1 00:00:00,000 --> 00:00:02,600 Speaker 1: Saturday and Sunday. The weather overall pretty quiet, though we'll 2 00:00:02,640 --> 00:00:05,440 Speaker 1: have some sunshine at times both days. High Year thirty 3 00:00:05,559 --> 00:00:08,600 Speaker 1: Saturday twenty nine on Sunday, and we'll see increase in 4 00:00:08,600 --> 00:00:11,760 Speaker 1: clouds Monday, perhaps some snow into Monday nights after only 5 00:00:11,800 --> 00:00:13,960 Speaker 1: getting into the twenties Monday. I'm atk you with the 6 00:00:14,000 --> 00:00:17,240 Speaker 1: BEDA Relatives. Brian Thompson, a WBZ Boston's news radio. 7 00:00:18,040 --> 00:00:19,400 Speaker 2: Hey, it's Lori Grandy. 8 00:00:19,560 --> 00:00:22,479 Speaker 3: I've learned how quickly life can change, and if a 9 00:00:22,520 --> 00:00:25,720 Speaker 3: parent suddenly needs care, a lot of what they hope 10 00:00:25,760 --> 00:00:29,440 Speaker 3: to leave behind can disappear fast. I just wanted to 11 00:00:29,480 --> 00:00:32,400 Speaker 3: be sure that my dad was protected and his savings 12 00:00:32,400 --> 00:00:35,120 Speaker 3: stayed where he intended. Phil, can you talk about how 13 00:00:35,159 --> 00:00:36,879 Speaker 3: the right trust helps with that? 14 00:00:37,440 --> 00:00:40,239 Speaker 4: So, Larie, a lot of people do revocable trusts and 15 00:00:40,400 --> 00:00:43,040 Speaker 4: think they're protected, but they're not. We can do the 16 00:00:43,040 --> 00:00:46,680 Speaker 4: special trust that will protect the assets. And most importantly, 17 00:00:46,760 --> 00:00:49,720 Speaker 4: you have to do it five years in advance. If 18 00:00:49,760 --> 00:00:53,040 Speaker 4: you don't, even if you have the perfect trust, it's 19 00:00:53,120 --> 00:00:55,680 Speaker 4: not going to work. So the most important thing is 20 00:00:55,720 --> 00:00:58,440 Speaker 4: to get in here, get it done five years advance. 21 00:00:58,520 --> 00:01:00,440 Speaker 5: You do the proper trust in your. 22 00:01:00,480 --> 00:01:03,959 Speaker 6: Safe call the folks at the Commonwealth Advisory Group. One 23 00:01:04,000 --> 00:01:07,440 Speaker 6: eight hundred seven zero five one four one five. It's 24 00:01:07,480 --> 00:01:11,080 Speaker 6: one eight hundred seven zero five one four one five. 25 00:01:11,319 --> 00:01:15,080 Speaker 6: If you do one thing today, get this done. They 26 00:01:15,160 --> 00:01:17,000 Speaker 6: help me and they can help you too. 27 00:01:17,880 --> 00:01:21,679 Speaker 7: Both the Celtics and the Bruins continuing their Western road trips. 28 00:01:21,959 --> 00:01:26,120 Speaker 7: Celtics and Sacramento tonight at ten o'clock. Bruins off until 29 00:01:26,319 --> 00:01:29,600 Speaker 7: Saturday night when they play in Vancouver. The Bees, by 30 00:01:29,640 --> 00:01:32,440 Speaker 7: the way, snapped out of their six game losing skid 31 00:01:32,480 --> 00:01:35,759 Speaker 7: with a win last night in Edmonton, and the Patriots 32 00:01:35,760 --> 00:01:39,240 Speaker 7: hosting the Dolphins Sunday afternoon in their last regular season 33 00:01:39,400 --> 00:01:43,160 Speaker 7: game of the season. W BZ News Time nine oh seven. 34 00:01:43,440 --> 00:01:46,199 Speaker 7: Back now to Night Side with Dan Ray and filling 35 00:01:46,200 --> 00:01:49,240 Speaker 7: in for Dan tonight, Bradley Jay. I'm Al Griffith. 36 00:01:51,760 --> 00:01:56,760 Speaker 8: It's Night Side with Dan Ray on DELUGBZ, Boston's news radio. 37 00:01:56,920 --> 00:01:59,720 Speaker 5: Onward into twenty twenty six. My friends, it's the numb 38 00:01:59,800 --> 00:02:02,200 Speaker 5: hear six one seven, two, five four to ten thirty 39 00:02:02,240 --> 00:02:04,120 Speaker 5: and want you to use it now to answer this question, 40 00:02:04,600 --> 00:02:07,240 Speaker 5: what real world skills do you think kids in high 41 00:02:07,280 --> 00:02:11,400 Speaker 5: school should be taught? Seriously? Think about it. I have 42 00:02:11,520 --> 00:02:13,760 Speaker 5: actually taken some time to think about it and created 43 00:02:13,800 --> 00:02:17,480 Speaker 5: a list. I don't. I do not have children, many 44 00:02:17,520 --> 00:02:20,440 Speaker 5: of you do, so you may you may be keenly 45 00:02:20,480 --> 00:02:22,639 Speaker 5: aware of some things that they've just done. Know how 46 00:02:22,639 --> 00:02:26,520 Speaker 5: to do that. Maybe they should by the age that 47 00:02:26,560 --> 00:02:30,080 Speaker 5: they are at, depending on what that age is, and uh, 48 00:02:30,160 --> 00:02:32,000 Speaker 5: I'd love you to share that with me. Or maybe 49 00:02:32,040 --> 00:02:33,919 Speaker 5: you think they're being taught some stuff they don't need 50 00:02:33,960 --> 00:02:36,560 Speaker 5: to know, bad use of time. I'd also like to 51 00:02:36,600 --> 00:02:39,639 Speaker 5: know that six one, seven, two, five, four, ten thirty. 52 00:02:40,200 --> 00:02:43,840 Speaker 5: You know that number? Now, right? They should be I 53 00:02:43,960 --> 00:02:47,360 Speaker 5: don't know if we have a fridge magnet there's that number, 54 00:02:47,360 --> 00:02:49,480 Speaker 5: but that would be kind of cool. And we have 55 00:02:49,520 --> 00:02:54,120 Speaker 5: a guest who is actually teaching kids real world skills. 56 00:02:55,440 --> 00:02:59,080 Speaker 5: It's become a high school graduation requirement in Massachusetts and 57 00:02:59,120 --> 00:03:01,720 Speaker 5: instead of taking the them cast, which they got rid 58 00:03:01,760 --> 00:03:05,640 Speaker 5: of in twenty twenty four, I guess, and those end 59 00:03:05,720 --> 00:03:10,720 Speaker 5: of course exams. There's a project now you have among 60 00:03:11,040 --> 00:03:13,600 Speaker 5: some of the things as a capstone project and something else. 61 00:03:13,639 --> 00:03:15,280 Speaker 5: I guess. I'm a little fuzzy on it, and that's 62 00:03:15,280 --> 00:03:18,640 Speaker 5: why we have the guests. Now. A teacher in Maynard 63 00:03:18,680 --> 00:03:23,000 Speaker 5: is paving the way for the future to teach real 64 00:03:23,000 --> 00:03:26,200 Speaker 5: world skills in the classroom. We have her here, jean 65 00:03:26,280 --> 00:03:30,840 Speaker 5: Lebelle Pierce. She is the senior project coordinator and School 66 00:03:30,919 --> 00:03:35,360 Speaker 5: to Career Internship coordinator at Maynard High School. It's here 67 00:03:35,360 --> 00:03:38,839 Speaker 5: at for Maynard High. What's the mascot at Maynard High? 68 00:03:38,880 --> 00:03:39,880 Speaker 2: We are the Tigers. 69 00:03:40,160 --> 00:03:45,600 Speaker 5: The Tigers Go, Tigers Go Tigers. And I'm so glad 70 00:03:45,640 --> 00:03:48,000 Speaker 5: you came on in this frigidly called night. I guess 71 00:03:48,080 --> 00:03:50,640 Speaker 5: that with real field temperature is going to be like 72 00:03:51,640 --> 00:03:52,320 Speaker 5: minus four. 73 00:03:52,600 --> 00:03:55,480 Speaker 2: Well, my daughter lives in Medford, so it was fun 74 00:03:55,520 --> 00:03:56,320 Speaker 2: to come on in. 75 00:03:57,360 --> 00:03:58,760 Speaker 5: Come right up close to that microphone. 76 00:03:58,840 --> 00:03:59,680 Speaker 2: Is that a little better? 77 00:04:00,080 --> 00:04:03,480 Speaker 5: Okay? All right, so you know, let's get a general 78 00:04:03,520 --> 00:04:06,640 Speaker 5: sense of what you do over there in Maynard. 79 00:04:07,040 --> 00:04:10,800 Speaker 2: Sure. And I would just say that I think you 80 00:04:10,880 --> 00:04:14,160 Speaker 2: mentioned that this is the direction the state is going, 81 00:04:14,800 --> 00:04:17,400 Speaker 2: this is what the model is right now, like and 82 00:04:18,040 --> 00:04:20,599 Speaker 2: I don't think we entirely know exactly what. 83 00:04:20,800 --> 00:04:23,680 Speaker 5: So you have the kind of this infrastructure, yeah, for 84 00:04:23,920 --> 00:04:24,960 Speaker 5: the concrete yet. 85 00:04:25,360 --> 00:04:29,680 Speaker 2: Yeah, And I think there's a lot that districts will 86 00:04:30,040 --> 00:04:32,599 Speaker 2: you know, give feedback about in terms of what they'd 87 00:04:32,680 --> 00:04:38,560 Speaker 2: like to see that ultimately replaces mcass. But for us, 88 00:04:39,160 --> 00:04:43,080 Speaker 2: we've been doing this project, the Senior Project Program since 89 00:04:43,360 --> 00:04:48,760 Speaker 2: two thousand and nine. We piloted it and over decades 90 00:04:48,839 --> 00:04:54,279 Speaker 2: now it's grown to something that is really pretty special. 