The Great Train-to-Boston Public Transportation Adventure

For two weeks I’ve been trying to write about field trips to Boston during our transportation thematic studies. (This continues a recent post about Projects Time activities connected to transportation.) I keep coming back to two cautionary tales.

#1  I once heard of a class of eleven-year-olds studying metric units of measurement without any access to meter sticks. For that matter, no actual measurement going on, in a unit about measurement systems. Meters and centimeters had become mere abstract notions.

transportation field trip train entering stationAt my school, we were all about real. If we were going to study physics, engineering, history, economics, and public policy, all through the lens of transportation, we would have the visceral, hands-on experience of transportation in all sorts of ways, from silly to sublime.

We would design and draw towns and streets on a white-board-covered table, and then play on them with little cars and trucks, gleefully adding back-up beeping noises.

On individual field trips in our own neighborhoods, we would carry clipboards, stand on busy corners, and tally the passing cars–on the basis of how many people were traveling in each car. All those engines–almost all of them burning fossil fuels–how well or efficiently were they being used?

transportation field trip on subwayChildren who can’t legally drive are denied access to transportation in many rural and suburban areas–along with the elderly, the physically disabled, the poor. So we would spend a day using all the forms of public transportation we could get our feet on: commuter rail, and several different subway lines, and buses–reveling in the power we gained through these forms of access. transportation field trip hubway lineup

We would ride on elevators and escalators, and moving walkways if we could find them–and be thrilled by a line-up of Hubway bicycles.

transportation field trip inner harbor ferryWe would cross Boston Harbor with our faces into the wind, on one of the ferries that is a part of the MBTA. Our happy hearts would agree with Robert Louis Stevenson: For my part, I travel not to go anywhere, but to go. I travel for travel’s sake. The great affair is to move.

.transportation field trip medium rare on escalatorWhat did all this require? The head teacher (me) had to get control of her exaggerated but unfortunately earned fear of accidental injuries. I had to trust that my students would follow instructions, think carefully in these unfamiliar environments, watch out for each other, and have a blast wisely. (Only a small stuffed animal, known as Medium Rare, would tumble down the escalator for the sake of our video script.)

It helped that the conductors and drivers and transportation planners with whom we traveled or met were absolute saints. For example, below, Stephanie Pollack, associate director of the Kitty & Michael Dukakis Center for Urban and Regional Policy at Northeastern University in Boston, talks with us about the role of public transportation in reducing transportation’s heavy impact on global climate change. transportation field trip orange line map with stephanie pollack croppedBefore our first trip, Maureen Trainor at the MBTA spent a long time with me on the phone, giving me ideas, helping me figure out the best way to buy tickets, and suggesting T-shirts that would carry our message. When we arrived on her sidewalk, she took us in to tour the MBTA dispatching facilities, then whirled us through a Silver Line bus (so we could say we’d been on a bus), and personally conducted us back into the subway, to make sure we wouldn’t get lost. That year we traveled during National Public Transportation Week, and there could not have been more earnest public transportation enthusiasts, or kinder guides, anywhere.

It helped most of all, though, that teams of wonderful parents joined us. Some had extensive experience with Boston’s public transportation system. One was a confirmed Hubway bicycle user, and could tell us about that. Another had a special connection to the person in Mayor Menino’s office in charge of promoting bicycling. Every parent contributed what he or she could, including reassurance at moments of uncertainty. (See below.)

Cautionary Tale #2   From a colleague: Two children are on a field trip. One says, “Ooooh! This is so cool!” The other says, “Don’t act too excited! They’ll make us write about it!”

transportation field trip girls on train-001 Almost all my students liked writing, in fact, but I always hoped that what we did would be textured and various enough to work for everyone. We would all have great fun traveling to and around Boston–I knew that–but rich learning experiences would be less rich if I didn’t ask them to capture their observations in language, one way or another.

