Adventures in After School Learning Blog

-By Mike DeBritz on Monday, May 21, 2012

Here is a sample from our Playing with Percussion DVD where Brian Melick walks teachers and students through the playing techniques for shakers.  This is the first of five home made percussion instruments students make and play throughout the course.  At the end of each activity, kids have fun starting a musical conversation with the Call and Response technique. Enjoy!

-By Mike DeBritz on Monday, May 14, 2012

The new version of the "Cookie Jar Mystery" for classroom is ready to order!

Here's a visual tour and introduction to each Module:

Module 1: Introduction - The Crime Scenario
Read how your students are introduced to the crime here!

Module 2: Always Leave a Note - Handwriting and Ink Analysis
The story continues here!

 

Module 3: Without a Trace - Examining Hair and Fiber Evidence
Now things are getting interesting...see why here!

Module 4: First Impressions - Fingerprints and Shoeprints
Students are now deep in analysis of the crime scene, read on here!

Module 5: One of a Kind - Blood Typing and DNA
Wow, the investigation is really heating up..follow along here!

Module 6: Law and Order - Conclusion and Mock Trial
It's time to conclude this who-dunnit and move to trial, here!

-By Mike DeBritz on Wednesday, March 28, 2012

These things really never get old!

-By Mike DeBritz on Wednesday, February 29, 2012

The investigation is really getting interesting...

            Mark Mulvaney had been late to school again. Mr. Moriarty, the Principal of Crooked Creek Middle School knew Mark as a good student, but he also knew he couldn’t tolerate Mark’s persistent tardiness. As discipline, Mr. Moriarty assigned Mark to clean the windows in Mrs. Johnson’s science lab.

            Mark squirted and wiped with the cleaning solution, and was nearly finished when the students filed in for Mrs. Johnson’s next class.

            “Late again, Mark?” teased Ashley, his lab partner.

            Mark drew his finger down a pane of glass until it squeaked. Good enough. He tossed his roll of paper towels into his bucket, and headed for his seat. He was eager for the next installment of the class’s ongoing investigation into The Cookie Jar Mystery.

            Mrs. Johnson waited patiently for her students to take their seats and open their notebooks. “Good morning, everyone,” she began. “Is everyone ready to continue their detective work?”

            Many students had already made progress understanding how their science experiments could help to identify the “criminal” who had sneaked into Mrs. Johnson’s classroom and, in the process of snatching some her delicious cookies, had knocked the jar off her desk and broken it. Mrs. Johnson had discovered the mess and immediately set her students on the task of identifying the perpetrator.

            “Mrs. Johnson!” Ashley had her hand in the air. “I have a question about evidence.”

            “Go ahead, Ashley.”

            “Well, here’s what I’ve been thinking: the last time we met in class, we tried to match a fiber found at the crime scene to some fiber that belong to our suspects. But all of our suspects have been to your cookie jar many times. We have no way of knowing when the fiber was left.”

            Mrs. Johnson nodded. “That is one of the weaknesses of ‘class’ evidence. Even though we can match a sweater fiber at the crime scene to your sweater, Ashley, for example, that’s not ‘conclusive’ evidence. Lots of young women wear that sweater. In fact, I can think of three or four other girls who have a sweater like yours.”

            Mark rolled his eyes a little. He thought for a moment about how he might leave fibers from his blue jeans on his chair. But then again, lots of boys sat in his chair throughout the course of a day. Wouldn’t they all leave fibers behind? What they really needed was some kind of evidence that was unique to each person.

            Mrs. Johnson continued. She talked about class evidence, trace evidence, and evidence collection. And she acknowledged that finding evidence that pointed to just one person was sometimes very difficult.

            Mark sighed to himself; How were he and his classmates going to solve the mystery? He turned to the sparkling windows and looked outside. They had been dirty, marked up with streaks and fingerprints. Then it suddenly occurred to him: Fingerprints! Hadn’t he read somewhere that no two people had the same fingerprints? Maybe that would be the evidence they needed.

            He raised his hand. “Mrs. Johnson? I think I might have a new direction for our investigation…”

 Continue the story in the next module, One of a Kind, here!

-By Mike DeBritz on Wednesday, February 22, 2012

The story continues as your junior CSI's delve deeper into the evidence found at the classroom crime scene. 

As usual, the fascinating Mrs. Johnson, a science teacher at Crooked Creek Middle, began her lesson with a story. Because the students had been trying to solve the mystery of who had broken Mrs. Johnson’s cookie jar, they knew her story would be another step toward understanding crime-solving techniques. All of the students leaned forward in their seats and gave Mrs. Johnson their full attention.

            “In 1888, all of Europe was gripped by the grisly murders committed by a mysterious man named Jack the Ripper. Investigators from Scotland Yard (the headquarters of British detectives) did their best to apprehend the criminal, but the terrible killer was never identified.

            At the turn of the century, the interest in solving crimes continued, and the flames of this interest were fanned by the ever increasing popularity of a series of stories about Sherlock Holmes, a fictional detective who used his keen powers of observation to solve mysteries.

