On making the current curriculum as alternative as possible
Ann: "See, you have opportunities within your own curriculum to be as creative as you can. So you can actually start with yourself, and then there's the bigger picture of just actually having a completely alternative program altogether. So it can go from one end to the other."
Linda: "Someone that relates to that is Trudy... the English and History teacher of the Murphy Centre, she is in the process now of creating a new History text for.... I think it's junior high school students, and her and i talk on MSN all the time and we had this conversation and she said, you know what Linda, I'd really like to create an alternative World History (to the group: summarizing what Trudy said, not quoting)- something that she was interested in and she was passionate about- but instead of focusing on the two world wars, the cold war and the Vietnam war, focus on Gandhi's teachings, Mother Theresa, and all the peaceful resolutions to the conflicts in the world.. She asked me if I thought if it would work. She said she had a friend in the Dept of Ed and she was going to ask him; and I said, well from my opinion, I myself would prefer to learn that (her idea of World History as opposed to the traditional World History). So, you know, maybe if it wasn't a core subject and didn't have a public exam, maybe where you start is at the bottem and you say, "okay well, this is what i want; this is what i feel passionate about" and as an individual she took on that task. For every individual..... maybe someone else likes geography. Someone else like.... well different people like different areas. That's where you acheive individualization, and so if she wants to come up with this alternative World History course, she could offer.. she wants to offer it at the Murphy Centre. She said it might not work because it's not a public course, so maybe she won't get a good response because a lot of other people just want to do what they've got to do; and I said, well, you know, Trudy, if you do get a... if you get it written and you do go ahead with it and you are teaching it because... she has voiced that she would take the time out of her schedule to create it and the time out of her schedule to teach it. So that's two obstacles solved. So I said, you know, if people did go to this class, they enjoyed it and they had a high success rate, high interest rate, you know, perhaps the Board of Education would see that as an indication that.... ok well 90 percent of the people getting 80 percent or over in this alternative course and why are they, you know, 65 percent of them are failing the core curriculum, maybe it'll be a wake up call and they'll re-evaluate what's what and make the alternative the core. And I said to her, if you start small, you do succeed and there is interest and success, then it can build and it can grow; that's where you get the individualization and as I was saying to Ann before at the Pratt Conference, thinking outside the system, thinking... radical thinkers. And i thought to myself, I agree with radical thinking and thinking outside the box, but from talking to Trudy, I've realized that you can actually create change within the system. Trudy is within the system under the Board of Education and she has to teach certain things, but she took it upon herself as an individual interested and passionate about something, to make a change from within the system, and I think that's really important. Don't forget the valuable things you have in the system as well that you can work with."
3.7.08
The START of a ROUGH DRAFT of the FINAL REPORT!
Vision to Practice
A. Introduction: Who are we?
Morgan Gardner is the principle research of a Vision to Practice research. Her passion around youth voice and youth engagement in education as been the momentum behind our efforts. Offering her expertise but allowing the group to be independent thinkers, a powerful team was formed. Morgan has created within us all a vision and an appreciation of youth voice, and a determination to rise above and beyond what we as youth thought we were capable of.
Linda Brown is a graduating student of the Murphy Centre. She attended the Murphy Centre from January 2007 to June 2008. Her experience at the Murphy Centre opened many windows of opportunity for Linda. Joining a Vision to Practice research group enabled her to discover her love and natural talent of active research and analytical thinking. She will be attending Memorial University in September in the field of biology and will continue doing research for many years to come.
Joey Bellissimo is also a graduating student of the Murphy Centre. His year at the Murphy Centre allowed many new friendships and opportunities to blossom. Joey discovered he had a love of active research, and has been a great contribution to our discussions and activities. Joey plans to attend MUN sometime in the future, and knows that active research will always be a part of who is he.
