Authentic Learning:How to Facilitate Community Improvement Through Project-Based Learning

Presented by Rebekah Cohen Morris

All handouts (including this presentation) are included in the Authentic Learning (DEAC 2016) group on Office 365.

For the Love of Buford Highway (an 11-minute documentary featuring our work)

Learning Goals and Outcomes

Learning Goals and OutcomesFor teachers to learn how to connect learning to real-world issues that extend outside of his/her particular subject area (cross-curricular learning)

To change the way teachers (and students) see school by demonstrating that student work can have an immediate impact on his/her communityFor teachers to learn how to display student work in a way that effects positive change and facilitates discussion within the schools community

Learning Goals and Outcomes (continued)For teachers to learn how to engage students in their communities

For teachers to learn how to assess Georgia Standards of Excellence using innovative, project-based strategies that truly changes the way that kids view schoolFor teachers to learn how to design and implement community-oriented lesson plans that are academically rigorous, relevant, and impactful

Community-Engaged TeachingCommunity Engaged Teaching seeks to use the classroom as a way to not only educate students, but to also engage with the community in a real and tangible way

By utilizing this form of teaching, you will be doing the following:Increasing student performanceIncreasing student engagement & motivationUsing technology in real, meaningful waysImpacting the community in a tangible wayDemonstrating how the academic world connects with the real worldDeveloping and empowering students to become leaders

Increase Student EngagementStudents who previously did not complete their class work discovered how to apply their reading/writing skills through:Creating websitesCreating and maintaining social media sitesContacting community leaders and city officials through written letters or by phoneDesigning project display boardsPlanning logistics for the exhibitDeveloping creative solutions to their communitys issues

What Does This Actually Look Like?

Project Websitehttp://buhiproject.weebly.com/Facebook Pagehttps://www.facebook.com/groups/1699519853629086/Instagramhttps://www.instagram.com/thebuhiproject/Teacher Websitehttps://www.thatenglishteacher.weebly.com/Yearbook Featureshttps://www.facebook.com/CKHSYearbook/photos/a.1460541827582708.1073741827.1460540180916206/1528039864166237/?type=3&theater

How Have Students Impacted Their Community?

Summer Projects Guerilla Gardenershttps://www.gofundme.com/vh4r6vxgStudent Presentation to Brookhaven City Councilhttp://brookhavencityga.iqm2.com/Citizens/SplitView.aspx?Mode=Video&MeetingID=1510Documentary by Graduate Students from Georgia State Universityhttps://www.facebook.com/events/952466238205679/

How Did the Press Respond?

Press Coverage

http://www.mdjonline.com/neighbor_newspapers/dekalb/cross-keys-high-schoolers-envision-future-of-buford-highway/article_5c2bf86c-f75c-11e5-9dfb-afab2379b319.htmlhttp://thechampionnewspaper.com/news/local/cross-keys-freshmen-engage-with-public-officials/http://www.reporternewspapers.net/2016/03/04/cross-keys-students-plan-buford-highways-future/https://nextdoor.com/agency-post/ga/chamblee/city-of-chamblee/cross-keys-hs-students-invite-the-community-to-share-plans-and-dreams-for-the-future-of-buford-highway-22672579

Guest Speakers at Cross Keys

Betsy Eggers, Founder of the Peachtree Creek Greenway

Spoke with our class about pedestrian access, green infrastructure, community development, and civic engagement strategies.

Students responded by reading two different news articles covering the same topic (annotated and discussed). Students also wrote reflections on Ms. Eggers presentation.

Guest Speakers at Cross KeysJoe Gebbia, CouncilmanCity of Brookhaven

Spoke with class about current development plans and rationale, including affordable housing, pedestrian safety improvements, public transit, and gentrification. He also spoke about financing mechanisms and civic engagement, extending an invitation to the class to present ideas at a council work session.

Guest Speakers at Cross KeysMarian Liou, FounderWe Love BuHi

Spoke with our class about her organization which envisions a safe, livable, and fun Buford Highway corridor.

Co-sponsored our BuHi Exhibit at Plaza Fiesta and hosted a community visioning session at a local restaurant.

Standards-Alignment: World GeographyThe student will understand that humans, their society, and the environment affect each other. The student will understand that location affects a societys economy, culture, and development. The student will understand that the movement or migration of people and ideas affects all societies involved. The student will understand that when there is conflict between or within societies, change is the result.The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.The student will understand that location affects a societys economy, culture, and development.The student will understand that the movement or migration of people and ideas affects all societies involved.

Standards-Alignment: ScienceSCSh8. Students will understand important features of the process of scientific inquirySCSh7. Students analyze how scientific knowledge is developedSCSh6. Students will communicate scientific investigations and information clearly.SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanationsSCSh3. Students will identify and investigate problems scientifically

SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials

SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.

Standards-Alignment: ELAELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ELAGSE9-10SL3: Evaluate and/or reflect on a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidenceELAGSE9-10RI6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Standards-Alignment: ELA ResearchELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Standards-Alignment: World HistoryThe student will understand that distribution of power in government is a product of existing documents and laws combined with contemporary values and beliefs. The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the societyThe student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.The student will understand that location affects a societys economy, culture, and development.The student will understand that when there is conflict between or within societies, change is the result.

