Telling the story of a project

We’re always trying to find ways to make sure that students can tell the story of a project. This serves multiple purposes.

One, we want to make sure that they can see the full arc of a project, from beginning to end. As much as possible, we want them to see it as a story of completion, from having an idea to its final execution. Even if finishing proves to be difficult — obstacles get in the way, things take too long — the project is over.

Two, we want them to see what the productive detours were. As I did the activity below, I realized where things may have seemed to stall; some of those moments seemed paralyzing while others proved to be very helpful. One such moment made the final design come alive.

Three, we want them to move past the usual student stories — I didn’t use my time wisely, my group wasn’t good, I need to focus/do better — and onto deeper, more lasting concerns. How did you keep focused when the problem seemed insurmountable or when something unanticipated occurred? How did your group deliberate when faced with a decision without a clear answer?

Four, as you start to write the story, you realize how many steps you took, even if you didn’t write them all down at once. During the conversation, I asked students to write down what was missing from their drawing, and many realized exactly how much work we did and how many small steps go into a project.

Example one:
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Example two:
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(Handwriting is tough but I really like the fact that a project ends with “mystery.”)

Mine:
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The Ikea Furniture Problem

The Ikea furniture problem

One thing I’ve felt over the years doing projects with students is what I’ve been calling the “Ikea furniture problem.” I know the feeling all too well — the initial excitement of opening the box, of looking at the directions, of lining up the plastic bags from 1-4 — quickly fades as you put a piece on backwards, as you over-tighten a bolt, as a washer rolls under the pile of cardboard, as you realize that you’re on step ten of thirty-four.

This is normal. When Kima calls McNulty to complain about putting a crib together, there’s a reason he responds by asking what kind of scotch she’s using. (Definitely NSFW, start at 1:11)

This is project work. This is the frustration you’ll feel when you’re working your way through any process, whether it’s a short paper for a college class, a home renovation project, or recording a new song. If you’re not frustrated, there’s probably little at stake.

For students, though, there’s a different set of issues. It’s school, right? Whatever work you’ve done as a teacher to build the culture, there’s a still sense that it’s just school and when you get right down to it, who really cares. You may orient your projects outwards, you may have done as much as you can to ensure that it’s an authentic project, you may have slowly scaffolded the project so that, with work, the right work, they can do it well. Even with all that, you’re likely to run into difficulties as it just won’t matter. As a kid said to me yesterday, I can do it, I just don’t want to.

Two, this frustration is likely new to them. It’s thirty years ago but I remember the feeling of battling with calculus problems at night for my eleventh grade math class. Each problem would take 20-30 minutes and there was a sense of rage and impossibility behind it. Sometimes the problems would open up in the morning, other times not so much. I wish someone had talked through this frustration with me at the time said something like, “the sooner you develop strategies to deal with this situation, the better off you’ll be. “ For example, one thing I learned pretty quickly was that when people asked me what’s the matter, simply saying everything doesn’t work. Learning to say things like, “I’m uncomfortable because I don’t really know anyone and they all seem to know each other and they all know what to do” makes it that much easier. (To be clear, that’s not what I would have said, but it’s what I meant when I said things like “I hate all these people.”)

Not only is the frustration new to them, it’s also, given some of the school situations they’ve experienced, it’s unexpected. If you’ve spent your school years in rows, filling out worksheets and taking tests, receiving minimal feedback other than report cards that precede one’s promotion to the next grade, you’re unlikely to have an inner sense of how one overcomes the frustration any project will create. Instead, you’ll have an idea that when the day comes to an end, the work will be over, and the frustration can be avoided. (Some students have an inkling that something is wrong with this situation.) Crappy schools certainly produce crappy outcomes but knowing that there’s nothing at stake makes it even harder.

Getting to know this feeling, this lost at sea feeling, the “screw it, I’m quitting feeling”, is just another reason a full project based model offers something to education that’s missing too much of the time.

24 Hours in Berkeley

Wake up in crummy hotel. Realize that the reason why this crummy hotel was expensive and the only one available was because it’s parent’s weekend as well as homecoming. Realize that this is the case because the cruddy breakfast with surprisingly good coffee is packed with parents. You’re as old as they are but your children are 2,800 miles away and six years from college.

Walk through the crisp air to the Cheese Board Collective. Get a large coffee and four awesome rolls. The best one is by far the “Chocolate Thing.” Walk into Berkeley’s campus and sit in Eucalyptus grove. Damn, these trees are big.

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Get call from Uber driver from yesterday who is kindly bringing keys to Berkeley. Scurry back down out of campus. Give dude $50 and lots of gratitude.

Walk back onto campus. Wander a bit and remember reading something about a favorite historian — Leon Litwack — and find that a collection of his books is in the undergraduate library. This is an amazing show. There are some first editions and it was as good a way of assessing the written history of African American life as you’ll likely find. They were also showing professor Litwack’s short, terrifying film of Bitter Fruit. I always liked reading about Professor Litwack because of his long and well-known commitment to teaching the survey.

This library, though, is something else. There’s a collection of Berkeley related documents from the National Park Service on display, too. And there’s a collection of comic books from all around the world. Best yet, there’s a frenzied book sale going on. I pick up a great paperback edition of Let Us All Praise Famous Men and a mint, hardcover edition of an OUP book on Mario Savio, which Berkeley must have bought millions of ’cause there were three at the sale.