91 00:04:55,040 --> 00:04:59,120 Speaker 2: And I think what will be unique about going the 92 00:04:59,200 --> 00:05:02,480 Speaker 2: portfolio or because that's one of the things the Governor's 93 00:05:02,480 --> 00:05:06,520 Speaker 2: talking about using sort of this portfolio and project based 94 00:05:06,600 --> 00:05:10,520 Speaker 2: learning component of the skills that you're talking about the 95 00:05:10,520 --> 00:05:13,760 Speaker 2: more real life skills as opposed to taking a test, right, 96 00:05:14,720 --> 00:05:19,200 Speaker 2: But how do you demonstrate that and having some uniformity 97 00:05:19,240 --> 00:05:21,400 Speaker 2: about all of that is going to be an interesting 98 00:05:21,640 --> 00:05:25,359 Speaker 2: aspect going forward. And every district is so different, you know. 99 00:05:25,400 --> 00:05:29,120 Speaker 2: So Maynard High School Go Tigers, is you know small. 100 00:05:29,279 --> 00:05:32,680 Speaker 2: I'm going to say it a lot now to all 101 00:05:32,760 --> 00:05:37,760 Speaker 2: those kids who are on vacation right now, but the 102 00:05:37,800 --> 00:05:42,479 Speaker 2: Maynard is a small town and our high school graduates 103 00:05:42,520 --> 00:05:46,240 Speaker 2: like under one hundred kids every year, and that's really different, 104 00:05:46,520 --> 00:05:49,320 Speaker 2: you know when you're looking at very large high schools 105 00:05:49,320 --> 00:05:52,760 Speaker 2: that might be trying to use this model and meet 106 00:05:52,839 --> 00:05:56,200 Speaker 2: that for like five hundred kids. So we do it 107 00:05:56,279 --> 00:05:58,560 Speaker 2: in the way that we do it works really well 108 00:05:58,600 --> 00:06:01,560 Speaker 2: in our community and certainly speak to you know what 109 00:06:01,600 --> 00:06:01,960 Speaker 2: that looked. 110 00:06:02,240 --> 00:06:04,919 Speaker 5: Let's get a little history though. Before m CAST it 111 00:06:05,040 --> 00:06:08,839 Speaker 5: was just here's your report card, right, yeah, yes, there 112 00:06:08,839 --> 00:06:11,160 Speaker 5: different subjects subjects. 113 00:06:10,640 --> 00:06:13,040 Speaker 2: And subjects gave final exams. 114 00:06:12,520 --> 00:06:16,440 Speaker 5: And you know like yeah, like high school for decades 115 00:06:16,440 --> 00:06:18,680 Speaker 5: and decades and decades, what was that You got a 116 00:06:18,680 --> 00:06:23,039 Speaker 5: report card that's right, math B minus and there was 117 00:06:23,080 --> 00:06:26,240 Speaker 5: no nothing like the m CAST. What was the reason 118 00:06:26,320 --> 00:06:27,640 Speaker 5: they brought the MCST. 119 00:06:27,839 --> 00:06:30,640 Speaker 2: Well, I think into being Yeah, there was a lot 120 00:06:30,640 --> 00:06:33,479 Speaker 2: of concern and lots of reports at both state and 121 00:06:33,560 --> 00:06:39,520 Speaker 2: federal levels that students were getting left behind, certain students 122 00:06:39,520 --> 00:06:45,640 Speaker 2: were not meeting. 123 00:06:43,240 --> 00:06:45,080 Speaker 5: Teaching them well enough, et cetera. 124 00:06:45,600 --> 00:06:47,520 Speaker 2: Well, I don't know about that. 125 00:06:49,240 --> 00:06:49,440 Speaker 9: There. 126 00:06:50,480 --> 00:06:52,680 Speaker 2: Sure, I think that was certainly this fear. But I 127 00:06:52,720 --> 00:06:59,240 Speaker 2: think education is a very complex dynamic and if you 128 00:06:59,240 --> 00:07:01,880 Speaker 2: you really need to kind of think a lot about 129 00:07:02,400 --> 00:07:05,919 Speaker 2: what the mix is in education, right, Like, so you 130 00:07:05,960 --> 00:07:09,280 Speaker 2: have a lot of kids coming from very different backgrounds, 131 00:07:09,320 --> 00:07:15,680 Speaker 2: maybe obviously different levels of support, different socioeconomics. 132 00:07:14,680 --> 00:07:17,560 Speaker 5: That like, different language, coming in with different language. 133 00:07:18,240 --> 00:07:23,240 Speaker 2: Absolutely, and yeah, I think MCAST was It's part of 134 00:07:23,560 --> 00:07:27,480 Speaker 2: really a national movement right to have state standard that 135 00:07:27,760 --> 00:07:31,680 Speaker 2: everybody has to meet, and there's there's a lot that's 136 00:07:32,000 --> 00:07:34,720 Speaker 2: right about that, but there's I in my own opinion. 137 00:07:34,800 --> 00:07:36,520 Speaker 2: I mean, this is just my own opinion. There's a 138 00:07:36,560 --> 00:07:39,880 Speaker 2: lot that was wrong about that. And you know, for me, 139 00:07:40,080 --> 00:07:43,320 Speaker 2: I come out of I'm originally a social studies teacher 140 00:07:43,360 --> 00:07:47,200 Speaker 2: and really m casts led to kind of an abandonment 141 00:07:47,400 --> 00:07:48,680 Speaker 2: of social study. 142 00:07:48,920 --> 00:07:51,200 Speaker 5: The things that were right about it. Yeah, are those 143 00:07:51,200 --> 00:07:54,480 Speaker 5: things still getting done or have they been abandoned along 144 00:07:54,480 --> 00:07:57,680 Speaker 5: with the tests high standards? 145 00:07:58,920 --> 00:08:01,760 Speaker 2: They're still being done, absolutely, Okay, I mean this is 146 00:08:01,800 --> 00:08:05,040 Speaker 2: what we all strive to do. And I think, you know, 147 00:08:05,080 --> 00:08:11,080 Speaker 2: there was certainly a level of learning about that test 148 00:08:11,120 --> 00:08:14,760 Speaker 2: and making sure that students were ready for that kind 149 00:08:14,800 --> 00:08:19,680 Speaker 2: of test, and lots of lots of lots of educational 150 00:08:19,720 --> 00:08:24,960 Speaker 2: debate over you know, what's what's authentic learning versus what's 151 00:08:26,280 --> 00:08:29,000 Speaker 2: you know, being prepared to take a test. I think 152 00:08:29,640 --> 00:08:32,680 Speaker 2: obviously skills are really important. You have to be able 153 00:08:32,679 --> 00:08:35,400 Speaker 2: to measure those skills, and you have to hold people accountable, 154 00:08:35,480 --> 00:08:37,200 Speaker 2: like schools have to be held accountable. 155 00:08:39,160 --> 00:08:43,040 Speaker 5: And there still is testing, but it's not required. 156 00:08:42,640 --> 00:08:45,480 Speaker 2: To graduate, right, that's the new idea. 157 00:08:45,520 --> 00:08:48,439 Speaker 5: So I went away in twenty twenty four and as 158 00:08:48,440 --> 00:08:53,760 Speaker 5: a results of the twenty twenty four vote, and gradually 159 00:08:55,040 --> 00:08:57,560 Speaker 5: you coalesced into the thing you do. 160 00:08:57,640 --> 00:08:57,760 Speaker 8: Now. 161 00:08:57,800 --> 00:09:01,120 Speaker 5: Can you talk about that journey from when mcast went 162 00:09:01,160 --> 00:09:04,080 Speaker 5: away to how you happen to be doing what you're doing? 163 00:09:05,320 --> 00:09:09,080 Speaker 2: Well? I guess the journey is you know, really pre 164 00:09:09,240 --> 00:09:14,200 Speaker 2: dates all of that, or is is going on alongside 165 00:09:14,360 --> 00:09:21,040 Speaker 2: as MCAST kind of developed, But we have been we 166 00:09:21,120 --> 00:09:23,680 Speaker 2: had this mission back in two thousand and nine to 167 00:09:23,960 --> 00:09:27,880 Speaker 2: really look at you know, and the education speak changes 168 00:09:27,920 --> 00:09:31,000 Speaker 2: over the decades, right, but back then it was how 169 00:09:31,040 --> 00:09:33,360 Speaker 2: do we make sure that kids are getting twenty first 170 00:09:33,360 --> 00:09:36,520 Speaker 2: century skills right? And we don't want to be a 171 00:09:36,559 --> 00:09:40,880 Speaker 2: static kind of organization that isn't teaching what everybody really 172 00:09:40,960 --> 00:09:45,160 Speaker 2: needs to know how to do. And the other term 173 00:09:45,280 --> 00:09:50,200 Speaker 2: back then, in like the late nineties was authentic learning 174 00:09:50,360 --> 00:09:53,280 Speaker 2: and what is real? I have to say, like one 175 00:09:53,320 --> 00:09:57,120 Speaker 2: of the really interesting moments in my own career was 176 00:09:57,640 --> 00:10:01,080 Speaker 2: thinking about a common meant that you know, I don't 177 00:10:01,080 --> 00:10:03,120 Speaker 2: know if it's Grant Wigans or one of the gurus 178 00:10:03,120 --> 00:10:08,080 Speaker 2: of authentic learning said that if a student gets a 179 00:10:08,160 --> 00:10:10,520 Speaker 2: piece of paper back from you and throws it in 180 00:10:10,520 --> 00:10:13,360 Speaker 2: the waste basket, and it had a ninety five on it. 181 00:10:13,440 --> 00:10:16,120 Speaker 2: What does that really mean? Right Like? And that's always 182 00:10:16,240 --> 00:10:20,560 Speaker 2: kind of struck me and stuck with me that learning 183 00:10:20,559 --> 00:10:24,800 Speaker 2: shouldn't just be something that is static that you get 184 00:10:24,800 --> 00:10:28,120 Speaker 2: this grade and in the end, I you know, it 185 00:10:28,160 --> 00:10:30,199 Speaker 2: doesn't really mean anything to me, right Like, I can 186 00:10:30,240 --> 00:10:33,120 Speaker 2: throw it in the waste basket. Here's this paper. 