Follow the link the below and click on "Family Letter" to see the letter we sent home to the families of our public achievement students. :)
http://elizabethkennedy.efoliomn.com/education
Monday, March 21, 2011
Saturday, March 19, 2011
Pickin' Projects
This week MCTC was on Spring Break, but Sojourner Truth Academy was NOT, so we still went in to meet with our public achievement groups!
It was a lot warmer on Wednesday than it has been in the past, so we decided to change up our meeting schedule slightly, and go outside to do a small observation. Arielle had observed that there was only one trash can in a one block radius around the school, and that trash can was across the street by the church; it was also very small. So we asked our group to observe not only on the playground (that's the only place outside we could go) but look beyond the fenced in area for trash, trash cans, and vandalism. One of the students asked if we could start picking up trash! I told him that we'd probably need gloves first, but that's something we could possibly do sometime.
We kind of discussed what was written in the journals and asked how we all were doing, and reviewed what we did the prior week when we were going outside, so Arielle and I decided it would be best to skip those planned activities. We basically jumped right into talking about the projects that were brainstormed last week. Then onto voting on which project (or 2) they would want to do. The most votes went to creating a compost bin, and boarding up Willard Park. Most of them seemed very excited about both of them except for one student, but I think it's only because his idea didn't get picked. He's still on board for the other projects though!
We then went into the Cube game we played a few weeks ago to come up with questions that we still needed answered to be able to start doing this project. The students rolled a die and the corresponding word they would need to use to start their question. Some questions were, "Can we get a compost bin?" (like, is it even possible) and, "How can we make a compost bin?" and, "What are we going to do with the dirt?" and, "Where can we put the compost bin?" They came up with some very good questions that we should consider when trying to do the project.
We continued the meeting by discussing (roughly) what the rest of the year was going to look like. Though it was kind of tough to talk about because we had just decided about what projects we wanted to do, so we'll do more detailed agenda creating next time we get together.
Arielle and I mentioned an Earth Day Clean-up with the Folwell and Weber Camden neighborhood on the 16th of April to our students. We wanted to see if they'd be interested in doing something like that to learn what one would look like, and then maybe implement their own. It seemed like a long conversation, but it eventually seemed like something everyone would be interested in doing.
We ended our meeting once again with our journal question for the following meeting. The journal entry was, "For each of our projects: Compost Bin and Boarding up Willard Park what do we need to know and what do we need to do next?"
Hopefully they'll come up with more questions that we need to find the answers to, or find the answers to questions we have asked!
This coming Wednesday is their spring break, so we will not be meeting. :( So much to do and so little time left!! I feel like we have enough time though...just enough time.
It was a lot warmer on Wednesday than it has been in the past, so we decided to change up our meeting schedule slightly, and go outside to do a small observation. Arielle had observed that there was only one trash can in a one block radius around the school, and that trash can was across the street by the church; it was also very small. So we asked our group to observe not only on the playground (that's the only place outside we could go) but look beyond the fenced in area for trash, trash cans, and vandalism. One of the students asked if we could start picking up trash! I told him that we'd probably need gloves first, but that's something we could possibly do sometime.
We kind of discussed what was written in the journals and asked how we all were doing, and reviewed what we did the prior week when we were going outside, so Arielle and I decided it would be best to skip those planned activities. We basically jumped right into talking about the projects that were brainstormed last week. Then onto voting on which project (or 2) they would want to do. The most votes went to creating a compost bin, and boarding up Willard Park. Most of them seemed very excited about both of them except for one student, but I think it's only because his idea didn't get picked. He's still on board for the other projects though!
We then went into the Cube game we played a few weeks ago to come up with questions that we still needed answered to be able to start doing this project. The students rolled a die and the corresponding word they would need to use to start their question. Some questions were, "Can we get a compost bin?" (like, is it even possible) and, "How can we make a compost bin?" and, "What are we going to do with the dirt?" and, "Where can we put the compost bin?" They came up with some very good questions that we should consider when trying to do the project.
