Art History Enrichment Club: Painting to Understand Human Culture

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Two things that are rarely taught in tandem, outside of college elective courses, are Art and History, yet these two disciplines are inextricably linked. Art gives us a window to the minds of humans living in another time.  Every detail can tell a story, from the subject and the setting to the style of a time period.  Each of these things gives us hints as to what life, attitudes, and technology were like when those pieces were created.  Art as old as ancient Egyptian hieroglyphs as well as that created in modern day can shed light on how humanity has evolved and provide a glimpse to human potential. Some might argue, if you don’t know the history – how can you create the future?

This important connection between human expression and history has inpired the educators at NYOS Charter School in Pflugerville, Texas, in the Art History Enrichment Club.  According to the project team, the goal is for students to better understand how history and art are interwoven throughout the ages. This understanding will allow students from all backgrounds to connect the art they studied to the community and world around them. By studying the craft of painting in a variety of techniques, they will not only grow as artists, but also make connections between advances in art, history and culture, from paintings in famous museums to those found in their local community.

Students explore important connections between art and history in "Art History Enrichment Club"
Students explore important connections between art and history in “Art History Enrichment Club” in a series of after school enrichment workshops and a field trip to the Blanton Art Museum in Austin, Texas.

How does art history after school enrichment support cognitive and social skills in intermediate grades?

The Art History Club was open to students in 4th and 5th grades. Students applied, with parent permission, and thirty of them decided to stay after school one day a week for an hour. This allowed the school to serve up to 20% of their student population. The classes were offered for 20 weeks and were capped off with a trip to the Blanton Art Museum in Austin, Texas.  Not only did the project allow students of all backgrounds to connect with history and their communities, it also gave them a new visual language to identify styles and techniques.  Research has shown that students who are enrolled in art programs increase cognitive and social skills that are then applied in daily classroom activities.

Students shared what they were learning on an Art Board in a common area of the school.
Students shared what they were learning on an Art Board in a common area of the school.

An important part of this enrichment program is that it wasn’t just passive observation.  These students received hands on experience, so to speak.  Not only did students see and study the art and varying techniques, they also put those lessons to the test.  A weekly display of the information about an artist and the students work was also shared in a common area for all students to view. Additionally, there was an art show displaying student’s artwork open to the NYOS community.  NYOS also has a collaborative relationship with local business. These business were able to display artwork allowing students to share their achievements with their local community.

What other benefits came from this project?

According to Melissa Hefner, project awardee, the project was designed to make broad connections between art, history, and real life: “The first goal of the project was to teach how history and art were interwoven. The second goal was to show the different styles of art that have been created throughout history, starting with Egyptian Art and ending with Modern Art.  The third goal was for students to identify famous pieces of artwork on clothing, TV shows, movies, posters, etc. making the connection that masterpieces are all around us.  The fourth goal was to have them identify art in their community and then add their own art to the community.”

Students were able to share their art with friends and family at a school fine arts night.
Students were able to share their art with friends and family at a school fine arts night.

The students have discussed art throughout many historical periods and created pieces of artwork in many different styles in the after school program, every Thursday for an hour.  In April, students showcased their work at Fine Arts Night, and even the parents managed to learn a little something they didn’t know previously.  In the beginning of May they took the field trip to a local art museum and graffiti wall.  A great contrast between fine and street art, and a great lesson about the importance and impact of both.  As a direct result, students have become aware of how much art exists around them in the books they read, historical events they study, current events they hear about, and even in their social media feeds.

This project is off to a strong start and continue to impress us at the McCarthey Dressman Education Foundation.  Here’s to a few more years of making art and creating history!

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Aquaponics: Growing Our Own Food Sustainably

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Learning how to grow food engages culinary students and harvests real-world science in this featured project.

In an age of environmental unpredictability and rising cost of living one thing not being discussed enough is self-sustainability.  Understanding how to grow and prepare one’s own food is an incredible life skill to develop, regardless of one’s chosen profession.  This is something that Michael Kosko and the educators at  Al Raby School for Community and Environment, Chicago, IL are taking on right now through their program “Aquaponics: Growing Our Own Food Sustainably.”  By teaching students how to grow their own herbs and vegetables, alongside certain types of fish they are hoping to create a program that produces students mindful about their environment and who can also cook up a decent, healthy filet of fish.  This program will also provide students with the opportunity to explore issues of food justice and food deserts which many students experience within their communities.

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Recipe for Success

This project is unique to the Chicago area. While there are many culinary and horticulture/agriculture programs in the city, Al Raby will be the first to combine these two types of programs into one. The Office of CTE (career and technical education) Programs provided equipment for the culinary lab.  In the grow lab, students will grow salad greens, kale, and various herbs while taking care of tilapia and koi. Eventually, this program is looking to partner with local businesses to sell the student harvest. In the classroom, students will study the life cycles of plants and fish and the optimal way to grow both. Since this class will be heavily rooted in the scientific method and student inquiry, students will also study how different variables affect plant growth including temperature, light intensity, nutrient/chemical levels, water quality, diseases, and aquatic pests. And since no pesticides or synthetic fertilizers are used, all produce grown in the lab is classified as organic according to the USDA National Organic Standards Board (NOSB) definition.

