Today we started a new segment. We introduced the students to the skateboarder applet, one of the new pCSDTs. I was unsure at first, but the skateboarder applet compliments and builds off the virtual bead loom very well. We focused on points with the virtual bead loom, and now we are focusing on lines with the skateboarder.
We administered the pre-test for the skateboarder, gave a quick introduction to lines, and let the students play with the skateboarder applet. We didn't introduce to them the scripting aspect of the program today. We only showed them how to change the length, slope, and location of the lines by changing their endpoints. We gave them the task of trying to keep their skateboarder on the screen for the longest amount of time. Many kids had fun, but some of them complained that the program was too slow. The program was running very slow, and I am not sure if this was because of the poor graphics cards in the computers or for another reason.
At the BGC, the students who did not finish their beadwork last week worked on it some more. They were very excited to have something to take home that they had made. Some of the students who finished last week even wanted to make another one.
Wednesday, November 17, 2010
Session 4 Fall 2010: 11/10
This session started with a quick review session. Most of the time today was used for the students to create virtual representations of the physical bead strips they would create. Surprisingly, all the students were able to finish designs by the time we had to go to the BGC. They become very immersed in their work when they have something to focus on that they enjoy doing. They can really get quite a lot accomplished if they put their minds to it. We printed out the designs each of the students made so they could work on it at the BGC.
At the BGC we taught the students how to make their bead strips on their looms. Most of the students got a good start, and a couple of them even finished their designs already.
At the BGC we taught the students how to make their bead strips on their looms. Most of the students got a good start, and a couple of them even finished their designs already.
Session 3 Fall 2010: 11/3
There was no school the previous week, so it has been two weeks since we last met with the students. We had to take a small step backwards to make sure the students retained the information we had been teaching them. We had a fairly in depth review session to ensure this, then we let the kids get on the computers and create their own patterns and designs. This exercise was to get the students more familiar with the virtual bead loom tool so they would be able to create a virtual version of the physical bead strip they would make in a week.
At the BGC, we had the students create more designs with the graph paper. We didn't want them to start making physical beadwork until they had created a bead strip design with the virtual bead loom.
At the BGC, we had the students create more designs with the graph paper. We didn't want them to start making physical beadwork until they had created a bead strip design with the virtual bead loom.
Session 2 Fall 2010: 10/20
Our second session began with a review of the cultural background covered the previous week. I just want to be sure the students retain the information, rather than reading it once and forgetting it. After the cultural background, we did an exercise to demonstrate the virtual bead loom. We told the students at what coordinates to put various points on the grid, and after all the points had been placed, they created a smiley face. This exercise was to show the students that various shapes and patterns can be made from a simple combination of points.
At the BGC we had the students use colored pencils to create patterns using graph paper. Each square on the paper represented a bead. this exercise was to prepare the students for creating their own patterns with the virtual bead loom during the next session.
At the BGC we had the students use colored pencils to create patterns using graph paper. Each square on the paper represented a bead. this exercise was to prepare the students for creating their own patterns with the virtual bead loom during the next session.
Session 1 Fall 2010: 10/13
After a couple postponements, we were able to start our program on October 13. Since it was our first session, it was a bit disorganized, but I think it went well. We administered a pre-test to all the students who had not yet taken it, and made sure all program participants filled out the math interest survey. This took a bit longer than we wanted because the ACCS teaching staff wasn't completely sure what our plan was.
After all the pre-tests and surveys were finished, split everyone into groups and started covering the cultural background of the virtual bead loom. That used all our time at the ACCS, so we then went to the BGC.
At the BGC, we had the students create the bead looms they would use in the future to create their physical beadwork. All the students finished their looms much quicker than we had planned, so we had them work on their homework until their parents arrived to pick them up.
After all the pre-tests and surveys were finished, split everyone into groups and started covering the cultural background of the virtual bead loom. That used all our time at the ACCS, so we then went to the BGC.
At the BGC, we had the students create the bead looms they would use in the future to create their physical beadwork. All the students finished their looms much quicker than we had planned, so we had them work on their homework until their parents arrived to pick them up.
Saturday, August 28, 2010
Data Analysis
I have finally finished grading the pre and post tests from Troy and have entered that data into a spreadsheet. Unfortunately, the data I have is not the complete set from the summer. My house was burglarized and my backpack with most of the pre and post tests from the summer were taken. I had not gotten a change to digitize these before this happened, so everything that was in my bag was lost.
The initial pre test that was administered at the very first session was the only one I had that was not in my backpack when it was stolen. I was able to administer that test at the final session to try and recover some of the data that was lost, but I don't think it was replicated quite the same way as the original tests. Since the post test was administered six weeks after the pre test, and three weeks after the conclusion of the sessions applying the concepts on the test, some concepts could have already been forgotten.
The program also started with 18 students, while at the end there were only seven, so the little data I gathered may not have been representative of the whole group. One of the students present at the last session began the program a few sessions later than the rest. Of the six people who were present during the course of the whole program, only two of them had improved scores over the pre test, while the other four had slightly lower scores than they did on the pre test.
As I mentioned before, I think the length of time between the administration of the post test and the conclusion of the sessions applying those concepts could have been one of the reasons for the poor post test scores. Another reason could have been due to the kids' attitudes towards the tests. I administered many tests over the course of the program: one at the beginning of each session and one at the end, so there was a test almost every two to three sessions. The farther into the program we got, the more complaints I received about the tests. Eventually, some of the kids would rush through the tests without trying to apply themselves or answer the questions. Some of them tried to do the same thing on the final post test, even after I explained my situation to them.
I would still like to comment about the success of some of the other sessions, even though I do not have any official conclusive data. Some of the students had said at the end of our final session that cultural history was boring, but I think that in the long run it kept them more interested in the math concepts than they would have been if I had just tried to teach them the material. The interactivity of the CSDTs really helps to interest the kids in what they are doing, rather than focusing on the math concepts.
One of the things I did notice about my teaching that I would like to improve upon is that the kids were able to understand the concepts behind the math, but they weren't necessarily able to apply that to answering the questions that were on the pre and post tests. I would have liked to help them better make the connection between the concept and answering the questions.
I think the program in Troy was an overall success, even if we don't have hard data to support that. Even though the students were not able to retain all the knowledge they had gained over the summer, I still think they benefited from the program. If I can improve my teaching skills to allow the students to apply the concepts they learn, I think the students will learn much more and be able to retain the information.
The initial pre test that was administered at the very first session was the only one I had that was not in my backpack when it was stolen. I was able to administer that test at the final session to try and recover some of the data that was lost, but I don't think it was replicated quite the same way as the original tests. Since the post test was administered six weeks after the pre test, and three weeks after the conclusion of the sessions applying the concepts on the test, some concepts could have already been forgotten.
