GOLD Info Nights - 1st Date Set:

Thursday, November 21st, 2013 @ Prince of Wales Library (7 pm).

The GOLD Information Nights are an opportunity for grade students and their parents to find out more about the programs at David Thompson and Prince of Wales.

Prospective students SHOULD be present--this is quite important--they will have an opportunity to meet some of the current GOLD students from each program and hear for themselves what "actually" happens in the GOLD rooms and in each school.

Staff from each program (Chris Bromige from PW & Jennifer Jack from DT) will be present for both evenings.

General format for these meetings is a short presentation from the teachers regarding the broad outlines of the programs, special attributes of each school, and the referral process. Then there will be a question and answer session with current Goldies fielding the questions.

Thanks

Firstly, thanks to Dana Kohn, who spearheaded a thrust of donations to assist the program's operations this year. A total of $340 was donated, and there should be tax receipts coming from head office sometime in the next few months(!).

Our first move was to subscribe to Wired and the Utne Reader. This leaves about $240 left to spend. We can, apparently, get Popular Science through PW's Library at no cost.

For the remainder of the money? I'm open to ideas--we thought we could spend a bit of it on room decoration--update some of the posters, print and frame pictures of students past and present... Thought we could use some of it to purchase exciting things like tissues and hand sanitizer.

Homework Redux

Parents,

 

A few of you have written to me about the Homework Question.

 

All the research regarding successful students indicates that regular homework, whether it be review of "learned" material, or completion of work assigned at school, is a good thing.

 

A regular time, a regular space, a ritual, and rules (no phone, no tv, no instant messaging) are all recommended.

 

There are a few GOLDies who are doing this (maybe 5 or 6)--and I think that they are achieving better marks on report cards. 

 

We DO encourage homework in GOLD, we hate the last-minute rushed jobs, we dislike seeing students "waste time" and then watching them panic.

 

However, for a multitude of reasons, it appears that many GOLDs aren't wired this way. 

• for some, the work is drudgery--they knew the material years ago, and can't be bothered to reproduce it now
• for some, last minute is the way to go in order to prevent their perfectionism from doing them in--if they turned over two weeks to the Science Project, and worked on it steadily over that time, they would have no excuse (in their own minds) for it not being everything they had envisioned.  If they leave it to the last minute, any failings in the finished product can be put down to being in such a rush.
• some of them have a great deal of difficulty with planning and organization--they have the motivation, but not the tools for execution
• some are fighting for control over their lives, and don't see our help and guidance in the spirit we are giving it
• some can't accept that accomodations we feel they are entitled to (less volume of work, for instance, or someone reading a text aloud to them) are deserved--they feel that they are being babied.  They refuse the homework because in order to complete it they must choose between grindingly slow progress (3 hours to complete what others do in 30 minutes) or yet again getting "help" from an adult, which makes them feel like a 5 year old.
• some don't see the point--of marks or "trivia acquistion".  They want knowledge IN DEPTH, in an area of interest--not tricky little trivia questions.

Of the above issues, I think that the easiest students to help are the ones who are truly motivated to do as well at school as they can--students who struggle because of memory or organizational issues.  We can help them.

 

The students who are uncomfortable accepting accommodations may eventually shift their thinking as this year goes on, as they see their older GOLD peers using a scribe or talking about what a great thing it is to get help studying.

 

The other possible reasons I outlined above are much more difficult to attack.  Kids operating from those interpretations of the school situation are going to simply increase their resistance in direct proportion to our efforts.

 

However, they all are certain that they want to graduate in five years' time.  Our society has been successful in setting that milestone as an almost completely unquestioned goal.

 

Most of the GOLDies seem to internalize by Grade 10 what amount of work will be required to get across the finish line.  Suddenly, many of my Grade 10s have an interest in their agendas, deadlines, and completing chapter questions.  Many of them still don't want much help from adults in getting the actual work completed.

 

So, what should you do?  I don't know for sure.  If your entire family life is dissolving under the pressure of having to get your child to get the work done, I'm not sure it's worth it.  I think that your relationship with your child is much more important in the long run than their success at school right now.

