How to teach science

We love San Francisco’s Exploratorium. For kids who love science, or just love to mess around, the Exploratorium has it all. You’ve got fun stuff, and weird stuff, and gross stuff, and fascinating stuff. You’ve got physics, chemistry, biology, psychology, and other disciplines I can’t think of right now. You’ve got fog and noisemakers and lightning and beetles eating dead things.

What else could you want?

Well, one thing you can want from any museum is depth. The Exploratorium achieves this in a few ways. First of all, there are exhibits that can take you in deeper. These are largely the ones where you actually get in and interact. The ones where a large number of kids can walk up and interrupt are less conducive to real experimentation. Secondly, the Exploratorium offers classes that allow real interaction with scientists and with the scientific process. Third, some of the exhibits actually have the ability to teach concepts in a hard science sort of way.

Another thing you want from a museum is enough variety for repeat visits. Yes, we’ve all been tourists and enjoyed a visit to a museum in another town, but tourists should not be the focus of a museum like the Exploratorium. In its present incarnation, I’m sure tourists can have fun, but locals love it, too, over and over. The last time I went to the Exploratorium I discovered a whole area I hadn’t ventured into yet, and was enticed into an interactive exhibit run by a young museum employee who was doing a great job of teaching kids just a little bit about the cells in their bodies.

So if fun and attraction (see paragraph 1!), depth, and variety are the marks of a good museum, the Exploratorium is doing great.

But there are clouds on the horizon. As you may have heard, the Exploratorium has to move. The Palace of Fine Arts is perhaps the weirdest and coolest place they could have started, but the building is unsafe and can’t easily be retrofitted. Also, tourists have a hell of a time getting to it. So they’re off to Pier 15. You got it: soon to be neighbors of Fisherman’s Wharf, overpriced snow globes, and the best place in San Francisco to have your wallet stolen.

Here’s the vision they present on their website:

Learning will happen everywhere. With room inside and out, Pier 15 doubles the exhibition space, doubles the number of classrooms and triples the Exploratorium’s capacity for teacher development. The Learning Commons, Learning Studio and theater provide additional places for the general community and educational professionals to gather and learn. Today, two out of three teachers are turned away from the Exploratorium’s nationally recognized Teacher Institute — considered one of the premier professional training opportunities for K-12 science and math teachers in the Bay Area and beyond. The new Exploratorium will almost triple the number of teachers who come to learn.

Here’s my fear: Yet another overpriced, overdesigned museum where they treasure the air space more highly than the space between your ears. Yet another place where they try to please everyone and fail to please anyone.

On my last visit to the Exploratorium, an employee nabbed me and asked if I’d take part in a little research they were doing. She had me play with an exhibit and then asked me questions. The exhibit in question had no signs, no symbols, nothing that would tell me what to do or what it was about. It was moderately fun to play with, but I wasn’t sure of the science behind what was happening enough to be able to answer my daughter’s questions.

After the employee had asked me her questions, I posed mine:

Why doesn’t this exhibit have any explanations of the science behind it?

“We’re trying to move away from explicit telling people facts and toward allowing them to intuitively explore scientific principles.”

Aha.

What would you expect me to get from this? There wasn’t even an arrow to tell me how to use the darn thing.

“Well, we want people to use their intuition.”

And if intuition fails me?

Americans are presently the deer in the headlights of scientific advancement. We see that science is the key to the future, and we’re wondering, are we going to miss this train? So frantically, our politicians, educators, and museum curators are trying to figure it out. How can we teach a reluctant population to value science?

The thing is: Americans in general never did much value science, except as it increased the speed of their automobiles or improved the taste of their sodas. Our scientists have always been outsiders: losers, weirdos, outcasts, immigrants. Think I’m exaggerating? Read a little bit about Ben Franklin. Meet my scientist friends. Some of them didn’t come from families that valued science, but they were drawn in because they wanted to get in and get their hands dirty, not because they wanted to be entertained.

A museum that tries to attract the tourist crowd is going to succeed in entertainment, another easily digestible stop before you’re off to the next sight. But it will fail in inspiration and teaching and hard work. And that’s what we need.

I have a deep fear that when the new Exploratorium opens, we’ll see the Academy of Sciences all over again. Ooh, ah, look at that amazing building! Hey, look, they have this great curriculum on their website. Then you go to the amazing building, you ooh and ah about all the space and light, and then find out that science, like natural history, is being taught as either received wisdom or something not worth putting into words.