The program also started with 18 students, while at the end there were only seven, so the little data I gathered may not have been representative of the whole group. One of the students present at the last session began the program a few sessions later than the rest. Of the six people who were present during the course of the whole program, only two of them had improved scores over the pre test, while the other four had slightly lower scores than they did on the pre test.
As I mentioned before, I think the length of time between the administration of the post test and the conclusion of the sessions applying those concepts could have been one of the reasons for the poor post test scores. Another reason could have been due to the kids' attitudes towards the tests. I administered many tests over the course of the program: one at the beginning of each session and one at the end, so there was a test almost every two to three sessions. The farther into the program we got, the more complaints I received about the tests. Eventually, some of the kids would rush through the tests without trying to apply themselves or answer the questions. Some of them tried to do the same thing on the final post test, even after I explained my situation to them.
I would still like to comment about the success of some of the other sessions, even though I do not have any official conclusive data. Some of the students had said at the end of our final session that cultural history was boring, but I think that in the long run it kept them more interested in the math concepts than they would have been if I had just tried to teach them the material. The interactivity of the CSDTs really helps to interest the kids in what they are doing, rather than focusing on the math concepts.
One of the things I did notice about my teaching that I would like to improve upon is that the kids were able to understand the concepts behind the math, but they weren't necessarily able to apply that to answering the questions that were on the pre and post tests. I would have liked to help them better make the connection between the concept and answering the questions.
I think the program in Troy was an overall success, even if we don't have hard data to support that. Even though the students were not able to retain all the knowledge they had gained over the summer, I still think they benefited from the program. If I can improve my teaching skills to allow the students to apply the concepts they learn, I think the students will learn much more and be able to retain the information.
Tuesday, August 24, 2010
Final Thoughts and Suggestions
For the last session, I administered a final post test to the kids and then asked them what they liked and disliked about the program, and what things could be changed in the future. I wanted to try and get as much information as I could so the CSDT program can continue to improve.
Almost all of the students said that rhythm wheels was their favorite tool. They really enjoyed making and listening to the beats, as well as the CD that was made for each of them. Some of the others enjoyed working with the graffiti grapher and creating the shirts from their designs.
The biggest thing the students disliked were the pre and post tests. They thought there were too many and that they were too hard. Some said they liked the tests because it was quiet during that time. Another thing some disliked was the reading of the cultural and historical backgrounds behind the tools because they felt it took too long. It was good to hear that they wanted to jump right into the tools, but i think the cultural references help the kids make more of a connection and learn better from the material.
One of the suggestions they had to improve the program was to make the tests easier and to ask more arithmetic questions rather than some of the conceptual questions that were asked on the tests I administered. Another they suggestion they had was to go on field trips to places like the New York State Museum in Albany, the zoo, or Puerto Rico.
I think it would be fun for the kids to find a way to incorporate learning about math and the CSDTs into a field trip they would enjoy. If I had to change something about the way I ran the program, I would try to use crafts that were more interactive for the kids for some tools. The kids liked all the physical artifacts they were able to create, but there are things that could be done to improve each one.
Weaving the baskets was very engaging for the kids, but it was difficult to incorporate their digital designs into their physical baskets. The kids were very excited to see their shirts with their graffiti grapher designs on them when they were finished, but I think it would have been more engaging if the shirts could have been done while the kids were present, or even let them help with some of it. This would add to the magic of creating their own shirt with their own design. The kids also liked the CDs that were created with their beats, but if there were a way to involve the kids more in the creation of the artifact I think they would enjoy it that much more.
Having looked at the NYS math requirements for each grade and having worked with these kids for eight weeks, I think the CSDTs are better targeted towards students in fifth to eighth grades. Many of the kids I worked with this summer were going into third or fourth grade, so they had barely experienced many of the math concepts we covered in the program. They had a much more difficult time understanding the math concepts in general than did the older students who were 11 or 12 and going into fifth or sixth grade.
Another thing I might change about the program is the venue. The program I taught this summer was strictly voluntary, so it was difficult to maintain enrollment. It was also during the summer, and many of the kids are not in "learning mode" and are less receptive to being taught. If the program was taught at a school as an after school program or something similar, the kids might be more receptive to learning. I think a program taught during the school year will also have greater success than one taught during the summer.
I am still working on digitizing my data from the summer, but once I am done I will post again and make a final conclusion about the success of the program.
Almost all of the students said that rhythm wheels was their favorite tool. They really enjoyed making and listening to the beats, as well as the CD that was made for each of them. Some of the others enjoyed working with the graffiti grapher and creating the shirts from their designs.
The biggest thing the students disliked were the pre and post tests. They thought there were too many and that they were too hard. Some said they liked the tests because it was quiet during that time. Another thing some disliked was the reading of the cultural and historical backgrounds behind the tools because they felt it took too long. It was good to hear that they wanted to jump right into the tools, but i think the cultural references help the kids make more of a connection and learn better from the material.
One of the suggestions they had to improve the program was to make the tests easier and to ask more arithmetic questions rather than some of the conceptual questions that were asked on the tests I administered. Another they suggestion they had was to go on field trips to places like the New York State Museum in Albany, the zoo, or Puerto Rico.
I think it would be fun for the kids to find a way to incorporate learning about math and the CSDTs into a field trip they would enjoy. If I had to change something about the way I ran the program, I would try to use crafts that were more interactive for the kids for some tools. The kids liked all the physical artifacts they were able to create, but there are things that could be done to improve each one.
Weaving the baskets was very engaging for the kids, but it was difficult to incorporate their digital designs into their physical baskets. The kids were very excited to see their shirts with their graffiti grapher designs on them when they were finished, but I think it would have been more engaging if the shirts could have been done while the kids were present, or even let them help with some of it. This would add to the magic of creating their own shirt with their own design. The kids also liked the CDs that were created with their beats, but if there were a way to involve the kids more in the creation of the artifact I think they would enjoy it that much more.
Having looked at the NYS math requirements for each grade and having worked with these kids for eight weeks, I think the CSDTs are better targeted towards students in fifth to eighth grades. Many of the kids I worked with this summer were going into third or fourth grade, so they had barely experienced many of the math concepts we covered in the program. They had a much more difficult time understanding the math concepts in general than did the older students who were 11 or 12 and going into fifth or sixth grade.
Another thing I might change about the program is the venue. The program I taught this summer was strictly voluntary, so it was difficult to maintain enrollment. It was also during the summer, and many of the kids are not in "learning mode" and are less receptive to being taught. If the program was taught at a school as an after school program or something similar, the kids might be more receptive to learning. I think a program taught during the school year will also have greater success than one taught during the summer.