Deanne Power
Roger Patey
Tracey Stamp
Ann McCann
Carol Myles
Denise Hatchett
B. Purpose:
To empower youth to use their voices, and to be advocates in educational change. To inspire youth voice and create strength behind youth voice. To come up with a new way, a new curriculum, a new way of thinking- which allows youth to be decision makers in their own education.
C. Process:
Start date:
February 12th, 2008
Anticipated end date:
Wednesday, July 9th, 2008
Youth Participants:
Linda Brown, Joey Bellissimo, Deanne Power, Tracey Stamp, Roger Patey
Facilitator Participants:
Ann McCann, Carol Myles, Denise Hatchett, Morgan Gardner
Dates of the meetings:
1. Feb. 12, 2008 First meeting Morgan, Ann, Carol and Denise met
2. Feb. 29th, 2008 Second meeting, introducing the youth participants
3. March 4th, 2008 Why action research is important to us/ our vision
4. March 6th, 2008 Ideas for Change at the Murphy Centre
5. March 10th, 2008 Discussed details on changes that were important to us
6. March 12th, 2008 Deanne, Linda and Joey met to plan for Open Forum
7. March 13th, 2008 Cancelled due to a snow day
8. March 14th, 2008 Watched films on Youth Leadership in their own education
9. March 19th, 2008 Rich conversation about people's personal stories
10. March 20th, 2008 Various conversations; talk about why people love the centre
11. April 2nd, 2008 Joey and Linda went class to class to ask participants what changes they'd like to see.
12. April 9th, 2008 Discussed participant idea collection and impact
13. April 14th, 2008 Brought together all the information we collected from participants and put the ideas under categories we call the Wheel of Fortune
14. April 16th, 2008 Went into depth on ideas of alternative curriculums, art in the curriculum, and making the curriculum as alternative as possible.
15. May 30th, 2008 Planned an agenda for our retreat
16. June 10th, 2008 Our Retreat; Discussed upcoming plans for dissemination, final report, etc.
Places we met:
The Murphy Centre
The Presentation Sisters Retreat
D1. IDEAS OF PARTICIPANTS AT THE MURPHY CENTRE
Social Environment
quiet room for study, picnic tables, butt can, vending machines, water cooler, more food, couches, better parking, ice cube trays, change machine, quiet space, outdoor space for hanging, garbage can near where people hang out, childcare centre within school, spirit building activities
Student-Teacher Relationship
unified advisory process
Peer Relationship
lunchtime activities, hockey pool, rap sessions, promoting diversity, peer counseling, student council
Learning Content
more school books, music classes, computers, other language courses, GED, lunch time activities, book available for general interest, advanced courses, alternative curriculum alongside regular curriculum, how can we make the regular curriculum as alternative as possible, expand science curriculum, art, making curriculum relevant to student lives within regular curriculum, workshops, social curriculum, expand library curriculum
Learning Process
Programs outside of school, more classes per day, transportation, independent courses, J.C., workshops on critical reflection, recognize different learning styles, learning resource room, student voice in all aspects of learning, facilitator led academic ABE
Assessing Student Progress
Mutual Accountability
Awareness of the school system, self-advocacy, comment box to hear peoples opinions on the changes that are underway, bus passes or our own school bus, commitment to come to school, discussion of complexity around staying in school, fundraising, drug awareness, safety of ourselves and others, getting paid to attend school
Community Relationship
a float in the annual St. John's Christmas parade, day care, hikes, booth in Regatta, camping trip, senior sleepover, fundraising, peer-counselling
Health and Fitness
School nurse-medical advice, active living, healthy living, track and field, mini gym
D2. Brainstorming Most Popular/Valued Ideas
LOUNGE
-virtues project
-unity through diversity might mean alternate title
ALTERNATIVE CURRICULUM
-talk to Tim
-Should we do it here or start a new broader initiative
ART IN CURRICULUM
-Finding out what participants want
-Explore which art programs would be best
- Art outside the Murphy Centre (ie Community artrs project) would get connected somehow to the academic site
-Speak with Tim and Trudy
-An art group at lunch might be an idea
_Supplies ( how to make them available, locked cabinet, sign out,designated space)
- Would it be a high school credit course or an alternative or an integration into existing course)
-Explore why youth need art