Sorry, folks. If you want kids to learn science they’re just going to have to read. They’re going to have to write. They’re going to have to (gasp) deal with numbers. Yes, it might be nice to reach them through intuition, but you can’t stop there. You have to impress upon them the fact that they will have to use their brains. And it will hurt. And it will be complicated. And it will be frustrating.

And it will be worth it. That’s how to teach science. But if you design a museum to entertain all, it will enlighten no one.

How [not] to teach science

I was thrilled to be able to go to the San Francisco Academy of Sciences homeschool day. It promised both a reduced price and fewer crowds.

We had been to the Academy one time since it opened. The crowds were so thick we couldn’t see the exhibits. Downstairs in the aquarium, we were in a standing-room-only crowd — literally. We stood shoulder-to-shoulder with other adults, while miserable children squirmed in between us.

This time, I was looking forward to actually seeing what we were supposed to see last time! In two ways, my expectations were fulfilled: We paid a fraction of the usual price, and the attendance was sparse. We actually got to walk into the rainforest exhibit, which usually has long lines, with approximately 25 other awestruck people. It was really gorgeous, a marvel of modern engineering and an experience worth having.

Then we visited the rest of the museum.

I’ll start with this disclaimer: I love modern museum architecture! I love the air and the light, and I think the buildings themselves are marvels. Not only do they push the envelope on aesthetics, but they also show what sort of engineering is possible for other, more modest buildings. The Academy building is lovely. Its living roof is inspiring.

However, there is one thing that designers of modern, airy museums seem to forget: All that air displaces content. Not outdated, old-school museum content that we were happy to do away with, but real, solid content that inspires, teaches, and excites us. The Academy suffers terribly from this “displacement by air.”

We have been studying evolution and Charles Darwin in our homeschool, so I went to the Academy website and found some curriculum on the evolution of Galapagos tortoises that tied in with their evolution exhibit. It looked great. Supposedly at a middle school level, the teacher was expected to introduce evolution to the students beforehand, then have them study the tortoises at the exhibit and postulate the reason for their different body structures. My children and I, after a satisfying lunch at the cafe with friends, went and applied ourselves to the task.

Luckily, the way we entered the exhibit, we got to the tortoises last. We enjoyed looking at the array of finch specimens in jars. We had read about how important the study of finches was to Darwin’s theory, and it was cool to see them there side-by-side. We watched a video in its entirety — it was about the history that the Academy has with the Galapagos Islands, from rapacious Victorians grabbing specimens at will to modern conservationists working with others to save this place for future generations of study.

My 8-year-old got caught by the video game where you use a virtual net to catch as many insect varieties as you can. I suppose something was learned there — by me. I honed my skills at getting an 8-year-old away from an “educational” video game!

Then the tortoises: In case you don’t know, here is what science is supposed to be. You observe, experiment, record, and then form theories. You test your theory through more observation, experimentation, and by publishing your work for others to debate and prove or disprove on their own.

Science at the Academy, however, goes like this: Ask the students a question, have them ponder it with no access to data or experience on which to form a theory, then tell them the answer. Science at the Academy is simply received wisdom.

We did what we were told: My kids recorded their observations about the models of tortoises up on the walls. They recorded the island each one was pointing to as its island of origin. Then we read a plaque that explained why the tortoises differ in their body structures, though they all share a common ancestor and live so near each other. The plaque offered us received wisdom, with no data, nothing to observe, nothing to argue against. This isn’t science, and it certainly doesn’t ask middle-school students to flex their analytical abilities. My 8-year-old looked at the plaque, read it, and shrugged. “Well, duh,” seemed to be her reaction. “That’s it?” was mine.

A friend of mine who was very fond of the old Academy of Sciences remembers that they had a great collection of minerals that the kids could really interact with. No more. However, there was a docent out on the floor as we were leaving, and by chance, she had a display of minerals. I pointed out my friend’s lament and she responded with enthusiasm. “I know!” she said. “We docents have been telling them that they have to put the collections back out. But there’s no room.” She glanced around the enormous, light, airy space around her.

It seemed sort of funny. But it’s not. Our science has become their easily digestible tourist trap. Our homely building full of wonder and experience has been turned into a must-see-once destination for people who educate their children elsewhere. Or perhaps it’s for people who don’t care about education at all. “Maybe it should be called, ‘The Lobotomy of Sciences,'” joked one of my correspondents.

One concern about homeschooling that educated people often express is, “How are they going to learn science without a laboratory?”

We can do more science in our house with kitchen chemicals, rocks picked up in random locations, and the forest in our backyard than they can do with $500,000,000. Sad.

To be continued: My hopes and fears for the new Exploratorium.

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Jewish storytelling, for free!