I am still working on digitizing my data from the summer, but once I am done I will post again and make a final conclusion about the success of the program.
Tuesday, August 17, 2010
TBGC Session 11
Some changes and additions have been made to the graffiti grapher applet, so I had the kids experiment with the applet again. Since they had used it before, I didn't need to do much instructing. I just answered questions when they had some.
The younger groups seems to give up and lose interest more quickly than the older group. The older group is able to focus on the task at hand and is more interested in seeing what their changes will produce. The young group just gets frustrated when it doesn't produce what they want.
I noticed that the "CLEAR EFFECT" and "Create Object" buttons do not yet work. This may be because they are new features that haven't been perfected in the core, but I will still bring it up in our weekly meeting. When the "CLEAR EFFECT" button is working properly, it seems that it will perform the same function as the "STOP" button after begin has been pressed. I think the "STOP" button should be removed, because the kids were a bit leery of clicking on it because they were worried their work would disappear.
I also noticed that the codelets must now be removed one by one if they are no longer wanted, and the "CLEAR" button is not working as it should still. They will disappear when the button is clicked, but they will reappear if you click on the spray can.
I have not been able to find a way to draw with two spray cans yet. Some of the kids have wanted multiple spray cans to draw at the same time. I even tried creating a second spray can and launching it in the code for the first can, and I still wans't able to succeed.
One of the students suggested that the draw speed be variable. Sometimes they just want the can to draw quickly, but other times they would like to see how it does it.
Thursday will be the last day for the program this summer. I will administer a final post-test, and then try to talk to the kids about the things they liked, didn't like, and what they might like to see changed. The rest of the summer will be devoted to processing data and compiling my final comments about the summer.
The younger groups seems to give up and lose interest more quickly than the older group. The older group is able to focus on the task at hand and is more interested in seeing what their changes will produce. The young group just gets frustrated when it doesn't produce what they want.
I noticed that the "CLEAR EFFECT" and "Create Object" buttons do not yet work. This may be because they are new features that haven't been perfected in the core, but I will still bring it up in our weekly meeting. When the "CLEAR EFFECT" button is working properly, it seems that it will perform the same function as the "STOP" button after begin has been pressed. I think the "STOP" button should be removed, because the kids were a bit leery of clicking on it because they were worried their work would disappear.
I also noticed that the codelets must now be removed one by one if they are no longer wanted, and the "CLEAR" button is not working as it should still. They will disappear when the button is clicked, but they will reappear if you click on the spray can.
I have not been able to find a way to draw with two spray cans yet. Some of the kids have wanted multiple spray cans to draw at the same time. I even tried creating a second spray can and launching it in the code for the first can, and I still wans't able to succeed.
One of the students suggested that the draw speed be variable. Sometimes they just want the can to draw quickly, but other times they would like to see how it does it.
Thursday will be the last day for the program this summer. I will administer a final post-test, and then try to talk to the kids about the things they liked, didn't like, and what they might like to see changed. The rest of the summer will be devoted to processing data and compiling my final comments about the summer.
Thursday, August 12, 2010
Final Albany Session
The kids in Troy were on a field trip today, so I used the time to install Java updates on all the computers so they would be able to run the programmable graffiti grapher applet. Now that the applet works on all the computers, I am hoping that our next session I will be able to let each kid use their own computer to make their own design.
With only a few computers working the last two sessions, the kids had to double up on a computer, and I think that they will be more focused on creating their own design and experimenting with the program if they each have their own computer to work on.
Today was our final session in Albany. We distributed posters to the kids who had made them. Then we had everyone take the post-test. Once they finished their post tests we allowed them to make designs with any of the CSDTs.
With only a few computers working the last two sessions, the kids had to double up on a computer, and I think that they will be more focused on creating their own design and experimenting with the program if they each have their own computer to work on.
Today was our final session in Albany. We distributed posters to the kids who had made them. Then we had everyone take the post-test. Once they finished their post tests we allowed them to make designs with any of the CSDTs.
Tuesday, August 10, 2010
TBGC Session 10
I was finally able to get a link to the most recent version of the programmable graffiti grapher applet. It is much less buggy and has some additional features the kids really liked. They enjoyed being able to change the color of the background, as well as the shape the spray can draws.
Unfortunately, there were only two computers at the BGC that were able to fully load the applet. I'm not sure if this was because of an issue with the applet, or an issue with the computers not having the most recent version of Java installed. A similar thing happened at our last session in Troy, but the applet was able to load on different computers, which makes me think it may be an issue with the applet or the server on which it is hosted.
The default script that appears when the applet is loaded and the drawing it creates is visually striking, and many of the kids thought it was cool. However, it doesn't encourage them to branch out and try other codelets. Most of the kids just changed the values around in the existing codelets, making slightly modified versions of the default script. When they did this, they would sometimes try to input the largest number they could create. This would often result in the majority of the drawing being off the screen or the screen being full of a single color due to large repetitions of the same pattern. I think there should be some way to limit the input values so they are not too large.
I finally was able to convince some kids to try to make their own creations without using the default script. Their first step would always be to change the color of the spray can. After this, I noticed multiple kids using the "Call Spray Can ( )" codelet. When I asked them why they did this, they said they were trying to name their spray can. They didn't seem to understand that this codelet would call an already existing spray can, even after I tried to explain the concept to them.
A bug I noticed is that when the spray can is first clicked on and the default script appears, there is no scroll bar in the codelet panel until the user clicks inside the panel. Until then, there is no way to scroll down and see the full script.
Another bug I noticed was that the toolbar where the "Begin" and "Clear" buttons is located is not locked. When the user clicks and drags the right spot on the toolbar, he or she can theoretically move it to another location, but once he or she tries to place it in that location, the toolbar disappears. This makes it impossible to run or clear any more scripts until the applet is reloaded.
We were informed that the kids at the Albany BGC would be on a field trip and would not be present, so our ABGC session had to be cancelled. Our final ABGC session for the summer will be on Thursday.
Unfortunately, there were only two computers at the BGC that were able to fully load the applet. I'm not sure if this was because of an issue with the applet, or an issue with the computers not having the most recent version of Java installed. A similar thing happened at our last session in Troy, but the applet was able to load on different computers, which makes me think it may be an issue with the applet or the server on which it is hosted.
The default script that appears when the applet is loaded and the drawing it creates is visually striking, and many of the kids thought it was cool. However, it doesn't encourage them to branch out and try other codelets. Most of the kids just changed the values around in the existing codelets, making slightly modified versions of the default script. When they did this, they would sometimes try to input the largest number they could create. This would often result in the majority of the drawing being off the screen or the screen being full of a single color due to large repetitions of the same pattern. I think there should be some way to limit the input values so they are not too large.