Building a Grow Lab and Disseminating Learning

Ultimately, the goal of the project was to build out a grow lab in the school to support their preexisting culinary/food science career and technical education (CTE) program when those classes began in September 2016.  Accomplishing that meant getting the grow lab up and running, which they did, leading to a bountiful harvest in May. Students who took the vegetables home came back with rave reviews from family and friends.  

Currently they are working with the Garfield Park Conservatory, to create a teen docent program made up exclusively of Al Raby culinary students. Fifteen of their freshmen students interviewed for ten spots on the inaugural docent team. During the summer, these students work to create educational experiences for area elementary students and during the school year they will be released from their culinary classes once a month to lead tours for second and third graders.

Along with those benefits, this past summer the selected students ran experiments in the grow lab with Akilah Henderson, the Student Engagement Coordinator at the Conservatory. Under Akilah’s guidance the students will tracked the growth of crops on the conservatory’s farm and in the lab, building on the Botany students’ work from the past semester.

Meeting Challenges and Planning for the Future

They were not without difficulties.  Unfortunately they discovered too late that the district requires schools to obtain special permission to raise fish.  Because of this, the first round in the lab had to do without the fish.  But David Blackmon, the program coordinator for all the culinary CTE programs throughout the district, toured the lab earlier in the month and is working with central office to obtain permission for Al Raby to start raising tilapia and koi next school year. Fortuitously, fish can easily be added to the current units in the lab with no modifications once permission is obtained.

Regardless of the fish-hiccups it sounds like the students and educators at Al Raby are off to a great start.  It sounds like before long they’ll be swimming in so much fish and so many vegetables they’ll have have trouble giving them away!

Plans for a dinner for district leaders and community stakeholders are in the works to share the success and help others savor the impact of the project.

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STARS: Real world inquiry excels to new heights at Research Ranch

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The mobile observatory from the STARS project. This picture was taken by drone of the director standing in the brand new facility.
The mobile observatory from the STARS project. This picture was taken by drone of the director standing in the brand new facility.

Science, inquiry, project-based learning, and relevance take center stage in STARS.

At a time of such ecological uncertainty, when some of our greatest minds have given us 1000 years as a species until extinction, one thing is abundantly clear: the study of celestial bodies, near and far, has never been more important.  And while 1000 years may be a bit far off to even comprehend, it behooves us to broaden our understanding of our neighboring planets in stars in hopes that when the time comes for us to leave our terrestrial trappings behind, we’re ready.

This is exactly what educators at George West High School have been working on for the past two years with their innovative STARS (South Texas Astronomical Research for Students) program.

“It has widely been assumed that scientific research and especially astronomical research was an endeavor to be pursued at the university level, and even then primarily by graduate students, certainly not at the high school level.  STARS challenges that notion.”

-Kenneth Zeigler

Research Ranch Cultivates Learning

STARS is not limited to astronomy. At Research Ranch, tiny ranch by Texas standards of only 34 acres, introduces students to real research in the following fields of study:

  •   Astronomy
  •   Solar energy to electricity conversion
  •   Ecology
  •   Materials engineering
  •   New techniques in ranching (the solar ranch)

According to the report, in the first two years of this project all the areas above demonstrated tremendous progress in regards to research. Current efforts continue to focus the project primarily on astronomy, materials engineering, and solar energy.

A Converted Marching Band Trailer becomes a Mobile Astronomical Observatory

One of the most exciting developments of the past year was the STARS observatory telescope coming fully online to fully begin the program.  It’s housed in the Mobile Astronomical Observatory, an 8 by 16 foot, 30-year-old converted marching band trailer.  

This year saw the final steps of the transformation into a scientific research facility.  Even receiving a brand new coat of paint and its official logo as the school year began.  

Students of the science club get busy painting the mobile observatory’s exterior in the new color scheme.
Students of the science club get busy painting the mobile observatory’s exterior.

The mobile observatory is divided into a control room and telescope room section. Most of the student researcher’s time is spent in the control room which is climate controlled.

The primary instrument used this year with the telescope was the thermoelectrically cooled CCD camera that could be used to take timed exposures of the heavens as well as make measurements of star brightness at a variety of wavelengths. This opens the possibility of making measurements of color and surface temperature of stars or the shapes and rotational periods of asteroids. The student operators, CCD camera and main telescope are shown in the slideshow below.

