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.