• How did you first get involved with school gardens?
The program started in 2006 with Linda Henke’s vision of how gardens can change a child’s life. Director Debi Gibson has been the guiding force behind the implementation and expansion of the program. Seed to Table began as a small preschool pilot program and has grown to include K-8 expansion. Current programs are being put in place to include our high school students.
• Did you draw inspiration from the works of anyone else when first attempting to develop your school garden?
The pilot program at began the same year that we started our work with the Reggio Emilia program. One of the beliefs of Reggio is that the environment is the third teacher which fits perfectly with the garden program. Another source of our inspiration was “The Edible Schoolyard” by Alice Waters.
• In your opinion, how do kids learn best?
Children learn best with hands-on activities where they work cooperatively in small groups. We have found that child-centered learning philosophies allow students to develop their own learning and be more engaged in that process.
• What educational expectations do you have of students when working in the garden?
Be safe - Be responsible - Be respectful - Have fun
• How are lessons/garden experiences designed to meet the varying ability levels of students (low, average, high)?
Since garden activities tend to be hands-on and students work in small groups, all students have an opportunity to peer teach which reinforces knowledge for students at middle and high levels and helps engage students at lower levels of ability. The garden is a place where children at all ability levels can contribute in a valuable and positive way.
• How do you incorporate the curriculum into the garden? Did you develop it yourself, or acquire it from somewhere else?
In the first 2 years Debi Gibson developed the curriculum at the Early Childhood Center. As we have expanded, the garden coordinators collaborate with classroom teachers, specialists and administrators to determine how garden concepts can be used to enhance grade-level curriculum at the elementary and middle school levels. MRH teachers write all of our curricula.
• How is technology incorporated into your instruction?
Since our teachers are responsible for writing our curriculum, our units and lessons are available through an on-line curriculum writing application those students at the middle school level access as well. We integrate technology through our documentation efforts. We also use new media as a community outreach tool.
• How is student learning assessed? (How do you measure student learning and check for understanding?)
Teachers in the MRH garden program primarily use performance events as a measure of student understanding.
• A math teacher is teaching a unit on measurement. How might he/she relate this to a school garden?
Math teachers could use the school garden in a measurement unit by tracking plant growth, having students plant and use proper seed spacing, developing a measurement unit that uses volume, square footage, and other concepts necessary to design a garden.
• What is the goal of having a school garden?
The goals of our program are: Promote principles of sustainability and stewardship
Teach respect for nature and the environment
Teach the basic principles of organic gardening
Engage in hands-on exploration of food and nutrition
Emphasize healthy lifestyle choices
Promote the value of cooperation, teamwork, responsibility and sense of place
Use the garden as an outdoor classroom
Create a sense of community among students, teachers, parents and members of the community.
Support all areas of the curriculum using the natural world as the tool.
• How do you motivate the unmotivated?
We have found that though the gardens lend themselves to hand-on, engaging exploration, some children are not interested in various portions of outdoor learning. The best way to motivate these children is to give them ample opportunity to get to know the garden environment and to encourage them to find their place in their school’s outdoor classroom.
• Explain how you structure a garden experience within one class period.
Lesson planning is very important, as are having all of the materials at hand before beginning. It works best to be certain that all students have an opportunity to participate. Our garden teachers have students work in small groups and help assign tasks to each group member.
• Discuss how you discipline students in order to maintain a productive learning environment.
We set expectations early and we are certain that consequences are clear. We feel that our number one job is to keep the students safe and we are working with garden and kitchen tools. Students are encouraged to show that they are responsible and sensible. If a student’s behavior is too disruptive, we have the student come out of the situation and refocus in another area so that his or her classmates can continue with their learning.
• How do you promote acceptance, tolerance, and diversity within the confines of a school garden?
By showing children how biodiversity is necessary in a garden, we encourage them to understand how cooperation and acceptance are valuable in their human community. We also encourage students to see how each of their individual interests and abilities contribute to the overall success of the school garden.
• What are some ways you involve parents in your instruction
We encourage parent volunteers in our garden classroom. We involve our community through regular communication, events, newsletters and other outreach efforts.
• Whether on a grade-level team or in a special area, it is important that colleagues reflect a sense of teamwork. Describe ways that a school garden might contribute to collegial support and staff morale.
Because MRH garden coordinators are not classroom teachers, our program depends on regular collaboration with teachers and administrators. We share garden experiences, garden-grown foods and we emphasize that the garden is there for all of the school community to enjoy.
• Aside from the instructional delivery of the curriculum, how has the school garden (or how do you see the garden as having) a positive influence on the lives of your students?
The garden teaches respect, teamwork and helps build self-esteem, all of which are qualities that can help children succeed in other parts of their lives. Students have stated that they think more carefully about their food and individual health choices due to their garden experiences.
• What do you do in order to stay current in approaches to the use of school gardens?
We stay involved in local and national school gardening programs, teacher professional development and on-going sustainability curriculum writing.
• What are your long-term goals for the school gardens
We hope to continue our own school garden and sustainability program as well as be a model for other schools.
• What do you feel is the greatest strength in having a school garden? Weakness?
The greatest strength of a school garden is that it is a powerful, engaging classroom experience. The greatest weakness in having a school garden is providing financial and personnel support for a program on an on-going basis. |