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Rocketry Club Qualifies for National Competition

The observatory isn’t the only thing to be excited about.  An unexpected offshoot of the astronomy program has been a new rocketry program.  Interest in the mobile observatory inevitably led to an interest in all things space, and it led students to pursue the Team America Rocketry Challenge.  Two teams from George West High School participated in this nationwide competition.  The challenge was to build a rocket that would carry two raw hen eggs to an altitude of exactly 850 feet and return them to the ground undamaged in a flight time between 44 and 46 seconds.  This is a most difficult task and one of the two teams (Cloud 9) qualified for the national competition.

The Cloud Nine rocketry team preparing their rockets for competition in Washington, DC.
The Cloud 9 rocketry team of the STARS research project preparing their rockets for competition in Washington, DC.

Solar Voltaic Arrays Support Real World Agricultural Inquiry

The solar ranch is another reason to celebrate this program.  Junior Ryan Repka has been working on two different designs for photovoltaic arrays.  The first one is the semi-active array.  The first panel will be finished before the end of the school year and will be installed during the summer of 2016 with the entire photovoltaic array to be completed during the fall 2016 semester.  At that point, Ryan  will begin a semester long study as to the best ways to maximize efficiency, from panel positioning to water cooling of the panels.

Through repositioning of photovoltaic arrays as part of the STARS research project, an additional 15-20% solar power efficiency can be realized.While this project exceeds expectations for high school students, it continues to expand student learning opportunities.  

In terms of agricultural and ecological research, the project is just beginning to make progress. In fact, an intriguing future project is taking shape.  Not far from the observatory site and solar ranch, the first trees of a citrus orchard have been planted.  The observatory site is a bit north of the main citrus growing region of Texas. Being on a hill out of areas of cold sinking air help, but this area is subject to serious killing frosts about one year in four.  To combat this problem, the students and educators plan to develop what they are calling a microwave defroster.  This system could be used to prevent frost damage on citrus but would be even more useful on more sensitive winter vegetables such as lettuce. They plan to initiate a pilot project for this device no later than the winter of 2018.

It truly is an exciting time to be a student or a teacher participating in the STARS program at George West High School.  There’s something very powerful about teaching and learning while simultaneously working for a better future for all humans.

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Waltham Integration Network: Connecting Teachers to Investigate and Improve Digital Learning Across Contexts

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It’s easy, as an educator, to feel like an unmoored ship in a vast sea.  Pricks of light in the distance indicate other ships, largely unreachable.  Even though teachers in the same districts and schools work closely in a physical sense the gulf of communication can be vast and many good ideas and techniques are not shared and refined amongst a larger pool of minds.

Teacher Inquiry guides exploration of new ways of teaching. Still from project video.
Teacher Inquiry guides exploration of new ways of teaching. Photo from project video.

This is what Elizabeth Homan, of Waltham Public Schools in Waltham, MA, is changing with her program Waltham Integration Network: Connecting Teachers to Improve and Investigate Digital Learning in Urban Settings.  While the name is complicated, the aims are simple. This project proposed to bring together a small group of teacher leaders from across an urban school district to engage in collaborative inquiry and teacher-research related to the integration of digital technologies in classroom practice. The goal of this project is twofold: (1) research the challenges and possibilities of digital integration in a high-needs urban school district, and (2) increase the capacity of the district’s digital professional learning opportunities for teachers.

How can collaborative inquiry for teacher development work?

By keeping research at its center, engaging teachers in conversations about “what works” for their digital learning, and helping teachers support their colleagues in reinventing their teaching to meet the needs of today’s very “plugged in” learners. The first year was largely preparatory with an articulation of goals and a formulation of an action plan that would turn into quarterly meetings.

Project Website - walthamintegrationnetwork.org
Project Website – walthamintegrationnetwork.org

At the start of the project, cohort members worked to identify the student learning goals for the year and articulate how their goals could be measured using qualitative or quantitative classroom data. These goals could be as simple as learning how to create and fully integrate a new tool, such as a classroom website, or it may involve an entirely new approach to instruction, such as “flipping” the classroom.   Later in the year, team members shared classroom artifacts, lesson plans, and examples of videotaped practice from their classrooms with other team members in quarterly face-to-face workshops, connecting their practice with research-based approaches and examples.

The project will continue to meet these goals through recruitment of additional teachers, teacher mentorship of new recruits, sharing teacher work through the blog and, in the summer, development of video evidence of teacher practice with technologies.

How can collaborative inquiry impact educators?

Classroom video helped teachers better understand the impact of new teaching strategies. Photo from project video.
Classroom video helped teachers better understand the impact of new teaching strategies. Photo from project video.

