Difference between revisions of "Mithome09-getting-started"

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*Ralph Brody -- Curator in video arts in NYC. Working on an after-school project that would help kinds understand how they relate to their community.
 
*Ralph Brody -- Curator in video arts in NYC. Working on an after-school project that would help kinds understand how they relate to their community.
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===Dare Brawley: Building a school community===
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Dare: Initially a class. Then became a girl-only initiative in a progress, co-ed private school. It has five 8th graders and 15 9-12 graders. It restarted as a student publication. A lot of kids didn't know what it meant to have a "feminist" publication. Having a set of workshops, both student run and bringing in an outside speaker, Ingrid Dahl of Youth Media Reporter. It was originally curriculum based and has morphed into a student-run project.
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<b>What have been the success moments when you branched out into community?</b>
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As students leave the traditional role of being just "snotty" HS kids, it becomes less of an "us vs. them" and the community starts to think of HS as being something more meaningful than a "holdin pen for kids."  These kids have something valuable to say -- how can we let more folks in on it?
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<b>How do you make sure the kids are accountable outside?</b>
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Ninth-grade partners with The Franklin Institute, which is very structured. Older kids go out on their own on structured programs. Each site reports in attendance through the tools they use -- Drupel and xxxxxx (missed name). 
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<b>Are their resistent students who don't want to do part of it?</b>
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Yes. But there is complete and total flexiblity, so it is only for a student's lack of creativity that they don't find something. They work with kids to find their niche. She (Diane) is accountable for 20 students. There are systems and structures set up to facilitate. She tells the story of the student who was a paralegal for a law firm and ended up on a weekend helipcoptering from Philadelphia to Washington, D.C., to be the official Spanish translator for a legal deposition. Yes, her parents knew about it and it was outside school hours!

Revision as of 11:27, 24 October 2009

Media Literacy, Teaching and Learning And 21st Century Skills:

JOURNALISM IN THE K-12 CLASSROOM -- WHAT'S GOING ON?

SEMINAR TITLE: Student As Researcher, Producer and Publisher: New Media, Education, and Journalism


GETTING STARTED BREAKOUT SESSION

Diana Laufenberg opens dialogue. Talks about how she had great facilities in Kansas, not so much in Arizona and then came to the Science Leadership Academy in Philadelphia.

Who's in the room, and what do you envision as your job?

  • Sara Kaplan -- Site manager, CyerCafe at Malden Square. She does community work. Works with homeless an unemployed individuals, giving them access to technology. She wants to develop a youth arm. They used to be there but are not. Why? Who should she partner with. And how do I get parents comfortable?
  • Child Vossey (sp?), supervisor of library services in the Sommerville Public Schools.
  • Tina Lu, teaches media communication instruction in the Boston public schools. Trying to get students to do more than just self exploration but reach out and make the community a stronger part of thwat they do.
  • Teresa Strong, BPS, elementary-school level.
  • Dare Brawley, Poughkeepsie Day School. All girls run and produced magazine. To help girls become confident in adolescent.
  • Mary xxxx, Wayland public schools. The school's journalism program is in its second year.
  • Chris Jankowski, Brookline High School. She is talking about what are the appropriate channels of distribution for what they are doing -- what's appropriate.
  • Lynn Cohen, library media specialist and English teacher at Brookline High School, they are going to be teaching television production in a new student that isn't ready yet.
  • David Kaminsky, teaches 25 miles north of NYC in a suburb. She taught English and now in a studio. They do video, audio, Flash web. "I just want them to work, I want them to do what the love and I want them to get smart."
  • Monica, humanities teacher at the Boston Arts Academy. She is looking for ideas to integrate new media in meaningful ways. She can't count on technology; how do their students compete in this comming industry without the resources.
  • Melinda -- How do we allow kids to use the medium and do more than just pasting pictures, how to get kids involved in commentary.
  • Meredith Westfall -- Weymouth High School. Teaches DSL and is on the design team to restructure the curriculum to have wall-to-wall career academies. They will do career exploration. "We are all still pretty stressed about this." How can we use the technology. How to have the mission statement be measurable and get the sense of technology into it.
  • Stephen Leverme, teaches media product at English High School.
  • Jillian -- recent college grad looking for a job. Interning with Stephen at BeTheMedia.
  • Mike Labonte -- IS from Haverhill, Mass., works for the company that makes the Flip phone. "Our community is so disconnected from journalism." .... "So many people around just have no idea of what's going on. Every time we have an election the voting is just random."
  • Robin Bikopski (sp?) -- Cambridge. She went back to school to work on integrating technology into schools.
  • Tom Stites -- Runs the Bayan Project, to run journalism on a very local basis. He is here to learn how a very local site might engage young people in schools to be part of the community's work>
  • Ralph Brody -- Curator in video arts in NYC. Working on an after-school project that would help kinds understand how they relate to their community.

Dare Brawley: Building a school community

Dare: Initially a class. Then became a girl-only initiative in a progress, co-ed private school. It has five 8th graders and 15 9-12 graders. It restarted as a student publication. A lot of kids didn't know what it meant to have a "feminist" publication. Having a set of workshops, both student run and bringing in an outside speaker, Ingrid Dahl of Youth Media Reporter. It was originally curriculum based and has morphed into a student-run project.

What have been the success moments when you branched out into community?

As students leave the traditional role of being just "snotty" HS kids, it becomes less of an "us vs. them" and the community starts to think of HS as being something more meaningful than a "holdin pen for kids." These kids have something valuable to say -- how can we let more folks in on it?

How do you make sure the kids are accountable outside?

Ninth-grade partners with The Franklin Institute, which is very structured. Older kids go out on their own on structured programs. Each site reports in attendance through the tools they use -- Drupel and xxxxxx (missed name).

Are their resistent students who don't want to do part of it?

Yes. But there is complete and total flexiblity, so it is only for a student's lack of creativity that they don't find something. They work with kids to find their niche. She (Diane) is accountable for 20 students. There are systems and structures set up to facilitate. She tells the story of the student who was a paralegal for a law firm and ended up on a weekend helipcoptering from Philadelphia to Washington, D.C., to be the official Spanish translator for a legal deposition. Yes, her parents knew about it and it was outside school hours!