As students attend school during the COVID-19 pandemic, it is important to support learners in thinking “outside-the-box” and practice problem solving skills. Young children often engage in pretend play, acting out observations and experiences they have. Educators know children learn through play and the importance of providing children with interdisciplinary learning opportunities in languages they are familiar with. Through, her project, Growing to Scale: A 3-Phase Teacher Development Initiative of The Theatrical Journey Project, veteran CentroNía staff member and theater artist Elizabeth Bruce, developed and published a bilingual STEAM curriculum enhancement for Pre-K children to “become science problem solvers who remedy science problems through hands–on simulations of real phenomenon. They are experts who solve the problems and emergencies presented in each journey.”
The concepts presented in The Journey Playbook are valuable to educators as The Journey Playbook provides fun opportunities to guide young children through play as they learn STEAM concepts and develop problem solving skills to become experts in solving problems most children experience regardless of socioeconomic factors and educational setting. Located in Washington D.C., CentroNía overwhelmingly serves low and moderate income and immigrant families, a majority of whom are Latino, African, African-American, or bicultural. CentroNía’s holistic approach provides a bilingual, multicultural environment where children and families they serve receive the support and encouragement they need to succeed.
What were the goals of the project and how were they achieved?
Elizabeth Bruce wanted to support the expansion of the strategies presented bilingually in the Theatrical Journey Playbook: Introducing Science to Young Children through Pretend Play to scale by expanding a previously funded Teacher Development Initiative locally, regionally, and internationally through CentroNía’s Institute. To reach her goal, she created the project, Growing to Scale: A 3-Phase Teacher Development Initiative of The Theatrical Journey Project.
As one can imagine, with the undertaking of her project, there were many steps Elizabeth Bruce needed to accomplish. She planned to produce and translate The Journey Playbook, train educators, collaborate with educational and community partners and disseminate The Journey Playbook.
She planned to :
Embed the Journey Project Teacher Development with CentroNía Institute’s Development of Laboratory Pre-K classrooms led by Master Teachers, who will become Trainers of Trainers with Four CentroNía Sites.
Have participation from Pre-K Colleague Centers through linkages with DC Public Schools, Public Charter Schools, and Early Childhood Centers.
Collaborate with the CentroNía Institute to present about The Journey Project’s methodology within the Early Childhood Education, STEM + Art =STEAM, or arts education sectors, locally, regionally, and/or internationally
Create and distribute low-tech teaching tools for Journey Kits for participating Lab Classroom Master Teachers.
Partner with CentroNía’s pro-bono partners, including engineering professionals to conceptualize/design low-cost, multi-use, inter-changeable, space-saving devices as Journey teaching tools.
Print and broaden promotion of The Theatrical Journey Playbook and Teacher Development Program through press, social media, and professional networks.
What progress was made toward her goals?
Elizabeth completed final production and translation of The Journey Playbook! She co-facilitated in Spanish with CentroNía’s Food & Wellness staff, providing Professional Development/Teacher Training Workshops with CentroNía Teachers through a bi-weekly series of workshops on The Theatrical Journey Project to Early Childhood Educators. Educators participated in either the English or Spanish cohorts. The workshops/training included The Theatrical Journey Project content and process and integrated nutrition and wellness content explored through the journey process. She also provided bi-weekly Journey Project demo/training workshops with all Pre-K Lead Teachers and Assistant Teachers at CentroNía Maryland and co-facilitated (with Robert Michael Oliver, PhD, of The Performing Knowledge Project) workshops on Creativity and Dramatic Engagement for CentroNía Early Childhood, StudioROCKS, and Family Center teachers and staff. Here are a few other highlights from the project efforts:
Presented bilingually with Spanish translation workshops engaged in 1 ½ hour hands-on demonstration of The Journey of the Sick Teddy Bear, complete with teddy bears, stethoscopes, thermometer, vocal/physical warm-ups, etc. Explanatory debriefs followed each section of the workshop, with a Journey Project one-pager, sample journey, and curriculum methodology handouts were provided. Through this experience, Elizabeth received “Excellent engagement and feedback!”