Mrs. Katz and Tush
Mrs. Katz and Tush is one of our favorites

We are a completely secular homeschooling family. However, we are also trying to walk that tightrope of raising our children with a Jewish cultural identity. This was much easier for my husband’s parents to do, given that they were raising him in Brooklyn and New Jersey. But out here in California, our kids are affected more on a daily basis by surfer dude culture than they are Jewish culture!

Years ago when my daughter was in preschool, we found out about a wonderful program through the Harold Grinspoon Foundation called PJ Library. This is a free program for Jewish children in which they receive a picture book (or sometimes a CD) on Jewish themes every month.

This has been a wonderful program for my daughter, who treasures her library and reads and rereads the books. They are really great stories, mostly not explicitly religious, about Jewish culture, families, stories, and themes. We’ve actually found a few new favorites in these books which I’d recommend to anyone, Jewish or not.

To learn more, visit PJ Library at http://www.pjlibrary.org/. To sign up for the program, e-mail [email protected].

The public/private school choice

A correspondent asked me to weigh in on the choice that many of her friends are making right now: public or private school for kindergarten. Our children have gone both to public and to private schools, so I guess I do have a perspective on that. And when I interview parents, teachers, and administrators, I learn a lot more about the experiences in their schools. I’ll try to sum up what I’ve learned without offending anyone, but if you’re ready to be offended when your choice is criticized, perhaps you just need to stop reading now!

My husband and I are both proud products of the public school system. We are both from families who benefited enormously from public education: from uneducated immigrants to literate first-generation offspring to rising prospects throughout the 20th century. My parents both have PhDs; three out of four of their parents did not go to college. Therefore, it seemed obvious to us when we had our first child that we’d choose public education.

The reality of a child, however, is much different than a philosophy developed in theory. The complexity of making choices for our children continually surprises us. Our parents largely had no educational choice for us when we were kids, but since we do have choices, we need to explore them. And that has led us to use both public and private school options, when one seemed a better choice than another.

Here are some of the things I have learned:

Neither public nor private can lay claim to being a “better” choice for everyone

Children and families have their own needs, and different schools serve those needs differently. For every school we left because it didn’t serve our needs in the right way, there were plenty of other families to keep the school fully enrolled. I’ve met very few parents who didn’t have some complaints about one school or another, but families can be largely satisfied with any choice if it suits their needs.

Location, location, location

True, I have known people who drive a lot for the right school. I knew one family that had their two kids at private schools at two ends of the county–they really felt that the schools were serving their two children’s needs so well it justified the driving.

However, I can’t stress enough how much location has meant to us. One reason we took our son out of a beloved public school is that while I was dealing with some raging fires at another school, our carpool melted down. And so did I. I just couldn’t face my days of driving back and forth, so I moved both children to the same school.

Money is a factor

I have known many strongly middle-class families at private schools. They firmly believe that the money they are paying is worth it, even though it causes pretty big financial stress to their families. I have known working-class families at a charter school who took a pay cut or worked inconvenient hours so they could work in their child’s classroom half day a week, and they felt it was worth it. I have known people with large amounts of money who feel that their public school is just fine. But all of them, in order to make the decision they made, did have to face the money issue. It’s hard, when it causes financial stress in your household, to justify private school. It’s also hard, when you have enough money for private school, to justify sending your child to a school where the theme has been “cut, cut, cut” for years.

For us, I have to say that the money does make a difference. Part of what we’re planning in our homeschooling journey at the moment is a trip to Japan. This would simply not be an option if we were paying private school tuition this year. On the other hand, there were many fine qualities to our son’s private school, and I never felt that it wasn’t worth the money.

Diversity

I’ve noticed that all our local private schools seem to be using the same line about diversity these days: We have diversity because our students are from different parts of the county so they won’t just be from your neighborhood. I feel that this is a bit disingenuous, frankly. It’s pretty much a fact that private schools in general (though there are some special cases) are going to be less diverse than neighborhood public schools in general. This goes for however you define “diverse”: racially, socio-economically, level of parent education. That said, how much this matters to each individual family is different, of course. Some families of color want their kids not to be “the only one” in a school, and might choose public for that reason. Some white, wealthy families might have activities outside of school that they feel give their children enough experience with diverse groups. And some families may just not care.

But if it is a concern of yours, you should consider it carefully. (Sorry to my private school friends here:) There are going to be more “rich kids” at private schools. If your family isn’t wealthy but isn’t poor, you are going to feel poor in comparison to these families. Private schools need these families: most private schools don’t charge anywhere near the tuition they need to cover expenses. And most private schools also offer generous scholarship programs which are also funded largely by having wealthy families involved with the school. Yes, private schools are going to have scholarship students, and your kids may make friends who are from single-parent households or whose families are struggling to meet basic needs. But these kids are not going to be a major part of your child’s social group, and in fact, they may be hard to identify because they’re likely going to keep quiet about such things in order to fit in socially.