            But all investigative techniques were quite simple until about 1910, when a Frenchman named Edmond Locard approached the Lyons, France, police department and set up one of the world’s first forensic laboratories. Locard had an important theory.”

            Mrs. Johnson stopped for a moment and called on George, who had raised his hand.

            “We’re going to talk about Locard’s Principle, aren’t we, Mrs. Johnson.” It was more of a statement than a question.

            Mrs. Johnson was impressed. “You seem to have done your homework, George.”

            George flushed with genuine embarrassment, but he continued, “I guess you could say I’ve been investigating!”

            “What can you tell us about Monsieur Locard, George?”

            “Well, let me demonstrate.” George stood up, and as he did so, he nudged Jennifer, who was seated in front of him, and indicated that Jennifer should stand up. She did. “Locard believed that people who are in contact with each other—even casually—“(and here George shook hands with Jennifer quickly) “exchange something, some kind of evidence. It’s usually something we don’t even see, like skin cells, fibers, hair, or even germs. If I just brush past Jennifer, I might pick up some fibers from her sweater.”

            “And I might exchange some hairs from you!” said Jennifer to George. She sat back down in her seat, and so did George.

            “Exactement! Exactly!” laughed Mrs. Johnson. “Excuse my French!”

            “So that’s Locard’s Principle, Mrs. J.?” asked Mark. “What does that have to do with our mystery? I don’t think two people were involved in breaking your cookie jar!”

            “Maybe not, Mark. But Locard’s Principle isn’t only about people running into each other, it’s also about the contact between people and things.”       

            “So, you mean, whoever broke the cookie jar must have left something behind?” asked Jennifer.

            “Some evidence was collected,” Mrs. Johnson continued. “I put it in an envelope marked ‘crime scene fiber.’ Let’s try an experiment and see what we can learn from applying Locard’s Principle!”

Continue the story in the next module, First Impressions, here!

-By Mike DeBritz on Wednesday, February 15, 2012

In the module two of this version of the "Cookie Jar Mystery" students will begin to examine the evidence discovered at the crime scene discovered in module one.  The focus of this activity is analyzing the note left behind which is really two clues in one: the handwriting and the ink used to write the note.  As in the first module, the students are introduced to the module through a story:

In Mrs. Johnson’s science classroom, an awful crime has taken place: someone has broken her cookie jar! In an effort to solve the mystery of “whodunit,” Mrs. Johnson has decided to involve her students.

            “We’re not detectives,” began Ashley, shaking her ponytail doubtfully. “How can we solve the mystery?”

            “Well, this IS a science class,” said Mrs. Johnson. “We know how to do experiments. Investigating a crime is usually done by a team of technicians who’ve been trained in forensic science. Forensic science uses scientific tools and skills and experiments to solve crime-related puzzles.”

            “You know, just like they do on TV,” interjected Jack. “It’s just like CSI!”

            “You’re right, Jack. Forensic science is very popular right now, in television, books, and in movies. But it’s not entirely new! Some people think forensic science is new, but scientists have been using special techniques to solve crimes for hundreds of years.”

            “In our last class we examined the scene of the crime and took some statements from some of our suspects, but we weren’t able to determine who broke the cookie jar,” said Mark to his classmates. “What else can we do?”

            “Well, there was a note!” exclaimed Ashley. “That must be a clue!”

            Mrs. Johnson motioned for her students to take their seats. She crossed her arms in front of her and thought for a moment. “Ashley suggested that the note might be a clue, a kind of evidence. But evidence of what?”

            George, a normally quiet boy, spoke up. “Well, the note is evidence if it helps us figure out the truth.”

            “What do you think the note can tell us, George?” asked Mrs. Johnson.

            “Yeah,” said Mark. “It’s not like the criminal signed it!”      

             “If the paper was a special paper, too, like a certain color paper or graph paper, we might be able to connect it to a particular person.”

            “But this paper’s not special,” offered Jack glumly. “The note’s just on regular school paper, the same kind we all use.”

            “Well, maybe there’s something in the handwriting,” said George. “We don’t all write alike, so maybe we can figure out who the author is.”

            “Good, good thinking,” nodded Mrs. Johnson. “You’re on the right track. I’ve got two experiments for us today. First—as George suggested--we’ll tackle handwriting analysis. Then, we’ll use a special process called ink chromatography to see if we can match the ink on the paper to a particular pen.”

            Jack rubbed his hands together. “We’re hot on the criminal’s trail, Mrs. J!”

            Ms. Johnson laughed. “Let’s get started.”

Continue the story in the next module, Without a Trace, here!

-By Mike DeBritz on Wednesday, February 01, 2012

Community Learning and Educational Resource Consultants Join Forces for After School

(Scotia, NY and Fresno, CA) Community Learning, interactive curriculum developer of the popular hands-on CSI-themed series Cookie Jar Mystery, and Educational Resource Consultants, evaluation specialists and software developer of the After School Manager are joining forces to bring after school leaders a powerful package designed to fortify program sustainability and enhance student participation.

The After School Manager software goes far beyond maintaining accurate after school attendance for schools and community centers by also managing multiple funding streams that are an absolute necessity for after school programs today. The Cookie Jar Mystery course has proven to excite kids about science by creating an authentic crime scenario students solve together. The intriguing nature and relevance of forensic science has proven to captivate over 7500 students who have completed the curriculum.

