend.
As I scan the class, I see most students writing answers to the questions in their notebooks.
In this post, I want to describe what I saw that morning in classrooms–sadly without the company of Dewey–and what I heard from the founder of the Alt School network, Max Ventilla.
Teacher explains difference between thermal and kinetic energies and compliments student—“great answer, Michael.” After finishing the Bell Work questions, teacher says: “I am going to segue into our storyboard conversation—I checked off your storyboards—you need to double-check—look at your rubrics that I passed out on your tables” Goldsworthy and her next-door colleague have teamed up in designing a “Phase Change Project” to understand how a solid changes into a liquid and then into a gas (e.g., ice, water, vapor).
Concepts of thermal and kinetic energy are central in explaining how solids go to liquids and then gases (see here for slides that elaborate on the project).
I spoke briefly with two of the three teachers whose lessons I observed and got a flavor of their enthusiasm for their students and the school.
For readers who want a larger slice of what this private school seeks to do (tuition runs around $26,0-2016) can see video clips and read text about the philosophy, program, teaching staff, and the close linkages between technology in this and sister “micro-schools” (see Alt/school materials here) Since I parachuted in for a few hours–I plan to see another “micro-school” soon–I cannot describe full lessons, the entire program, teaching staff or even offer an informed opinion of Yerba Buena.
The Alt School embodies many of the principles of progressive education from nearly a century ago–as do other schools in the U. Just as Dewey’s Lab School at the University of Chicago (1896-1904) became a hothouse experiment as a private school, so has the Alt School and its network of “micro-schools” in the Bay area and New York City over the past five years (see here, here, here, and here).
Progressive schools, then and now, varied greatly yet champions of such schools from Dewey to Francis Parker to Jesse Newlon to Alt/School’s Max Ventilla believed they were already or about to become “good” schools.
Emphasis upon activity as distinct from passivity is one of the common factors….[There is] unusual attention to …normal human relations, to communication …which is like in kind to that which is found in the great world beyond the school doors.
John Dewey, 1928 Were John Dewey alive in 2016 and had he joined me in a brief visit to the Alt School on October 20, 2016, he would, I believe, nodded in agreement with what he saw on that fall day and affirmed what he said when he became honorary president of the Progressive Education Association in 1928.
For those readers who want such descriptions (and judgments), there are journalistic accounts (see above) and the Alt School’s own descriptions for parents (see above).
Yet what was clear to me even in the morning’s glimpse of a “micro-school” was that theoretical principles of Deweyan thought and practice in his Lab School over a century ago and the evolving network of both private and public progressive schools in subsequent decades across the nation was apparent in what I saw in a few classrooms at Yerba Buena.
What I also found useful in looking at a progressive vision of private schooling in practice was my 45-minute talk with the founder of these experimental “micro schools.” Max Ventilla The founder of Alt School has been profiled many times and has given extensive interviews (see here and here).