Social issues

A lot of families in private and alternative public schools are primarily concerned about one thing in our neighborhood public schools: the corrosive effects of school culture on their kids. Perhaps their second-grader was sexually harassed by another second-grader (don’t think it doesn’t happen), or their child was bullied, or their child saw a lot of bullying, or their child became a bully. Perhaps they saw their little girl wanting high heels and makeup before she was even approaching puberty. This stuff is epidemic in a lot of public schools. Not all of them, certainly, but enough of them that parents who never would have considered private school have sent in their payments gladly.

However, these problems are not unique to public schools. We all know that childhood is a time of figuring things out, and that being a teacher is not just knowing the curriculum, but being a highly sensitive guide for humans in their most formative years. So no matter what school you’re talking about, you’re going to see these issues come up. Private school is not an escape.

What most private schools offer, however, is a more intimate environment where problems can be dealt with before they escalate, and where teachers and staff are actually eager to deal with the problems. This is not necessarily true of a school which is understaffed, underpaid, and undertrained, and where the population is much more diverse and thus more likely to clash.

On the other hand, I heard another parent who had taken her kids out of a local private school say this and agreed 100%: Sometimes private schools have their share of kids with behavioral problems simply because the parents are trying to find a more healthy environment for their child and his problems. I’ll admit that we hoped that a small private school would be a better fit for our young child with behavioral difficulties. In her case, it wasn’t, but a choice like that has worked out for other kids. The other parents at the school, however, who may have chosen a private school because they thought there would be fewer social difficulties, might find themselves having trouble being patient with that child who is causing so much trouble in the classroom.

And finally, some families, regardless of their income, believe that it’s best for their kids to be in a social situation where they will experience the full range of behaviors they’ll have to cope with as an adult. In that case, your neighborhood public school is likely to be more like the real world than any private school.

Special needs

If you have a child with special needs, you might be tempted to think that one or the other choice is obviously better for your child. I would caution you that nothing is so simple! Although we never put our daughter into the system and had her diagnosed, she would almost definitely have been given an IEP as a five-year-old. We considered this very carefully. In her case, we and the professionals who knew her were pretty convinced that “special ed” was not really what she needed. We were also cautioned that once we got in the system, it would be hard to get out. For these reasons, I’m glad we went the private school route at first till we were ready to make further decisions. She is now enrolled as an interdistrict transfer in a public school district, and if she had had an IEP, this would have been difficult, if not impossible, to do.

On the other hand, it is the case that few private schools, except the ones set up for specific learning disabilities, are going to have services for your child. And if they do offer services, it’s likely that you will  have to pay for the services on top of paying for tuition. At her private kindergarten, I was asked to have an aide for my daughter (a decision I completely agreed with). After a few options didn’t work out, I ended up spending all day with her in the classroom. Neither paying an aide on top of tuition nor spending my days back in kindergarten were options that worked for us, so we had to take her out of the school.

Curriculum

I spent an embarrassing number of years taking for granted that private schools would offer academic advantages to my children. My experiences have led me to understand that again, this is all a matter of your specific child’s needs and how well they correspond with what a school is offering. Some private schools expect even less academically than public schools. Some private schools that offer self-paced learning are absolutely horrible choices for children who thrive on structure and group learning. Some private schools that advertise themselves as academically advanced compare pretty well to our more academic public schools.

I make no secret of the fact that I think that NCLB broke our public school system. It was already groaning under the weight of a hundred years of changing political educational policy, fads and trends in education, societal changes, and waning support from the American public. Then along came NCLB almost perfectly tailored to be the straw that broke the camel’s back. The little amount of autonomy that teachers had was taken away. The chance that kids like my husband’s and my forebears would get a leg up was almost destroyed. NCLB is junk pure and simple, and I think it’s shameful that Obama is only tinkering with it. I say, if it stinks, toss it out.

However, our local public schools still do reflect our local culture, which is unusual, as we know. And they are fighting the good fight, as much as they can, and varying from school to school and teacher to teacher. If you have concerns about curriculum, don’t write off public schools as hopeless. Check them out. And if you think a private school will have good curriculum just because it’s private… well, you’d better take a closer look.