How it goes terribly wrong when middle-aged people take selfies:
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As my briefcase was bursting with books already, I beat a hasty retreat. Sitting outside, I ate some more bread from the Cheese Board folks. If I were broke, I could have survived all day on these rolls.

Then I started walking. And walking. And walking. Made my way to the utterly brilliant Berkeley Botanical Garden. While I was disappointed that some couple had elected to get married — no Redwood Grove — it was really cool to look at the display of crops and then walk to the greenhouse (and up another hill!) to see the actual plants growing. I’d not seen a coffee tree or a cacao bean tree. (I will note that their chard was as consumed by leaf miners as mine is…)

Quinoa growing
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Despite the advice of the young man at the door, I continued walking up the hill (no sidewalk) to the Lawrence Science Building. This view… sigh. There’s a reason people live in Northern California.

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Here’s the giant DNA model that I want to build with my students:
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For some reason, I didn’t have cell phone service, so no uber. I couldn’t face walking down the way I came and it seemed clear from the fencing that if I couldn’t hike down, that I’d have a long walk up another hill. So I got on the Berkeley parking shuttle, which was taking folks down to the Berkeley-Utah game. Let’s be clear — there’s nothing in my experience that would prepare me for big time college football — but driving down with the super polite Berkeley alums was fun. Better yet, the bus driver showed me a back path so I could avoid walking into the stadium.

This path did put me on the road through the fraternity-sorority party zone. Scarily impressive. Thanks to the kind young women selling bottles of water who pointed me towards Bancroft Street. Got the kids shirts and winter hats, got the wife a cap too.

Hungry and always in search of the best Pad Thai, I picked the most crowded Thai place I could find and chowed down.

Stomach full, I wound towards the legendary Moe’s. Note to the people at the cleverly named “Mad Monk Center for Anachronistic Media”: why would I give you my laptop bag with pretty much everything important I own in it? Why wasn’t my offer to let you search it on the way out enough? Considering I’m the demographic you want — middle aged white dude with both cash and real credit cards — you might rethink this.

Anyway, Moe’s was everything it was supposed to be. There was first edition of Bound for Glory I coveted. A hardback of the first Foundation book. A battered first edition of 1984. (I paid less for one in better condition!)

Got three books. Joel Salatin’s book, Folks This Ain’t Normal, for $7. Another Wendell Berry collection of essays for $8. And paperback copy of Why Busing Failed, which I was wondering why they had three copies of in mint condition until I realized it was a Uof C press book. Bad reviewers — selling that shit. Note: they also had a section of $2-3 paperbacks that I’ve filled one window sill with — old, thin paperbacks.

These folks were awesome. I spent much of my time reading the stuff on the walls, the stories of the store, the ways in which it had kept going in thin times, the continuation of a family business. Knowing I only had a few minutes left and knowing I just wanted to sit somewhere quiet and cool, they sent me to The Drunken Boat (Le Bateau Ivre). Here I had the best milkshake I’ve ever had — the Moki, with what felt like espresso and real chocolate — and two awesome waiters. One ended up giving me a ride to the BART (thank you sir!) and the other had, wait for it, LIVED ON MY BLOCK of Hazel Avenue, and had more than likely danced with my kids at their Halloween party.

Long ride to the airport for the first Red Eye of my life. In the airport now an they’ve already announced that this is a “100% full flight.” Should be interesting.

My kids will never see Berkeley because there’s no way they would not want to go there. I guess we’ll have to move too.

W.E.B. DuBois Quote

“We must insist upon this to give our children the fairness of a start which will equip them with such an array of facts and such an attitude toward truth that they can have a real chance to judge what the world is and what its greater minds have thought it might be. —W.E.B. DuBois”

Darling-Hammond, Linda. The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future. New York: Teachers College Press, 2010.

The final reading from our wedding, 2001

Behold, a sower went forth to sow;

And when he sowed, some seeds fell by the way side, and the fowls came and devoured them up:
Some fell upon stony places, where they had not much earth: and forthwith they sprung up, because they had no deepness of earth:
And when the sun was up, they were scorched; and because they had no root, they withered away.
And some fell among thorns; and the thorns sprung up, and choked them:
But other fell into good ground, and brought forth fruit, some an hundredfold, some sixtyfold, some thirtyfold.
Who hath ears to hear, let him hear.

(King James)

Behold, a sower went forth to sow.
And as he sowed, some fell by the way side, and the fowls came and devoured them up.
And some fell upon stony ground, where they had not much earth, and anon they sprung up, because they had no depth of earth.
And when the sun was up, they were parched, and for lack of rooting withered away.
And some fell among thorns, and the thorns sprung up, and choked them.
And some again fell in good ground, and brought forth fruit, one corn an hundredfold, some sixtyfold, and another thirtyfold.
He that hath ears to hear, let him hear.

(Geneva 1599)

“Once there was a man who went out to sow grain. As he scattered the seed in the field, some of it fell along the path, and the birds came and ate it up. Some of it fell on rocky ground, where there was little soil. The seeds soon sprouted, because the soil wasn’t deep. But when the sun came up, it burned the young plants; and because the roots had not grown deep enough, the plants soon dried up. Some of the seed fell among thorn bushes, which grew up and choked the plants. But some seeds fell in good soil, and the plants bore grain: some had one hundred grains, others sixty, and others thirty.”

“Listen, then, if you have ears!”

(Good News Version, the one I read in Reading, Mass, CCD class, 1970s)