187 00:10:33,280 --> 00:10:36,680 Speaker 5: And I don't understand that because, by the way, my 188 00:10:36,800 --> 00:10:40,560 Speaker 5: mother was a teacher, So I'm a teacher fan, big fan. 189 00:10:42,440 --> 00:10:44,560 Speaker 5: If I got to ninety five, I would be excited 190 00:10:44,920 --> 00:10:48,560 Speaker 5: and I would be motivated to study that more. 191 00:10:48,920 --> 00:10:54,000 Speaker 2: No, that's great, But would that test really have a 192 00:10:54,120 --> 00:10:58,199 Speaker 2: longstanding meaning for you, like that test itself, not maybe 193 00:10:58,240 --> 00:11:00,840 Speaker 2: the content that you learned to kind of do well 194 00:11:00,880 --> 00:11:04,240 Speaker 2: on that test, but the way that you took that test. 195 00:11:04,280 --> 00:11:07,240 Speaker 2: And and so you're getting this paid think about it 196 00:11:07,280 --> 00:11:10,079 Speaker 2: like you're getting this paperback, it's got its grade on it, 197 00:11:10,480 --> 00:11:12,080 Speaker 2: and you're walking out of the room. 198 00:11:12,320 --> 00:11:14,839 Speaker 5: And I'm not throwing it. I'm yay, I'm all okay, 199 00:11:14,840 --> 00:11:19,319 Speaker 5: Well that's good, I'm this Google. Have you said this 200 00:11:19,880 --> 00:11:23,280 Speaker 5: guru doesn't think the kids care about getting a ninety 201 00:11:23,280 --> 00:11:24,800 Speaker 5: five or maybe they don't. 202 00:11:24,640 --> 00:11:28,000 Speaker 2: Know, well Andy getting a ninety five, right, they might 203 00:11:28,040 --> 00:11:31,559 Speaker 2: be getting a sixty seven, and so I think the idea. 204 00:11:31,280 --> 00:11:34,040 Speaker 5: Is then I would cry, which I did and in 205 00:11:34,080 --> 00:11:38,439 Speaker 5: the fourth grade I couldn't understand math at all and 206 00:11:38,480 --> 00:11:40,120 Speaker 5: for the record, still cannot. 207 00:11:40,280 --> 00:11:42,080 Speaker 2: Oh no, we'll see. 208 00:11:42,240 --> 00:11:43,680 Speaker 5: Well, I think a lot of people on the radio 209 00:11:43,720 --> 00:11:45,960 Speaker 5: are bad at math. I would be willing to bet. 210 00:11:46,080 --> 00:11:48,280 Speaker 2: I guess maybe you have to have people call in. 211 00:11:49,040 --> 00:11:52,520 Speaker 5: Yeah, So we are talking about when we will get 212 00:11:52,559 --> 00:11:54,480 Speaker 5: to the real world skills that you teach. But I 213 00:11:54,480 --> 00:11:57,240 Speaker 5: would I would reach out to you in the WBZ 214 00:11:57,320 --> 00:11:59,760 Speaker 5: audience and ask you what do you think, and you 215 00:11:59,760 --> 00:12:04,199 Speaker 5: may give Jeane some ideas our real world skills that 216 00:12:04,320 --> 00:12:06,560 Speaker 5: kids should know. I'm going to rattle off a few, 217 00:12:06,679 --> 00:12:08,960 Speaker 5: but take a break now, and I like to see 218 00:12:09,000 --> 00:12:12,120 Speaker 5: some folks calling us. At six one, seven, two, four 219 00:12:12,240 --> 00:12:13,800 Speaker 5: ten thirty BS. 220 00:12:15,640 --> 00:12:19,880 Speaker 8: You're on Night Side with Dan Ray on WBZ, Boston's 221 00:12:19,920 --> 00:12:20,880 Speaker 8: news Radio. 222 00:12:21,360 --> 00:12:24,840 Speaker 5: Six one seven, two five four ten thirty. A little 223 00:12:24,840 --> 00:12:28,079 Speaker 5: bit of education. Now we're with Jean LaBelle Peers from 224 00:12:28,440 --> 00:12:31,880 Speaker 5: Maynard High School the town. Hello again Maynard, and we're 225 00:12:31,920 --> 00:12:35,760 Speaker 5: talking about what she does called Senior Project that teachers 226 00:12:35,840 --> 00:12:39,240 Speaker 5: kids real world skills. Now they've spent some time, given 227 00:12:39,320 --> 00:12:41,160 Speaker 5: some background, tell me about the project. 228 00:12:41,679 --> 00:12:46,480 Speaker 2: Sure, So senior project is actually a term that you 229 00:12:46,559 --> 00:12:49,960 Speaker 2: can search and there's a national level of senior project, 230 00:12:50,040 --> 00:12:55,280 Speaker 2: and so colleges do senior project. Like there's all sorts 231 00:12:55,320 --> 00:12:58,280 Speaker 2: of things that call themselves senior project. And so we 232 00:12:59,280 --> 00:13:01,440 Speaker 2: back in two thousand than in nine there was this 233 00:13:01,960 --> 00:13:06,080 Speaker 2: move to I think at the time people the principle 234 00:13:06,080 --> 00:13:07,600 Speaker 2: at the time, said I want to get the kids 235 00:13:07,600 --> 00:13:10,480 Speaker 2: out of the building, Like, let's get the kids exposed 236 00:13:10,520 --> 00:13:13,199 Speaker 2: to kind of what the world is out there, right, 237 00:13:13,280 --> 00:13:15,840 Speaker 2: not just being kind of stuck in your class. And 238 00:13:15,920 --> 00:13:19,880 Speaker 2: so they kind of approached me back then and said, 239 00:13:19,920 --> 00:13:21,760 Speaker 2: we want to do this thing called senior project, and 240 00:13:21,800 --> 00:13:23,800 Speaker 2: you're the one who's going to do it. And I said, 241 00:13:24,320 --> 00:13:26,520 Speaker 2: what senior project? So you know, I did a lot 242 00:13:26,559 --> 00:13:30,360 Speaker 2: of searching, and really it's a model that tries to 243 00:13:31,320 --> 00:13:34,920 Speaker 2: get students to engage in something that they're really interested in, 244 00:13:35,080 --> 00:13:41,280 Speaker 2: do research in that field, look for placements or internships 245 00:13:41,360 --> 00:13:45,559 Speaker 2: in that field, and do a project based learning where 246 00:13:45,600 --> 00:13:48,199 Speaker 2: they may do the work of that particular field. So 247 00:13:48,240 --> 00:13:53,119 Speaker 2: if somebody's interested in radio right production or radio announcing, 248 00:13:53,520 --> 00:13:57,840 Speaker 2: then we would have them do research into that field. 249 00:13:57,880 --> 00:13:59,600 Speaker 2: What are some of the big issues that are going on. 250 00:13:59,679 --> 00:14:01,680 Speaker 2: There are some of the things that you would find 251 00:14:01,720 --> 00:14:04,920 Speaker 2: interesting about that field. Look to try to match them 252 00:14:05,160 --> 00:14:09,120 Speaker 2: with a professional in the field and either job shadow 253 00:14:09,400 --> 00:14:13,439 Speaker 2: or intern you know, not some internships that we've gotten 254 00:14:13,520 --> 00:14:16,199 Speaker 2: have been paid internships, but most of them are volunteer 255 00:14:16,280 --> 00:14:19,440 Speaker 2: positions to kind of learn what it's like to be 256 00:14:20,160 --> 00:14:22,040 Speaker 2: somebody who's who does that for a living. 257 00:14:22,240 --> 00:14:26,160 Speaker 5: So really you're teaching a real world skill. Yeah, one 258 00:14:26,960 --> 00:14:28,880 Speaker 5: per student, the each student gets well one. 259 00:14:29,280 --> 00:14:32,360 Speaker 2: Well, I would know because our program is a lot 260 00:14:32,440 --> 00:14:35,040 Speaker 2: more than that. Like, so that's kind of how we 261 00:14:35,080 --> 00:14:39,400 Speaker 2: initially looked at it. What this model is of senior 262 00:14:39,440 --> 00:14:43,560 Speaker 2: project and so what has evolved really in our district 263 00:14:43,840 --> 00:14:48,800 Speaker 2: is a course. So you may delve into a topic 264 00:14:48,840 --> 00:14:52,280 Speaker 2: that you're really interested in, we'll look to match you. 265 00:14:52,320 --> 00:14:54,280 Speaker 2: Coming up in the spring now will be a lot 266 00:14:54,320 --> 00:14:58,000 Speaker 2: of the attempts to match people in with professionals and 267 00:14:58,080 --> 00:15:03,560 Speaker 2: mentors and volunteer position. But all through the course they've 268 00:15:03,600 --> 00:15:07,480 Speaker 2: been learning a variety of things. So, like we start 269 00:15:07,480 --> 00:15:11,360 Speaker 2: the year by doing interest based tests and finding out, 270 00:15:11,440 --> 00:15:13,960 Speaker 2: like what is it that you think you're really good at. 271 00:15:14,040 --> 00:15:15,480 Speaker 5: I was going to bring that up when I was 272 00:15:15,480 --> 00:15:17,920 Speaker 5: in high school. I had no clue, right, none, I 273 00:15:17,960 --> 00:15:21,040 Speaker 5: wouldn't know. That must be a pretty big issue. Well, 274 00:15:21,080 --> 00:15:22,600 Speaker 5: what do you want to do your senior project on? 275 00:15:23,000 --> 00:15:25,800 Speaker 5: I don't know, no idea. You have to guide them somehow. 276 00:15:25,920 --> 00:15:28,600 Speaker 2: Yeah, And I think because we've been at this for 277 00:15:28,640 --> 00:15:31,600 Speaker 2: a really long time, we have a ninth grade class 278 00:15:31,640 --> 00:15:35,200 Speaker 2: that introduces them to the capstone, and so kids in 279 00:15:35,280 --> 00:15:38,440 Speaker 2: Maynard are starting to think about this from the very 280 00:15:38,480 --> 00:15:41,880 Speaker 2: beginning of their high school career. And even now we're 281 00:15:41,920 --> 00:15:45,960 Speaker 2: pushing things down through the program in the state called 282 00:15:46,000 --> 00:15:50,840 Speaker 2: my cap which is my Career Awareness. Programs like those 283 00:15:51,520 --> 00:15:54,320 Speaker 2: kinds of programs are getting kids to start to think 284 00:15:54,360 --> 00:15:58,240 Speaker 2: a little bit more about this as they come up 285 00:15:58,640 --> 00:16:02,480 Speaker 2: through middle and high school. But you know, I I 286 00:16:02,760 --> 00:16:05,960 Speaker 2: started college as a film major, Like that's what I 287 00:16:06,080 --> 00:16:08,000 Speaker 2: thought I really wanted to do, and then I really 288 00:16:08,040 --> 00:16:17,120 Speaker 2: got excited about politics and history. Yeah, like my parents. 