Transcript Project Heart, Head, Hands (H3)

Introduction to Project
Heart, Head, Hands (H3)
Evan Goldberg
Veray Wickham
Director, Project Heart, Head, Hands
H3 Hub Coordinator
Alameda County Office of Education San Joaquin County Office of Education
510-670-4233
209-468-9021
[email protected]
[email protected]
Project Heart, Head, Hands
Shaping Capable, Caring, Socially Responsible Youth
through Character Education and Service-Learning
• A federally funded character education project
sponsored by the U.S. Department of Education,
Office of Safe and Drug-Free Schools.
• Between 2003 and 2006 we have served 31
schools, over 1,000 teachers and 15,000 students
in three districts in the East Bay.
• Between 2006-10, H3 will work with 24 new sites
in the Bay Area and Central Valley.
Program Impact
• H3 provides staff with common language for working
with students to increase self-management skills.
• H3 teachers have more positive perceptions of school
professional climate than teachers at control sites.
• H3 schools show decreased disciplinary action and
increased attendance.
• Academic achievement (reading comprehension,
fluency) of H3 students improves.
More Program Impact
• H3 positively impacts students’ development of
character assets.
• H3 students demonstrate positive social-emotional
growth and improved behavior. Examples include:
• Increased empathy, tolerance,
understanding.
• Decreased playground fighting and
increased respectful behavior.
• Improved active listening and ability to take
the other person’s point of view.
• Increased sharing and team work.
• Greater willingness to tell the truth and
accept responsibility for their actions.
Project Heart, Head, Hands:
Responding to the Realities
of Time and Testing
• H3 curriculum is integrated with Open Court
and Houghton Mifflin language arts
materials at each grade level.
• H3 reinforces reading comprehension and
higher order analytic thinking skills.
• H3 allows teachers to address language arts
content standards while developing
character.
H3: An Integrated Approach
 Fostering development of character traits (e.g.,
honesty, respect, responsibility)
 Building social-emotional skills (e.g., effective
communication, conflict resolution)
 Engaging students in service-learning (performing
acts of service for their communities)
Social-Emotional Skills
Character Traits
Heart
Who we are.
What we value.
Our code of
ethics.
Head
What we know.
Ideas, thoughts,
concepts that
guide us.
Hands
What we do.
How we act.
Service-Learning
Focus on Asset Building
• Project Heart, Head, Hands draws on the work of the
Search Institute and its identification of
developmental assets that have been shown to
benefit youth.
• These assets represent a set of mediating factors
that research has shown to support academic
learning, as depicted in the model below:
Quality
Character
Education &
ServiceLearning
Positive Values
Social Competencies
Positive Identity
Commitment to Learning
Support
Empowerment
Boundaries & Expectations
Constructive Use of Time
Academic
Outcomes
Mediating Factors
Adapted from Furco, Future Directions for Service-Learning Research, 2006
The Eight Great Traits
H3 is organized around a core set of positive
character traits. These are posted in
classrooms, used in program activities, and
become a common language for teachers and
students.
Caring
Honesty
Responsibility
Integrity
Respect for Others
Citizenship
Planning & Decision Making
Problem Solving
Language Arts Integration
• H3 materials are built into Open Court and
Houghton Mifflin Reading units at each grade
level.
• H3 materials incorporate content standards
in reading, writing, listening, and speaking, as
teachers use selections to highlight the Eight
Great Traits.
• H3 homework activities provide opportunities
for parents and students to communicate
about positive character, social-emotional
skills, and service-learning.
Sample Language Arts Materials — Houghton Mifflin, G4, Th. 5
Grade 4, Theme: Heroes
Theme Overview
Story
Key Trait
Happy Birthday, Dr. King
Integrity
Gloria Estefan
Responsibility
Lou Gehrig: The Luckiest Man
Responsibility
Quotations to Use with This Theme
Integrity
Rather fail with honor than succeed by fraud.
Sophocles
Responsibility
You can’t escape the responsibility of tomorrow by
evading it today.
Abraham Lincoln
Selection 1: Happy Birthday,
Key Trait: Integrity
Lesson
Placement
Preparing to
Read
TE 533A
Dr. King
Activity
 Choose and discuss a quotation from the overview
page.
 When discussing key vocabulary, define and
discuss integrity [self-respect through actions, doing
what you know is right, honor].
Responding/
Revisiting
TE 550
 How did Jamal respect himself, Rosa Parks, and his
grandfather at the end of the story?
Information &
Study Skills
TE 555A
 Cause and Effect: Using either Transparency 5-2
or Practice Book p. 290, have students review each
“cause” and discuss whether it was an action of
integrity. Then have students tell you the “effect” of
the corresponding “cause.”
 How did Rosa Parks demonstrate integrity?
Social-Emotional Skill Lessons
• Five “Getting Started” Lessons
– Getting acquainted, put-ups, vision, class
agreements
• 12 additional lessons
–
–
–
–
–
Listening, Perspective-Taking
Assertion, I-Statements
Conflict, Win-Win Conflict Resolution
Cooperation
Diversity, Appreciation, Prejudice/Bias
– Peacemaking
Service-Learning Component
• Schools/grade levels identify and complete at
least one service-learning project.
• Many students and teachers consider this a
highlight of their experience with the program.
• Our new Service-Learning/Language Arts
materials identify service-learning activities that
are aligned with Open Court and Houghton
Mifflin units (Grades K-6), based on the reading
selections in the unit and the overarching theme.
Implementation Model
• Sites elect to participate in the program at the
whole-school level (K-6).
• Teachers and principals attend a two-day Summer
Institute to prepare them to use the program.
• H3 staff and consultants conduct monthly sitebased meetings to support teachers during year 1 of
implementation.
• H3 staff provide coaching to site support teams (3-6
teachers each) during years 2 & 3 of implementation
to develop site capacity for continued effective
program use.
• Sites submit data concerning program usage and
administer teacher and student pre-post surveys.