We continued the meeting by discussing (roughly) what the rest of the year was going to look like. Though it was kind of tough to talk about because we had just decided about what projects we wanted to do, so we'll do more detailed agenda creating next time we get together.
Arielle and I mentioned an Earth Day Clean-up with the Folwell and Weber Camden neighborhood on the 16th of April to our students. We wanted to see if they'd be interested in doing something like that to learn what one would look like, and then maybe implement their own. It seemed like a long conversation, but it eventually seemed like something everyone would be interested in doing.
We ended our meeting once again with our journal question for the following meeting. The journal entry was, "For each of our projects: Compost Bin and Boarding up Willard Park what do we need to know and what do we need to do next?"
Hopefully they'll come up with more questions that we need to find the answers to, or find the answers to questions we have asked!
This coming Wednesday is their spring break, so we will not be meeting. :( So much to do and so little time left!! I feel like we have enough time though...just enough time.
Monday, March 14, 2011
One Step Further
This last week our group was able to take our Public Achievement one step further. We brainstormed ideas for a possible project!!!
As Arielle and I got our group rounded up and into the classroom we were having out meeting in we could tell that it was going to be a slightly rough afternoon. The students seemed a little rowdier than normal. One of our students even told us that she was checked-out for the day. It can be kind of hard coming at the end of the day because stuff like that does often happen, and then we don't have any focus in the meeting.
This meeting, Arielle and I preassigned roles so that everyone would get a chance to be a different role. We decided that we only needed one facilitator and that we should have two recorders: a written recorder and a video recorder. It was a little harder this week for our students to focus on the role they'd been given.
We started the meeting off like any other-designation of roles, Opening Focus Activity, Remember and Review...then we went in to talking about what research they found and wrote in their journals. It was interesting what they found. One student said that her parents think vandalism is a form of art. I think they must have been thinking more specifically about graffiti. She said that she didn't agree with her parents; it takes a bold student to say that! Another student talked to their parents about vandalism in the place that they are from. Vandalism was associated with much violence there. A couple students didn't really do any research, but they still contributed to the conversation.
We then called for a consensus on what to focus on to make a project for. I feel like this conversation didn't really go anywhere because the topic of trash and vandalism seemed to be on the forefront of every one's mind anyways. The options were to either pick trash or vandalism or combine the two. Though we never ended up taking an official vote discussing it any further would have caused us to waste more time.
Next we took out our large poster board and starting going over what it means to brainstorm. Then after certain rules were inferred (ie. no details, save stories for journals, say whatever comes to mind no matter how crazy) we started to brainstorm. One of our students who doesn't speak up much was encouraged to give an idea, and at first I thought he was going to say something that someone had already said, or just pass along the spotlight without saying anything, but he blew my mind with his idea: creating a compost bin. Who would have thought a great idea like that was cooking up instead his 5th grade brain!
They all came up with some GREAT ideas! I'm very excited to see what they decide on this coming week! Now we (Arielle and I) have to look over the ideas and think about all the things we need in order to do the project, so that we can be prepared to lead these students in the right direction on whatever project they choose.
After we brainstormed Arielle discussed roughly the agenda for the rest of the year. She broke down what we had left to do and the time we had to do it in. She also introduced the project that the students have for the end of the year block party. That scared them a little I think, knowing that this isn't just for kicks and giggles, this is serious, and it means something.
As Arielle and I got our group rounded up and into the classroom we were having out meeting in we could tell that it was going to be a slightly rough afternoon. The students seemed a little rowdier than normal. One of our students even told us that she was checked-out for the day. It can be kind of hard coming at the end of the day because stuff like that does often happen, and then we don't have any focus in the meeting.
This meeting, Arielle and I preassigned roles so that everyone would get a chance to be a different role. We decided that we only needed one facilitator and that we should have two recorders: a written recorder and a video recorder. It was a little harder this week for our students to focus on the role they'd been given.