289 00:16:16,840 --> 00:16:18,520 Speaker 5: Are, that's a tough, tough thing. 290 00:16:19,160 --> 00:16:23,120 Speaker 2: Well, it was documentaries and films. 291 00:16:23,440 --> 00:16:25,600 Speaker 5: This is interesting here. So aren't you kind of glad 292 00:16:25,600 --> 00:16:28,160 Speaker 5: you didn't go too far down the film major road? 293 00:16:28,800 --> 00:16:29,320 Speaker 2: Yeah? 294 00:16:29,400 --> 00:16:32,200 Speaker 5: So is there any danger that you're I certainly don't 295 00:16:32,200 --> 00:16:35,640 Speaker 5: want to be negative, but that your senior project will 296 00:16:35,800 --> 00:16:39,600 Speaker 5: kind of I'll show them in to the wrong road. Now, 297 00:16:39,680 --> 00:16:43,200 Speaker 5: somebody says I'm into film, and you might say, well, 298 00:16:43,240 --> 00:16:45,960 Speaker 5: why don't you find out what you know it is 299 00:16:46,000 --> 00:16:49,240 Speaker 5: to be a film major in films? Sure, do you 300 00:16:49,240 --> 00:16:51,080 Speaker 5: worry about sending them down the wrong road because they 301 00:16:51,600 --> 00:16:53,720 Speaker 5: really don't know what they really want to do yet? 302 00:16:54,160 --> 00:16:59,560 Speaker 2: No, because I think our whole mantra is like experiment 303 00:16:59,720 --> 00:17:04,000 Speaker 2: and and just start to ask questions and if you 304 00:17:04,040 --> 00:17:07,119 Speaker 2: are interested in film as a senior in high school, 305 00:17:07,200 --> 00:17:09,480 Speaker 2: let's see what that might look like. Can you meet 306 00:17:09,520 --> 00:17:13,399 Speaker 2: some people who make some independent films? And what is 307 00:17:13,440 --> 00:17:16,959 Speaker 2: that you know, experience like for people in that field? 308 00:17:17,000 --> 00:17:20,440 Speaker 2: And you know, we're really I'm very clear with kids 309 00:17:20,440 --> 00:17:23,520 Speaker 2: that you can't make a judgment based on you know, 310 00:17:23,560 --> 00:17:28,479 Speaker 2: a small sample, right, You have to really kind of 311 00:17:28,600 --> 00:17:32,639 Speaker 2: follow your passions. And that I think is our biggest 312 00:17:32,800 --> 00:17:35,680 Speaker 2: mission is just to get kids passionate about what they're 313 00:17:35,760 --> 00:17:40,200 Speaker 2: learning right and have a chance to take this final 314 00:17:40,280 --> 00:17:42,119 Speaker 2: year of high school, which a lot of times, like 315 00:17:42,160 --> 00:17:45,360 Speaker 2: I think of pre senior project and post senior project. 316 00:17:45,960 --> 00:17:50,040 Speaker 2: You know, senior year was kind of this drudgery. You're 317 00:17:50,080 --> 00:17:53,280 Speaker 2: just like you have senioritis and kids are checking out 318 00:17:53,320 --> 00:17:57,919 Speaker 2: like by January, and this program really requires them to 319 00:17:58,200 --> 00:18:02,120 Speaker 2: pretty much stay focused all the way through to may See. 320 00:18:02,160 --> 00:18:03,439 Speaker 5: I don't really remember high school. 321 00:18:03,440 --> 00:18:06,880 Speaker 2: I don't I have ever seen your writis you. 322 00:18:06,840 --> 00:18:09,080 Speaker 5: Know, I don't even remember if. I don't know if 323 00:18:09,119 --> 00:18:11,359 Speaker 5: I learned a lot or not. I have no idea, 324 00:18:11,400 --> 00:18:15,400 Speaker 5: have nothing to compare it to that I never knew that. 325 00:18:15,600 --> 00:18:18,399 Speaker 5: It's not that I'm old and forgot. I never I 326 00:18:18,400 --> 00:18:20,560 Speaker 5: don't know how much I learned. I mean as I 327 00:18:20,560 --> 00:18:22,959 Speaker 5: can point to some things that I did learn, but 328 00:18:23,840 --> 00:18:25,919 Speaker 5: you know, skill sets were a lot different. Then we 329 00:18:26,000 --> 00:18:28,120 Speaker 5: have Lisa I bet you know, or she's from Maynard. 330 00:18:28,240 --> 00:18:30,359 Speaker 2: Oh right, I'm not sure. 331 00:18:30,440 --> 00:18:34,040 Speaker 5: So can you bring up Lisa Jay? Thank you? Hi Lisa. 332 00:18:34,240 --> 00:18:36,840 Speaker 5: You're on with Jeane and Bradley here on WBZ. 333 00:18:38,320 --> 00:18:39,080 Speaker 8: Hi Geane. 334 00:18:39,080 --> 00:18:43,240 Speaker 10: This sounds like an amazing program. Just wondering. I have 335 00:18:43,320 --> 00:18:48,840 Speaker 10: two questions. I think you mentioned financial literacy, which I'm 336 00:18:49,320 --> 00:18:52,040 Speaker 10: interested to hear about, and I'm just wondering if there's 337 00:18:52,160 --> 00:18:55,600 Speaker 10: any way that you bring community members into what you do. 338 00:18:56,240 --> 00:18:58,520 Speaker 2: Oh I'm really glad that you asked that, because I 339 00:18:58,560 --> 00:19:00,639 Speaker 2: want to make sure that we really talk about that 340 00:19:01,320 --> 00:19:05,560 Speaker 2: this our program is. I have to say, Maynard is 341 00:19:05,560 --> 00:19:08,040 Speaker 2: a really awesome and unique and if you live there 342 00:19:08,080 --> 00:19:10,960 Speaker 2: you probably know, but a really awesome and unique town, 343 00:19:11,160 --> 00:19:13,560 Speaker 2: and it is really it feels like a lot of 344 00:19:13,600 --> 00:19:15,840 Speaker 2: a town effort. We have a steering committee that works 345 00:19:15,880 --> 00:19:20,560 Speaker 2: with us, all volunteers, community members, you know, people in 346 00:19:20,920 --> 00:19:25,480 Speaker 2: positions in the town and former parents of kids that 347 00:19:25,520 --> 00:19:29,639 Speaker 2: have come through the system, and the town itself really 348 00:19:30,160 --> 00:19:32,320 Speaker 2: supports a lot of what we do. So yes, it's 349 00:19:32,359 --> 00:19:34,800 Speaker 2: a big time community effort. A lot of our placements 350 00:19:34,840 --> 00:19:39,240 Speaker 2: for kids are in town itself. Maynard's a funky town 351 00:19:39,320 --> 00:19:42,359 Speaker 2: with a lot of cool little organizations and businesses, and 352 00:19:42,640 --> 00:19:46,720 Speaker 2: so a lot of our kids actually directly kind of 353 00:19:47,400 --> 00:19:51,919 Speaker 2: infiltrate the town. But financial literacy is one of the 354 00:19:51,960 --> 00:19:54,399 Speaker 2: pieces that we do. This is back to that point 355 00:19:54,400 --> 00:19:56,920 Speaker 2: that I was making Bradley about it. For us, it's 356 00:19:56,960 --> 00:20:01,240 Speaker 2: also a course, and so the course is includes things 357 00:20:01,320 --> 00:20:04,800 Speaker 2: like finding out what your interests are. We do resume writing, 358 00:20:04,960 --> 00:20:10,280 Speaker 2: we do mock interviews, we do email writing and professional communication. 359 00:20:11,560 --> 00:20:15,840 Speaker 2: We do the financial literacy pieces like using next gen 360 00:20:15,920 --> 00:20:16,840 Speaker 2: personal finances. 361 00:20:16,880 --> 00:20:20,640 Speaker 5: This seemed like things that should be It's a good 362 00:20:20,640 --> 00:20:23,560 Speaker 5: time to bring this up included in every senior project. 