The educators at Waltham Public Schools have been busy.  In their first year they have recruited research assistants to help mentor teachers at the middle and elementary school levels.  They have also developed a number of #WINproj spaces for sharing practice. From their blog (walthamintegrationnetwork.org) to their twitter hashtag (#WINproj) and Facebook page, these educators have worked this year to foster a digital voice for the network and to develop consistent expectations around the content and design of their website/blog and social media interactions.  The teachers have worked throughout the year to archive photos, examples of student work, or videos of their practice, which they will use this coming summer to develop video reflections on their experience and what they have learned.  And because the project and leader are new to the district, much of this year has been about building relationships, learning what’s happening in the buildings, and building excitement for the project.

How can collaborative inquiry improve instruction and pedagogy?

Teacher blogging strengthens teacher collaboration.
Teacher blogging strengthens teacher collaboration.

The first and most obvious benefit is a larger network of teachers and educators who have bridged the communication gap.  Partnerships between teachers have formed both online and in person.  The teachers are also becoming increasingly proficient with web writing and familiarity with the online tools such as the blogs and message boards.  It’s clear they’ve been doing something right as they’ve been asked to present at the National Council of Teachers of English in November which will serve to get the word out about the program and widen the network of the educators involved.

How could this program be improved?

According to the team, the biggest challenge the program participants faced was that of time.  Not expectantly they had trouble with the temporal logistics of getting so many teachers in the same space physically.  More support and training for online meeting spaces is paramount for the growth of this project.

On a lesser, but no less important note, they found that some teachers needed to get acclimated to blogging.  While they’re perfectly proficient in the classroom, the public articulation of methods of pedagogy doesn’t come easy for everyone.  More support for first time bloggers would have a large impact on the productivity and communication between all parties.

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Teaching for Social Justice creates change for teachers and students

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Back in May we introduced you to an innovative and exciting project being spearheaded by Scott Storm and the educators at Harvest Collegiate High School called Teaching for Social Justice.  While it’s only been a few months since the original blog post, “Teaching for Social Justice transforms curriculum, educator mindset and improves student learning” (May 2016), it’s been two years since the McCarthy Dressman Education Foundation funded this project.  We are exciting to be brining you another update on this effort to improve effectiveness and equity in high school classrooms.

Project Photo
Project Photo

Before we can talk about what they are doing now, let’s revisit the project’s original goals. Teaching for Social Justice” aims to design curriculum, support the development of teachers as social justice educators, and disseminate these lessons to progressively wider audiences. This requires a break from a dominant paradigm which views teaching as monologic, teacher-centered, and lecture-based. The following goals have been explored in this project.

  1. Design and revise courses to better support teaching for social justice.
  2. Conduct cycles of teacher inquiry and action research to further teaching and learning.
  3. Develop and grow a Professional Learning Community in our school that shares curricular materials, participates in peer-observation, and supports each other in formal and informal ways toward the goal of teaching for social justice.
  4. Disseminate our curriculum and research to teachers, teacher-educators, and the public.

Recipient Scott Storm explains, “In our work, we saw that the conception of teaching for social justice has been theorized from disparate, sometimes contradictory, epistemological and ideological positions. Our project aims to mesh these theoretical stances in locally situated practice.”  

What kind of teacher development efforts strengthen social justice pedagogy?

In the past two years they have made a lot of progress on the following four goals. We’ve shared them below with some examples of student work in this teacher development project.

Goal 1: Design and revise courses to better support the Teaching of Social Justice

  • Curriculum Retreats: In the first year of the project they held Curriculum Retreats to promote ideas for new courses, start to draft the courses, and reflect on their past work.
  •   New And Revised Courses:

o   Fall 2014, New Course: “Identity Quest”

o   Fall 2014, Revised Course: “Constructing Monsters”

o   Spring 2015, New Course: “Lit Crit & Grit”

o   Spring 2015, New Course: “Pop!”

o   Winters 2015 and 2016, New Course: “Writer’s Retreat”: They created a new course for the January term (two weeks) called “Writer’s Retreat” in which 26 students traveled to a cabin (with no Internet, television or other electronic distractions) for several days. Many of the students came out of this experience with stronger writing skills.

o   Fall 2015, New English Course—“Human Nature”: In this class students read Locke, Hobbs, & Rousseau alongside Lord of the Flies and Macbeth.  Students explored ethical and moral issues and participated in group simulations and role-playing activities that identified ethics, oppression, and privilege.

o   Spring 2016, New English Course—“Dysfunctional Love”: This course engaged students in questions around love and relationships through some classic literature.  Students read Romeo and Juliet, Jane Eyre, Their Eyes Were Watching God, and other texts.  Students talked through difficult issues while also analyzing textual form.

o   2015-2016 School Year, New Course—“AP English Literature & Composition”: This past year they offered an AP English Course open to all students. They recruited from special education classes, English Language Learners, low-income students, and those who are normally not encouraged to take AP at other schools. Students read poetry and many works including: Pride & Prejudice, The Sound and The Fury, Mrs. Dalloway, Invisible Man, Waiting for Godot, The Woman Warrior, Beloved, Midnight’s Children, Angels in America, and The Brief Wondrous Life of Oscar Wao.  Some essential questions that guided these courses were “what is literature—and what do we do with it?” and “what is the relationship between form and meaning?” The assessment at the end of the unit asked students to use the theories of literary modernism to create their own short stories, poems, paintings, or musical scores, and then present and/or perform these at an evening coffee-house event.