We started the meeting off like any other-designation of roles, Opening Focus Activity, Remember and Review...then we went in to talking about what research they found and wrote in their journals. It was interesting what they found. One student said that her parents think vandalism is a form of art. I think they must have been thinking more specifically about graffiti. She said that she didn't agree with her parents; it takes a bold student to say that! Another student talked to their parents about vandalism in the place that they are from. Vandalism was associated with much violence there. A couple students didn't really do any research, but they still contributed to the conversation.
We then called for a consensus on what to focus on to make a project for. I feel like this conversation didn't really go anywhere because the topic of trash and vandalism seemed to be on the forefront of every one's mind anyways. The options were to either pick trash or vandalism or combine the two. Though we never ended up taking an official vote discussing it any further would have caused us to waste more time.
Next we took out our large poster board and starting going over what it means to brainstorm. Then after certain rules were inferred (ie. no details, save stories for journals, say whatever comes to mind no matter how crazy) we started to brainstorm. One of our students who doesn't speak up much was encouraged to give an idea, and at first I thought he was going to say something that someone had already said, or just pass along the spotlight without saying anything, but he blew my mind with his idea: creating a compost bin. Who would have thought a great idea like that was cooking up instead his 5th grade brain!
They all came up with some GREAT ideas! I'm very excited to see what they decide on this coming week! Now we (Arielle and I) have to look over the ideas and think about all the things we need in order to do the project, so that we can be prepared to lead these students in the right direction on whatever project they choose.
After we brainstormed Arielle discussed roughly the agenda for the rest of the year. She broke down what we had left to do and the time we had to do it in. She also introduced the project that the students have for the end of the year block party. That scared them a little I think, knowing that this isn't just for kicks and giggles, this is serious, and it means something.
Wednesday, March 2, 2011
Storytime!
Arielle and I went into today full of ideas and a very thought out agenda for our group. We planned on reincorporating the "Who's in the Spotlight" strategy to keep them all focused as well as individualized roles. One of our group members was not there this week, so we chose to have only one Facilitator.
This week La'Tavia was our Recorder. She did some video recording for the group which I think she took pride in doing. She's a little more quiet and shy and I think she felt comfortable being behind the camera and contributing to the group in that way. Next week though she will be back out and contributing to group conversation more. We tried to ask her her thoughts and ideas, but I think she was set in her role; she was behind the camera and that's where she was going to stay. I know she has thoughts and she does talk, so I think that once the Recorder role is passed on she will be more outspoken.
Rowmar was our Facilitator this week and he did a wonderful job of coming up with a question to ask the group and deciding who was in the "spotlight." He asked us to describe one of our birthdays that was the most fun. The stories they had to tell were funny and entertaining!
We then moved into a time of Remembering and Reviewing. It was great to hear all the things they remembered from the week before. I would think it would be hard to remember all the things we did because we only met with them for an hour and it was a whole week ago! They remembered the Pass the Paper activity, the roles, the journal entry, and what we had said we were going to do this week.
Next on the Agenda was to talk about what they chose to write in their journals. Each of them took a turn talking about what problem they chose. They all seemed to lean towards trash, but Brian brought up an incident that happened at his apartment complex (this is where the storytelling begins!). It was an act of vandalism, so I asked the group if they knew what vandalism was. They said yes, but some seemed unsure, so I tried my best to explain what I knew vandalism to be. I then asked if vandalism was a problem. It seemed to a couple of them that it was, and to the other two it wasn't such a problem where they live.
We then went into more stories. It seemed like each student had a story about some act of violence, trash, or vandalism. Some stories though went very off topic. That was probably the hardest part for Arielle and I. We didn't know how to regain focus without interrupting them and basically cutting them off. We did our best though...once they were finished with their long, drawn-out stories. Like Arielle said in our debrief, it's great that they trust us enough to talk to us about their lives, but it's hard because we have limited time and need to keep moving forward.