If you can get them to do some review, or show you something they've learned--great!  If they say they've gotten everything done in their GOLD block--they're probably not telling the truth. 

 

Are you expecting that they will get everything done this year?

 

I think that I would try to set aside some time (1/2 hour - 1 hour) every night where there are no "distractions" in operation--no phone, internet, gaming.... The ideal would be homework completion or studying, but if all they'll do in that time you've set aside is draw or read, so be it.  You can't really "make" your child write the essay.

 

I hope this helps a bit, but I worry it will not. 

 

Yours,

Chris

Applications to GOLD from outside the Vancouver School Board

Recently, word has been passed that David Thomson GOLD Program and Prince of Wales GOLD Program could consider students for intake who have home addresses outside the boundaries of Vancouver.

I believe that this sort of application would be the exception, and that all in-District students interested in placement in a GOLD program would need to have been cleared from the wait-list. In addition, the host school (DT or PW) would need to be able to create a timetable for the student.

Creating a timetable for a student is a complicated process, and requires a delicate dance with class size and class composition rules set out by Bill 33 and the teacher's collective agreement.

An opportunity to fill a vacant spot at Grade 9 recently arose in one of the GOLD programs. A student living in a southern municipality seemed to be an appropriate fit for the program. His current educational situation is going very poorly. All educators, adults and the student agreed that the GOLD placement might be the perfect fit--however the school discovered that they would not be able to create a workable timetable without forcing overages in several classes.

Given that the student was applying for admission three weeks into the school year, was applying from outside the VSB, and carried the "Q" (Learning Disability) designation, the school just wasn't able to accommodate the student.

Although this particular attempt didn't pan out, the fact that the application was not rejected out of hand because it came from a non-Vancouver family, should be kept in mind.

Videogames & Emotion

This week, a TED talk that generated some energetic and thoughtful discussion was that of game designer David Perry (http://www.ted.com/index.php/talks/david_perry_on_videogames.html). His presentation included some thought-provoking insights into the minds of some designers--that many of them are looking hard at questions such as "Can a video game make a player cry?"

Now, many of you older cynics will be saying, "Of course, when I (parent) take it away from my screen-addicted kid." However, in the GOLD room, this question was viewed as a statement of desire--that the game designers are looking to increase the range and depth of emotional responses to their products. They, of course, want to create "fun" games--but they also want to create the sort of artistic, aesthetic, and emotional impact that a feature film can elicit.

Perry then presented a short, student-made video piece in which the creator, Michael Highland, discussed his experience of the world as being profoundly impacted by his immersion in video gaming. At one point Highland says, "my own car has 25,000 miles on it, while the sum total of miles I've driven on various driving games is 37,000 miles....it is a strange thought--that more than half of my experience driving is in the virtual world." He continues by suggesting that his reactions, knowledge, and appreciation of driving have been influenced strongly by his virtual experiences.

Highland asserts that his perception of reality has altered due to his gaming experiences. He recognizes the power of this influence and warns that games could become powerful tools of manipulation and control--more effective than 1984-style propaganda and torture.

I asked the students to discuss the following questions following watching Perry and Highland's presentation:

• Have you noticed times when your interaction with reality was blurred/overlaid/or heavily impacted by experiences you had through gaming?

90% reported that they had--ranging from physical reactions to sudden noises that seemed to stem from a combat game--to experiencing deserted parkades, dark and quiet city streets, or confusing crowd situations as snippets of various game settings. A few pointed out that classwork, such as reading about WWII, had been heightened through their memories of playing games such as "Battelfield 1942."

• I then asked, "how would this be different than the influence "Jaws", "Saving Private Ryan" or "One Flew Over the Cuckoo's Nest" had on my life, my perception of reality?"

The GOLDies, in general, seemed to have no trouble seeing that movies can change our perceptions of reality, and touch us emotionally--however, many of them feel that good video games have far more potential to involve and influence than a three hour movie.

• "Are you, as players, concerned about the potential to control or change people-populations through games?"

Not much consensus among the groups on this issue--most felt that they take their cues on morals and ethics from real-life adults and institutions in our society--and are savvy regarding manipulative techniques.

