With some concern about whether the least expensive and easiest-to-use tools are the most accurate, measuring pH and presence of macronutrients in our garden soil last week suggest that we have some work to do. Readings vary from one location to another. And trying to match colors of solutions with printed colors is more difficult than you might Continue reading →
If mainstream grocery stores shape your understanding of food, you may not be familiar with garlic scapes. Backyard growers and shoppers at occasional earthier grocers, such as the Honest Weight Food Coop, however, look forward the moment when hardneck garlic plants are ready to yield their scapes. We cut ours down this year on July 2 at Myers Middle School, a week or so later than some years.
Many thanks to old friend Lorraine Doyno Evans for passing along this recipe for garlic scape pesto from Fruition Seeds in Naples, N.Y.
Raising garlic, of course, is about much more than adding a dash of taste to what you eat for the Vegetable Project. It’s a part of harnessesing the power of exposure to nature, such as by gently encouraging getting hands dirty, to give a hand to Albany kids with great needs. We create opportunities for at-risk high school students with paid internships to do real business with adults. We give teens first jobs during the summer, set high expectations and help the teens meet those expectations. We partner with classroom teachers where the going is tough.
Please check out the image here that explains the difference between dirt and soil and why we shouldn’t treat one like the other. Published recently in the New York Times, it gets to the essence of one of the Vegetable Project’s favorite hands-on learning opportunities and thus the core of what the Vegetable Project is about.
We know that kids learn on a more meaningful level when we educators get Continue reading →
Another school year is winding down. Another growing season is shaping up. And the Vegetable Project continues to build hands-on learning opportunities, seeking more than anything else to make a difference in the lives of kids with great needs.
We know from our own experience and from voluminous scholarly research that contact with nature can be a force for good health – physical, mental and emotional – and thus support vital outcomes that range from sense of purpose to Continue reading →
Learning, like any other slice of human development, is far too complicated to explain successes or failures in terms of a single factor or two. But contact with nature appears to be a very important one. And education policymakers ought to get their hands around this, starting with a peek at voluminous research supporting this notion.
Goodness knows, sitting at desks in traditional classrooms is not working for many, many students.
“It is time to take nature seriously,” write university researchers in Frontiers in Psychology, “as a resource for learning and development. It is time to bring nature and nature-based pedagogy into formal education – to expand existing, isolated efforts into increasingly mainstream practices.”
This conclusion is drawn from hundreds of publications that show and describe how contact with nature supports learning in many different way.
“Report after report – from independent observers as well as participants themselves – indicate shifts in perseverance, problem solving, critical thinking, leading, teamwork and resilience,” write authors of Do Experiences with Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship.
The authors, from the University of Illinois and the University of Michigan, explain that nature promotes learning by improving learners’ attention, lowering stress, strengthening self-discipline and boosting interest and enjoyment of learning. In one of many examples, they cite research suggesting that learning in nature improves motivation and most strongly among students are who least motivated in regular classroom.
Neither tougher standards nor stricter discipline, more after-school tutoring, uniforms or better recreational outlets are likely to make much difference with many especially challenging students without addressing perseverance, problem solving, critical thinking, leading, teamwork and resilience issues at least at the same time. But fortunately research shows that setting can lead to some progress on those fronts.
From taking our Myers Middle School Garden Club kids outside to developing an outdoor classroom at the school, the Vegetable Project is working to make this important issue a part of our collective conversation about teaching and learning. With your support, we will build ever more opportunities to boost kids’ contact with nature.
Please take a look The Healing Power of Gardens, a posthumous publication of an essay by Oliver Sacks, the late physician/writer, in this morning’s New York Times.
We try from time to time to answer such questions as Why a garden? Why the Vegetable Project? And Why do we work so hard to get kids outside? And Why build outdoor classrooms at Albany Schools? Dr. Sacks does it for us even better than we do.
What does healing have to do with teaching and learning? Well, for starters, it could make an incredibly valuable contribution in in-school suspension rooms in schools where we work, where disillusioned, disengaged and angry students, each with a personal story behind all of that, spend time when they disturb the peace of hallways and classrooms.
Time is running out to buy seeds from the Vegetable Project for this summer’s garden. Please click here for all the details. Please place your orders and make payments by Friday, March 15, so we can get seeds to use by the first week of April.
We get our hands dirty with Albany students. We prepare tasty dishes with what we grow and teach about scientific method. But most of all, the Vegetable Project engages kids. Please share this post to help spread the word about this great opportunity to make a difference in the lives of Albany kids.
The Oakland, Calif., school district intends to transform asphalt-covered school grounds into “living schoolyards” that promote children’s health and wellbeing.
The initiative, in partnership with The Trust for Public Land, Green Schoolyards America and the Sierra Club, ties in with plans to “address the challenges of the future related to climate change” with environmental literacy.
“We expect it to change the way they view the world,” says Kyla Johnson-Tramwell, district superintendent, in a statement issued by The Trust for Public Land, “and give them a deeper appreciation for the natural environment around them.
With hope to develop an outdoor classroom at Myers Middle School here in Albany, we say, “Pretty cool.”
Especially glad to see the connection made between contact with nature and wellbeing and by extension between wellbeing and the kind of outcomes we all want to see in young people.
The Vegetable Project in Albany, N.Y., established in 2009, creates hands-on learning opportunities that involve science, the environment, entrepreneurship, tasting really fresh food and responsibility for care of living things by growing vegetables and other plants.
Support the Vegetable Project with a tax-deductible donation.
Save those boxtops
Saving Boxtops for Education is just one of the ways you can help us buy grow lights, red wriggler worms, materials we use to build greenhouses and more. Find the boxtops on scores of packaged products.