Standards-Alignment: US HistoryTime, Change, Continuity: The student will understand that while change occurs over time, there is continuity to the basic structure of a society. (6,7, WH)Technological Innovation: The student will understand that technological innovations have consequences, both intended and unintended, for a society. (8)Individuals, Groups, Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. (8, WH, USH, AG)Scarcity: The student will understand that scarcity of all resources forces parties to make choices and that these choices always incur a cost. (Economics)Location: The student will understand that location affects a societys economy, culture, and development. (6, 7, 8, WH, USH) Distribution of Power: The student will understand that distribution of power in government is a product of existing documents and laws combined with contemporary values and beliefs. (8, USH, AG)Movement/Migration: The student will understand that the movement or migration of people and ideas affects all societies involved. (6, 7, 8, WH, USH)

ApplicationHow could The BuHi Project have been adapted in a science classroom? (Science teachers sit together and brainstorm on paper.)How could The BuHi Project have been adapted in a social studies classroom? (Social studies teachers sit together and brainstorm on paper.)How could The BuHi Project have been adapted in a mathematics classroom? (Math teachers sit together and brainstorm on paper.)How could The BuHi Project have been adapted in a language arts classroom? (ELA teachers sit together and brainstorm on paper)How could The BuHi Project have been adapted in another curricular area? (All other subject area teachers sit together and brainstorm on paper.)*Elementary teachers: pick a group based on the area you prefer

Cross-Curricular ApplicationInstead of keeping your project within your classroom, involve multiple disciplines in different aspects of your project.Schedule a meeting with other curricular areas to gauge interest & discuss possibilities.In a freshman academy, teachers with shared students could work together in curricular-specific aspects of project. Will be implementing at CKHS in Fall 2016.Counselors could schedule students strategically in order to achieve shared students.UrbanPlan already has a free curriculum focused on economics & government information on Office 365 Group.Meet with your API to discuss additional curricular ideas

Dont Forget Art!

Even if you cant get a full alignment of shared student schedules, see if specific teachers would allow independent, differentiated projects as a grade (in a way that meets their standards but also overlaps with your own class project).Click here to view article

Changing the ParadigmTeaching Students to Focus on Assets Not Just Needs

Community Development ModelsTraditional Community DevelopmentProblem-focused (needs-based)Community viewed as customers or clientsTop-down solutions provided to community members

Asset-based Community DevelopmentAssets-focusedCommunity viewed as partners, leaders, and co-laborersSolutions produced by community membersMuch of this information was adapted from Northwestern Universitys Asset-based Community Development Institute. Links available on OneDrive. http://www.abcdinstitute.org/toolkit/

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Throughout your class project, remember:

Sustainable projects are often powerfully related to the involvement of residents and students.Communities are strengthened when organizations encourage and support diversity. Often times, groups of people, like welfare recipients, elders, youth and minorities, are marginalized and not recognized as contributing citizens within their community.

In many communities, voluntary networks of associations -large and small, formal and informal - are overlooked. Sustainable and effective projects work to engage these associations in participation and governance.

Throughout your class project, remember:A sustainable and effective project will first look to identify and connect assets within the community. After tapping into these local assets, the project may need to look outside to satisfy additional resource needs.Every community has an array of local public, private and nonprofit institutions. Each of these institutions has resources such as personnel, space, expertise, equipment, and economic power that can be contributed to your project.

Evaluating Our Pedagogical ApproachEach curricular group read through the Principles Of Good Practice For Service-Learning Pedagogy and evaluate another curricular groups pedagogical practices from the last activity.Write comments on sticky notes provided.

Changing the ParadigmThe needs-based approach, which defines poverty as the absence or lack of the basic elements required for human survival, was the preferred NGO approach to development in Africa throughout the 1950s and 1960s (Booy, Senaand, and Arusha, 2000: 4-11). By definition, its focus was almost exclusively on needs, such as primary health care, water supply, and humanitarian food aid. Without a rights-based analysis, however, such a model ignores the structural causes of poverty as well as the potential capacities that people may have to respond to their own crises - albeit with outside help and support as appropriate. *emphasis added

5 Categories of Community Assets to Consider

Local residents their skills, experiences, passions, capacities and willingness to contribute to the project. Special attention is paid to residents who are sometimes marginalized. Local voluntary associations, clubs, and networks e.g., all of the athletic, cultural, social, faith-based groups powered by volunteer members which might contribute to the project. Local institutions e.g. public institutions such as schools, libraries, parks, police stations, etc., along with local businesses and non-profits which might contribute to the project. Physical assets e.g. the land, the buildings, the infrastructure, transportation, etc. which might contribute to the project. Economic assets e.g. what people produce and consume, businesses, informal economic exchanges, barter relationships, etc.

Asset MappingWhat assets exist in your school cluster?How do you identify assets in your community?How do you utilize the assets in your community?