363 00:20:23,640 --> 00:20:26,400 Speaker 5: It should be. It is a core of no matter 364 00:20:26,440 --> 00:20:31,879 Speaker 5: what you choose, Susie or Jimmy, these skills you have 365 00:20:31,920 --> 00:20:37,480 Speaker 5: to learn. And the specialty the direction is kind of 366 00:20:37,640 --> 00:20:40,760 Speaker 5: icing on the keke. So this is stuff you're going 367 00:20:40,840 --> 00:20:45,200 Speaker 5: to need to learn, regardless of the direction. And that's 368 00:20:45,440 --> 00:20:48,040 Speaker 5: that's big to me because I was I was wondering 369 00:20:48,080 --> 00:20:52,080 Speaker 5: if by choosing film or whatever, that they were sacrifice 370 00:20:52,160 --> 00:20:58,760 Speaker 5: learning learning basics, if the opportunity cost of that choice 371 00:20:59,040 --> 00:21:01,520 Speaker 5: was was spake. It doesn't seem like it is, because 372 00:21:01,560 --> 00:21:03,840 Speaker 5: there's a core of stuff you got to learn in 373 00:21:03,960 --> 00:21:07,119 Speaker 5: every specialty. All right, well, I feel much better about it. 374 00:21:08,520 --> 00:21:13,440 Speaker 5: We are not sad. Lisa went away. Lisa, it's too bad. Good. 375 00:21:13,680 --> 00:21:16,920 Speaker 5: So let me ask you actually, after this break, I'm 376 00:21:16,920 --> 00:21:19,680 Speaker 5: gonna ask I'm going to go through some skills and 377 00:21:19,960 --> 00:21:22,359 Speaker 5: see if they're in the uh, in the core that 378 00:21:22,880 --> 00:21:25,120 Speaker 5: are part of all of these I'm sure there are, 379 00:21:25,160 --> 00:21:28,080 Speaker 5: like like writing skills. When I have I have a 380 00:21:28,160 --> 00:21:30,080 Speaker 5: legal expert here all the time, he's the dean of 381 00:21:30,080 --> 00:21:34,800 Speaker 5: the mass School of Law, and I say, is what 382 00:21:34,920 --> 00:21:38,720 Speaker 5: should students need to be able to do to to 383 00:21:38,840 --> 00:21:41,400 Speaker 5: do well in in your school. He said, they need 384 00:21:41,400 --> 00:21:45,640 Speaker 5: to write, and students can't write. He's he's saddened by 385 00:21:45,680 --> 00:21:49,560 Speaker 5: the lack of ability to write. Students have it's you know, 386 00:21:49,640 --> 00:21:55,040 Speaker 5: they they don't write anymore. It's the phone business. And yeah, 387 00:21:55,480 --> 00:22:00,320 Speaker 5: nobody really knows if you had to write a legal brief, 388 00:22:00,359 --> 00:22:02,199 Speaker 5: we would not have the skills to do that. All right, 389 00:22:02,240 --> 00:22:03,920 Speaker 5: let's take a break and find out some of the 390 00:22:03,920 --> 00:22:07,560 Speaker 5: basic skills comment all these specialties on WBZ. 391 00:22:08,760 --> 00:22:13,480 Speaker 8: It's Night Side with Dan Ray on WBZ Boston's news radio. 392 00:22:14,480 --> 00:22:17,760 Speaker 5: Fredley j for Dan. Where was Jane LaBelle Piers? And 393 00:22:17,760 --> 00:22:21,879 Speaker 5: we're talking about her Senior Project program. It teaches students 394 00:22:21,880 --> 00:22:26,640 Speaker 5: at Maynard High real life skills. They early on are 395 00:22:26,680 --> 00:22:29,840 Speaker 5: encouraged to choose a project that's related to something they're into. 396 00:22:30,000 --> 00:22:33,480 Speaker 5: If they can at that point figure that out, that's 397 00:22:33,680 --> 00:22:36,520 Speaker 5: challenge number one. I had no idea, but let's let's 398 00:22:36,520 --> 00:22:39,280 Speaker 5: say they do, and I guess they all do. I'm 399 00:22:39,320 --> 00:22:42,840 Speaker 5: curious gene as to what some directions are that that 400 00:22:42,960 --> 00:22:43,640 Speaker 5: students take. 401 00:22:44,600 --> 00:22:48,760 Speaker 2: Sure I can give you some examples and I'll show 402 00:22:48,800 --> 00:22:52,919 Speaker 2: you sort of the how it meets all the different 403 00:22:52,960 --> 00:22:55,800 Speaker 2: elements of these requirements. But you know, keep in mind, 404 00:22:55,880 --> 00:22:58,560 Speaker 2: like all through this is a course where there are 405 00:22:58,600 --> 00:23:02,600 Speaker 2: all these other fundamental skills that we're. 406 00:23:02,480 --> 00:23:05,320 Speaker 5: Working on and that everyone has to know regardless of 407 00:23:05,320 --> 00:23:07,360 Speaker 5: the choice of direction. Right, very important. 408 00:23:07,520 --> 00:23:07,760 Speaker 9: Right. 409 00:23:08,160 --> 00:23:10,960 Speaker 2: And so so I can go back to one of 410 00:23:11,000 --> 00:23:13,639 Speaker 2: my like one of the early ones, and it's always 411 00:23:13,680 --> 00:23:15,760 Speaker 2: been one of my favorites to kind of talk about. 412 00:23:15,800 --> 00:23:20,520 Speaker 2: But this young woman was really interested in studying about 413 00:23:20,600 --> 00:23:25,000 Speaker 2: learning disabilities. She had a learning disability. She this you know, 414 00:23:25,160 --> 00:23:29,720 Speaker 2: back in the earlier, like two thousand and ten or whatever, 415 00:23:30,640 --> 00:23:35,400 Speaker 2: and she felt like kids who had learning disabilities were stigmatized. 416 00:23:35,480 --> 00:23:41,920 Speaker 2: That she felt stigmatized, and so she wrote a research paper. 417 00:23:41,960 --> 00:23:43,960 Speaker 2: So a big piece of this is that kids will 418 00:23:43,960 --> 00:23:47,439 Speaker 2: write a research paper and we're taking them through the 419 00:23:47,520 --> 00:23:51,000 Speaker 2: steps of that to make sure that they understand a 420 00:23:51,040 --> 00:23:54,199 Speaker 2: lot of media literacy, information literacy, you know, like all 421 00:23:54,280 --> 00:23:57,919 Speaker 2: of the need of to understand what's a reliable source 422 00:23:58,000 --> 00:24:03,399 Speaker 2: and lots of different strategies to do that. But you know, 423 00:24:03,480 --> 00:24:09,760 Speaker 2: so she wrote about how stigma affects kid's ability to 424 00:24:09,840 --> 00:24:13,439 Speaker 2: learn and it was a really interesting paper. And then she. 425 00:24:13,840 --> 00:24:17,680 Speaker 5: Was the project to come up with that paper that everybody. 426 00:24:17,320 --> 00:24:22,280 Speaker 2: Does a paper, and then her placement was with the 427 00:24:22,320 --> 00:24:27,200 Speaker 2: Special Olympics in Boston, and then she worked to bring 428 00:24:27,640 --> 00:24:32,760 Speaker 2: a a group to our high school that like a 429 00:24:32,800 --> 00:24:35,680 Speaker 2: Best Buddies program to our high school and that was 430 00:24:35,920 --> 00:24:39,439 Speaker 2: that was her placement, So working with Special Olympics and 431 00:24:39,520 --> 00:24:45,160 Speaker 2: Best Buddies program, and her project was to bring in 432 00:24:45,320 --> 00:24:49,080 Speaker 2: something called the Accessible Icon. I don't know if you've 433 00:24:49,080 --> 00:24:52,359 Speaker 2: ever heard of it. It's it's in place of like 434 00:24:52,440 --> 00:24:58,080 Speaker 2: the handicap kind of static icon that is painted on. Yeah, 435 00:24:58,119 --> 00:25:03,280 Speaker 2: so there's a move called the Accessible Icon. She reached 436 00:25:03,280 --> 00:25:07,200 Speaker 2: out to this organization, she met with them, she got 437 00:25:07,240 --> 00:25:09,520 Speaker 2: a template that could be sent to the town. She 438 00:25:09,640 --> 00:25:13,159 Speaker 2: went to the Board of Selectmen in the town to 439 00:25:13,880 --> 00:25:19,080 Speaker 2: advocate that going forward, we'd like the DPW to use 440 00:25:19,240 --> 00:25:20,480 Speaker 2: this template. 441 00:25:20,600 --> 00:25:23,439 Speaker 11: There was a less stigmatizing issue, right like the idea 442 00:25:23,480 --> 00:25:29,960 Speaker 11: of an active participant, right like somebody's who's engaging and 443 00:25:30,040 --> 00:25:32,920 Speaker 11: still has a lot of the agency that we really 444 00:25:32,920 --> 00:25:36,119 Speaker 11: want our kids to understand that we all have, right like, 445 00:25:36,240 --> 00:25:37,040 Speaker 11: And that. 446 00:25:36,960 --> 00:25:40,560 Speaker 2: Was such a great piece, like from start to finish, 447 00:25:40,560 --> 00:25:43,760 Speaker 2: of fruition of what this program can be. That if 448 00:25:43,760 --> 00:25:48,239 Speaker 2: you have something that you're passionate about and you you 449 00:25:48,320 --> 00:25:51,960 Speaker 2: learn how to really understand how do we research these things? 450 00:25:52,000 --> 00:25:53,320 Speaker 2: Like what's been written about this? 451 00:25:53,480 --> 00:25:56,640 Speaker 5: Can you go through all the things that I can't? 452 00:25:56,640 --> 00:25:58,560 Speaker 5: Of course I can't think of them all. You you'll 453 00:25:58,600 --> 00:26:01,760 Speaker 5: be able to what they learn? What real world skills 454 00:26:01,840 --> 00:26:05,200 Speaker 5: are learned in each and every one of these special 455 00:26:05,200 --> 00:26:06,919 Speaker 5: projects senior projects. 456 00:26:06,960 --> 00:26:11,520 Speaker 2: I think real world skills are things like number one, 457 00:26:11,640 --> 00:26:16,280 Speaker 2: being able to sift through information and make sense of it. Right, 458 00:26:16,320 --> 00:26:19,440 Speaker 2: That's that's a real world skill. We're all really desperately 459 00:26:19,520 --> 00:26:22,400 Speaker 2: in need of being able to trust information. Understand. How 460 00:26:22,440 --> 00:26:23,440 Speaker 2: do we trust information? 461 00:26:23,600 --> 00:26:26,879 Speaker 5: Right? What's the answer to that question? O? Good question, 462 00:26:29,520 --> 00:26:32,960 Speaker 5: because pretty much everyone in this audience could use a 463 00:26:33,040 --> 00:26:36,760 Speaker 5: lesson in how to sift through incorrect information. 464 00:26:37,000 --> 00:26:40,719 Speaker 2: Well, we we do a lot with databases, right, like 465 00:26:40,840 --> 00:26:44,480 Speaker 2: the ones that are vetted, that have works that are 466 00:26:44,640 --> 00:26:49,320 Speaker 2: peer reviewed works. Right, So there's one level of sophistication 467 00:26:49,560 --> 00:26:53,080 Speaker 2: or trust. But we yeah, we talk about the crap test. 468 00:26:53,200 --> 00:26:56,720 Speaker 2: I don't know if you've heard that. Like the crap 469 00:26:56,760 --> 00:26:59,920 Speaker 2: stands for like currency, like is it pretty new? 470 00:27:00,200 --> 00:27:00,560 Speaker 9: Right? 