So, sometimes the pre-writing, before the trip, took the form of posters, in which a little language goes a long way.

transportation poster transportation projects poster bThe trip book, a booklet I had created and copied for every child and adult, included invitations to sketch rather than write, along with opportunities to write lists rather than paragraphs, and also ways of recording observations by circling things on a pre-made list. (That’s a good solution for kids who get carsick if they try to write in a moving vehicle.)

transportation train tunnel sketch transportation field trip list cropped more

transportation things to seeThe last trip, much of our pre-writing (and research) went into the script for a video to be made with still photographs. You can see the finished product here.

transportation field trip Medium Rare and Hubway mapOn the day itself, we accidentally left our main character, Moosey, in South Station. Oh, no! On the spot, walking down the street, we revised our script to allow for a new main character, Medium Rare (posed to the right.)

transportation field trip moosey lost and foundAt the end of the day, we revised our story yet again, to include an ecstatic reunion with Moosey at the station’s Lost and Found. (Both group bonding and creativity thrive on the unexpected.) Certain student voices, muttering in my ear, remind me that we missed our train back to Grafton that year. But we had a lot of South Station fun while we waited for the next train.

transportation technology systems worksheetWhat did we carry away from all this? No matter how much fun there is in hands-on projects in general, and field trips in particular, it’s important to ask what gets learned, what gets known and understood and used. Facts, yes, many; but also a sense of the interconnected dynamics of large systems, expressed here in an NESEA (Northeast Sustainable Energy Association) worksheet.

That first year, Stephanie Pollack, working at that time with the Conservation Law Foundation–and never a very tall person, no matter how distinguished–stood on a table in order to be heard over the lunchtime bustle at South Station. With fire and passion, grounded in research, she told us about the damage wreaked on the environment by a car-centered transportation system.

As we walked away from South Station in little clusters, all still talking about it, I asked Troy what he thought. “Oh,” he said, holding his head in a familiar gesture, “I don’t ever want to get in a car again.”

Kate and I looked at each other. We knew the field trip had worked, to get us thinking about connections and impacts and large systems. We also knew that our debrief would have to include some discussion of moments when we felt uncomfortable–because none of us could instantly make the changes in our lives to follow what we’d just heard.

transportation field trip uncomfortableBack at school the next day, a student note-taker captured, a little chaotically, a discussion that wound up imagining reasons why a person might have to make change slowly. We were in this together: absorbing new understanding, so important it would change our lives.

We only bought the special t-shirts the first year, but every time we were following their slogan: learning to make good transportation decisions, and learning that together. I wear mine to bed whenever I want to have brave dreams.

transportation tommy and dad on train

Transportation Projects

transportation projects comparing human-powered wheeled edit2When I think about transportation projects, I remember Kate Keller rounding up approximately a million human-powered wheeled vehicles, so we could try them and compare them and consider the relationship between function and design.

transportation projects humanpowered wheeled wagon and office chair

Transportation involves the movement of people or goods, so these small human-powered examples count, even when powered by very small humans. (See below.)

transportation projects design and function notes cropped

Why do wheels help so much, when we need to move things (or ourselves)? What design modifications help a wheel work well? What about handles? What about the way the weight of the goods is balanced?

transportation projects humanpowered wheeled chartmaking cropped

Kids had time to think about all these questions as they were actively trying out several vehicles at each station, comparing wheelbarrows and garden carts, or several kinds of strollers, dollies for working under cars, wheeled suitcases, even wheeled desk chairs. Then they had time to think about what they were noticing, and add to their notes or charts, before rotating to their next station.

In this activity, unlike some projects time set-ups, everybody tried everything. We would not have been forgiven by the people who didn’t get to try the scooter. Also, we wanted to avoid any suggestion of girl stuff and boy stuff.

transportation projects human-powered wheeled b edt

When I think of transportation projects, I’m bound to think of this photograph of Troy, experiencing the enhanced mobility provided by his very first car, in the form of a paper plate.transportation projects village simulation hWe added cars in the third round of a simulation of the relationship between transportation and trade, usually referred to as “the villages.” A Touchstone alum turned transportation planner (my son, Colby Brown) heard that we’d gotten a grant to develop curriculum about transportation. He said, “You have to do this Touchstone style. You have to model the interactions with a simulation on the playground.”

transportation projects village simulation a editSo Kate Keller, resident genius at translating complex concepts into compelling experience, designed a simulation in which students pretended to live and survive the seasons in three villages, widely spaced on our school grounds–under the gazebo out front, at the back of the rear playing field, and at the bottom of the slide. transportation projects village simulation b edit2

Kate put special care into making sure that none of the villages could be seen from the others, so transportation was also the only route for communication, true to most of human history. In order to conduct a trade, the traders had to travel. transportation projects village simulation c edit

We imagined each village having its own geography–mountains, woods, or a lake in the form of the playing field, which students pretended to cross by pulling saucer-sled boats.