Goal 2: Conduct cycles of teacher inquiry and action research to further teaching and learning.

  • Teacher Research Team: For the past two years, Teacher Research Teams conducted inquiry on their teaching. They developed essential questions, created research designs, discussed relevant scholarship/literature, collected data, and analyzed the data together using qualitative research.
  • English Department as Teacher Inquiry Team: Teachers focused on two areas: reading literary texts and writing as process.  For each of these inquiries, they read articles about pedagogy around close reading, conducted their own close readings together, analyzed student work, planned for implementing shared practices, implemented these practices, analyzed post-intervention data, and created a plan for future directions.
  • Classroom Ethnography Project: Teachers in the teacher research team served as ethnographic participant observers in each other’s classes (one or two periods a day). The dialogue between the teacher and the researcher improved both teaching and student learning.  

Goal 3: Develop and Grow a Professional Learning Community in our school

  • The Teacher Summit: A “Teacher Summit” was a day-long conference where half of the faculty presented on the courses they developed, on a portfolio of their work, or on one of their teacher inquiry projects.  The faculty were excited for continued improvement of their teaching and the enhancement of their professional community.
  • Teacher Learning Teams:

o   Year One: In the first year of the project they brought together three teacher teams focused on:  1) descriptive review of student work in order to reflect on and refine teaching practices; 2) designing and implementing intervention plans for high-need students.; and 3) use of Critical Friends Group protocols from the National School Reform Faculty to fine-tune curriculum and assessment. Year one was about deep understanding and new knowledge.

o   Year Two: In the second year of the project, they had the teachers from each of these teams use the skills that they had learned the first year to spread this learning so that all teachers became more familiar with these methods.

o   Teacher Study Group: Each semester the Teacher Study Group chose a focus of study. In the fall, the group looked at “questioning as pedagogical tool” and in the spring they explored “formative assessment.”  Each week they read a peer-reviewed journal article about the topic and discussed how this could improve their practice.

o   Whole-Faculty Peer-Observations: In year one they had all teachers conduct a series of monthly peer-observations.  They continued this practice in year two which has been helpful for the teachers to see themselves as a community of practitioners rather than individual silos.

Goal 4: Disseminate Curriculum and Research

There has been substantial progress in this area. They have written conference proposals, presented at conferences, and had articles published about their work!

  •   Publication: Storm, S. (2016). “Teacher-Researcher-Leaders: Intellectuals for Social Justice” Schools: Studies in Education. 13.1 57-75.
  •   Academic Conference Presentations:

o   February 2015, “Tensions in the Teaching for Social Justice” presented at the University of Pennsylvania’s Ethnography in Education Forum.

o   December 2015, “Adolescents Enacting Disciplinary Literacy in English Literature: Education for Social Justice or Model of Cultural Reproduction?” presented at the Literacy Research Association’s annual conference in Carlsbad, CA

o   December 2015,  “Epistemological Tensions in Teaching for Social Justice: A Case Study” presented at the Literacy Research Association’s annual conference in Carlsbad, CA.

o   February 2016, “Reading Literary Criticism: Method of Critical Liberation or Tool of Cultural Assimilation?” presented at the University of Pennsylvania’s Ethnography in Education Forum.

  •   Other Presentations/Workshops

o   Fall 2015, Critical Pedagogy Workshop for Student Teachers: Swarthmore College

o   Fall 2015, Grammar/Writing Pedagogy for Justice Workshop for Student Teachers: Swarthmore College

o   Spring 2015, Teachers as Researchers Presentation for pre-service English education students at the University of Pittsburgh

o   Spring 2015, NYC Writing Project Teacher to Teacher Conference—one of our colleagues presented her work at this conference.

Additionally, they have submitted a number of presentations that are currently under review.

How does social justice pedagogy impact teachers and students?

They have definitely been busy and while it is great to hear what they have accomplished, it is even more important to hear about how they are doing.  We also wanted to know how the teachers responded and how this has impacted students.

Project Photo
Project Photo

This project allowed teachers to collaborate, build shared professional knowledge, and to work toward social justice.  In the first year of the project they did a lot of capacity-building as they worked to develop the skills of teacher-researchers.  This year they have gotten to reap the benefits of putting so much time and energy into these activities.

In a reflective meeting in August before they started the new school year, one teacher remarked, “it’s incredible how much we learned…and now we get to use it all year!”

