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What does it mean to give learners voice and choice in their learning? What distinguishes personalized learning, competency-based learning, open-walled learning, socially-embedded learning and learner agency? We can look at these elements through two lenses: either the school or the learner. Come join us to explore what it means to innovate your classrooms, school or district through the learner-centered lens.
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Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, join and follow the Collaborative Mentoring Series discussion area on the Mentoring Forums at http://mentoringforums.educationnorthwest.org/forum/26.
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3. Initiating/Incorporating
Peer Drama
Administrative Support
Research & Expected Outcomes & Efficacy
3 Year Usage Study: St. Mary’s University
Developmental Assets-Student Narratives
NMSA Theater as Education Study
4. Standards
*Power of Teaching
*Core Academics
*Standards of the Heart
Standards Met - Compiled by
Genevieve Kirchman - CESA #5
See End of Handout
7. Experiential Learning
“Tell me I will forget, Show me
I may remember, Involve me and
I Understand.”
8. IMPACT
Empowerment & Self-Efficacy
“Together we can do anything.”
“It has made me think about what I
want and
how to get out of my bad habits.”
“It made me realize I am a role model.”
9. AFFECT
School Climate
Team Building - “It helped me make
friends with fellow troupe
12. How do you get
kids to do that?
Basic Acting Skillbuilding
Characterization
Staging
Scripting T.I.P.S.
13. Considerations When Building
a Peer Drama Troupe
Administrative Support
Intact Group or New Activity
Advisor Availability
Student Interest
Funding
14. Existing Groups
& New Initiatives
SADD / TATU / FACT / Peer Helpers
Service Learning Groups
Single Program - Part of Comprehensive Effort
Accredited Class
STUDENTS: Theater and Non-Theater
ADVISORS: Counselors - Drama Teachers - Volunteers
15. Training
Opportunities
CESA Multiple School Training
Private Training
Revitalizations
17. For Further
Information:
Contact Laura Clark Hansen
Education Outreach Director
CornerstoneProductionsLLC@gmail.com
800-962-2477
608-455-5059
608-225-1897
Editor's Notes
Intros \nPaul and Laura \nCornerstone Productions - Mission statement; Dedicated to helping groups and organizations develop interesting educational ways to express their thoughts and beliefs in a way that encourages discussion and exploration of difficult issues. \nDrawn to this work for personal reasons… and the passion for utilizing the arts to explore issues grew into the supporting players program\n1995 - developing a training which we unveiled in 1997\nOur backgrounds and expertise in area of prevention education and theater experience. \nprivate consulting work for hazelden assisting them in developing an arts component to their youth programs\ntook course work in epidemiology and addiction at Hazelden and Uminnesota \nAnd began my graduate course work at St. Mary’s University in the field of Human Development to study the impact the program was having on the student participants.\n\nCornerstone theater company founded in 1990\n
Read and short elaboration. \n
Laura: Talks about importance of administrative support. Quantify through data and information the effect of the program and how it will fit in with a comprehensive program. Briefly discuss AODA research conducted through St. Marys. \nLISA: SHARES INFO ON OUTCOMES WITH HOLMEN\n
Lisa: Talk about Standards met from her perspective. \n
Laura: Story about skit creation roles people play in alcoholic families. Knew it from experience but learned about it and then applied it to a creative structure. Research on mentoring and tutoring programs indicate it is a powerful learning tool for the students who are the mentors and the ones being tutored or mentored. \n
\n
Little Teapots have Big Ears. \nBest way to learn is to Teach. - research shows that young p\nTell me I may forget, Show me I might remember, Involve me and I will understand. \nRole Models! \n
READ INFORMATION\n
Students report that they become friends with kids from groups they might not otherwise have. We’ve found these groups attract students from a broad diverse spectrum of cliques. Especially with strong recruiting. \n\n2 girls from yesterday worked together on skit about girl bullying… \n
Kyle Story: at risk/involved in program since 7th grade; It changed my life; premed. \n
Show me don’t tell me. \n
Basic principles of staging to help them tell their stories in a way that is visually interesting and supports success. \n
4 Step process to insure that they’re teaching something useful and appropriate. And no crummy after school specials. \n
\n
4 Step process to insure that they’re teaching something useful and appropriate. And no crummy after school specials. \n