KIDZONE
An Afterschool Program
Through the Portland Jewish Academy
Through the Portland Jewish Academy
A personal capstone report
Hi there! My name is Kimberlee King and this webpage is for a senior capstone class through Portland State University. These thoughts are of my own experiences and are not an official statement on behalf of the PJA. I hope you enjoy learning about my work experience and the curriculum I am developing.
About:
mission:
To create, build and maintain programs dedicated to the care, education, and development of children and youth during their out of school time. We emphasize life skills through community service and enrichment-based programming.
The Kidzone Program follows a philosophy of teaching developed by the National AfterSchool Association (NAA), which states that a programs goal or mission should be to provide a balance of activities in the day of the child whose time in an enrichment setting extends after school hours.
We encourage children to become responsible, self-confident, independent, active explorers and enthusiastic learners by stressing the process of learning and discovery through developmentally as well as age-appropriate activities that meet the children’s interests. The activities and environment at Kidzone are specially structured to address the interests and development levels of school-age children.
The Kidzone Program follows a philosophy of teaching developed by the National AfterSchool Association (NAA), which states that a programs goal or mission should be to provide a balance of activities in the day of the child whose time in an enrichment setting extends after school hours.
We encourage children to become responsible, self-confident, independent, active explorers and enthusiastic learners by stressing the process of learning and discovery through developmentally as well as age-appropriate activities that meet the children’s interests. The activities and environment at Kidzone are specially structured to address the interests and development levels of school-age children.
HISTORY:
Portland Jewish Academy was formed in 1986 when two prominent Portland Jewish schools merged. The school combined Hillel Academy, founded in 1961, with The Jewish Education Association, which had operated an afternoon Hebrew school program since 1934. A community survey held in the late 1980's explored the need for a Jewish Day School in Portland. Based on an overwhelmingly positive response, a wing was added to the MJCC (Mittleman Jewish Community Center) to house the school.
In the early 2000's, PJA began offering before and after school care at the academy before branching out to other schools. In 2006, Kidzone opened at Glencoe Elementary school and has remained a strong presence in the community.
PJA Afterschool currently serves over 200 students, partnering with 6 schools with 3 off-site locations throughout Portland.
In the early 2000's, PJA began offering before and after school care at the academy before branching out to other schools. In 2006, Kidzone opened at Glencoe Elementary school and has remained a strong presence in the community.
PJA Afterschool currently serves over 200 students, partnering with 6 schools with 3 off-site locations throughout Portland.
My Role
As the site director I am in charge of running and operating the program. I wear many hats: supervisor, billing, parent contact, school liaison, carnival barker, discipline etc.
Below is a list of the various types of work I do:
Below is a list of the various types of work I do:
Legendary Conversations-
(My main Project)
Background Info:
Within Kidzone, we have a 4th and 5th grade leadership program. Our oldest students act as leaders and teacher support during program run and in return are offered advanced projects, their own table with special games/supplies and access to the Legendary System and Conversations.
When leadership students go above and beyond with their actions they are rewarded a Legend Token. These tokens can either be cashed in for different prizes or put into a collection jar for a group reward, such as a movie day/party.
Legendary Conversations; optional, small group activities where through team activities and discussion, Teachers help shift big overwhelming social justice issues into small tangible actions.
Topics such as “how to be an ally”, “how to make gaming inclusive”, and “what can you do to help equality”.
As an appreciation and acknowledgment of the important work the students do in these conversations, participants receive Two (2) Legendary Tokens. We are aiming to hold two (2) conversations a month interspersed with the program’s two (2) advanced 4th/5th monthly projects.
Within Kidzone, we have a 4th and 5th grade leadership program. Our oldest students act as leaders and teacher support during program run and in return are offered advanced projects, their own table with special games/supplies and access to the Legendary System and Conversations.
When leadership students go above and beyond with their actions they are rewarded a Legend Token. These tokens can either be cashed in for different prizes or put into a collection jar for a group reward, such as a movie day/party.
Legendary Conversations; optional, small group activities where through team activities and discussion, Teachers help shift big overwhelming social justice issues into small tangible actions.
Topics such as “how to be an ally”, “how to make gaming inclusive”, and “what can you do to help equality”.
As an appreciation and acknowledgment of the important work the students do in these conversations, participants receive Two (2) Legendary Tokens. We are aiming to hold two (2) conversations a month interspersed with the program’s two (2) advanced 4th/5th monthly projects.