I finally was able to convince some kids to try to make their own creations without using the default script. Their first step would always be to change the color of the spray can. After this, I noticed multiple kids using the "Call Spray Can ( )" codelet. When I asked them why they did this, they said they were trying to name their spray can. They didn't seem to understand that this codelet would call an already existing spray can, even after I tried to explain the concept to them.
A bug I noticed is that when the spray can is first clicked on and the default script appears, there is no scroll bar in the codelet panel until the user clicks inside the panel. Until then, there is no way to scroll down and see the full script.
Another bug I noticed was that the toolbar where the "Begin" and "Clear" buttons is located is not locked. When the user clicks and drags the right spot on the toolbar, he or she can theoretically move it to another location, but once he or she tries to place it in that location, the toolbar disappears. This makes it impossible to run or clear any more scripts until the applet is reloaded.
We were informed that the kids at the Albany BGC would be on a field trip and would not be present, so our ABGC session had to be cancelled. Our final ABGC session for the summer will be on Thursday.
Thursday, August 5, 2010
TBGC Session 9/ABGC Session 12
There were only a total of six kids between both sessions at the program in Troy today. We introduced them to the programmable graffiti grapher applet. I was unable to find the most recent version of the applet, but I found a link to an older version, so I was still able to use it with the kids. The older version was buggy and did not have all the features the newest version does. I hope to have a way to access the newest version by Tuesday so I can get more relevant feedback from the kids.
Unfortunately, all the kids who were present today were younger and did not have the attention span of the older kids. It was very difficult to instruct them on how to use the applet when it was being buggy. The kids would want to give up and not try to work it out. I will wait until I have access to the newest version before talking about bugs that can be fixed. The biggest piece of input I will give right now would be to make the titles of each codelet and input fields more intuitive. It was especially difficult for the kids to experiment when they had a hard time determining what each codelet and input field did.
We had spent the evening yesterday creating CDs for the kids with the beats they had made using the rhythm wheels software. When one of the kids received her CD, she threw a very uncharacteristic temper tantrum because she did not like the color combination we had chosen to write her name on the CD. Fortunately we presented the CDs to them at the end of the session, because she was very upset and would not do anything we suggested after that point.
In Albany, the kids made posters using Paint.net. Their instructions were to create a design using one of the CSDTs they had used previously, then they had to incorporate this into a poster with four colors and a positive slogan. The kids worked very diligently because there was a reward of cookies at the end of the session for those who completed their posters satisfactorily.
Unfortunately, all the kids who were present today were younger and did not have the attention span of the older kids. It was very difficult to instruct them on how to use the applet when it was being buggy. The kids would want to give up and not try to work it out. I will wait until I have access to the newest version before talking about bugs that can be fixed. The biggest piece of input I will give right now would be to make the titles of each codelet and input fields more intuitive. It was especially difficult for the kids to experiment when they had a hard time determining what each codelet and input field did.
We had spent the evening yesterday creating CDs for the kids with the beats they had made using the rhythm wheels software. When one of the kids received her CD, she threw a very uncharacteristic temper tantrum because she did not like the color combination we had chosen to write her name on the CD. Fortunately we presented the CDs to them at the end of the session, because she was very upset and would not do anything we suggested after that point.
In Albany, the kids made posters using Paint.net. Their instructions were to create a design using one of the CSDTs they had used previously, then they had to incorporate this into a poster with four colors and a positive slogan. The kids worked very diligently because there was a reward of cookies at the end of the session for those who completed their posters satisfactorily.
Tuesday, August 3, 2010
TBGC Session 8/ABGC Session 11
The number of kids at Troy have been dwindling slowly over the past few weeks. There were only a total of six kids today. Some have lost interest and quit the program. It seems that there are also other activities at the BGC the children can choose to partake in, and they will sometimes choose these other programs over ours. This makes for horrible data collection and harder to analyze results, but at least the kids who stick around are really enjoying the program and are definitely there for that reason.
Today, the kids worked on creating new beats with the rhythm wheels software. I saved all their work to a flash drive so I can burn their beats to a CD and give it to them on Thursday. On Thursday I will administer the post-test for the rhythm wheels software, and then we will start experimenting with the programmable version of the graffiti grapher software.
The kids at Albany were better than normal today, but not quite as good as they were yesterday. There were fewer kids today, so there were fewer distractions. We had them create their name using one of the CSDTs we had used in the past as well as Paint.net, which we will later turn into a stamp.
The kids always seem to be more interested in using Paint.net than they do in the CSDTs. I think this may be because it is less structured and they don't have to think as hard about how they are going to create what they want. They can just draw what is in their mind rather than having to transform that into points on a grid.
We learned that the ABGC will be closing on August 13 to undergo renovations, which means that our program will be coming to a close a bit sooner than we expected. Troy may be ending a bit sooner as well because the kids are progressing faster than anticipated.
Today, the kids worked on creating new beats with the rhythm wheels software. I saved all their work to a flash drive so I can burn their beats to a CD and give it to them on Thursday. On Thursday I will administer the post-test for the rhythm wheels software, and then we will start experimenting with the programmable version of the graffiti grapher software.
The kids at Albany were better than normal today, but not quite as good as they were yesterday. There were fewer kids today, so there were fewer distractions. We had them create their name using one of the CSDTs we had used in the past as well as Paint.net, which we will later turn into a stamp.
The kids always seem to be more interested in using Paint.net than they do in the CSDTs. I think this may be because it is less structured and they don't have to think as hard about how they are going to create what they want. They can just draw what is in their mind rather than having to transform that into points on a grid.
We learned that the ABGC will be closing on August 13 to undergo renovations, which means that our program will be coming to a close a bit sooner than we expected. Troy may be ending a bit sooner as well because the kids are progressing faster than anticipated.
Thursday, July 29, 2010
TBGC Session 7/ABGC Session 10
In Troy today, we officially started using the rhythm wheels software. The kids always complain when they have to take another pre- or post-test. It takes quite a bit of convincing to get them to take the test. Usually telling them they won't be able to start the fun stuff until they finish their tests works, but today it took more than that. I think many of them are just tired of learning math. They are fairly easily bored by the introduction to the culture behind the tool, and they know that when we start working with a new tool we start with the culture behind it.
The pre-test and cultural background took up most of the time, but there were some kids who were able to complete some beats and get them saved before time was up. Next time will be solely devoted to creating more beats and saving them to a CD they can take home.
Today's session in Albany was probably the best we have had so far. We told them to create a postcard with Paint.net, and many of the kids became very focused on their work. We had more students than computers, but we told them to work together and switch when one person finished their design. This seemed to work very well.
