As students embarked on “the Best of BV” they strengthened writing skills, practiced responsibility and accountability. Their plan was to work with the arts council to empower students to cover local sports, art, academics, business, city government, events, nature, hiking, and personal topics on social media. This program set out to expand academic opportunities for students while improving community relations. As the students become progressive storytellers, they would also examine their community and their assumptions about it.
What were the goals of this project and how were they achieved?
The Goals of the Best of Buena Vista were to expand the current program of weekly video announcements made by and for the student body of Parry McCluer High School (PMHS). This goal was met through the Facebook edition of the Blue Library. It is where the Best of Buena Vista stories are published, read, and commented on by the school and local community. The project team created opportunities and experiences for the students to interact in an intergenerational setting allowing them to learn from community elders. Student led interviews allowed for interaction with community elders.
The team also wanted to disrupt the negative small-town mindset by engaging students in interviewing adults about their positive contributions to the community. This goal was achieved in every single story published.
The project also aimed for students to benefit economically by increasing writing skills; exercising responsibility and accountability; and improving their storytelling and communication skills. They were also very successful with this goal as students wrote articles, met deadlines, mentored one another. While doing this, they managed coordinating interviews and and publishing articles. The program was successful despite interruptions due to COVID-19.
What did the project participants learn?
The team determined students were successful with little assistance from the mentors. Since the students were prepared with questions and knew what to do it was clear that eliminating this role would help the program. They reevaluated and began using student “assistant editors.” Their main responsibility was determining what stories should be written and which students would write them as well as working with the “reporters” to edit stories turned in. They oversaw the entire process for one week’s worth of stories.
With this new plan and practice in place, they began to present to the entire student body. During presentations to individual English classes, there was a need to combat some students’ negative points of view. but many offered the response, “I didn’t know that about Buena Vista.”
What was the impact of this project?
Despite COVID-19 challenges there was overwhelmingly positive feedback about the program, from students and community members alike.
One student interviewed the town historian. He was so impressed by the experience that he chose to donate his payment to the scholarship fund in the historian’s name. Many students acknowledged how nerve wracking it was to talk to the person they were assigned. Whenever they finished, they always had a smile on their face and pointed out several things they had learned. The intergenerational interactions were key to the success of this program. Students, parents, and community members consistently liked and followed the page when each story was published.
A local supporter of the program, Dawn Dickinson, wrote about the community’s response in this way:
“The Blue Library has been a meaningful, informative asset to our school and community. Stories of people and local memories have served as a bridge to the past and allowed our student body to react to our city’s strong heritage. Student interaction with people who can share local history and lore has given our young writers a new perspective on what’s good about our small ciity…..
This grant, coupled with an enthusiastic leader, has awakened a new generation to the positive aspects of our beautiful city. The timeliness of this positivity is perfect!”
Explore Community Based Learning
“When one country has an issue, it becomes the whole world’s issue. We as a planet have to try and make a change, because there is only one earth, which happens to be our only home… The small things affect the most, so definitely, I will do small things to save and conserve our planet.”
That’s a quote from one of the students, in the ESD: Sustainable Education Through International Understanding program, after collaborating internationally with Japanese students. It exemplified what the educators at Lakeridge Jr. High School were setting out to accomplish with this program.
Students Learn About Sustainable Education and How It Impacts the World
In an increasingly interconnected and globalized world the butterfly effect takes on new meaning. Emission problems in one country don’t just affect them; they affect all the surrounding countries and some that are not so close. As the rainforest is depleted we lose a global source of oxygen. When radiation leaks into the ocean, everything from algae to people are affected. Creating an awareness of global issues and sustainability is a necessary part of surviving in the modern world.
As Americans we often find ourselves a bit self-centered when it comes to world issues, but now that we can communicate across oceans with the click of a button, that distance has shrunk immeasurably and we can no longer afford to only think of ourselves.
How are 9th grade students in Orem, Utah learning about global issues through sustainability?
According to the initial proposal, submitted by Merida Davis’ team at Lakeridge Jr. High School, “Our goals are to stimulate and facilitate responsible sustainability awareness and interaction at the individual, community and global scales.” Their goal was to be realized by creating cross-curricular partnerships between the science department and the other subject instructors, initially in a professional development workshop. By creating this cross pollination of subjects teachers learned to “seamlessly incorporate sustainability into their subjects… and […] new perspectives on teaching their own subject area.” After this initial work with the educators was completed, the project moved on to address the students directly.
To become well versed in sustainability, students participated in sustainability-based community service projects. Part of those projects were about creating a documentary movie to highlight local issues, such as pollution, agriculture, climate change, resource management and depletion. Along with this, they also collaborated with Japanese students, giving them a perspective on this subject that they wouldn’t get otherwise.