• One senior student shared the following scenario: his brother had been called by his parents to joing the family for dinner, and the brother refused on the basis of being "in the middle of a raid' (in World of Warcraft). This apparently led to some heated debate in the household. The brother explained that he held an important role in a team of people working cooperatively on a difficult and intense challenge. He acknowledged that his time-management had been faulty, but there would be no way for him to withdraw without endangering his teammates.

When I asked the kids to pass judgement in this scenario, many quickly asked "how often is your brother in this sort of situation? does he do it all the time? If so, your parents were right." (So, many of your kids do acknowledge the primacy of family and real-world over game-world.) But Kelson then asked, "what if your brother was playing a basketball game that was going into overtime when your parents wanted him home for dinner?"

Many of your kids see the team and the mission of an MMO (massively multiplayer on-line game) as being as valid and worthy as a school sports activity--there are real-world associates behind the on-line game team-members--people to whom they feel loyalty.

This got me thinking: strategic planning, resource management, communications, committment, team-work, interpersonal psychology, coordinated action--all appear to be essential ingredients for success in MMOs--aren't these some of the skills we (educators, parents) are hoping to instill in our children?

Could games be tweaked by altering the rules regulating how one could achieve "success" in the game world to encourage pro-social and ethical behaviour (with one's team-members at least)? Would this lead to greater real-world social awareness? "It would lead to a boring game that no one would play, Bromige."

Below I include a portion of the discussion that has arisen on the TED site regarding this presentation:

Norman Bearrentine – October 12 2008

Video games are not the only source of virtual reality in town. As Highland said in the video Perry showed, a good insurance commercial can create experience real enough to bring tears to those of us who become easily immersed. The same is true of books and movies.The difference between these kinds of virtual reality and physical reality is that we can step away from the video game, movie, or book, and become aware of the technology that produced the experience. It is impossible, however, to step away from the brain, which is the technology producing our experience of "physical" reality. All our experience happens in the brain, and the only difference in the varieties of experience is the kind of technology that provides the brain with its material--books, TV, movies, video games, or none of the above.Our experience of the physical world is as virtual as anything else; the only difference is in the kinds of constraints involved. In a novel, we're constrained by the author's skill and our own past experience--the emotional and physical repertoire we bring to the book. We're constrained by the technology and programming of the video game and movie as well. In our everyday virtual experience, we're constrained by the limitations of our sensory apparatus, and by the stimuli the physical world gives our brains to work with--we can't see magnetic fields; we can't see through walls.Although we can never experience reality directly, we can become more aware of the technology that produces the virtual reality that we live in--our brain. We can become more aware of its limitations--optical illusions can baffle it--and we can become more aware of how our history has programmed our brains. Our parents, schools, friends, culture, etc. have instilled ideas about what is real and important. The sciences of sociology, psychology, and neurology can help us gain perspective on the forces that have produced our current reality, and offer ways of enlarging on prior programming.

Highland – October 12 2008
(snip) I agree with you to a great degree that both academics and game developers are really just beginning to deeply understand how the ways in which video games generate feelings/emotions in players. Despite that fact, I believe video games today are already offering a ' uniquely powerful experience' whether the creators fully understand that potential or not -- I think it's up to players to be more self aware in their gaming, and to begin to think bigger about the experience of gaming. I don't think the paradigm shift you speak of is going to propagate from the established game development community but from gamers who are able to understand their own virtual experiences well enough to lead in the synthesis of virtual worlds that achieve the same universal potency as popular films. To be a great film maker I think one needs to be more sensitive than the average person to the filmic techniques that effectively communicate experience. The same can be said of game players/designers.

(to) Norman Bearentine - I'm glad you made the point about the virtuality of the 'real world'. I think we often forget that our whole lives happen between our ears, and that arguably our experience of the real world is no different from virtual experience apart from the constraints of the respective interfaces.