We had a different counselor than normal supervising them today, and we had far fewer counselors in training to distract the kids. The kids listened to the counselor, who was very strict and disciplined them before they got too out of hand. This made the students much easier to work with. We were all very thankful for this change. I'm not sure if the BGC finally listened to our requests, or if we just happened to get lucky today. We are all hoping we have the same supervising counselor next time.
The pre-test and cultural background took up most of the time, but there were some kids who were able to complete some beats and get them saved before time was up. Next time will be solely devoted to creating more beats and saving them to a CD they can take home.
Today's session in Albany was probably the best we have had so far. We told them to create a postcard with Paint.net, and many of the kids became very focused on their work. We had more students than computers, but we told them to work together and switch when one person finished their design. This seemed to work very well.
We had a different counselor than normal supervising them today, and we had far fewer counselors in training to distract the kids. The kids listened to the counselor, who was very strict and disciplined them before they got too out of hand. This made the students much easier to work with. We were all very thankful for this change. I'm not sure if the BGC finally listened to our requests, or if we just happened to get lucky today. We are all hoping we have the same supervising counselor next time.
Tuesday, July 27, 2010
TBGC Session 6/ABGC Session 9
I used the session at Troy today as a catch up/ free session. There have occasionally been students who have missed days and have not been able to complete some of their crafts for this reason. There was a larger than normal number of students absent last session, and I wanted to give everyone the chance to make a shirt if they so desired. Unfortunately, most the same kids who were absent last week were also absent today, so my plan kind of backfired.
There were two students who were able to finalize their designs and make a shirt today. The rest of the students continued to make designs on the computer, worked on another basket, or experimented with some of the other CSDTs available to them.
Next session I am hoping we will be able to move on to the rhythm wheels software, because the students who have used it already seem to really enjoy it.
In Albany, we are starting to move away from using the CSDTs and more towards using design software. We introduced Paint.net to the kids today, and they seemed a bit more engaged in that than they were with the CSDTs. I think it may be because using Paint.net is a bit less structured and more open-ended, so the kids don't feel as if they are being forced to learn.
The counselors (or lack thereof) and counselors in training are still a bit of a problem. The counselors are not in the room when the should be to discipline the kids when they act up and don't listen. The counselors in training come in to talk with the students while we are trying to teach, play games on the computers we aren't using, or do other things to distract or aggravate the kids. This makes it very difficult to keep the kids under control and paying attention to what we are trying to teach them.
There were two students who were able to finalize their designs and make a shirt today. The rest of the students continued to make designs on the computer, worked on another basket, or experimented with some of the other CSDTs available to them.
Next session I am hoping we will be able to move on to the rhythm wheels software, because the students who have used it already seem to really enjoy it.
In Albany, we are starting to move away from using the CSDTs and more towards using design software. We introduced Paint.net to the kids today, and they seemed a bit more engaged in that than they were with the CSDTs. I think it may be because using Paint.net is a bit less structured and more open-ended, so the kids don't feel as if they are being forced to learn.
The counselors (or lack thereof) and counselors in training are still a bit of a problem. The counselors are not in the room when the should be to discipline the kids when they act up and don't listen. The counselors in training come in to talk with the students while we are trying to teach, play games on the computers we aren't using, or do other things to distract or aggravate the kids. This makes it very difficult to keep the kids under control and paying attention to what we are trying to teach them.
Thursday, July 22, 2010
TBGC Session 5/ABGC Session 8
The children in Troy are progressing much faster than I had anticipated. There were a few kids missing from each group, but everyone who was there finished designs for their shirts. The older group picked up on the software much faster than the younger group did. The older group was almost completely independent, asking only a few questions and making rather complex designs.
The younger group, on the other hand, had a very difficult time with the software. Even when reading through the tutorials with them, they were having a difficult time focusing enough to learn how to use the software. I decided to skip the tutorials about designing arcs and spirals with polar coordinates, because they were having a hard enough time understanding the concept of moving the shapes using cartesian coordinates.
When the instruction period was over and they were to make their shirt designs, the younger group was more uncooperative than normal. Some said they didn't want to make shirts or wanted to quit. One sat in her chair and refused to listen to anything I had to say. We finally managed to convince everyone to work on their designs, but they would continually ask questions about how to do the simplest things.
I have noticed that the younger group tends to give up more easily than the older group. When I try to help them, they just say they don't know how, even when I show them how to do exactly what they want to do.
This weekend I will have to go to the craft store and buy the supplies for their shirts so I can have them made by the next session.
The Albany session continues to frustrate me. When we arrived today, there were considerably more kids than what we normally have in the computer room. They were playing games, and it was very difficult to convince them to work with the CSDTs again. There were counselors in the next room working with another group of kids, and they would occasionally look into our room as well, but they lacked the physical presence that tends to make the kids less rowdy and more apt to pay attention. There was only one counselor in training present, and all he did was instigate the kids to do things other than work with the CSDTs. Talking to the administration has done little to help the situation, and the kids become harder and harder to work with each week.
The younger group, on the other hand, had a very difficult time with the software. Even when reading through the tutorials with them, they were having a difficult time focusing enough to learn how to use the software. I decided to skip the tutorials about designing arcs and spirals with polar coordinates, because they were having a hard enough time understanding the concept of moving the shapes using cartesian coordinates.
When the instruction period was over and they were to make their shirt designs, the younger group was more uncooperative than normal. Some said they didn't want to make shirts or wanted to quit. One sat in her chair and refused to listen to anything I had to say. We finally managed to convince everyone to work on their designs, but they would continually ask questions about how to do the simplest things.
I have noticed that the younger group tends to give up more easily than the older group. When I try to help them, they just say they don't know how, even when I show them how to do exactly what they want to do.
This weekend I will have to go to the craft store and buy the supplies for their shirts so I can have them made by the next session.
The Albany session continues to frustrate me. When we arrived today, there were considerably more kids than what we normally have in the computer room. They were playing games, and it was very difficult to convince them to work with the CSDTs again. There were counselors in the next room working with another group of kids, and they would occasionally look into our room as well, but they lacked the physical presence that tends to make the kids less rowdy and more apt to pay attention. There was only one counselor in training present, and all he did was instigate the kids to do things other than work with the CSDTs. Talking to the administration has done little to help the situation, and the kids become harder and harder to work with each week.
Tuesday, July 20, 2010
TBGC Session 4/ABGC Session 7
The kids in Troy were very rambunctious today. We started the day with a post-test for the basket weaver, which will double as a pre-test for the graffiti grapher, which we moved on to today. Most of the kids complained, or informed me that they had already taken that test. I told them they had to do it if they wanted to move on to something new, which made them plod through it.