471 00:27:00,680 --> 00:27:06,960 Speaker 2: Relevance to what you're reading? And who's the authority? Like 472 00:27:07,000 --> 00:27:09,440 Speaker 2: when you look at the author what authority do they have? 473 00:27:09,600 --> 00:27:13,200 Speaker 5: If they have any interrupt Yeah, sorry, no, No, that's 474 00:27:13,200 --> 00:27:15,600 Speaker 5: all right. It's something I've been wanting to share with 475 00:27:15,640 --> 00:27:17,840 Speaker 5: people for a long time, and this is the perfect time. 476 00:27:18,400 --> 00:27:22,800 Speaker 5: It's important for the kids to really learn about the subject, 477 00:27:23,119 --> 00:27:25,120 Speaker 5: not just learn a little bit about it, and make 478 00:27:25,160 --> 00:27:28,760 Speaker 5: sure they have the facts. Because there's a thing, and you, 479 00:27:28,840 --> 00:27:31,560 Speaker 5: as a teacher probably know this. There's the Dunning Kruger effect. 480 00:27:31,880 --> 00:27:34,640 Speaker 5: Have you heard of the Dunning Kruger effect. Everyone out there, 481 00:27:34,680 --> 00:27:38,840 Speaker 5: listen to this. This is important in everything, and perhaps 482 00:27:38,920 --> 00:27:43,359 Speaker 5: especially politics. It's an effect and it's been studied by 483 00:27:43,400 --> 00:27:47,320 Speaker 5: Dunning and Kruger. You can look it up. That people 484 00:27:47,600 --> 00:27:53,120 Speaker 5: only get a little bit information, believe they know way 485 00:27:53,160 --> 00:27:56,720 Speaker 5: more than they do, and they're super sure of themselves, 486 00:27:57,040 --> 00:27:59,800 Speaker 5: and they're very vulnerable to conspiracy theories and things like that. 487 00:28:00,119 --> 00:28:05,720 Speaker 5: Little information, and there's this reverse effect. I know very little, 488 00:28:06,040 --> 00:28:09,720 Speaker 5: but somehow you don't know what you don't know because 489 00:28:09,760 --> 00:28:12,399 Speaker 5: you haven't studied enough to know how complicated it is. 490 00:28:12,640 --> 00:28:15,720 Speaker 5: You're sure you're right because you haven't studied enough to 491 00:28:15,800 --> 00:28:19,800 Speaker 5: know you shouldn't be sure you're right. And then the 492 00:28:19,840 --> 00:28:24,560 Speaker 5: opposite of that effect, people who are professors are less 493 00:28:24,680 --> 00:28:28,719 Speaker 5: sure of the things they say and so as a result, 494 00:28:28,760 --> 00:28:32,600 Speaker 5: we get into all kinds of problem with voters being 495 00:28:33,119 --> 00:28:38,440 Speaker 5: super sure of everything based partly on the reason that 496 00:28:39,480 --> 00:28:42,160 Speaker 5: they don't know enough to know what they don't know. 497 00:28:42,680 --> 00:28:46,360 Speaker 5: So your students, this will help your students avoid yeah, 498 00:28:46,600 --> 00:28:48,120 Speaker 5: the Dunning Kruger effect. 499 00:28:48,520 --> 00:28:52,080 Speaker 2: Yeah. I mean there are so many strategies that you 500 00:28:52,360 --> 00:28:55,520 Speaker 2: need to do, and they all require you being an 501 00:28:55,640 --> 00:29:00,200 Speaker 2: active participant in your education and not just the you know, 502 00:29:00,320 --> 00:29:05,480 Speaker 2: willing to accept what social media says or just accept well, 503 00:29:05,480 --> 00:29:08,120 Speaker 2: you heard it on somebody's authority, but who is that person? 504 00:29:09,720 --> 00:29:14,600 Speaker 2: Oh uh? I think lately kids are starting to get 505 00:29:14,720 --> 00:29:18,600 Speaker 2: a lot more aware of the impact that social media 506 00:29:18,680 --> 00:29:21,040 Speaker 2: is having on them, and they're not you know, they 507 00:29:21,120 --> 00:29:27,280 Speaker 2: they might be grudgingly still like they they're aware of it. 508 00:29:27,480 --> 00:29:29,640 Speaker 5: Does then a student in every one of these projects, 509 00:29:29,920 --> 00:29:32,440 Speaker 5: are they taught that the things that rise to the 510 00:29:32,440 --> 00:29:36,320 Speaker 5: top of all social media are the most outrageous and 511 00:29:36,360 --> 00:29:38,600 Speaker 5: how that algorithm works to be a real world skill. 512 00:29:38,760 --> 00:29:41,920 Speaker 2: Actually, we have a couple of students this year writing 513 00:29:42,440 --> 00:29:47,400 Speaker 2: their research papers on the TikTok algorithm, right, and the 514 00:29:47,440 --> 00:29:52,080 Speaker 2: addictive nature of it, And so I think this that 515 00:29:53,400 --> 00:29:56,200 Speaker 2: it is. Oh, there's so many interesting. There are so 516 00:29:56,360 --> 00:30:02,040 Speaker 2: many interesting questions that kids are asking, and that's that's 517 00:30:02,080 --> 00:30:06,000 Speaker 2: why this is a cool program for me personally, because 518 00:30:06,120 --> 00:30:08,760 Speaker 2: I get to really engage with them all on very 519 00:30:08,840 --> 00:30:12,720 Speaker 2: very different topics. But they get a chance to to 520 00:30:13,000 --> 00:30:15,560 Speaker 2: get into some of the things that they've been interested in. 521 00:30:15,600 --> 00:30:18,160 Speaker 2: And it doesn't mean that that young woman who's doing 522 00:30:18,160 --> 00:30:21,280 Speaker 2: the research on the TikTok algorithm is going to, you know, 523 00:30:21,400 --> 00:30:25,640 Speaker 2: go work in social media or maybe even marketing. Right now. 524 00:30:25,640 --> 00:30:28,480 Speaker 2: She's she's somebody who really isn't sure what she wants 525 00:30:28,520 --> 00:30:32,640 Speaker 2: to do. And that's okay, Like that's she's in high school. 526 00:30:33,120 --> 00:30:38,040 Speaker 2: And you know, I think they seniors particularly, they're they're 527 00:30:38,160 --> 00:30:42,080 Speaker 2: they're feeling the pressure of having to tell everybody what 528 00:30:42,120 --> 00:30:45,520 Speaker 2: their plan is, you know, they they we laugh about it, 529 00:30:45,760 --> 00:30:48,280 Speaker 2: you know, the dread around the holidays. Everybody's gonna say, 530 00:30:48,360 --> 00:30:50,160 Speaker 2: so where are you going and what are you doing? 531 00:30:50,200 --> 00:30:55,440 Speaker 2: And I think maybe, you know, for me, I just 532 00:30:55,520 --> 00:30:58,680 Speaker 2: want kids to just be passionate about something and to 533 00:30:58,840 --> 00:31:00,960 Speaker 2: be interested in the world. 534 00:31:01,200 --> 00:31:05,880 Speaker 5: I remember in high school, nobody, nobody in the in 535 00:31:05,960 --> 00:31:11,560 Speaker 5: my generation or even generations subsequent, was passionate. Nobody's passionate 536 00:31:11,640 --> 00:31:15,440 Speaker 5: in high school they are they are now because of you. 537 00:31:15,480 --> 00:31:19,479 Speaker 2: No, they are really. Okay, here's the here's the biggest thing. 538 00:31:19,600 --> 00:31:22,680 Speaker 5: Were any of you really passionate in high school? Out there? Really? 539 00:31:23,360 --> 00:31:25,600 Speaker 5: I don't know you were you were? 540 00:31:26,320 --> 00:31:27,840 Speaker 2: I was for sure. 541 00:31:27,680 --> 00:31:31,680 Speaker 5: Passionate about geometry? No, No, passionately. 542 00:31:31,240 --> 00:31:35,240 Speaker 2: About you have some issues earth science? 543 00:31:35,920 --> 00:31:39,920 Speaker 5: No? Come on, no, you know I would have been 544 00:31:39,960 --> 00:31:43,200 Speaker 5: better off politics history. Did you sound like I was 545 00:31:43,200 --> 00:31:43,920 Speaker 5: in high school? 546 00:31:45,520 --> 00:31:47,040 Speaker 2: I think, Okay, here's what they. 547 00:31:47,280 --> 00:31:50,040 Speaker 5: Should have taught me. How to every student should be 548 00:31:50,240 --> 00:31:53,880 Speaker 5: have been taught how to keyboard or type everyone. 549 00:31:53,760 --> 00:32:00,680 Speaker 2: Well nowadays, but I think back to like real world right, like, 550 00:32:00,720 --> 00:32:04,360 Speaker 2: I think that information literacy is is a huge piece. 551 00:32:04,560 --> 00:32:08,440 Speaker 2: And then yeah, I kind of got off track, but 552 00:32:08,440 --> 00:32:09,920 Speaker 2: I will. I want to just say this one thing 553 00:32:09,960 --> 00:32:12,720 Speaker 2: that I think one of the things I've learned being 554 00:32:12,760 --> 00:32:16,440 Speaker 2: a teacher over these years is that, you know, kids 555 00:32:16,480 --> 00:32:19,760 Speaker 2: aren't just kids. Kids are really just these They're very 556 00:32:19,800 --> 00:32:27,160 Speaker 2: complicated people and they have really interesting thoughts and you 557 00:32:27,320 --> 00:32:29,680 Speaker 2: just have to really work with them to get those 558 00:32:29,680 --> 00:32:30,960 Speaker 2: interesting thoughts out. 559 00:32:31,040 --> 00:32:36,240 Speaker 5: But you as a teacher. Okay, we talked about writing skills. 