The English department in particular had some major achievements.  They continue to create new courses that leverage students’ strengths and engage them in rigorous intellectual instruction. This has been a benefit to both teachers and their students.

At the school-wide level, the team is seeing the benefits of training teachers in peer observation, descriptive review, equity interventions, and Critical Friends protocols.  Teachers who were participants in these groups last year are leading these activities in their departments and their grade teams. One teacher remarked, “I just feel like the tools that we have now let us actually focus on teaching and learning more and that to me is what improves practice.”

Finally, a big achievement this year has been having some of the teachers going to and presenting at conferences.  At the conferences they shared their work with a wider audience. By doing this, they are hoping to  improve practice beyond their school.

The teachers are not alone in being recipients of the benefits of this program.  Students across the school were able to engage in interesting and deeper work through the courses that they have designed.  Through the AP English course, students who might not have access to this level of work in another school were able not only to access the curriculum but also really thrived in this environment.  One of the assessments in the course had students write an 8-10 page literary analysis on a book and question/topic of their choice and then present their work in an oral defense to a panel of external examiners.  The examiners used a rubric to score the student’s work.  One of the teachers, who has been doing this type of work for a decade, said of the students, “I have never seen so many students get [the highest level of the rubric] on projects like this.  Our students have really learned how to do so much.”

Excerpt from Harvest Collegiate Student, Karen S.'s paper from the Lit, Crit & Grit: Deconstruction course.
Excerpt from Harvest Collegiate Student, Karen S.’s paper from the Lit, Crit & Grit: Deconstruction course.

Here is a sample of some students and the titles of their papers:

  •      Leo R. – “Flower Imagery in Mrs. Dalloway
  •      Elijah R. – “The Comparative Use of Animals in Modernism and Postmodernism”
  •      Omar C. – “To Close Read or Not To Close Read: Resolving the Epistemological Tensions Between Close Reading and Pleasure Reading”
  •      Emely H. – “The Gothic: A Solace for Humanity”
  •      Michelle H. – “The Coalition of Inner versus Outer Self in Palahniuk’s Fight Club”
  •      Francisca H. – “Accepting the Inevitable: A Discussion of Death and Time in Mrs. Dalloway and Beloved
  •      Vanessa P. – “Forming Identity with Talk-Story in The Woman Warrior”
  •      Lucas G. – “Beloved: Redefining Motherhood Through the Language of Obligation”
  •      Nafissa M. – “Literary Era and the Construction of Motherhood”

As exciting as this project is, it’s not without it’s challenges and ways to improve.  While many of the challenges from year one were about creating buy in and building capacity, the challenges the second year have been about sustainability.  The teachers have found themselves with less time budgeted for professional development meetings than they would like but they are working around it as best they can.  Additionally, it has been difficult to get teachers to write about their experiences for wider audiences.  To address these for next year, they are scheduling more time to write, reflect and think about how they can frame their learning for wider audiences.  They have also started to have more teachers present at conferences to “get their feet wet” in conversations beyond their school.

Challenges aside, it sounds like this program is reaping benefits that ripple far beyond teacher development. Students who were never given this opportunity are excelling and teachers are learning to better serve those students. The pursuit of Social Justice is an invaluable virtue but this program goes to show it can also be a valuable teaching tool.

Where can I learn more about implementing a social justice curriculum?

Tribute to Jane Abe, McCarthey Dressman Education Foundation Board Member

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JANE L. ABE
JANE L. ABE

Jane Abe was a member of the Board of Trustees of the McCarthey Dressman Education Foundation
from its inception in 2000 to her death on March 15, 2016.

During her years of service Jane brought to the Board her passion for teaching, her extensive experiences working with children in the elementary grades, and her dedication to the profession. She deliberated over every proposal we received at the Foundation with deep empathy for teachers, a sharp eye for ideas that would make a difference to students, and a deep concern for the impact grants could make for teachers and students. Her mentorship of each project made a lasting impression on classrooms and all who had the opportunity to work with her will remember her commitment, guidance and care.

We miss Jane and will forever be grateful for having the opportunity to work with her on the Board.

App Development and 3D Printing for At-Risk Youth increases Learner Confidence and Problem Solving Skills through Maker Magic

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“Failure is a good thing in the development world, it teaches developers quite a bit.”-App Development Instructor

Becoming good at anything is a process. Educators know that students must develop confidence in the face of mistakes and failure, because they are truly an opportunity for learning. As Bob Lenz explains in Edutopia, “failure is an opportunity for students to receive feedback on their strengths as well as their areas of improvement — all for the purpose of getting better. When reframed as a good, constructive, and essential part of learning, failure is a master teacher,” (Failure is Essential to Learning, 2015).