When everyone finished their tests, we started reading about the history and culture of graffiti. It was very difficult for the kids to sit quietly and listen while one of their peers read a section. Many were moving ahead too quickly to actually be reading the sections, others complained that the person reading was too slow, and some continued to remind us that there were 15 different pages to read. The kids all seemed very anxious to do something else today. I think it probably was because last time they had been doing something hands on, and this time they had to sit and learn again.
We arrived in Albany ten minutes early, and there were already many kids in the computer lab. Some were participants in our group while many were not. All the kids were playing games on the computers, and it was very difficult to encourage them to transition from games to math.
Some of the kids had already started virtual patterns to turn into a physical bead strip last time, so they finished them and were able to start making their beads. The kids who had not started a design were much harder to convince. They just wanted to continue playing games. One child's continuous argument is that it is the summer and he shouldn't have to do math. It didn't help that some of the counselors in training got on the computers to play games when we were telling the kids to do the exact opposite.
There were a few kids who finished their beadwork and were happy with it. They were excited to take it home. It's always nice to see kids proud of their work when we have all worked so hard to encourage them to do so.
When everyone finished their tests, we started reading about the history and culture of graffiti. It was very difficult for the kids to sit quietly and listen while one of their peers read a section. Many were moving ahead too quickly to actually be reading the sections, others complained that the person reading was too slow, and some continued to remind us that there were 15 different pages to read. The kids all seemed very anxious to do something else today. I think it probably was because last time they had been doing something hands on, and this time they had to sit and learn again.
We arrived in Albany ten minutes early, and there were already many kids in the computer lab. Some were participants in our group while many were not. All the kids were playing games on the computers, and it was very difficult to encourage them to transition from games to math.
Some of the kids had already started virtual patterns to turn into a physical bead strip last time, so they finished them and were able to start making their beads. The kids who had not started a design were much harder to convince. They just wanted to continue playing games. One child's continuous argument is that it is the summer and he shouldn't have to do math. It didn't help that some of the counselors in training got on the computers to play games when we were telling the kids to do the exact opposite.
There were a few kids who finished their beadwork and were happy with it. They were excited to take it home. It's always nice to see kids proud of their work when we have all worked so hard to encourage them to do so.
Thursday, July 15, 2010
TBGC Session 3/ABGC Session 6
The program in Troy continues to progress well. There was not much math instruction today, and much more helping the kids weave their baskets. All but one of the students completed their design on the computer and started their baskets. Three students were able to finish their baskets today.
Surprisingly, the students in the eight- and nine-year-olds are progressing more quickly than the ten- to twelve-year-olds. It seems that the younger kids are able to focus on a single task for longer, but get bored easier. The older kids are more interested in doing things other than learning about math.
Another student told me today that they never expected math to be so fun. They had expected the program to be boring when they signed up, but now they were enjoying it. It was nice to hear this from the kids. The ones who finished their baskets today seemed very proud of their work, and they were excited to take them home and show their parents.
Next week I think we will start using the graffiti grapher to design shirts for the kids and let them finish their baskets on their own time. Since some of the kids are done, there is not a lot they can do while they wait, and the kids who are lagging behind will have something to do when they have free time.
Albany is a different story. When we arrived today, we started preparing our makeshift beadlooms so the kids could make some beadwork. At 1:15 there were still no kids present, when they usually arrive at 1:00. We saw some of our group across the street from the BGC, so we went and talked to the counselor in charge and told them they were supposed to be at our program. The counselor brought the kids back, but by that time it was almost 1:30 and the kids were very unhappy that they had to learn math rather than swim.
We decided we wouldn't have enough time to cover the things we wanted in half an hour, so we left early. After talking to one of the senior staff members, we found that the BGC had to cut some counselors' hours, and the schedule was a bit jumbled right now. She assured us that it would be fixed by Tuesday.
Surprisingly, the students in the eight- and nine-year-olds are progressing more quickly than the ten- to twelve-year-olds. It seems that the younger kids are able to focus on a single task for longer, but get bored easier. The older kids are more interested in doing things other than learning about math.
Another student told me today that they never expected math to be so fun. They had expected the program to be boring when they signed up, but now they were enjoying it. It was nice to hear this from the kids. The ones who finished their baskets today seemed very proud of their work, and they were excited to take them home and show their parents.
Next week I think we will start using the graffiti grapher to design shirts for the kids and let them finish their baskets on their own time. Since some of the kids are done, there is not a lot they can do while they wait, and the kids who are lagging behind will have something to do when they have free time.
Albany is a different story. When we arrived today, we started preparing our makeshift beadlooms so the kids could make some beadwork. At 1:15 there were still no kids present, when they usually arrive at 1:00. We saw some of our group across the street from the BGC, so we went and talked to the counselor in charge and told them they were supposed to be at our program. The counselor brought the kids back, but by that time it was almost 1:30 and the kids were very unhappy that they had to learn math rather than swim.
We decided we wouldn't have enough time to cover the things we wanted in half an hour, so we left early. After talking to one of the senior staff members, we found that the BGC had to cut some counselors' hours, and the schedule was a bit jumbled right now. She assured us that it would be fixed by Tuesday.
Tuesday, July 13, 2010
TBGC Session 2/ ABGC Session 5
I am very happy with the way the program at the Troy BGC is progressing. Today, the kids finished up their designs on the computer, and some started weaving their baskets already. I went out and bought craft supplies last night and taught myself how to weave the basket. I'm glad I did, because I hadn't expected the kids to progress as fast as they had.
The first group we had today was smaller and therefore more manageable. They were very well behaved and almost all of the kids in this group started weaving their baskets.
The second group was a bit bigger, and the transition was somewhat chaotic. I lost track of time and didn't realize the second group would be coming in, so I had a hard time regrouping and getting all the kids in the second group together to do some review before working more on their designs. The review with this group was difficult because they wanted so badly to work on their designs. When we finished with the review and told them they could all work on their designs, they became very excited.
There were only two girls in this group who gave us trouble. They were more interested in talking to each other or trying to find music on the internet rather than making their designs. Then when they found out the baskets they would be weaving were not large enough or authentic for their tastes, they said they wanted to quit. I told them to talk to the director of the BGC if they wanted to be done. They left, but I'm not sure if they ever talked to the director.
The rest of the kids who started their baskets today seemed to enjoy it very much. One even said that he had not expected math to be fun, but that he was having tons of fun making the basket.
The kids at the Albany BGC were a bit better behaved today than they have been in the past. We found out today that one of the kids we have had the most problems with has ADHD, and he had forgotten to take his medicine last week. This made me feel a bit better about the situation.