MAKING CURRENT CURRICULUM AS ALTERNATIVE AS POSSIBLE
- How do youth already make curriculum alternative
- How do facilitators already make curriculum alternative
- Cooperative learning
-Where does funding come from
-Idea that we could try to get funding to develop a program to create 10 activities for each course that would make it alternative
- theme approach
- Could we make courses alternative for each individual
- Learning outside the textbook
- different styles of learning better accomodated ( more interactive, hands on learning, feild trips etc)
OPTIONS ON LEARNING
-Independent learning centre
-In class
-At home
ACTIVE LIVING
- issue of conflict resolution
SPIRIT BUILDING
JUDICIAL COMMITTEE
INDEPENDENT LEARNING CENTRE
E. IDEAS WE ACTUALIZED/INFLUENCED:
1.Collecting Ideas from the Murphy Centre community- When our group began we discussed the changes we'd like to see within our school. Then, when asked what changes we wanted to pursue, our group decided we'd like to ask the student body what they think. We created a bulliton board asking participants at the Murphy Centre the changes they would like to see, and then went further by going class to class to give a short presentation and collect ideas.
2.Lounge Project- The lounge is in the process of being very artistically painted with dragons and wolves, etc. There were meetings with Murphy Centre participants to talk about The Virtues Project and to allow participants to decide what kinds of things they'd like to see painted on the walls.
3.Murphy Centre Clean-up- Talk arose of the outside of the Murphy Centre looking dirty. Participants and staff at the Murphy Centre spent a few hours outdoors cleaning up garbage and cigarette butts and then had hot dogs for lunch.
4.Guitar and Drum Group- People talked about wanting to be able to do more things that they were interested in during times when they don't have class. Guitar group and drum group were both held at different lunch times for participants and staff to come together and experiment with instruments and music on all different levels.
5.Personal Changes within Participants-
6.Influence on others- Influenced facilitators to think more about youth voice, alternative curriculum, and alternative ways of facilitating.
7.Outdoor Garbage Can Moved- Our group brought up the issue that the outside of the Murphy Centre looked dirty. There was a garbage can outside but our group thought that it wasn't in a good location, and people weren't using it. With the permission from the Murphy Centre, we moved the garbage can to an area where people hang out.
8.Alternative Course in Progess- Our studies and involvement with the Murphy Centre inspired a facilitator to pursue an idea that she had. She is now in the process of creating an alternative world history course (a local course) which focuses on the peaceful resolutions to world conflicts, and also includes a lot of history that is left out of the traditional world history, such as the underground railway, Mother Theresa, Gandhi, etc.
F. The Personal Impact
G. Dissemination
Video
Report
Multi media bulliton board in Murphy Centre hall
Pictures
Presentation at Murphy Centre's September orientation
Presentation to different community groups with high numbers of marginilized youth
A. Introduction: Who are we?
Morgan Gardner is the principle research of a Vision to Practice research. Her passion around youth voice and youth engagement in education as been the momentum behind our efforts. Offering her expertise but allowing the group to be independent thinkers, a powerful team was formed. Morgan has created within us all a vision and an appreciation of youth voice, and a determination to rise above and beyond what we as youth thought we were capable of.
Linda Brown is a graduating student of the Murphy Centre. She attended the Murphy Centre from January 2007 to June 2008. Her experience at the Murphy Centre opened many windows of opportunity for Linda. Joining a Vision to Practice research group enabled her to discover her love and natural talent of active research and analytical thinking. She will be attending Memorial University in September in the field of biology and will continue doing research for many years to come.
Joey Bellissimo is also a graduating student of the Murphy Centre. His year at the Murphy Centre allowed many new friendships and opportunities to blossom. Joey discovered he had a love of active research, and has been a great contribution to our discussions and activities. Joey plans to attend MUN sometime in the future, and knows that active research will always be a part of who is he.