“We’re finding in this economic environment that clients must keep an eye on future funding streams,” said Dr. Steve Price, Founder of Educational Resource Consultants. “The key factor in pursuing future funding today is demonstrating your track record of success,” Price added. The After School Manager system serves more than 34,000 students in over 25 districts currently.

“We’re excited to bring this essential solution to our customers,” said Michael DeBritz, President of Community Learning LLC. Community Learning has customers in over 40 states using their curriculum kits. “Over the years I’ve seen many after school programs that are absolutely great for kids, but are unable to maintain funding.” This becomes problematic for parents and communities that have relied on after school safe havens and unique support environments for tutoring and academic enrichment.

“After funding, the next greatest challenge for program directors is staff,” said DeBritz. “Our curriculum is designed to engage kids and be easy to teach,” he added. Community Learning’s approach has been to make the learning relevant, fun and interactive because nothing beats hands-on learning in after-school.

Similar to the school day, after school programs are funded by their average daily attendance. After school sites can lose attendance and money if leaders are not continually looking at new programming that engages and interests kids.

A great feature of the web-based After School Manager software system is the ability to track individual program offerings by participation. This gives administrators of multiple sites a bird’s eye view of not only overall attendance, but attendance at the activity level.

“Sharing information about what works is critical after school,” stated Kathy Stanton, VP of Operations. “If program leaders see one site coordinator with outstanding participation for their music program, for instance, they want to encourage sharing what’s working with other staff.” This type of analysis is easily available in the “data dashboard” and simple report generating features standard in the After School Manager.

For after school sites that have solid attendance solutions in place, Educational Resource Consultants also offers a service called the After School Report Card which compares after school attendance data to the school performance data on standardized tests. This correlation can be viewed at the student, school or district level.

“This report has been invaluable to our clients both for their state reporting and future grants,” said Dr Price. He went on to say, “When writing a new grant application, painting a picture of what you’ll do is important, but having the data proving what you’ve accomplished is far more compelling!”

Community Learning and Educational Resource Consultants  will be co-marketing their respective products, with a combined webinar series and joint attendance at leading after school conferences. They are also collaborating on online staff development training modules and new curriculum programs focusing on career development and STEM (Science, Technology, Engineering and Math).

About Community Learning LLC
Community Learning is the developer of interactive curriculum kits, created around high interest, thematic topics that engage students in learning through hands-on activities and projects. Their learning topics are designed to immerse children in fun learning that’s experiential, relevant and fun. To find out more about Community Learning go to www.CommLearning.com.

About Educational Resources Consultants
ERC is an educational consulting firm specializing in program evaluation, software systems and data analysis that enable school districts, colleges, universities, and community-based organizations to enhance sustainability for educational programs. To find out more about ERC and the After School Manager go to www.ercdata.com.
 

-By Mike DeBritz on Wednesday, January 25, 2012

Have your students take a shot at a $30,000 scholarship in Google's Doodle contest, where students compete to create a logo based on "If I could travel in time, I'd visit…" theme. 

This could be great fun as an after school project that everyone could try. Here's the kicker the school would also benefit by receiving $50,000 technology grant!! 

 Take a look at the video below or click here to get all the details.  Good luck!

-By Mike DeBritz on Wednesday, January 04, 2012

This is an very interesting project that could be a huge benefit to after school coordinators offering math tutoring. 

It's free, data driven and has been very successful helping kids around the world.

Take a look at this video for a concise overview...watch till the end and see a special appearance from Bill Gates.

-By Mike DeBritz on Wednesday, August 03, 2011

There were so many interesting and diverse breakouts at the 21^st CCLC conference it’s difficult to summarize.  

One big takeaway in my view was the website introduced called “You for Youth.”  This site has been in development for over three years and is designed to be the ultimate resource for after school professionals. It’s an ambition endeavor that’s is being headed up by the US department of Education.

“I'm very happy to share this online community with you, our talented and hard-working 21st Century afterschool professionals. We've developed this entire website based on what you're telling us you need to create engaging afterschool programs. The site will help you connect and share resources with your colleagues, provide professional development and technical assistance opportunities, and offer tools for improving your program practices. Thank you for joining us!”

-Sylvia James, PhD

U.S. Department of Education
Office of Elementary and Secondary Education
21st Century Community Learning Centers

Here’s the introductory video that covers the big picture:

I attended one of the breakouts where the objectives details and main features were reviewed within small groups. One of the first questions that came up was "does this site have a blog or some other type of interactivity?  The good news is that component is coming this fall, it will be called the “Exchange”. 

I’m happy to hear that, because it would be a major missed opportunity in today’s world of social media to not have some kind of community component.  I sat next to a couple of site coordinators who had questions about program start up. We searched around a little on the site and found some resources.  But wouldn't it be much better if you could log in and post a question to anyone in the field?  This would also be helpful for state specific issues where your experienced colleagues most likely has the answer and is happy to help. It should be interesting to see how it evolves, we’ll keep an eye on that this fall.