August 17, 2011

PLAY On! Partners’ presentations
All workshops will begin in October (so that school year can get underway and time can be dedicated to recruitment)

1. Departures: Youth Voices, Rubi Fregoso
Teacher workshops: Saturdays in October, November, December; 5 hours/session; @ USC; all LAUSD teachers
Student workshops: Tuesdays & Thursdays, 3:30-5:30 pm, @ RFK; all LAUSD students are welcome but transportation cannot be provided
-community storytelling and multimedia representation via “collage” in Vuvox that includes digital photographs, video, audio

2. Laughter for a Change, Ed Greenberg
-Mondays, 3:30-5:30 pm, @ RFK, students and teachers playing together to create new level of empowerment and community togetherness
-help young Rwandan filmmakers and actors learn how to create comedies to move their nation from the dark past of the Rwandan genocide into a brighter and more positive future through creating more than just movies about the genocide, but to make comedies that come out of their own experience and country
-improvisational theater games put participants into a space where they are playing -- How do I get to a space where working as an individual and part of a team, I can access the very best and most creative parts of myself?
-playing theater games will introduce them to a perspective on how to just explore whatever comes out, there are no failures or mistakes

Current work with various populations
West LA VA Center: PTSD
School connected with juvenile justice system: Kids with gang backgrounds
Calabasas Senior Center: Aging adults
Koreatown Youth Center: show with kids tomorrow night; kids are interacting with each other in ways they didn’t know how to do formerly (used to be “painfully shy”)

3. Operation Street Kidz: Josef “JoJo” Sanchez and Julie Matsumoto

Previous work
-School Violence Prevention grant -- introduce kids to opportunities of entertainment; worked one-on-one and in after-school program to do a music video
-Esteban Torres High School (performing arts academy) and East LA library’s oral history project
-serve as bridge between students and teachers, bringing in guest speakers
-JoJo conducts one-on-one ”Destiny Review” with kids who currently identify as a “Curious George” (Curious George = first identity of gang entry; Wannabe = second identity in becoming a gang member) -- what do you want to do and where do you want to be?
-kids take trauma from the house and bring drama to the classroom
-”The Invisible School” = 21 juvenile detention schools
-start camps to help students become educators

4. Cover to Cover: Annette Goldsmith
-what kids get from reading books that were originally published in other countries, when American kids aren’t at the center; what we can learn from the book covers -- covers are a sales tool and are also supposed to tell what the content is about
-covers are always changed when republished in the United States; is such a change necessary? what do teens think of those changes?
-Karlijn Stoffels, Heartsinger (Scholastic, 2009), short stories on theme of love

-critical thinking: what translation of cover engages
-cultural and political awareness: why chagnes are made
-creativity: original/remixed art using iPad
-collaborative design: work together to improve ideas

5. AnimAction (Awareness through Animation): Clifford Cohen
-“Our Space: Being a Responsible Citizen of the Digital World” (from Jenkins et al’s Project New Media Literacies and Gardner et al’s Good Play Project)
-themes: identity, privacy, authorship & ownership, credibility, participation

-instruction in storytelling more than art, integrate pop culture

Previous work
-Los Angeles, Sacramento, Huntington Park, Oahu, Karachi, London, Bangalore, Helsinki
-integrated program into curriculum/subjects: history, science, health

-school is pivotal part of child’s life, part of lifelong learning process; who are you going to learn from the most? people who you like/love. programs like these give us the opportunities to bring the real world into the classroom and gives them something realistic to hold on to and gives teachers the opportunity to partner with students

Using tools to meet learning goals
My goal is to take into my classroom concrete websites (such as
__ to use with my students, including new tools to expand and sharpen our skills.

Learning goal: Identify key themes from primary source documents
-tangential conversations with teachers from other disciplines
-inserted Preamble to the Constitution into Worldle
-can save Wordle as an image
-can print Wordle
-Wordle can be a: memory trigger; help with summarizing -- pulls out the key words; indicator of interpretation/comprehension if students plug their individual notes into Wordle and discern the most salient themes for each

Enrique, Marie Jo, Gladys: Inferencing
Our goal was to find online resources and strategies to enhance inference skills in the classroom.

__ Inference Riddle game for students

__ Character Inference

-embed learning goal across the curriculum, day
-access other resources on the site, such as test preparation
-connect to pre- and post-classroom scaffolding
-hook up with Kagan strategies

-gas, liquid, matter--- vocabulary: physical change instead of chemical change; conceptual understanding of how things play out in the real world
-people moving, teacher moves more and more actively with rope to corral them in until they’re tightly compacted
-traffic, carton of eggs, kids lined up vs. playing on a playground -- which state of matter does that remind you of?
-demonstrate: video (90s = play, relevance), graphic or comic strip, dance, animation, or observations of real world examples (like soccer game)
-self-contained gallery walk
-Two things I liked about others’ projects, One thing I wish I could have seen
-digital concept wall of how these things work in the real world
-learning ecosystem: holistic, truly tap prior knowledge, use it to grab knowledge in the future