Enrichment

Lots of people who send their kids to their local public school say that the lack of PE and music and art and all that’s been cut since NCLB doesn’t bother them. Frankly, so many public schools have cut their hours of instruction so short that kids have lots of time for afterschool programs, and many of the schools now have vibrant and sometimes free (though usually fee-based) programs with art, music… not to mention martial arts! So although not all the kids get the enrichment, which sets up a class system that our public schools are supposed to be breaking down, it’s not the case that public schools are wastelands.

Also, I must point out that private schools are hardly stellar across the board in this way. Most private schools are relatively small, and thus less likely to have full-time staff in non-core curriculum. A lot of private schools depend on parents to fill in the gaps, so the instruction is as good as whatever the parent group happens to offer up that year. A great many private schools have one-teacher classroom systems that expect the teacher to offer everything. So if your child’s teacher is particularly weak in an area that inspires your kid, you’re just simply out of luck. Then if you want enrichment, you’re again going to have to pay for it on top of tuition. So it is important to take a good look at what a private school offers, and whether it fits with your child’s interests.

In our case, neither public nor private has ever fulfilled everything we wanted, and we’ve had to supplement. So if non-core curriculum is important to you, as well, make sure you budget for it in time and money.

How can I possibly make this decision???

If you are looking at kindergarten starting this fall, I suggest you take a big, deep breath and think back to your own kindergarten year. It was long ago, and was a tiny sliver of your childhood. Don’t worry: If you are the sort of parent who cares that your child gets a good education, she will, one way or another.

Also, the very best advice ever given to me was given by a parent who I thought was deeply devoted to her school. She said, “School choice is a yearly thing. Every single year you should re-evaluate your children’s needs and your family’s needs.”

No choice you make now is forever. In fact, I have known families who have switched schools even in the middle of the kindergarten year, and their children came out just fine! Make your choice for this year, and remember that the same — and possibly even more — choices will be there next year.

Good luck!

Whatever you do, make sure not to have fun!

My kids attend a public school homeschool program. Though homeschoolers have a variety of choices (including homeschooling independently or joining a public charter program), I have been very happy with our hybrid choice. I don’t have anything against public schools as a concept. I think they used to be a fundamental part of the community and a place where people from different parts of the community came together.

These days, though, things are changing. Do you know that many public schools have “closed” campuses? No public meetings, no parents or kids who attend other schools. In fact, some campuses are even closed to the parents of the kids who do attend that school. Things have gotten a little crazy out there.

The craziness that has had our homeschool program buzzing this school year is the new set of playground rules issued from on high. Our program, in which kids attend a few hours a week for classes, enrichment, and community events, shares the playground with traditional public schools. So we share a playground with schools that, shall we say, have a rather different view of childhood than homeschoolers generally have.

Think back to your playground years, and remember what you found most fun. Keep that image in your mind, because chances are it’s gone now.

Did you like playing tag? No running on the playground now. Yes, that’s right, No Running.

Did you like (as I did) climbing up the slide the wrong way? Forget about it. Antisocial behavior that may cause bodily harm.

Did you like mixing with other kids you didn’t see in your regular classroom? Verboten. Our kids have scheduled times on the playground.

Did your school’s playground function as a community playground during the summer and weekends? Very likely it doesn’t anymore. Ours has chain link fence around it.

I will grant that all of the outlawed activities can sometimes cause problems. Sometimes there are conflicts. Sometimes there are even broken bones. But in my view, the playground was a place where real learning took place. Outside of the regimented classroom, kids could really learn how to negotiate the world. They had to deal with bigger kids. They had to deal with the annoying kid who thought it was funny to go up the slide backwards. Yes, it is a bit of a hassle for adults to have to deal with kids having problems, but isn’t that what we signed up for?

I think it all comes down to our culture wanting to assert complete control. And I understand the impetus. Many of us (myself included) grew up with the problems that stemmed from unmonitored playgrounds and rough play. We grew up, had kids, and wanted to make sure that the bad things that happened to us never happened to our kids.

But I think we’ve gone a little too far. According to NPR, the research says we have gone too farAs the New York Times profiled recently, some parents are starting to rebel by simply letting their kids play.

I’m seeing this sort of parental rebellion happening more and more. Though the overprotective parents still have their kids dancing to Wii, the rest of us are fomenting revolution. We’ll sheepishly admit to each other that we’re the only parents on the block who let our kids go outside when we are inside. We have climbing structures without regulation padding underneath. We let our children climb trees! We have them make dolls rather than buying the latest commercial tie-in toy.

It’s refreshing. It may, of course, result in some skinned knees, arguments, and maybe a broken bone. But the kids are learning and they’re happy.

Life: It’s not without its hazards!

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