October 16, Late start-collaborative day-come at 10:00

Studying & Homework

Through Googlebooks, I've been having a look at Dr. Glenn Hirsch's book Helping College Students Succeed: A model for effective intervention (2001). http://books.google.com/books?id=VOj7f8rp6BYC&dq=glenn+hirsch+succeed+at+college&printsec=frontcover&source=web&ots=En8reXOrBF&sig=AEoMnz2NVH_MMbTFDfBGSs8MQ_E&oi=book_result&ct=result&hl=en#PPA151,M1

One important aspect of Dr. Hirsch's approach is that those who aim to assist students in improving their performance at college or university is that they must help the student identify their own goals and desires--as opposed to those of parents or society. If, through this process, it becomes evident to the student that improved performance at school is integral to achieving personal goals, the necessary motivation for change and improvement will have been discovered.

For GOLD students, I feel that it is very difficult for many of them to see why they need to work hard at tasks they see as painful AND pointless. Dr. Hirsch, working with a population that has presumably exercised some level of choice by deciding to enter post-secondary, probably has less distance to cover when he sees students struggling with motivation. "If lack of motivation is the primary cause (of poor academic performance) then this must be addressed first..." (p145). At the secondary school level we have students who have been told "you must go to school--all kids go to school--this is the ONLY path to health and happiness."

Putting the coercion and pain aside for a moment, and assuming that the student has some motivation to work at succeeding, I believe that Dr. Hirsch has some valuable advice for students struggling at school at any level.

Keeping in mind Dr. Hirsch's caution: that the helper must very carefully watch the student when he/she is suggesting changes--watch for signs of immediate rejection, anger, or interest. "Students can often listen to the advice of the professional offering study skill suggestions and even give nonverbal indications suggesting interest and approval of what the professional is saying while internally rejecting the study strategies being offered" (p146). These points of departure--where the motivated student is rejecting suggestions--should be carefully examined by both parties. The reason a suggestion has been rejected may contain a clue to what a more effective intervention might be.

Here are some of his suggestions:

• Set goals per session: # of pages read, # of questions answered, # of facts memorized
• Try to personalize the material--spend time trying to draw connections between the material and the student's interests
• experimenting with time and setting--each person has their own energy cycle--some are consistently tired between 4 pm - 8 pm, then alert and energetic from 9 pm-midnight. Some students need isolation and minimal environmental distractions, while others require occasional interaction and background stimulus.
• Proper materials -- some students respond positvely to certain sorts of pens, highlighter colours, grades of pencils--these preferences should be (within reason) indulged--as they can lead to greater energy and engagement.
• Break it up -- use a timer or set goals that allow for frequent breaks--15 minutes of reading followed by 5 minutes of videogame or loud music--high interest and activating breaks will improve efficiency for many during the "work" sessions.
• Stand up, walk around, punch the air - sitting still can be deadly for some--getting up, moving around while studying, acting out parts of the material can all be extremely helpful in preventing mental shutdown

In a separate blog entry, I will try to deal with the whole issue of music and studying, but I'd like to do more research into the topic. In the meantime, I want to relate my personal experience of using Bruce Springsteen to power my way through 3rd and 4th years of my English BA. I eventually stumbled upon a formula that worked for me when writing essays--blasting songs from Springsteen's great albums--"Darkness on the Edge of Town", "The Wild, the Innocent and the E Street Shuffle", " The River", "Greetings from Ashbury Park", and "Born to Run"--kept me awake and motivated--screaming the lyrics aloud as I finished a paragraph--seemed to help me power through late nights with looming deadlines like no other methods I'd experimented with. This method would appear to be counterindicated by many professionals in the field--very few recommend music with lyrics.

The "Springsteen method" I used wouldn't work for me as I read 18th century novels--it was only effective when I needed to write or when I was trying to memorize large amounts of material--I needed the little breaks and the mini-adreniline rushes provided by the music in order to keep going.

So, if we are working with a MOTIVATED student, we should be willing to offer many different techniques that some people have found to be effective. In addition, we should be flexible to the student's preferences and makeup--be willing to help them experiment to find what works best for them. Paying attention to what works for what type of academic task is very important--an isolated room with few distractions might be what is necessary for one type of task, while group discussion and 1:1 might be a requirement for another type of task.