Deanne Power
Roger Patey
Tracey Stamp
Ann McCann
Carol Myles
Denise Hatchett
B. Purpose:
To empower youth to use their voices, and to be advocates in educational change. To inspire youth voice and create strength behind youth voice. To come up with a new way, a new curriculum, a new way of thinking- which allows youth to be decision makers in their own education.
C. Process:
Start date:
February 12th, 2008
Anticipated end date:
Wednesday, July 9th, 2008
Youth Participants:
Linda Brown, Joey Bellissimo, Deanne Power, Tracey Stamp, Roger Patey
Facilitator Participants:
Ann McCann, Carol Myles, Denise Hatchett, Morgan Gardner
Dates of the meetings:
1. Feb. 12, 2008 First meeting Morgan, Ann, Carol and Denise met
2. Feb. 29th, 2008 Second meeting, introducing the youth participants
3. March 4th, 2008 Why action research is important to us/ our vision
4. March 6th, 2008 Ideas for Change at the Murphy Centre
5. March 10th, 2008 Discussed details on changes that were important to us
6. March 12th, 2008 Deanne, Linda and Joey met to plan for Open Forum
7. March 13th, 2008 Cancelled due to a snow day
8. March 14th, 2008 Watched films on Youth Leadership in their own education
9. March 19th, 2008 Rich conversation about people's personal stories
10. March 20th, 2008 Various conversations; talk about why people love the centre
11. April 2nd, 2008 Joey and Linda went class to class to ask participants what changes they'd like to see.
12. April 9th, 2008 Discussed participant idea collection and impact
13. April 14th, 2008 Brought together all the information we collected from participants and put the ideas under categories we call the Wheel of Fortune
14. April 16th, 2008 Went into depth on ideas of alternative curriculums, art in the curriculum, and making the curriculum as alternative as possible.
15. May 30th, 2008 Planned an agenda for our retreat
16. June 10th, 2008 Our Retreat; Discussed upcoming plans for dissemination, final report, etc.
Places we met:
The Murphy Centre
The Presentation Sisters Retreat
D1. IDEAS OF PARTICIPANTS AT THE MURPHY CENTRE
Social Environment
quiet room for study, picnic tables, butt can, vending machines, water cooler, more food, couches, better parking, ice cube trays, change machine, quiet space, outdoor space for hanging, garbage can near where people hang out, childcare centre within school, spirit building activities
Student-Teacher Relationship
unified advisory process
Peer Relationship
lunchtime activities, hockey pool, rap sessions, promoting diversity, peer counseling, student council
Learning Content
more school books, music classes, computers, other language courses, GED, lunch time activities, book available for general interest, advanced courses, alternative curriculum alongside regular curriculum, how can we make the regular curriculum as alternative as possible, expand science curriculum, art, making curriculum relevant to student lives within regular curriculum, workshops, social curriculum, expand library curriculum
Learning Process
Programs outside of school, more classes per day, transportation, independent courses, J.C., workshops on critical reflection, recognize different learning styles, learning resource room, student voice in all aspects of learning, facilitator led academic ABE
Assessing Student Progress
Mutual Accountability
Awareness of the school system, self-advocacy, comment box to hear peoples opinions on the changes that are underway, bus passes or our own school bus, commitment to come to school, discussion of complexity around staying in school, fundraising, drug awareness, safety of ourselves and others, getting paid to attend school
Community Relationship
a float in the annual St. John's Christmas parade, day care, hikes, booth in Regatta, camping trip, senior sleepover, fundraising, peer-counselling
Health and Fitness
School nurse-medical advice, active living, healthy living, track and field, mini gym
D2. Brainstorming Most Popular/Valued Ideas
LOUNGE
-virtues project
-unity through diversity might mean alternate title
ALTERNATIVE CURRICULUM
-talk to Tim
-Should we do it here or start a new broader initiative
ART IN CURRICULUM
-Finding out what participants want
-Explore which art programs would be best
- Art outside the Murphy Centre (ie Community artrs project) would get connected somehow to the academic site