In this report from App Development and 3D Printing for At-Risk Youth, you’ll hear more about how a partnership at Helensview Alternative High School in Portland, Oregon, helped students build confidence and work through failure by developing 3D printed objects and apps. By integrating “maker” culture which focuses on DIY (do it yourself) engineering, students gained confidence and developed problem solving skills. Learn more below!

Students and educators pose with 3D printed objects.
Students and educators pose with 3D printed objects. (Project Photo)

Why support students in making and developing?

According to the funding proposal “When Google released their diversity stats it came as no surprise that nearly every field was dominated by white men” so with an interest in building interest in STEM careers, the non-profit organization ChickTech partnered with high school teacher Brian Granse to offer making opportunities in the classroom. ChickTech, which focuses on increasing gender diversity in technology through hands-on activities, supported Helensview educators in pursuing the following project goals:

  • Provide at-risk students from Helensview Alternative High School with technical workshops
  • Allow students to create unique 3D printed objects and apps
  • Improve students’ confidence and interest in learning
  • Create lessons that can be improved upon next year and shared with others

How can you use 3D printing and app development to enhance learning and student interest?

This 3D Printer prints with heated plastic filament by creating geometric shapes in layers, Project Photo
This 3D Printer prints with heated plastic filament by creating geometric shapes in layers, Project Photo

In this project, students were offered access to workshops instead of their regularly scheduled classes. For five weeks, regular 3 hour sessions were offered on Tuesday and Thursday afternoons. Initially, others in the school were concerned about the length of the sessions, given that most students had a hard time staying involved in 45 minute classes. As the students became engaged and interested, the school community was pleasantly surprised. Students were not only engaged, but some stayed after school had ended to continue to work on their projects, a feat the report called “unheard-of” for this school.

Workshops focused on two types of making, 3D printing and app development.

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3D Printing Layers Learning in Geometry and Measurement with Practical Knowledge

In the 3D printing workshops, students created multiple unique 3-D printed objects they could later take home. These included:

  • personalized name plates
  • custom-shaped containers
  • bracelets (also personalized)
  • toy cars
3D Printed Car and Designer, Project Photo
3D Printed Car and Designer, Project Photo

The workshops supported the students in learning important concepts and skills for 3D printing (explained here by 3Dify) over the course of creating the various designs, including:

  • creating 3D objects using basic sketch tools such as rectangles and circles
  • customizing objects with text
  • adding loops to an initial sketch to build a 3D object in successive layers
  • using a computer to navigate three-dimensional space
  • drawing complex sketches using geometry for practical objects such as containers
  • creating objects based on real-world measurements
  • creating objects with functional wheels
  • sketching flat designs onto curved surfaces
3D Designing In Process, Project Photo
3D Designing In Process, Project Photo

The more that the students learned, the more creativity they expressed. The most rewarding project for the instructors was the most complex and required the students to integrate all of the skills they were learning over time. By creating a custom built car model including customized mufflers, tailpipes, headlights, spoilers and wheels the students moved way beyond 3D modeling and into the real world – their designs even had to follow strict guidelines in order to be printable. “By the end, the students who clearly wanted to be designers stood out as did the students who wanted to be the builders of 3D printers” (Project Report) highlighting the effectiveness of the workshops focused on these skills.

App Development Builds Confidence in Problem Solving and Learning from Failure

TouchDevelop, MIcrosoft (2016) https://www.touchdevelop.com/
TouchDevelop, MIcrosoft (2016) https://www.touchdevelop.com/

The second series of workshops focused on app development, which also required the students to demonstrate complex problem solving skills. To get started, students followed a tutorial to learn TouchDevelop, an app creation tool, before brainstorming ideas for apps they would like to create. Once they decided what apps they wanted to develop they worked in teams to create them.

Learning how to develop apps required the students to practice and apply the following skills:

  • problem solving
  • content creation
  • following directions
  • managing time
  • working in teams

Each app went through several iterations over the three week period. Two groups worked on two separate apps. One app taught about telling time on a conventional handed clock and the other taught about geometric math formulas that many students must learn for exams. Students also worked to incorporate a quiz feature that would test the app user’s knowledge of the content presented. Through trial and error, students learned about the complexity of app creation. According to the report, “Because the focus was on the process and not the finished app, students were able to explore many issues involved in developing technology for a wide audience of users. Students expressed how appreciative they were of apps that effectively solved problems as they understood how difficult it was to create and maintain a bug-free application.”

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Although students came into the app creation workshops enthusiastically having already explored 3D printing, they needed a fair amount of encouragement to work through the challenges of app development. The instructor of the app development workshops wrote:

“Successful developers (app or otherwise) have a unique ability to manage frustration well, and this skill really only comes with practice and time. I did see students give up quickly at first. There was a lot of waiting for instruction rather than self guided discovery. My impression was that there was still a lot of fear attached with “failure.” Failure is a good thing in the development world, it teaches developers quite a bit. After explaining that to students, they were more inclined to try and try again without feeling frustrated. I noticed around this time, too, that students were starting to share what they were learning. If a student came up against the same bug or error message as another student had previously, it became an opportunity for those students to collaborate, and learn from one another.