WHy This?
I have worked with this organization for almost 4 years. Glencoe is an incredible school that challenges students to think about their place in the world and to take ownership of it. Glencoe is also a majority white, upper class population.
It is here I find it important to right past wrongs and teach this generation how to be active caring members of society. These students are learning their privilege and are we talk about how to make space, listen to the experiences of others, and be activists.
We talk cultural competency, equity, and climate action with yes, kindergarten through 5th grade! I want students to leave my program knowing how to be a compassionate, empowered individuals who will use their status to make changes to the status quo, and I am honored that my department supports me on this journey.
It is here I find it important to right past wrongs and teach this generation how to be active caring members of society. These students are learning their privilege and are we talk about how to make space, listen to the experiences of others, and be activists.
We talk cultural competency, equity, and climate action with yes, kindergarten through 5th grade! I want students to leave my program knowing how to be a compassionate, empowered individuals who will use their status to make changes to the status quo, and I am honored that my department supports me on this journey.
HOw did it go?
Rating: Experimental but still Excellent!
Our first conversation "How to be an Ally" was extremely successful. Students shared their concern and misunderstandings in a space where we able to break things down and rebuild. One of our most powerful segments was when students opened up about their guilt when they don't stand up for their friends. Together, we talked about how checking in afterward is just as important as saying something. It's one thing to not feel confident enough to take on people who are being hateful, it's another to leave someone alone after experiencing hate.
Lesson Plan:
Legendary Conversation #1
Date: Wednesday, January 15th
Topic: What is an ally, and how to become one?
*After Snack, 4th/5th graders will be invited to stay in the cafeteria for Legendary Conversations or Join the rest of the program in the playcourt for announcements*
*students form a circle once finished*
Our second conversation, however, was more challenging and really showed us what work needed to be done. While the students were knowledgable about racial and disability rights and allyship, there were not prepared to break down a topic closer to home; "How to make gaming more inclusive".
Lesson Plan:
Legendary Conversation #2
Date: Thursday, February 6th
Topic: How can we make gaming more inclusive?
*After Snack, 4th/5th graders will be invited to stay in the cafeteria for Legendary Conversations or Join the rest of the program in the playcourt for announcements*
*students form a circle once finished*
2) Fishbowl Activity
Questions for the "girl" perspective:
Questions for the "boy" perspective:
3) Reflection and Discussion
Everyone will sit down in a small circle and discuss what thoughts they had during the activity. As a group we will decode ways to bridge the gender gap in gaming and how as a community we can make sure our gaming groups are inclusive.
Feedback
Ask the group what they thought, and how they would want to continue these events.
Our biggest surprise was that when the boys group answered questions, they had no problem admitting they were mean to new players. They justified their actions and claims that new players were annoying. However, for each of them that claimed wanting to make gaming more inclusive (specifically to girls), they could not correlate their actions to the experiences of the girls. It was challenging to build empathy not to kill a new player for fun or team up against them, even when the girls listed these actions as deterrents from playing. This showed a huge blindspot. Our "gamerguys" were separating their actions as different from excluding which was not a topic we planned to challenge. Our goal was to raise awareness and make an agreement to do better.
Moving forward, we will probably hold another session on gaming focused heavily on breaking down barriers that block their empathy while equally strengthening up our female gamers so the feel confident to enter the online world as an equal.
Our first conversation "How to be an Ally" was extremely successful. Students shared their concern and misunderstandings in a space where we able to break things down and rebuild. One of our most powerful segments was when students opened up about their guilt when they don't stand up for their friends. Together, we talked about how checking in afterward is just as important as saying something. It's one thing to not feel confident enough to take on people who are being hateful, it's another to leave someone alone after experiencing hate.
Lesson Plan:
Legendary Conversation #1
Date: Wednesday, January 15th
Topic: What is an ally, and how to become one?
*After Snack, 4th/5th graders will be invited to stay in the cafeteria for Legendary Conversations or Join the rest of the program in the playcourt for announcements*
- Active Game
- Students will be invited to play a team-building active game
- The goal of this game is to run out energy from school and begin building pathways of interconnectedness.
*students form a circle once finished*
- “What communities can you be an ally to and why?”
- Students are encouraged to offer names of communities they can be an ally to and offer why they feel it’s important to support that group.