This project includes plans to offer a Sustainability Fair where students will celebrate their work by sharing their service and other sustainability-based projects. The Fair will culminate with a student film festival showcasing their work from throughout the school year.
Is this project something other teachers can replicate?
While now the primary benefits go to those students and educators directly involved with the program, it is the hope with future funding that they will be able to create online archives of lessons, produced videos, and other student work to serve as an outline for educators to adapt the program to their own schools needs.
Though the bulk of the cost goes into covering the teachers training, the best part about this model is once that initial hurdle is cleared it becomes increasingly easier year after year to teach this program.
How has the project evolved?
Through the lessons learned the projects accomplished in the last year, the educators have a better grasp on how to replicate the program in other classrooms more efficiently. Being able to replicate the program will enable them to broaden their scope in the coming year.
Through the grant they’ve been also able to fund Pen Pal letters to Toyoda Jr. High School in Japan. The exchange went beyond traditional pen pal relationships in that they were also able to chat electronically with students in Japan and Pakistan. A few students started learning basic Korean which resulted in a field trip to a Korean restaurant for many of the students first encounter with that culture’s cuisine. As a result of these opportunities, exchanges have also begun over Skype with students in Korea.
All of these things are creating students with a wider worldview and a greater connection to a global society. Through building relationships between teachers, offering meaningful exchange opportunities to students and by taking time to integrate curriculum, the ESD team has made sustainability education a reality for their students.
When student publishing and mentoring come together, student engagement and writing skills explode!
When students write for an authentic audience, research has shown that they take more pride in their work. Throughout a student’s school life, they are writing stories, book reports, research reports, “What I Did Last Summer,” etc., but it is often for a very small audience, perhaps just the teacher.
This is not to say that this writing is not important in the learning process. However, it becomes a different kind of writing project when you are actually writing for a real audience and writing for a real purpose.
According to Anne Rodier, “Over time we have discovered that our students are just like us: They have to grow into being writers. They have to believe that what they have to say is important enough to bother writing. They have to experience writing for real audiences before they will know that writing can bring power.” In this blog you will learn about an innovative program called BOOM!
How are mentoring and literacy combined in an after-school program?
BOOM! is an after-school program and literary magazine produced by students at Manual High School in Denver, Colorado for their fellow students and their community. The mission of BOOM! is to develop the writing skills of students in a positive, mentoring environment that equips them for success in high school and beyond.
Two afternoons a week BOOM! writers work with community volunteers (many whom are professional writers) who tutor them as they write articles and fictional stories. The students sign contracts with their volunteers to ensure their attendance and timely completion of their articles. They also work with professional graphic designers to design the 30-page publication. A few of the article categories include: The Pulse of Manual, What’s Good in the Hood, We Got Game, and Creative Fiction.
BOOM!’s program and its one-on-one mentoring help kids of all abilities, from extremely talented to barely literate writers.
The program focuses on three key areas which support students in:
- expressing themselves
- improving writing abilities
- gaining confidence and life skills
The program was funded by McCarthey Dressman Educational Foundation and is a collaboration between the school and the Volunteers of America Community-Connect office at Manual with a goal of having students write about their school and their community which culminates in a professional publication.
What is the impact of an after-school literary magazine project?
Over the past three years that BOOM! has been operating, the program has mentored 30 students, produced 11 publications and reached more than 4,000 student and community readers.
BOOM! is not only improving literacy, it is making a difference in students’ lives. Mentors serve as role models and often remain close to the students after they have exited the program. Teachers see the program as another tool in assisting students in becoming writers and successful in school. And, as students see their name in print, it makes them proud and allows them to see themselves as authors and to find writing to be an outlet for their creativity. It is no small surprise that all graduating BOOM! students have been accepted into universities. This makes combining literacy and mentoring an excellent model of a collaborative program between a school and a community organization.
What do the participants say?
Some quotes from BOOM! students, teachers and principal at Manual High School:
- We don’t have people to help us in the classroom. There’s one teacher and 26 students. But here it’s more like 7 mentors and 10 kids. They help you make sure you are writing the correct way and going outside what you normally can do. I find now I can go more in depth with analysis in class when we read books. My grades have gone up in my English classes and I feel more confident. It’s helped me create better personal essays for college scholarships. Even though you might think BOOM! is about writing, it’s about being able to express yourself and have someone help you along the way to express yourself. – Ronnie
- I joined BOOM! to get involved and meet new people. I see now that I’m in college how it helped me become a better writer. From all the interviews I did, I feel confident talking with new people, meeting new people and having very professional conversations with them. I feel comfortable writing longer college essays. – Dani
- BOOM! was the major factor that got Dani to college. She went from a passive student to taking an active interest in her future. – Manual teacher
- BOOM! offers students the individual attention and instruction they need. – Manual teacher
- We have to find a way to get this program to reach more students! – Manual principal
To learn more about BOOM! and the strategies highlighted in this project, visit these resources.