We are fortunate enough to live in a world where apps are plentiful and most are very well made and fun to use. Once students learned how complex and time consuming the process really is, they were initially put off by the amount of work that loomed in front of them. Students came up with ideas that were really fun but ambitious. And once the hard work started, it was a struggle to keep the students motivated. The enormity of making an entire app that looked as flashy as something already on the market started to seem like a “why bother” scenario. But, by breaking our apps into smaller, more manageable pieces, the students had consistent success with creating new features.

There are almost infinite solutions to solving even the same problem in computer programming, so we really tried to communicate to the students that giving up is not an option. There is always something new to try. At points I know the students would have preferred to give up altogether, but I did see them gradually start to shift away from one problem to tackle another-rather than abandoning the entire project altogether. That is a very evolved problem solving technique, and one that even professional developers don’t learn until years on the job.”

App Developers, Project Photo
App Developers, Project Photo

Celebrating Results of a Maker Nurturing Project

After 5 weeks of workshops, the project team held a celebration party for all students, teachers, school and school representatives, and the workshop instructors. During this celebration, students showed off their projects and received feedback from the community.

Positive Response from Administration

The response was outstanding; Helensview High School administrators highlighted the value of partnerships for academic enrichment, explaining in writing:

“Schools are constantly challenged with the task of offering varied, meaningful hands-on projects, while public education is placing more focus on core academic standards and high stakes exams. Most programs lack the personnel, money, and equipment to experiment with cutting edge technologies. However, outside organizations can help tremendously with this challenge. In the case of our program, both the
McCarthy-Dressman Foundation and Janice/ChickTech have made incredible contributions that have provided at-risk youth with eye-opening, confidence-building activities that are both inspirational and academically enriching. The workshops facilitated in this program are the perfect example of how collaboration between schools and outside organizations can deliver fresh experiences that are meaningful, cutting edge, and connected to real industry people who operate beyond the walls of the public school system.

By producing 3D printed objects and phone apps, our students learned that acquiring new skills isn’t just for passing tests and earning diplomas. They learned to take an idea, develop a plan, and create something real with several weeks of dense, action-packed courses in 3D printing and application development. We are grateful for the foundation’s support, and thrilled with Janice’s/ChickTech’s implementation of the programming. For everyone involved, this is time and money well spent on a once-in-a-lifetime opportunity for youth who will remember
this experience forever.”

Strong Evidence of Student Growth

According to results of pre and post surveys, students were definitely enriched by this program.

Of the group (93% non-white students – mainly African-American and Latino/a with a 63% parent education level of high school educated or below), some exciting increases were noted:

  • “I plan to go to college”: 21% increase
  • “I can work through problems”: 22% increase
  • “I have resources I can go to when I have tech questions”: 22% increase

In addition, students self-reported an increase in technology skills. On a 1-4 reflective scale there was an increase from 1.9 to 2.9, a 52% increase. In addition, responses to the question “Would you be more interested in school if more classes were like this?” also on a 1-5 scale, averaged 4.2. The project team found this especially exciting, writing:

“Although this is a great experience for the students who attended, what if all of their classes were hands-on and interactive? What if they got to solve interesting problems, learn how to work as a team on things that affected them, and learned useful skills in every class? Can you imagine what the above numbers would look like for these students? I can, and it gives me hope for our society’s dismal track record of serving its highest-risk students.

All but one student said they would recommend that their friends take this class next year. We expect to see a strong increase in students who want to attend next year, and our instructors are so excited to improve and continue increasing their impact.”

Lessons Learned and Ideas for Improvement

ChickTech described the challenges for project implementation included finding experienced instructors, curriculum developers and drag and drop software for app development. They also noted that the educators involved were already meeting many demands in the classroom which affected the overall timeline – in fact, the student post-surveys were obtained after the project concluded which may have decreased the amount of enthusiasm shown in comments on the surveys.

In the future, the team plans to work with the same instructors so that less time can be spent on planning and their existing rapport with the students can be leveraged for more enthusiasm and interest.

Even though some of the students are moving on before next school year, some of them plan to come back as teaching assistants or to work on more advanced projects with the support of the instructors.

Funding for the project provided by the McCarthey Dressman Education Foundation supported this effort in several areas including instructor fees, teaching assistants, curriculum development, materials and evaluation costs. Sixteen students participated (50% male/50% female) which was perfect for the availability of resources within the school and the number of instructors.

Learning More about Making Projects in Education

If you would like to learn more about integrating maker culture in the classroom to build student confidence, increase gender diversity in technology, and develop complex problem solving skills, we recommend the resources below.