First of all: the process. I am an active, engaged parent who is listening and paying attention. When I first heard whisperings of E-camp being threatened in the fall, when I attended an informational session put on by camp cody at the winthrop school, I assumed there would be a process surrounding that decision in which I could engage. At the time, my energy was geared towards passing the override, so I de-prioritized that conversation, assuming we would circle back as a community when we were ready and had more bandwidth. Unfortunately, by the time I heard mention again of E-camp, at a citywide meeting in april, it was clear that the decision had already been made, that the leadership team and the superintendent were in agreement, and resolved. At that meeting, there was clearly no point in speaking up or pushing back.Cognitive learning theory in the classroom

Furthermore, to claim in the letter explaining (and defending) this decision that one of the reasons was a reduced connection with 21st century learning feels misleading, and is certainly uncorroborated, as the camp cody website and the information session I attended in the fall both describe a direct connection with MA and next generation science standards.Cognitive learning theory in the classroom

From my conversations at citywide and through reading the letter, it is clear to me that there are, however, a great deal of valid obstacles and challenges for the program as it exists now in melrose. To me, they all seemed surmountable with some creative problem-solving. Perhaps I am wrong, but we should have had at least been afforded the opportunity to try.Cognitive learning theory in the classroom

Which brings me to my biggest disappointment, which is the outcome. No more E-camp? Really? At a time of such rampant obesity, anxiety, depression, excessive screen usage, and overall societal disconnection — with ourselves, with each other other, with nature — we choose NOW to get rid of a chance for each and every one of our students, regardless of ability to pay, to spend three days outside? Doing, exploring and touching the natural world?Cognitive learning theory in the classroom this seems so counterintuitive to me!

Six years ago, the summer before my oldest started kindergarten, melrose made a move to eliminate one of the two precious recesses our youngest students so desperately needed. It seems poetic to me that here we are are, exactly six years later, as that same child is now preparing to transition to middle school and has just returned effusive from her E-camp experience, that melrose is now eliminating another opportunity for our students to explore and play, to problem solve and work things out. At the time, the district cited concerns about kids getting bullied or not knowing how to join in the play as a reason to eliminate this unstructured time. But that’s exactly why children need recess — to explore these challenges and work through their problems under the watchful eye of a caring teacher who can guide them through this learning. Recess should be considered part and parcel of the curriculum.Cognitive learning theory in the classroom

And if I am reading correctly between the lines here, part of our decision to end E-camp is because in melrose in the year 2019, we have more and more kids who aren’t as accustomed to being outside, and some for whom this experience is overwhelming and hard to navigate, for a whole host of reasons, many quite valid. But again, that’s all the more reason to commit to doing this work and doing it right! Just because this work is hard, and trickier than it once was, doesn’t mean it shouldn’t be done. In fact, I would argue that it is more important now, in our age of screen time and hyper virtual connectivity, than ever before.Cognitive learning theory in the classroom

I agree: change is hard. I’m all for progressive change that uses research and what we know about best practice to improve the educational experience of our students. Eliminating E-camp is simply not that kind of change. It is regressive rather than progressive, in that it ignores all the data and research chiding us to get kids outside, to get them off their screens and engaged face-to-face and in the natural world. I hope we can reconsider this move, and instead do the work necessary to improve the existing E-camp experience so that is best meets the needs of and includes all of our fifth graders, regardless of their ability to pay, their special needs, dietary restrictions and/or cultural differences. That’s truly inclusive work, and that’s what our kids deserve.Cognitive learning theory in the classroom