The supervision at the Albany BGC is still a bit lacking. The counselors who are supposed to be present during the whole session are in and out, and there are teen-aged counselors in training who sit in the back, watch the kids, talk amongst themselves, play on the computers, or encourage the kids to do things other than what we are trying to teach them. It is very difficult to try and teach the kids in the situation with which we are presented.
We were able to have the kids finish designs on the the virtual bead loom, and we are hoping to have physical bead looms ready by next time so they can start making some physical artifacts.
The first group we had today was smaller and therefore more manageable. They were very well behaved and almost all of the kids in this group started weaving their baskets.
The second group was a bit bigger, and the transition was somewhat chaotic. I lost track of time and didn't realize the second group would be coming in, so I had a hard time regrouping and getting all the kids in the second group together to do some review before working more on their designs. The review with this group was difficult because they wanted so badly to work on their designs. When we finished with the review and told them they could all work on their designs, they became very excited.
There were only two girls in this group who gave us trouble. They were more interested in talking to each other or trying to find music on the internet rather than making their designs. Then when they found out the baskets they would be weaving were not large enough or authentic for their tastes, they said they wanted to quit. I told them to talk to the director of the BGC if they wanted to be done. They left, but I'm not sure if they ever talked to the director.
The rest of the kids who started their baskets today seemed to enjoy it very much. One even said that he had not expected math to be fun, but that he was having tons of fun making the basket.
The kids at the Albany BGC were a bit better behaved today than they have been in the past. We found out today that one of the kids we have had the most problems with has ADHD, and he had forgotten to take his medicine last week. This made me feel a bit better about the situation.
The supervision at the Albany BGC is still a bit lacking. The counselors who are supposed to be present during the whole session are in and out, and there are teen-aged counselors in training who sit in the back, watch the kids, talk amongst themselves, play on the computers, or encourage the kids to do things other than what we are trying to teach them. It is very difficult to try and teach the kids in the situation with which we are presented.
We were able to have the kids finish designs on the the virtual bead loom, and we are hoping to have physical bead looms ready by next time so they can start making some physical artifacts.
Thursday, July 8, 2010
TBGC Session 1/ ABGC Session 4
Our first session at the Troy BGC went surprisingly better than I had hoped. I got there a bit early and was able to do one last quick promotion of the program before the kids all broke into their separate groups. We ended up getting a total of 13 kids to sign up, which worked out nicely. We were able to break them very manageable groups of six or seven kids.
It was hot again today, so the kids were less focused on learning and more focused on when they would be able to swim, but we were able to keep their attention long enough to get a good start. All the kids doing the program in Troy signed up voluntarily, so they have a bit more interest in the program than some of the Albany kids do.
We were able to introduce the culture and math aspects of Native American basket weaving to the kids. We also started doing some virtual weave patterns on the computer to get the kids familiar with the software. Next session in Troy we will have them continue working on their patterns, and hopefully everyone will have a design finished by the end of the session so we can start making baskets by next Thursday.
The program in Albany continued to disappoint me. We at least recognized most of the kids who were in our group this time around, but most of them were not the same as we had Tuesday. Many of these kids did not seem interested in learning about the software, or the math and culture behind it. Every time we turned our back, there was someone trying to play other online games, or just clicking through the information, rather than reading it. It is especially annoying when they try to use the program, and then ask us questions that are answered in the tutorials.
The staff at Albany is not a lot of help either. There is one counselor who is supposed to be with our group at all times, and it can be difficult to find them sometimes. There are also other volunteers not connected to our group who sit around and watch us. they never try to help us, and they often encourage the kids to do things other than what we try to teach them. I hope the Albany BGC gets structured a bit better in the near future, otherwise I don't have a lot of faith in the success of this program.
It was hot again today, so the kids were less focused on learning and more focused on when they would be able to swim, but we were able to keep their attention long enough to get a good start. All the kids doing the program in Troy signed up voluntarily, so they have a bit more interest in the program than some of the Albany kids do.
We were able to introduce the culture and math aspects of Native American basket weaving to the kids. We also started doing some virtual weave patterns on the computer to get the kids familiar with the software. Next session in Troy we will have them continue working on their patterns, and hopefully everyone will have a design finished by the end of the session so we can start making baskets by next Thursday.
The program in Albany continued to disappoint me. We at least recognized most of the kids who were in our group this time around, but most of them were not the same as we had Tuesday. Many of these kids did not seem interested in learning about the software, or the math and culture behind it. Every time we turned our back, there was someone trying to play other online games, or just clicking through the information, rather than reading it. It is especially annoying when they try to use the program, and then ask us questions that are answered in the tutorials.
The staff at Albany is not a lot of help either. There is one counselor who is supposed to be with our group at all times, and it can be difficult to find them sometimes. There are also other volunteers not connected to our group who sit around and watch us. they never try to help us, and they often encourage the kids to do things other than what we try to teach them. I hope the Albany BGC gets structured a bit better in the near future, otherwise I don't have a lot of faith in the success of this program.
Tuesday, July 6, 2010
Troy BGC Demo/ABGC Session 3
Regina and I went to the Troy BGC this morning to demo the different CSDTs we would be using in order to garner some interest for the program. It was very hot today, so it was difficult to keep the kids engaged. Some kids were legitimately interested in some of the programs, while others just wanted to play on the computers. It is hard to run a structured program or demo when there is little structure for the kids in place at the Boys and Girls Club.
In the end, we had six kids sign up for the program. After talking with the director at the TBGC, it was decided that we would come in on Thursday prepared to teach two sessions in the hope that more kids would be interested when they found they wouldn't be able to use the computers unless they decided to enroll in our program.
After Troy, we headed over to Albany. Only two of the kids in our group today had worked with us previously, so it was difficult to pick up where we left off because we had to teach the new kids what we had gone over in the last sessions. We need to talk to the ABGC staff and see if it would be possible to have a consistent group of the same kids for the remainder of the summer. It is difficult to progress when we have to backtrack every time we have new kids.
We let the kids who we worked with before to continue with their drawings from the last session. We had the new kids briefly go through the basics of the Graffiti Grapher, and then we had them start making their drawings.
All the kids were able to finish their drawings on paper, and most finished the electronic version as well. Next session we should be able to move on to the Virtual Bead Loom applet.
In the end, we had six kids sign up for the program. After talking with the director at the TBGC, it was decided that we would come in on Thursday prepared to teach two sessions in the hope that more kids would be interested when they found they wouldn't be able to use the computers unless they decided to enroll in our program.
After Troy, we headed over to Albany. Only two of the kids in our group today had worked with us previously, so it was difficult to pick up where we left off because we had to teach the new kids what we had gone over in the last sessions. We need to talk to the ABGC staff and see if it would be possible to have a consistent group of the same kids for the remainder of the summer. It is difficult to progress when we have to backtrack every time we have new kids.