Each geography had its own resources to offer in trade, for example cattails from the lakeside, wood from the forests, or cloth woven from the wool of mountain-tolerant sheep. At first, the villagerstransportation projects village simulation d edit had nothing but their own bodies to carry their goods, but in the second round each group had some additional transportation, such as a wheelbarrow.

Here’s one student’s writing, evaluating how that day’s experience had worked:

transportation projects village simulation eI kept the little note at the side, saying that trading was interesting, because that was such an understatement. The students were wildly excited about trading. In one debriefing conversation, a student said, “It’s hard to take part in the simulation and learn as an observer at the same time, because I get so excited about the trading.”

Looking back, I appreciate more than ever the engagement and thoughtfulness, the serious playfulness at its best, that gave rise to such astute observations about what we were asking students to do. I appreciate also the ways students supported each other in being both participants and researchers, reminding each other of our questions: What impact did the transportation have on the trading? What impact did the need for trade have on the need for transportation?

Village culture evolved very quickly, so magic stones and medicinal pieces of bark were also traded, and one student, writing up the day’s events, wrote as the History Keeper

transportation projects village simulation history keeper edit In the third round, after class discussion about where to take our simulation next, we introduced transportation that involved motors–individual private cars, a toll bridge, and a train route in the tunnel through the mountain of the school. As it played out, students were surprised at the expense of private transportation, at least in this simulation. In one of the replays of the curriculum in later years, a student yelled in exasperation, “This car is making me go broke!”

It’s torture to leave out everything I’m having to leave out. I want to describe just one more of our transportation projects. Later in the unit, we split into groups working parallel and reporting to each other–about transportation access issues, or about what it’s like to make a transportation plan. For example, one group designed a bike path from West Upton village to our school.

transportation projects 140 plan editAnother planned several bus routes. No bus could pick up all our students, from the many towns in which they lived. But when we had mapped all our own class member locations, at the beginning of the year, Kate and I had noticed how many families lived near the state highway very close to the school. The bus route planning group spent a lot of time with maps on which they located all the school families involved in the clustering we had noticed. They made two lists, the one I’ve shown, and another of families who lived south and east of the school, in Milford and Hopkinton. Then they designed routes.

transportation projects 140 plan b editOne of the students pointed out that parents might or might not be willing to let their children ride a bus, even a school-sponsored bus. She might have heard about the parent-organized bus to Worcester that ran for a few years, with continual difficulties around poor communication. So she designed the questionnaire to the right.

transportation projects 140 plan cThe bus route planning group had several final products to share, including maps made on Topo software, annotated with the proposed routes, and an article which ran in the school newsletter.

transportation projects 140 plan d

Although the bus routes never did materialize, those Very Young Transportation Demand Forecasters had learned lessons almost impossible with anything less connected to their own experience.

That was true, of course, of the whole deal. In the next post I want to write about the transportation field trips, giant projects time sessions on many kinds of wheels.

Two extra notes:

#1  This post is the third in a series. The first post in this series about Projects Time describes some logistics, considers the social benefits of this format for hands-on inquiry, and takes a flyover of a typical afternoon of outdoor projects. The second compares accountability and responsibility in the context of Projects Time.

#2 Our hands-on explorations of the physics, history, public policy issues and fun of getting from here to there were the Projects Time side of a curriculum called Transportation Choices, which Kate Keller and I developed with the help of funds from the U.S. Dept of Transportation, administered by the University Transportation Center at Assumption College in Worcester.

One of several university transportation centers throughout the country, the Assumption center focused specifically on K-12 learning about transportation and the environment. When the center closed, its website documentation of the various curricula developed by grantees disappeared from public view–but I’ve saved most of what Kate and I produced to record and evaluate our own work, including curriculum plans and maps and a bibliography. I was able to return to that material and use it in subsequent explorations of the transportation theme.

I’ve written elsewhere about Kate Keller’s gift for developing hands-on developmentally-appropriate activities about complicated ideas. You can find more here.