Another difficulty is the fact that we seem to be changing gears which leaves us still sitting in the issue development stage with 8 weeks left to go. :/ We noticed that though these students expressed interest in doing projects concerning trash/environment at the beginning, their passion to focus solely on that topic isn't there. On one hand it's great because they have this deep passion for some pretty big things, and have faith that they can do something about it, but that means we need to take a step back, which puts us behind in actually creating a project. Arielle and I are planning on encouraging our students in focusing on the area of vandalism because they seem to be passionate about it, though I think they need to grasp a better idea of what it is and where it is in their community.
We did a short question activity that we didn't get to finish, but Arielle and I plan on bringing back in future meetings. There were 7 words that were set up with numbers 1-6 (6 having two words) that would begin questions. The students rolled a die and they used the word that corresponded with the number to create a question that had about the issues brought up in the journals. They asked really good questions like "How does trash effect us?" But we cut the activity short because we needed to move into choosing a specific issue to ask these questions about. They seemed to focus on trash in their journal entries, but Arielle and I weren't convinced this is what they were truly passionate about. That's when we explored more about vandalism and other things they would like to focus on.
We soon ran out of time, and Arielle and I were kind of freaking out because we still had a few things we needed to do before they left. Luckily we had planned a little for the possibility that they wouldn't have agreed on a specific issue by the end of our meeting! So Arielle, being the awesome co-coach that she is, had them write down a journal question for the following week. "What are the causes and effects of vandalism or trash? What is a possible solution?" Then we had a few minutes to quickly talk about HOW TO RESEARCH. We listed different ways to research such as talking to family, friends, neighbors, and teachers, or observing and writing those observations down, or reading books, magazines, and newspapers. Before they left they had to write down three different ways they were going to research to come up with their answers to the journal question. Quick save for the end of the meeting-way to go Arielle!
I left the meeting fearing that like my Public Achievement class last semester, we were going to spend most of our time discussing problems, and leave little time to actually make a project concerning a specific problem. But there is hope. I learned a lot last semester in those discussions, so I know that learning and growing can still happen even if we need to take this step back and reevaluate what we want to focus on. Plus, they need to do a project on something they are passionate about, not something that they feel like they need to focus on because that was the group they were placed in. I don't believe however that my and Arielle's group needs to go down the same road that my Public Achievement class did, and I believe my fear of seeing it do that will help me keep pushing the group to get further.
In debrief we discussed some of the troubles that we had in our meeting, and got some good suggestions. We can ask refocusing questions, add a small "what's our objective for today's meeting?" right after our Remember and Review at the beginning of our meeting, and then remind them of our objective throughout the meeting to keep them focused and on task in all they say and do.
We love to hear their stories and hear about their lives. Unfortunately, we don't have all the time in the world, so we need to be able to reign in the stories to only those that are relevant.
Once again, our goal for next week is to decide on a specific problem to tackle! I plan on doing some research of my own on vandalism so we can all bring to the table some new information that will hopefully get us going in a more productive direction.
This week La'Tavia was our Recorder. She did some video recording for the group which I think she took pride in doing. She's a little more quiet and shy and I think she felt comfortable being behind the camera and contributing to the group in that way. Next week though she will be back out and contributing to group conversation more. We tried to ask her her thoughts and ideas, but I think she was set in her role; she was behind the camera and that's where she was going to stay. I know she has thoughts and she does talk, so I think that once the Recorder role is passed on she will be more outspoken.
Rowmar was our Facilitator this week and he did a wonderful job of coming up with a question to ask the group and deciding who was in the "spotlight." He asked us to describe one of our birthdays that was the most fun. The stories they had to tell were funny and entertaining!
We then moved into a time of Remembering and Reviewing. It was great to hear all the things they remembered from the week before. I would think it would be hard to remember all the things we did because we only met with them for an hour and it was a whole week ago! They remembered the Pass the Paper activity, the roles, the journal entry, and what we had said we were going to do this week.