Involve Your Students FamiliesInstructions on how to differentiate this exercise are available in your OneDrive. (http://www.center-school.org/pa-pirc/documents/CommunityAssetsMapExercise.pdf)Asset mapping could be done as a student-led activity during a PTSA/PTA meeting, a community meeting, or a parent conference night. Parents could also be invited into the classroomto help. REMEMBER: Think outside the box! As you generate ideas, explore how to align them with the standards. Its easier than you think!

Asset-mappingOn your table, there is an asset map. Complete this map as a group, focusing on your particular high school cluster.This will help you guide students through the process of developing their project.An online workbook is available in your OneDrive (http://www.abcdinstitute.org/docs/Diane%20Dorfman-Mapping-Community-Assets-WorkBook(1)-1.pdf)

Needs AssessmentWhat needs exist in your school cluster?How do you identify needs in your community?How do you address the needs in your community?

In your group, discuss these issues and then write them on the paper provided.

How Do We Start?

How Do We Start?After your class engages in the process of asset-mapping and needs-assessment for the community (large-scale or class-wide or school-wide), have the students begin researching:Organizations and non-profits in the areaCommunity leadersFoundations (if your school doesnt have one, maybe your students will work on meeting someone who could)City council representativesCounty representatives and officialsState legislators and representativesConnections with the press

Press Connections (Who Covers Education in DeKalb?)Atlanta Journal-ConstitutionMarlon Walkermarlon.walker@ajc.comThe ChampionR. Scott Belzersbelzer@dekalbchamp.comNeighbor NewspapersBrent Barroninfo@neighbornewspapers.comThere are many other local newspapers, list servs, Facebook groups, bloggers, etc. that will be important tools for legitimizing your project and attracting attention to the work your students are doing.ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

Community MeetingsBegin attending different community meetings with a critical eye for opportunities for students to become participants in some way. Students can also attend as extra credit or as an extension of learning.City Council MeetingsNeighborhood AssociationsCommunity Improvement MeetingsPTA/PTSA MeetingsPlanning and Development Meetings

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.ELAGSE9-10SL3: Evaluate and/or reflect on a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

Displaying Your ProjectMuseum night at your school (open to public or parents/school community)Find a local community space willing to host an exhibit open to the publicMalls (i.e. Plaza Fiesta)Civic centersCommunity centersCity council meetingsDevelopment authority meetingsUniversitiesInvite community and press to view your class project, soliciting feedback and engaging in meaningful conversations

How Do We Pay for This?

Neighborhood Fund provides resources to community groups (non-501(c)3) seeking to impact their community at the local level. Since 1991, more than 300 neighborhood projects have received an estimated $2,000,000 in grants and technical assistance to support community organizing, neighborhood gardens, youth fitness activities, cultural events and more.The Neighborhood Fund offers two types of grants:

Community Building grants are neighborhood-based project grants addressing a neighborhood issue or concern. Community Building grants range from $500 to $10,000 for established groups and organizations with at least a two year working history.

Love Your Block mini-grants are community-based beautification or improvement grants to support citizens and neighborhood groups who want to plan and organize efforts to beautify their community, block by block. Love Your Block mini-grants range from $250 to $1,000 for established, new and emerging groups and organizations.

CrowdfundingStudents can type up the necessary information for these websites.

ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of contentELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Sample Project-DevelopmentWhat does this look like for my curricular area?

The TaskIn this sample community, the suburban neighborhoods have suffered years of blight poverty, disinvestment, plummeting property values, crime. There are few economic opportunities and many people lack sufficient transportation to transport them to job opportunities and educational opportunities. The general feeling is hopelessness and disenfranchisement.

What can your students do about it?

Work SessionAs a group, answer these questions:What project could you develop for your students? Timeframe (single unit, month, semester, year)?What standards align with this assignment?How will you integrate the use of technology?How will your students display or promote their project?How will you assess student learning?How will your students experience the feeling or reality of success?What extensions or continuations of this project could you envision?

Community PartnershipsCommunity resources grouped by high school clusters are located in the Authentic Learning folder in Office 365 and also in your folder.Dont reinvent the wheel! Partner with groups and people who are already doing meaningful work!

Sample Project-DevelopmentEach group will provide feedback on sticky notes to the other groups by placing these comments on each groups set of ideas (round robin).Reconvene and discuss (Use the Project Design Rubric available in your folder)Creating a RubricNot a one-size-fits-all model (samples provided in Authentic Learning folder on Office 365) *sample 2 and 3

Needs to reflect the highest levels of rigor: synthesis and evaluation

AssessmentsIn project-based community development, you will be intimately involved in the details of your students work. Therefore, there are many opportunities for formative assessments.At the end of the semester/year/ unit, your students will be able to pass a standards-based assessment and/or the Milestones.

Assessments can include:Writing assignmentsPresentations and speechesReflections

DeKalb Educators Annual Conference

June 1-2, 201652Thank You for Attending!Contact InformationRebekah Cohen MorrisRebekah_c_morris@dekalbschoolsga.org770-715-7200 (cell)Cross Keys High School

All handouts (including the presentation) is included in the Authentic Learning (DEAC 2016) group on Office 365.