560 00:32:36,240 --> 00:32:38,800 Speaker 5: Either some of the basic skills could be common to 561 00:32:38,880 --> 00:32:39,960 Speaker 5: all these projects. 562 00:32:40,080 --> 00:32:40,320 Speaker 2: Yep. 563 00:32:40,800 --> 00:32:44,360 Speaker 5: Writing skills, of course, yes, they have to do a paper. 564 00:32:44,400 --> 00:32:46,240 Speaker 5: How about this public speaking. 565 00:32:46,120 --> 00:32:49,760 Speaker 2: Yep, they have to make a presentation at the midterm 566 00:32:49,840 --> 00:32:51,520 Speaker 2: to their class and at the end of the year 567 00:32:51,560 --> 00:32:54,960 Speaker 2: to the community. So the Lisa who called before, she 568 00:32:55,040 --> 00:32:57,760 Speaker 2: may want a volunteer to be one of our community judges. 569 00:32:57,800 --> 00:33:01,120 Speaker 2: But we have community judges who come in and listen 570 00:33:01,160 --> 00:33:03,880 Speaker 2: to the kids present about what they learned this year. 571 00:33:04,000 --> 00:33:08,360 Speaker 5: Okay, because it's it's a more and more rare thing. 572 00:33:08,560 --> 00:33:12,719 Speaker 5: To find young people who are comfortable with speaking in person, 573 00:33:14,000 --> 00:33:16,680 Speaker 5: you have to come to Maynard High School. They will 574 00:33:17,000 --> 00:33:17,560 Speaker 5: they will. 575 00:33:17,400 --> 00:33:19,720 Speaker 2: Knock your socks off, but they can a lot of 576 00:33:19,920 --> 00:33:22,240 Speaker 2: but not a lot. I mean there are there are 577 00:33:22,320 --> 00:33:25,320 Speaker 2: those kids who still dreaded, right, but we they have 578 00:33:25,400 --> 00:33:26,920 Speaker 2: to push themselves through it. 579 00:33:27,080 --> 00:33:31,760 Speaker 5: And look, everybody should learn finding financial literacy. Is that 580 00:33:31,800 --> 00:33:33,880 Speaker 5: part of it. Every one of the special. 581 00:33:33,600 --> 00:33:35,719 Speaker 2: Projects, financial Fridays, it's part of our class. 582 00:33:35,960 --> 00:33:39,680 Speaker 5: Okay, great, there are other little things like how about 583 00:33:39,760 --> 00:33:44,480 Speaker 5: home repair? How to fix simple stuff. 584 00:33:43,760 --> 00:33:46,760 Speaker 2: That's probably dependent on whatever the kid might be doing. 585 00:33:46,840 --> 00:33:48,760 Speaker 5: You shouldn't have to take shop class to learn that. 586 00:33:48,800 --> 00:33:50,600 Speaker 5: You should. Yeah, I wish I knew how to be 587 00:33:50,680 --> 00:33:53,240 Speaker 5: more It would have saved me thousands if I could 588 00:33:53,280 --> 00:33:54,800 Speaker 5: fix little stuff around. 589 00:33:54,480 --> 00:33:57,280 Speaker 2: The house I have. I think this spring we're going 590 00:33:57,360 --> 00:33:58,880 Speaker 2: to take kids out to the parking lot and at 591 00:33:58,960 --> 00:34:01,880 Speaker 2: least change a tire because that's a big one. But 592 00:34:02,040 --> 00:34:03,680 Speaker 2: we do learn. They do learn how to do. 593 00:34:03,640 --> 00:34:05,640 Speaker 5: Their tax, teach them how to call triple A. 594 00:34:06,400 --> 00:34:10,120 Speaker 2: Yeah, making phone calls is not That's something that a 595 00:34:10,200 --> 00:34:12,640 Speaker 2: lot of kids don't like to do. They'd prefer to text, 596 00:34:13,120 --> 00:34:16,040 Speaker 2: so we you know, I know, yeah, Yeah, it's uncomfortable. 597 00:34:16,080 --> 00:34:18,640 Speaker 5: So why is that and what what effect does that 598 00:34:18,680 --> 00:34:21,760 Speaker 5: have on education and in your class? 599 00:34:22,200 --> 00:34:22,319 Speaker 4: Uh? 600 00:34:22,840 --> 00:34:25,040 Speaker 2: I think it's just another skill to really work on. 601 00:34:25,120 --> 00:34:27,640 Speaker 2: So for us, once the kids start reaching out to 602 00:34:27,680 --> 00:34:30,759 Speaker 2: where they might be placed, they have to generally make 603 00:34:30,800 --> 00:34:31,360 Speaker 2: phone calls. 604 00:34:31,400 --> 00:34:33,080 Speaker 5: And so that's what I was referring to when I 605 00:34:33,080 --> 00:34:36,239 Speaker 5: was talking about not really wanting to speak, being uncomfortable 606 00:34:36,239 --> 00:34:38,400 Speaker 5: with speaking. I have a friend that just will not 607 00:34:38,520 --> 00:34:40,839 Speaker 5: phone call. I don't like it. Yeah, and do it, 608 00:34:41,360 --> 00:34:44,560 Speaker 5: and I would think that that would be debilitating. So 609 00:34:44,640 --> 00:34:47,160 Speaker 5: you're working on phone skills, is that part of part? 610 00:34:47,239 --> 00:34:47,439 Speaker 4: Yeah? 611 00:34:47,440 --> 00:34:52,920 Speaker 2: I think communication in general, an email is another kids 612 00:34:53,280 --> 00:34:57,799 Speaker 2: really need. They have to work on organizing email all right. 613 00:34:57,840 --> 00:35:00,279 Speaker 2: This one's you know, this is half serious. How to 614 00:35:00,280 --> 00:35:03,400 Speaker 2: buy a car. I think it's funny that you're asking 615 00:35:03,440 --> 00:35:05,800 Speaker 2: that because part of what we do on the financial 616 00:35:05,800 --> 00:35:09,800 Speaker 2: Fridays is look at things like car loans and interest 617 00:35:09,880 --> 00:35:14,840 Speaker 2: rates and I mean, you know, we're talking about retirement accounts, 618 00:35:14,840 --> 00:35:17,480 Speaker 2: which you know, talk to eighteen year olds about retire. 619 00:35:17,440 --> 00:35:19,719 Speaker 5: Yeah, that's gonna be a tough show. How to buy 620 00:35:19,719 --> 00:35:21,719 Speaker 5: a car. If you bought a car and you had 621 00:35:21,719 --> 00:35:24,440 Speaker 5: to go, you made the deal, which was stressful enough. 622 00:35:24,480 --> 00:35:27,160 Speaker 5: Then they take he went to the financial room and say, well, 623 00:35:27,200 --> 00:35:29,160 Speaker 5: I think you need that undercoding, and I think you 624 00:35:29,160 --> 00:35:30,640 Speaker 5: need this, and I think you need that. Oh you 625 00:35:30,719 --> 00:35:33,520 Speaker 5: need that just like in Fargo, and you don't know 626 00:35:33,520 --> 00:35:35,440 Speaker 5: what do I need that? And then you get a 627 00:35:35,440 --> 00:35:38,000 Speaker 5: thing in the mail it says that because they sold 628 00:35:38,000 --> 00:35:40,160 Speaker 5: your information, says if you don't do this, you're going 629 00:35:40,239 --> 00:35:44,000 Speaker 5: to lose your warranty. As a real world world skill 630 00:35:44,040 --> 00:35:48,320 Speaker 5: of sifting through scams. 631 00:35:47,840 --> 00:35:52,359 Speaker 2: Okay, I mean, I will say we can't do everything right, 632 00:35:52,440 --> 00:35:57,399 Speaker 2: like so we have a year, we have a lot 633 00:35:57,400 --> 00:36:02,520 Speaker 2: that we try to accomplish, and that's you know, you 634 00:36:02,560 --> 00:36:04,080 Speaker 2: try to work in as much as you can. 635 00:36:04,719 --> 00:36:07,360 Speaker 5: Is it possible to teach human decency and that being 636 00:36:08,200 --> 00:36:12,120 Speaker 5: nice is the way to go because it's such a 637 00:36:12,360 --> 00:36:14,560 Speaker 5: dearth of human decency these days. Is there a way 638 00:36:14,600 --> 00:36:16,680 Speaker 5: to teach that being? You know, when you're a nice 639 00:36:16,719 --> 00:36:18,839 Speaker 5: a little your soul grows a little bit. When you're mean, 640 00:36:18,920 --> 00:36:21,200 Speaker 5: even online, your soul dies a little bit, is it? 641 00:36:21,480 --> 00:36:25,959 Speaker 2: I think what we try to encourage is that classroom 642 00:36:26,840 --> 00:36:30,840 Speaker 2: care for one another and that that level, you know, 643 00:36:30,880 --> 00:36:34,560 Speaker 2: I don't think it's as much as a you know, 644 00:36:34,680 --> 00:36:38,759 Speaker 2: ethics course as it might be. Let's talk about what 645 00:36:39,280 --> 00:36:42,480 Speaker 2: works with people and what doesn't work with people, what makes. 646 00:36:42,400 --> 00:36:44,640 Speaker 5: How to motivate them to work with you, et cetera. 647 00:36:45,080 --> 00:36:48,400 Speaker 2: Yeah, and how to respect one another, like right respect 648 00:36:48,480 --> 00:36:51,799 Speaker 2: is a huge piece of everything that schools are trying 649 00:36:51,840 --> 00:36:52,080 Speaker 2: to do. 650 00:36:52,360 --> 00:36:52,759 Speaker 5: Very good. 651 00:36:53,040 --> 00:36:54,600 Speaker 2: Yeah, and. 652 00:36:57,320 --> 00:36:59,960 Speaker 5: Debating skills is that something? I mean that's a little 653 00:37:00,080 --> 00:37:03,399 Speaker 5: bit like public speaking, but not really, it's a separate thing. 