We let the kids who we worked with before to continue with their drawings from the last session. We had the new kids briefly go through the basics of the Graffiti Grapher, and then we had them start making their drawings.
All the kids were able to finish their drawings on paper, and most finished the electronic version as well. Next session we should be able to move on to the Virtual Bead Loom applet.
Thursday, July 1, 2010
ABGC Session 2
We got to the BGC a bit early today to install Java on all the computers so we would be able to use the African Fractals applet for our session today. Some of the kids seemed like they really didn't want to be there. They didn't listen very well, and were asking how long they had to be there. The kids who seemed interested did get involved and seemed to enjoy themselves.
We had them first use the African Fractals applet to look at various fractal patterns in nature, and then to create their own. I'm not sure the kids completely understood what they were doing. They were more just drawing random lines that filled the screen after a few iterations.
After most of the kids finished with their fractal patterns, we saved them and had them move on to the Graffiti Grapher. We had them draw a design they would like to make, and then they started creating their work in the applet. Most of the kids got a good start on their electronic versions by the time the day was done. We will continue with this next week.
We had them first use the African Fractals applet to look at various fractal patterns in nature, and then to create their own. I'm not sure the kids completely understood what they were doing. They were more just drawing random lines that filled the screen after a few iterations.
After most of the kids finished with their fractal patterns, we saved them and had them move on to the Graffiti Grapher. We had them draw a design they would like to make, and then they started creating their work in the applet. Most of the kids got a good start on their electronic versions by the time the day was done. We will continue with this next week.
Tuesday, June 29, 2010
First Day at ABGC
The Boys and Girls Club in Albany was somewhat disorganized, but it was better than I had expected. Two of the computers didn't have internet connections, so we needed to copy the CSDT directory to the desktop on those computers so we could use the programs. None of the computers had Java installed, we did not have administrator privileges to do so, and no one at the BGC was able to give us privileges. They told us they would be able to have the password for us by Thursday.
The students we were working with were scheduled for outdoor time after our program, so it was difficult to get them to pay attention. The A/C in the computer room was also off, making it very warm as well. Since Java was not installed, we were unable to use the African Fractals applet like we had planned. We ended up introducing the kids to the Graffiti Grapher instead.
We ran through the history and culture of graffiti and did some of the Graffiti Grapher tutorials. Many of the kids seemed uninterested, and gave up rather quickly when they couldn't figure it out. They needed a lot of coaxing to try and get them to participate. I think once we get to the point of creating various physical artifacts, the kids will become more interested than they are now.
All in all, we were not as productive as I had hoped for our first session, but it was more or less what I expected. Hopefully we can have all the bugs worked out by Thursday.
The students we were working with were scheduled for outdoor time after our program, so it was difficult to get them to pay attention. The A/C in the computer room was also off, making it very warm as well. Since Java was not installed, we were unable to use the African Fractals applet like we had planned. We ended up introducing the kids to the Graffiti Grapher instead.
We ran through the history and culture of graffiti and did some of the Graffiti Grapher tutorials. Many of the kids seemed uninterested, and gave up rather quickly when they couldn't figure it out. They needed a lot of coaxing to try and get them to participate. I think once we get to the point of creating various physical artifacts, the kids will become more interested than they are now.
All in all, we were not as productive as I had hoped for our first session, but it was more or less what I expected. Hopefully we can have all the bugs worked out by Thursday.
Wednesday, June 9, 2010
Tool Selection
I have decided on using the following Tools in the listed order over the course of the program:
Basket Weaver
Graffiti Grapher
Rythm Wheels
Programmable Graffiti Grapher
Pre-Columbian Pyramids
I chose these Tools based on a combination of the education standards for New York, how comfortable I was with teaching the various subjects, and what formed the best progression of math skills. I wanted to include both the original Graffiti Grapher and the programmable version so I could compare how the students react to each version.
Basket Weaver
Graffiti Grapher
Rythm Wheels
Programmable Graffiti Grapher
Pre-Columbian Pyramids
I chose these Tools based on a combination of the education standards for New York, how comfortable I was with teaching the various subjects, and what formed the best progression of math skills. I wanted to include both the original Graffiti Grapher and the programmable version so I could compare how the students react to each version.
Wednesday, May 26, 2010
Education Standards
I started researching the New York State mathematics education standards to see what the students I will be working with are expected to know according to the state. I had been frustrated in the past with some of the students because they were having a hard time understanding some of the topics we were trying to teach.
I found that they aren't expected to know some of the things we were trying to teach them until sixth or seventh grade. This made me feel better, knowing that the students weren't necessarily supposed to have prior knowledge of the material.
This might make me change my plans as far as which Design Tools I decide to use at the Boys and Girls Club, or the age group of the kids I work with.
I found that they aren't expected to know some of the things we were trying to teach them until sixth or seventh grade. This made me feel better, knowing that the students weren't necessarily supposed to have prior knowledge of the material.
This might make me change my plans as far as which Design Tools I decide to use at the Boys and Girls Club, or the age group of the kids I work with.
Tuesday, May 25, 2010
Lesson Plan
I have created a lesson plan for the summer program at the Troy Boys and Girls Club. There will be groups of ten students, and each group will participate in a two-hour session every Tuesday and Thursday.
Based on my previous work at the Ark Community Charter School, I have scheduled one Design Tool segment to be completed every three sessions, for a total of six hours of work with each group. Depending on the amount of interest, we may have more than one group each day.
I am hoping we have 20 to 30 kids interested, so there will be two or three separate groups each day. The more kids involved, the more data is able to be collected.
Based on my previous work at the Ark Community Charter School, I have scheduled one Design Tool segment to be completed every three sessions, for a total of six hours of work with each group. Depending on the amount of interest, we may have more than one group each day.
I am hoping we have 20 to 30 kids interested, so there will be two or three separate groups each day. The more kids involved, the more data is able to be collected.
Monday, May 24, 2010
First Steps
I am planning on doing a summer program with the Boys and Girls Club in Troy from the beginning of July to the end of August. Right now I am working on a tentative lesson plan. Then I am going to take a close look at all of the Design Tools and determine what the best progression of the Tools would be to teach the students.
After I do this, I will populate my lesson plan with specific Tools to be used throughout the program. This basic lesson plan will hopefully be able to be used in the future by anyone looking to design a teaching strategy using the Design Tools.
After I do this, I will populate my lesson plan with specific Tools to be used throughout the program. This basic lesson plan will hopefully be able to be used in the future by anyone looking to design a teaching strategy using the Design Tools.
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