-Speak with Tim and Trudy
-An art group at lunch might be an idea
_Supplies ( how to make them available, locked cabinet, sign out,designated space)
- Would it be a high school credit course or an alternative or an integration into existing course)
-Explore why youth need art
MAKING CURRENT CURRICULUM AS ALTERNATIVE AS POSSIBLE
- How do youth already make curriculum alternative
- How do facilitators already make curriculum alternative
- Cooperative learning
-Where does funding come from
-Idea that we could try to get funding to develop a program to create 10 activities for each course that would make it alternative
- theme approach
- Could we make courses alternative for each individual
- Learning outside the textbook
- different styles of learning better accomodated ( more interactive, hands on learning, feild trips etc)
OPTIONS ON LEARNING
-Independent learning centre
-In class
-At home
ACTIVE LIVING
- issue of conflict resolution
SPIRIT BUILDING
JUDICIAL COMMITTEE
INDEPENDENT LEARNING CENTRE
E. IDEAS WE ACTUALIZED/INFLUENCED:
1.Collecting Ideas from the Murphy Centre community- When our group began we discussed the changes we'd like to see within our school. Then, when asked what changes we wanted to pursue, our group decided we'd like to ask the student body what they think. We created a bulliton board asking participants at the Murphy Centre the changes they would like to see, and then went further by going class to class to give a short presentation and collect ideas.
2.Lounge Project- The lounge is in the process of being very artistically painted with dragons and wolves, etc. There were meetings with Murphy Centre participants to talk about The Virtues Project and to allow participants to decide what kinds of things they'd like to see painted on the walls.
3.Murphy Centre Clean-up- Talk arose of the outside of the Murphy Centre looking dirty. Participants and staff at the Murphy Centre spent a few hours outdoors cleaning up garbage and cigarette butts and then had hot dogs for lunch.
4.Guitar and Drum Group- People talked about wanting to be able to do more things that they were interested in during times when they don't have class. Guitar group and drum group were both held at different lunch times for participants and staff to come together and experiment with instruments and music on all different levels.
5.Personal Changes within Participants-
6.Influence on others- Influenced facilitators to think more about youth voice, alternative curriculum, and alternative ways of facilitating.
7.Outdoor Garbage Can Moved- Our group brought up the issue that the outside of the Murphy Centre looked dirty. There was a garbage can outside but our group thought that it wasn't in a good location, and people weren't using it. With the permission from the Murphy Centre, we moved the garbage can to an area where people hang out.
8.Alternative Course in Progess- Our studies and involvement with the Murphy Centre inspired a facilitator to pursue an idea that she had. She is now in the process of creating an alternative world history course (a local course) which focuses on the peaceful resolutions to world conflicts, and also includes a lot of history that is left out of the traditional world history, such as the underground railway, Mother Theresa, Gandhi, etc.
F. The Personal Impact
G. Dissemination
Video
Report
Multi media bulliton board in Murphy Centre hall
Pictures
Presentation at Murphy Centre's September orientation
Presentation to different community groups with high numbers of marginilized youth
2.7.08
I love my job
My very first blog entry, how it rings so true today!
"Hello Everyone,
I was first drawn to the idea of a research group by a flashy red sign posted in the Murphy Center hallway. Being the type of person who is automatically attracted to anything having to do with science, I joined up. I must admit, I walked into Ann's classroom expecting to be the guinea pig for a student research survey. I'd fill out a bunch of sheets, give my 2 cents about my education, and be on my way. I've done things like this before and rarely gave it a second thought afterwards. Once the first meeting started I was quick to realize that I was very wrong- it wasn't at all what I expected it to be. It was 100 times better! Far more exciting than simply taking part in a one-time survey.