Learning Goal:

Students will learn the importance of public speaking and develop the skills to deliver clear, engaging oral presentations.
Book Resource: Public Speaking Today, student edition by Diana Carlin, James Payne

-play Telephone game
-principles of listening, managing anticipation and anxiety, thinking about auditory learners and other types of learners’ accessibility, individual interpretations and watering down of information as it trickles through multiple layers of passing it on, importance of processing time, methods of processing (chunking), objectives for processing (regurgitating versus comprehending)
-students’ abilities to articulate their comprehension, justify their choices, exude confidence, use public speaking skills (such as humor, personal stories, moving around the room)
-importance of practice, and of putting work in front of multiple audiences
-public speaking class became a karaoke-based class --- building fluency from reading, getting confidence in getting up in front of people, lowering the stakes by making it informal (laughing and making fun of each other), learning how to make eye contact, building in options (reading a poem instead of singing), empowering to have microphone in hand

-goal: in having a discussion, wants students to process what we’re talking about -- steps: think deeper, engage in conversation with other people
-Q: how do kids prove that processing to me?
-A: Challenge! Pose a challenge and have their friends contribute and have the idea grow
-goal: civic engagement, use whatever we’re studying for the rest of their life
-have kids tweak some of the challenge in order to build up civic engagement aspect

Chris, Esther, Allen: motivation
-set up a rapport with kids
-do online survey
-game instead of homework
-connecting hard-to-reach students with services
-What do you want to be? address students according to their dream -- “Hey Chef”; treat their dream as realistic and relevant today, that work can be done today towards realizing that goal -- “How’s the restaurant going?”; connect behavior to that identity -- “A chef would show respect, a chef has to deal with the restaurant owner, short order staff, customers. It’s important to learn how to deal with people.”
-it’s the teacher’s job to push past “I want to be a pimp, I want to be a gangster”
-take skill and put it into action -- make a “roamer” into Participation Police

Tool & Toy Lesson Planning
HISTORY: Yim & Ignacio: football cards; personal website
-Ignacio visited Rochester, NY, and sites specific to Frederick Douglass and there were no markers/signage; Yim’s journey to Romania didn’t have markers for Napoleon’s entry and Jewish ghettos; no signage because of racial issues
-many places in Los Angeles don’t have markers because of political issues
-project with own students and own community, students identify and lobby for permanent markers
-Little Tokyo, on First Street, nice job of embedding information about different historical buildings in sidewalk
-service learning project: researched history, found ways to engage community to create markers
-embed digital markers in GoogleMaps

ENGLISH: Greta & Melissa: Angry Birds & GoogleMaps
-different characters in Angry Birds -- looking at symbolism, character analysis, motivation (deeper concepts and themes that you study within literature), strengths and weaknesses
-Joe Sacco did a graphic novel about Israeli-Palestinian conflict, criticized for racism -- how cartooning can be stereotyping, deconstruct so it’s not just a video game that they’re playing but they’re thinking deeper, probing critically the media that they’re consuming (pornography, music videos)
-use this with persuasive writing, gaming in general, what are pros and cons -- fine motor skills, critical thinking decisions, teamwork, how much time is best to spend on a video game
-sharpener: How To writing on how to use something
-figurine: character profile, who is this guy; descriptive writing --- everyone describes this in a different way, using semantics, language, color, variety of sentences, showing different perspectives

CHEMISTRY: Deb & Allen: origami, cell phone
-monomers into polymers through origami
-can create a “water molecule” using two silvers and a gold (oxygen and hydrogen); huge spherical constructions, some elements can only make specific things, others can make multiple things, analogies to carbon change
-partners taking a timed test: one partner has the question, texts it to a friend, friend looks up the answer, texts it back; switch roles next time

SPECIAL ED: Gladys & Marie Jo: Hot Wheels cars & community map
-ask students to create community map (whatever their ability level)
-bring something that represents about their culture or they see in their community (might bring a car or action figure or cultural artifact or intimidation)
-acquire vocabulary through talking about culture, community, identity --- this vocabulary is what Gladys’s students need
-Gladys would also ask students to write how you get from 57th street to MTA blue line: “Take this street, take a right, pass the liquor store, etc”
-expository experience
-Marie Jo’s goal would be location and where are you

MATH AND PHYSICS: Chris, Esther, Enrique: Angry Birds
-angles, velocity, distance
-take from virtual world to real life, create actual Angry Birds demo on playground
-don’t limit them to tools they can use, use scientific process, do journal writing and linguistical patterns, allow them to come up with their own interpretations, generate different models
-could use Foss Kit
-what sort of projectiles (distraction, safety issue); let students discover what would be best for their needs, see whether they should use paper or bean -- this might
-Esther has tool in which they can calculate height, angle in order to hit target, then can write about process
-connect math -- this much tape, who spent hte most tape, your business went down b/c your overhead was greater, connect to real world