- True/False Statements
- In the circle, students will hear a list of different statements. If they feel a statement is true to what they believe, they are invited to take one step forward into the circle. If they feel the statement is false, or not representative of how they feel, they stay in their spot and do not move. Everyone rejoins the circle after each statement. Option: Students may be asked to close their eyes during this activity to ensure comfortability when answering.
- The statements:
- Being an ally is standing up for those who need help
- Being an ally is like being a good friend
- Being an ally takes work
- Allies can never offend anyone
- If you make a mistake in the past, you can’t be an ally anymore
- Being an ally means constantly learning
- Being an ally means trying and being honest when you fail
- When I see someone not acting like an ally, I know what to do.
- When I have a question about how to be an ally, I know who to go to.
- Reflection and Discussion
- Everyone will sit down in a small circle and discuss what thoughts they had during the activity. Staff will help the group uncover myths about allyship (making mistakes etc.), open space for them to ask questions and let the group direct the flow of topics.
- Feedback: Ask the group what they thought, and how they would want to continue these events.
Our second conversation, however, was more challenging and really showed us what work needed to be done. While the students were knowledgable about racial and disability rights and allyship, there were not prepared to break down a topic closer to home; "How to make gaming more inclusive".
Lesson Plan:
Legendary Conversation #2
Date: Thursday, February 6th
Topic: How can we make gaming more inclusive?
*After Snack, 4th/5th graders will be invited to stay in the cafeteria for Legendary Conversations or Join the rest of the program in the playcourt for announcements*
- Active Game-Veggie Wizard Fight
- Two opponents stand back to back. At the call of a leader they march three paces from each other and stop. The leader then calls out the name of a vegetable or fruit, and the two opponents spin around and impersonate their interpretation of that vegetable or fruit. This could mean forming their body to look like the food item, or making motions and sound affects that they think represent the personality of the food item. First person to laugh wins, and everyone finds a new partner.
- The goal of this game is to run out energy from school and begin building pathways of interconnectedness.
*students form a circle once finished*
2) Fishbowl Activity
- Students will be invited to self-select and join 1 of two smaller groups:
- Those who would like to talk about gaming from the perspective of girls
- Those who would like to talk about gaming from the perspective of boys
- Each group will look through a list of questions and select those they would like to ask the other group:
Questions for the "girl" perspective:
- Do you play video games? If so, what is your favorite game and why?
- Do you always feel comfortable asking if you can join in on a game? Even a game you've never played before?
- Do you feel welcomed to join “all-boy” gaming groups?
- Do you feel that people listen when you talk about your interests?
- What type of games or video games do you like?
- What could someone do to make you feel invited to learn how to play different types of games?
Questions for the "boy" perspective:
- Who got you interested in playing video games or dnd?
- How do you feel about new players who don’t know how to play?
- How would you know if someone was interested in gaming with you?
- When you play games with friends, how many girls are there?
- You talk about gaming with friends who are girls?
- Do you feel comfortable playing as a character that is different sex/gender than you identify with?
- Once the questions are selected, the groups will combine into two circles, with one group answering questions in the middle while the outside group is a polite guest.
- The intention of this act is to allow free-flow conversation for the participants answering questions about their lived experience. Guests on outside are not allowed to interrupt or “clarify”, but must merely appreciate getting to hear the other group's thoughts.
- Having a conversation about your feelings with someone from a different position can be intense. It is a gift to hear someone freely talk about their experiences when they feel safe and supported by like minded individuals..
3) Reflection and Discussion
Everyone will sit down in a small circle and discuss what thoughts they had during the activity. As a group we will decode ways to bridge the gender gap in gaming and how as a community we can make sure our gaming groups are inclusive.
Feedback
Ask the group what they thought, and how they would want to continue these events.
Our biggest surprise was that when the boys group answered questions, they had no problem admitting they were mean to new players. They justified their actions and claims that new players were annoying. However, for each of them that claimed wanting to make gaming more inclusive (specifically to girls), they could not correlate their actions to the experiences of the girls. It was challenging to build empathy not to kill a new player for fun or team up against them, even when the girls listed these actions as deterrents from playing. This showed a huge blindspot. Our "gamerguys" were separating their actions as different from excluding which was not a topic we planned to challenge. Our goal was to raise awareness and make an agreement to do better.
Moving forward, we will probably hold another session on gaming focused heavily on breaking down barriers that block their empathy while equally strengthening up our female gamers so the feel confident to enter the online world as an equal.