Presented a Training of Trainers on the methodology and pedagogy of the Theatrical Journey Project for Early Childhood Home Visitors.
Facilitated a collaboration between CentroNía Family Center and the Society of Hispanic Professional Engineers (SHPE).
Nurtured additional elements of the Journey Playbook/Project Teacher Training Project including:
Disseminating mini Journey Kits to Early Childhood Classrooms.
Planning CentroNía Family Center parent-child journey workshops.
Developing new journeys with CentroNía Food & Wellness , specifically on topics of hydration, circulation, vitamins and nutrients, and oxygenation.
Highlighting Journey Project techniques and methodologies
during teacher assessments using the “CLASS” assessment tool.
One bilingual Journey Project collaborating teacher, Phoenix Harris, previously adapted her own variation of a Teddy Bear Journey as a final project for her Masters’ Degree at Trinity Washington University.
Exciting plans for the future
Project leaders participated and networked extensively at conferences and submitted proposals to continue to present, disseminate, and train teachers on The Journey Playbook.
The Journey Project is collaborating with the “Changing the Face of STEM: A Transformational Journey” event targeted to under-represented communities (Latinos, African-Americans, Native Americans) at the National Academy of Science in June 2018.
Elizabeth Bruce and others within CentroNía leadership have engaged in/are pursuing extensive and accelerated outreach to educational colleagues and organizations (nationally and internationally) receptive to Journey Project/Playbook teacher training, project collaboration and replication including English-language cohorts and one Amharic-language cohort (with translation). Additional plans include continuubg to facilitate workshops at CentroNía with Kinder/1st Graders; having weekly Journey workshops with CentroNía Universal Pre-K Classrooms, and continuing with fundraising for Journey Project Replication/Video Tutorials.
Courtesy Photo
How has The Journey Playbook affected the learning of students and/or teachers?
The learning of students and teachers has been deeply affected both directly, through the extensive hands-on Journey workshops, hands-on teacher trainings/professional development, conference presentations, and indirectly through the production, promotion, and dissemination of the Theatrical Journey Playbook: Introducing Science to Early Learners through Guided Pretend Play, as well as promotion of the Journey Project introductory video, webpage, and promotional materials.
Extensive outreach to major educational partners, schools, and institutions has been and continues to be underway, with projects for teacher training/project replication or adaptation with educational colleagues and Journey Playbook distribution to at least 135 educational colleagues and targeted teacher training/project replication, funding, or other support activities.
PreK/Early Childhood Educators/Teachers engaged directly in collaboratively journey workshops, collaborations, mentoring/modeling, and other teacher training. The Journey Project began working for the first time with younger children, ages 2 ½ to 3 years old, with remarkably successful results when the project was adjusted to a slower pace with fewer activities per journey, plus repeating the same journey from week 1 to week 2. This addition allows the Journey Project at CentroNía to engage the same cohort of children for a full three years.
What challenges were experienced along the way and ideas for improving the project?
Elizabeth states, “I have learned that the process of engaging educational colleagues and their organizations as
targeted teacher training/project replication collaborators is a longer, more gradual process of deepening relationships and inviting educational leadership to observe/engage with the Journey Project, and especially to commit to teacher training/project replication. Colleague educational organizations, like most nonprofits and schools, are deeply engaged with their ongoing operations and missions and extensively committed to operationalizing, maintaining and funding their organization’s endeavors. Hence, learning about and embracing a new, even highly simpatico, methodology or pedagogy calls for a strong relationship and decisions by leadership to advance mutual commitment to in depth teacher training and project replication. Laying the groundwork for such partnerships, however, promises to come to fruition within a time frame of 1-2 years. Reaching critical mass for project replication/teacher training, thus, is anticipated once extensive ground-laying has been done.”
