amplifying impact of school programs writers theatre august, 2015 © writers theatre
TRANSCRIPT
Amplifying Impact of School Programs
Writers Theatre
August, 2015
© Writers Theatre www.writerstheatre.org
Today’s Objectives
• Learn about what other organizations are doing to increase impact both before and after a program.
• Brainstorm and workshop creative ways to engage teachers and students outside of your school visit.
• Design a plan that will help to increase the reach of your short-term programming.
Connection to CIS of Chicago Core Competencies
• Category 1: Instruction -Amplified Learning: Partners communicate with
teachers… provide supplemental materials and project ideas to classroom teachers to prep students and extend learning.
• Category 2: Program Model -Program Foundation: Content is founded on needs of the school community, student culture, needs of students. Assessment/evaluation integrated.
- Program Delivery: Considers size, length of program, school-wide community involvement to increase program efficacy.
Today’s Agenda
• Welcome/warm-up• Individual Reflection • Group Reflection • Presentation • Learning Objectives! Practice and Mapping • Evaluation (strategies)• Connecting the Dots (synthesizing workshop
for application to your work!)
AMPLIFYING PROGRAMS
What does it mean? Why is it important?
Successful programs need multiple touch points© Writers Theatre www.writerstheatre.org
SYMBIOSIS BETWEEN
• Effective Planning/Realistic Goals
• Building partnerships that create sustainability and continued engagement
• Determining Impact of the program
THE MLK PROJECT: THE FIGHT FOR CIVIL RIGHTS
Photo: Tom McGrathNicole Ripley and actress Caren Blackmore with Writers Theatre’s program The MLK Project
PARTNERSHIPS
• Pre-Prep with teachers:– Contracts/Agreements– Shared expectations and goals for students verbalized and
written– Study Guide materials sent in advance– Ask for a commitment: post-show discussion participation,
student writing responses sent to us, surveys completed and returned
• Day Of: Reiterate
• Immediate follow-up
SUSTAINABILITY/CONTINUED ENGAGEMENT
• Pre materials (Study Guide) easy for teachers to use– Concrete, but flexible. Can be tailored.
• Are aligned to Common Core: allows teachers to meet their requirements
DETERMINING IMPACT
• Post-show discussion reports• Surveys• Student writing responses– Can come directly from the Study Guide or not: flexible
There are different kinds of data: what do you want to assess and how are you using the data?
EFFECTIVE PLANNING AND GOALS
LEARNING OBJECTIVES!
LEARNING OBJECTIVES
A learning objective outlines what students will know or be able to do by participating in your
program.
An “outcome statement”
CREATING REALISTIC LEARNING OBJECTIVES FOR ONE-TIME
PROGRAMS
• Practical and achievable: think about time!! • Your mission feeds the learning objective but is not a
learning objective
Keep learning objectives attainable:
• Learning objectives should be student-centered.• Learning objectives should use action verbs.• Learning objectives should be measurable.
Conflict mediation program: Students will summarize the five major approaches to conflict resolution: withdrawal, smoothing, forcing, compromising and problem-solving.1
Kitchen Science program: Identify the key chemical features and characteristics of basic food ingredients and explain how these properties affect and determine their handling, use, and taste.
Architecture program: Identify and explain different types of urban plans and relationship to buildings.
1. Source: http://tep.uoregon.edu/resources/assessment/learningobjectives.html2. Source: http://www.cmu.edu/teaching/designteach/design/learningobjectives-samples/learningobjectives-mcs.html3. Source: http://www.cmu.edu/teaching/designteach/design/learningobjectives-samples/learningobjectives-cfa.html
Thank You!
Nicole Ripley Director of Education, Writers Theatre
www.writerstheatre.org/education