When I learned that what I had joined was far more than I expected, I was thrilled. I am going to be directly involved in improvements, changes, updates, and more at the Murphy Center. I am going to have the opportunity to work along with some very influential people whom I admire very much, with the common goal and passion of improving education. I am going to learn new skills and hopefully discover some hidden talents that I didn't know I had. I feel as if this is an ample opportunity to have my voice heard. I am confident that I can represent and relate to the needs and wants of the students as well as instructors at the Murphy Center. I am excited that we have been lucky enough to receive a grant from Memorial to put toward our research, and I can't wait to see what the future holds!
This entire ordeal really struck home for me. I was recently accepted into Memorial University for the fall semester in September, and I am planning on going into the Sciences. I feel as though I am at an age where my choices and decisions are very crucial. I have all sorts of different paths set out to choose from and research was definately in my future. I have recently been frequently discussing my want to be a researcher- or a scientist I called it, as well as an educator. I have a passion for people and science so I figured the two were a great mix. I also chose MUN as I wanted to get affiliated with the political world and be some sort of an activist. I have a lot of ideas and a need to put my mind to the test (as well as a lot of complaints about "the system").
When I met Morgan I admired her instantly. She is in the position that I want to see myself in in the future. She is what I would consider my role model. I believe our team is very strong and capable of doing great things. I must also include that if it wasn't for the Murphy Center, I may not have ever been associated with such a wonderful group. I see this as the beginning of my career, really, which is a big huge step for me. Thanks everyone, for this opportunity, and I look forward to gettin' to it!"
I started my job with the Murphy Centre today. Morgan and I get to work together for 6 weeks. Wow! It's already awesome.
"Hello Everyone,
I was first drawn to the idea of a research group by a flashy red sign posted in the Murphy Center hallway. Being the type of person who is automatically attracted to anything having to do with science, I joined up. I must admit, I walked into Ann's classroom expecting to be the guinea pig for a student research survey. I'd fill out a bunch of sheets, give my 2 cents about my education, and be on my way. I've done things like this before and rarely gave it a second thought afterwards. Once the first meeting started I was quick to realize that I was very wrong- it wasn't at all what I expected it to be. It was 100 times better! Far more exciting than simply taking part in a one-time survey.
When I learned that what I had joined was far more than I expected, I was thrilled. I am going to be directly involved in improvements, changes, updates, and more at the Murphy Center. I am going to have the opportunity to work along with some very influential people whom I admire very much, with the common goal and passion of improving education. I am going to learn new skills and hopefully discover some hidden talents that I didn't know I had. I feel as if this is an ample opportunity to have my voice heard. I am confident that I can represent and relate to the needs and wants of the students as well as instructors at the Murphy Center. I am excited that we have been lucky enough to receive a grant from Memorial to put toward our research, and I can't wait to see what the future holds!
This entire ordeal really struck home for me. I was recently accepted into Memorial University for the fall semester in September, and I am planning on going into the Sciences. I feel as though I am at an age where my choices and decisions are very crucial. I have all sorts of different paths set out to choose from and research was definately in my future. I have recently been frequently discussing my want to be a researcher- or a scientist I called it, as well as an educator. I have a passion for people and science so I figured the two were a great mix. I also chose MUN as I wanted to get affiliated with the political world and be some sort of an activist. I have a lot of ideas and a need to put my mind to the test (as well as a lot of complaints about "the system").
When I met Morgan I admired her instantly. She is in the position that I want to see myself in in the future. She is what I would consider my role model. I believe our team is very strong and capable of doing great things. I must also include that if it wasn't for the Murphy Center, I may not have ever been associated with such a wonderful group. I see this as the beginning of my career, really, which is a big huge step for me. Thanks everyone, for this opportunity, and I look forward to gettin' to it!"
I started my job with the Murphy Centre today. Morgan and I get to work together for 6 weeks. Wow! It's already awesome.
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