At many schools with a large bilingual population, student’s cultural and linguistic resources must guide instruction in order for children of color to find success in the current educational system. Caroline Sweet and her colleagues at Perez Elementary School in Austin, TX hoped to develop on site a model of writers’ workshop that embraces bilingualism and incorporates students’ cultural backgrounds. They believed that what is developed at Perez can guide other campuses desiring a high-quality bilingual writers’ workshop as a model for developing students’ written expression while simultaneously giving students agency in their learning.
Implement a writers’ workshop model in language arts instruction across the campus in Kindergarten through 5th grade.
As Caroline’s school has a strong dual language program, they needed to merge their dual language program model with the tenets of writers’ workshop to reflect the biliteracy development of their students as readers and writers.
Caroline also wanted to ensure their students develop a positive self-identity throughout their school experience. To accomplish this goal, they used culturally-relevant literature as mentor texts throughout writers’ workshop.
What was their process to accomplish their goals?
They consulted with the Heart of Texas Writing Project (HTWP) at the University of Texas to train K-2 teachers on the foundational concepts of writers workshop.
They partnered with the Austin Independent School District to provide, two full-day professional development sessions to where their consultant from the HTWP and a language arts curriculum specialist from the district trained K-2nd grade teachers on writers’ workshop as this method of teaching was new to most of the teachers in the sessions.
The trainers of the professional development sessions modeled lesson ands and teachers watched writers’ workshop mini-lessons conducted by their colleagues.
Caroline co-taught with a first grade teacher for a week long unit.
Their consultant from the HTWP co-taught with a first grade teacher once a week for 6 weeks.
Their first grade team members provided peer observations frequently.
What did they accomplish?
They have helped teachers change their mindset about what is writingWriting helps students discover their voicesthrough lengthy conversations among colleagues about how letter formation and handwriting is an element of instruction outside of the writers’ workshop. They are working on valuing the production of our emergent writers.
They celebrated the writing products of their youngest writers with writing displays and held celebratory publishing parties in K-2 in which parents and community members were invited to read students published work
The built a community that continually supports teachers
Next steps:
Caroline has planned a full day planning session with their constant from the HTWP.
Caroline and their consultant from the HTWP have invited all K-5th grade teachers to attend two trainings in which the goal of the trainings is for teachers to create at least a two week unit based on a genre study framework.
Some of the teachers at Perez Elementary school submitted proposals to present at professional conferences regarding the writers’ workshop methods they are using their classroom. They hoped they will grow many teacher leaders.
Several of the teachers have been accepted to the Heart of Texas Writers Project Summer Training Program, which is part of the National Writing Project to further their knowledge and training in the teaching of writers.
Culturally-relevant literature supports students in developing a positive self-identity
What are their ideas for improvement?
Peer Observation: continue more focused peer observations in K-2nd grades that include debriefs to allow for support especially in content focused coaching and utilize explicit protocols that involve pre-conferences, observation, and post conferences
Evaluation of Student Products: Allow for planning time to continue to create and improve the rubric for K-2nd grades and then create the differentiated rubric for 3rd-5th graders. Further discussion and planning should occur regarding language of choice and building opportunities to create variety in audience choice.
Buy-in: some teachers were ready and willing to try new ways of teaching based on the training they received. Some teachers had more difficulty understanding the need for writers workshop in their classroom. They would like to create a shared mission to allow students to guide learning and implement responsive teaching practices.
Planning: More planning time was needed to create units with culturally relevant texts to give students experience in a variety of genres. They are thinking the planning component with culturally-relevant texts might need to occur as part of their professional development days.
Collaboration with Biliteracy Committee: They will work with the biliteracy committee to add writers’ workshop into the biliteracy framework as an essential pedagogical element in each classroom whether the classroom is a dual language classroom or not. They would like to define how they use language in the writers’ workshop that promotes biliteracy.
McCarthey Dressman Education Foundation 