Next on the Agenda was to talk about what they chose to write in their journals. Each of them took a turn talking about what problem they chose. They all seemed to lean towards trash, but Brian brought up an incident that happened at his apartment complex (this is where the storytelling begins!). It was an act of vandalism, so I asked the group if they knew what vandalism was. They said yes, but some seemed unsure, so I tried my best to explain what I knew vandalism to be. I then asked if vandalism was a problem. It seemed to a couple of them that it was, and to the other two it wasn't such a problem where they live.
We then went into more stories. It seemed like each student had a story about some act of violence, trash, or vandalism. Some stories though went very off topic. That was probably the hardest part for Arielle and I. We didn't know how to regain focus without interrupting them and basically cutting them off. We did our best though...once they were finished with their long, drawn-out stories. Like Arielle said in our debrief, it's great that they trust us enough to talk to us about their lives, but it's hard because we have limited time and need to keep moving forward.
Another difficulty is the fact that we seem to be changing gears which leaves us still sitting in the issue development stage with 8 weeks left to go. :/ We noticed that though these students expressed interest in doing projects concerning trash/environment at the beginning, their passion to focus solely on that topic isn't there. On one hand it's great because they have this deep passion for some pretty big things, and have faith that they can do something about it, but that means we need to take a step back, which puts us behind in actually creating a project. Arielle and I are planning on encouraging our students in focusing on the area of vandalism because they seem to be passionate about it, though I think they need to grasp a better idea of what it is and where it is in their community.
We did a short question activity that we didn't get to finish, but Arielle and I plan on bringing back in future meetings. There were 7 words that were set up with numbers 1-6 (6 having two words) that would begin questions. The students rolled a die and they used the word that corresponded with the number to create a question that had about the issues brought up in the journals. They asked really good questions like "How does trash effect us?" But we cut the activity short because we needed to move into choosing a specific issue to ask these questions about. They seemed to focus on trash in their journal entries, but Arielle and I weren't convinced this is what they were truly passionate about. That's when we explored more about vandalism and other things they would like to focus on.
We soon ran out of time, and Arielle and I were kind of freaking out because we still had a few things we needed to do before they left. Luckily we had planned a little for the possibility that they wouldn't have agreed on a specific issue by the end of our meeting! So Arielle, being the awesome co-coach that she is, had them write down a journal question for the following week. "What are the causes and effects of vandalism or trash? What is a possible solution?" Then we had a few minutes to quickly talk about HOW TO RESEARCH. We listed different ways to research such as talking to family, friends, neighbors, and teachers, or observing and writing those observations down, or reading books, magazines, and newspapers. Before they left they had to write down three different ways they were going to research to come up with their answers to the journal question. Quick save for the end of the meeting-way to go Arielle!
I left the meeting fearing that like my Public Achievement class last semester, we were going to spend most of our time discussing problems, and leave little time to actually make a project concerning a specific problem. But there is hope. I learned a lot last semester in those discussions, so I know that learning and growing can still happen even if we need to take this step back and reevaluate what we want to focus on. Plus, they need to do a project on something they are passionate about, not something that they feel like they need to focus on because that was the group they were placed in. I don't believe however that my and Arielle's group needs to go down the same road that my Public Achievement class did, and I believe my fear of seeing it do that will help me keep pushing the group to get further.
In debrief we discussed some of the troubles that we had in our meeting, and got some good suggestions. We can ask refocusing questions, add a small "what's our objective for today's meeting?" right after our Remember and Review at the beginning of our meeting, and then remind them of our objective throughout the meeting to keep them focused and on task in all they say and do.
We love to hear their stories and hear about their lives. Unfortunately, we don't have all the time in the world, so we need to be able to reign in the stories to only those that are relevant.
Once again, our goal for next week is to decide on a specific problem to tackle! I plan on doing some research of my own on vandalism so we can all bring to the table some new information that will hopefully get us going in a more productive direction.
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