654 00:37:03,640 --> 00:37:04,000 Speaker 5: Is that. 655 00:37:04,640 --> 00:37:11,080 Speaker 2: I would say we probably in our model, our Maynard 656 00:37:11,160 --> 00:37:13,480 Speaker 2: High School Senior Project model. There are so many different 657 00:37:13,520 --> 00:37:15,680 Speaker 2: things out there that all the districts are working on 658 00:37:15,719 --> 00:37:19,560 Speaker 2: with these different capstone projects. But I would say we're 659 00:37:19,600 --> 00:37:22,720 Speaker 2: not as much into debate as we are into asking 660 00:37:22,800 --> 00:37:25,880 Speaker 2: questions of each other and answering those questions. 661 00:37:26,200 --> 00:37:29,280 Speaker 5: You can't do everything, I guess, yeah, how about civics, 662 00:37:29,400 --> 00:37:32,880 Speaker 5: how the government works, and what happens when you don't vote? 663 00:37:33,320 --> 00:37:37,080 Speaker 2: Yeah, well, civic. So one of the things that we 664 00:37:37,120 --> 00:37:39,319 Speaker 2: do in Maynard is the Senior Project is based on 665 00:37:39,600 --> 00:37:42,640 Speaker 2: our quote vision of the graduate. Right, and so the 666 00:37:42,760 --> 00:37:45,640 Speaker 2: vision of the graduate is something that the teachers and 667 00:37:45,680 --> 00:37:50,360 Speaker 2: the district agree that we believe our kids should be 668 00:37:50,400 --> 00:37:54,120 Speaker 2: able to accomplish. And in fact, Senior Project, the program 669 00:37:54,280 --> 00:37:57,040 Speaker 2: at our school was originally put together to demonstrate that 670 00:37:57,160 --> 00:38:00,279 Speaker 2: kids could meet that right. So for us, it's I'll 671 00:38:00,280 --> 00:38:03,560 Speaker 2: just read them to you. It's to self advocate, demonstrate 672 00:38:03,600 --> 00:38:07,320 Speaker 2: self respect, and make positive decisions. That's the first vision 673 00:38:07,320 --> 00:38:11,160 Speaker 2: of the graduate. Second, work effectively with others by communicating 674 00:38:11,200 --> 00:38:15,920 Speaker 2: and collaborating while demonstrating respect for different perspectives. Speak and 675 00:38:15,960 --> 00:38:21,560 Speaker 2: write academically and professionally. Demonstrate problem solving skills, apply knowledge, 676 00:38:21,640 --> 00:38:26,760 Speaker 2: think critically and creatively, synthesize information and develop a coherent argument. 677 00:38:27,200 --> 00:38:31,320 Speaker 2: Access utilizing game proficiency in evolving technologies. And to your point, 678 00:38:31,560 --> 00:38:34,680 Speaker 2: the last point, function as engaged in active citizens. 679 00:38:34,719 --> 00:38:36,400 Speaker 5: I'm glad you read that because that answers a lot 680 00:38:36,400 --> 00:38:38,080 Speaker 5: of questions. Yeah, that's really this is. 681 00:38:38,000 --> 00:38:42,200 Speaker 2: What we're trying to prove with this last year and 682 00:38:42,320 --> 00:38:43,600 Speaker 2: to oh, sorry, that's all. 683 00:38:43,600 --> 00:38:46,240 Speaker 5: Right, I need to break and we'll go to Gina 684 00:38:46,520 --> 00:38:49,520 Speaker 5: and Burlington. Gina probably has a question and a question 685 00:38:49,640 --> 00:38:50,520 Speaker 5: or a comment after this. 686 00:38:50,600 --> 00:38:56,400 Speaker 8: On BZY It's Night Side with Dan Ray on Boston's 687 00:38:56,480 --> 00:38:57,400 Speaker 8: news radio. 688 00:38:57,160 --> 00:38:59,640 Speaker 5: We continue with Jane developed Pers. We're talking about our 689 00:38:59,680 --> 00:39:03,879 Speaker 5: specially senior projects that they do at Maynard High And boy, 690 00:39:03,960 --> 00:39:06,239 Speaker 5: I sure wish that I had something like you when 691 00:39:06,280 --> 00:39:09,400 Speaker 5: I was in school. It sounds like a kind of 692 00:39:09,440 --> 00:39:12,759 Speaker 5: a bright light among you know, a rather dark landscape, 693 00:39:13,080 --> 00:39:16,040 Speaker 5: and you must have you might be so happy with 694 00:39:16,080 --> 00:39:17,440 Speaker 5: what you do. It sounds like you have the best 695 00:39:17,520 --> 00:39:18,200 Speaker 5: job in the world. 696 00:39:18,239 --> 00:39:22,080 Speaker 2: I actually do have the best job. I am always 697 00:39:22,239 --> 00:39:26,480 Speaker 2: interested in engaged with kids who are interesting and engaging. 698 00:39:26,560 --> 00:39:32,040 Speaker 2: And yeah, I mean, teaching is not easy, but you're 699 00:39:32,120 --> 00:39:34,359 Speaker 2: in the world of ideas all the time, and with 700 00:39:34,440 --> 00:39:36,200 Speaker 2: this class, I'm kind of in the world of the 701 00:39:36,239 --> 00:39:38,280 Speaker 2: community and instruction. 702 00:39:38,640 --> 00:39:42,879 Speaker 5: Community is very involved, as I understand Gina in Berlin, Jay, 703 00:39:43,000 --> 00:39:45,279 Speaker 5: could you put up Gina by the way, I know 704 00:39:45,320 --> 00:39:48,400 Speaker 5: this sounds different that I have to ask Jay to 705 00:39:48,440 --> 00:39:52,880 Speaker 5: put the callers up. But something about this computer screen 706 00:39:53,000 --> 00:39:55,480 Speaker 5: is not working. I do know how to do it, 707 00:39:55,480 --> 00:39:59,160 Speaker 5: it's not working. Gia in Burlington, how you've been? 708 00:40:00,160 --> 00:40:02,560 Speaker 12: I thought you thought it was somebody different, Bradley when 709 00:40:02,600 --> 00:40:03,480 Speaker 12: you said, Gina. 710 00:40:03,280 --> 00:40:08,480 Speaker 3: Yeah, I made a mistake, Okay, Hi, Hi jeene. 711 00:40:09,719 --> 00:40:12,880 Speaker 12: So I want to say, Bradley, that to both of you, 712 00:40:12,920 --> 00:40:15,040 Speaker 12: but to Bradley, because he was saying he wasn't passionate. 713 00:40:15,480 --> 00:40:17,680 Speaker 12: I was passionate since I was six years old about 714 00:40:17,680 --> 00:40:20,520 Speaker 12: helping animals and saving nature. Bradley, you know that's my passion. 715 00:40:20,840 --> 00:40:21,120 Speaker 5: I do. 716 00:40:21,600 --> 00:40:24,880 Speaker 12: And it maybe because my parents were artists, musicians and 717 00:40:24,920 --> 00:40:27,680 Speaker 12: teachers themselves, so they were very passionate, and maybe they 718 00:40:27,680 --> 00:40:30,120 Speaker 12: passed that on to my brother and me. But I 719 00:40:30,160 --> 00:40:32,600 Speaker 12: wanted to tell Gina I talked to high school students 720 00:40:32,600 --> 00:40:36,120 Speaker 12: about saving nature and about caring about something bigger than themselves. 721 00:40:36,480 --> 00:40:38,759 Speaker 12: And out of twenty five students in each class, maybe 722 00:40:38,800 --> 00:40:40,879 Speaker 12: two or three look forward, but the rest of them 723 00:40:40,920 --> 00:40:44,680 Speaker 12: are completely engaged and seriously upset about animals of Earth 724 00:40:44,719 --> 00:40:45,480 Speaker 12: going extinct. 725 00:40:45,840 --> 00:40:47,000 Speaker 2: So do you. 726 00:40:47,040 --> 00:40:49,680 Speaker 5: Speakers like you want? 727 00:40:50,640 --> 00:40:52,279 Speaker 2: Do you want to get in touch with me? 728 00:40:52,320 --> 00:40:54,640 Speaker 9: I would love it, Okay, Oh yeah, that'd be great. 729 00:40:54,680 --> 00:40:56,279 Speaker 12: But I just want to say that I think what 730 00:40:56,280 --> 00:40:58,960 Speaker 12: you're doing is excellent and kids really just need to 731 00:40:58,960 --> 00:41:02,759 Speaker 12: be taught like you care about them and that you 732 00:41:02,800 --> 00:41:05,560 Speaker 12: take them seriously, and it's amazing how much they really 733 00:41:05,600 --> 00:41:06,719 Speaker 12: do care and respond. 734 00:41:07,360 --> 00:41:07,680 Speaker 5: Yeah. 735 00:41:07,800 --> 00:41:08,719 Speaker 2: I agree with that. 736 00:41:08,800 --> 00:41:11,680 Speaker 5: Completely short on time. Should have called a little earlier, GI, 737 00:41:11,920 --> 00:41:12,680 Speaker 5: But we love you. 738 00:41:13,080 --> 00:41:14,600 Speaker 12: Okay, Babby, bye, thank. 739 00:41:14,480 --> 00:41:19,279 Speaker 5: You bye now. Jays Michael in Boston. Hi, Michael, you're 740 00:41:19,280 --> 00:41:19,960 Speaker 5: on WBZ. 741 00:41:21,320 --> 00:41:24,319 Speaker 9: Good evening. It seems to me that a lot of 742 00:41:24,400 --> 00:41:30,560 Speaker 9: items that you mentioned were incorporated are incorporated into academic 743 00:41:30,640 --> 00:41:34,000 Speaker 9: subjects like economics. For example, I taught it. We had 744 00:41:34,000 --> 00:41:38,759 Speaker 9: a four hundred page textbook. One chapter was devoted to 745 00:41:38,920 --> 00:41:42,600 Speaker 9: personal finances and they learned all about that, opening a 746 00:41:42,719 --> 00:41:46,640 Speaker 9: checking account and insurance and mortgages and things like that. 747 00:41:47,120 --> 00:41:51,160 Speaker 9: And then English, which I also taught. We had six 748 00:41:51,200 --> 00:41:58,520 Speaker 9: weeks on logic and things related to that, psycho cybernetics. 749 00:41:59,360 --> 00:42:09,280 Speaker 9: I'm wondering how colleges view this for your college bound students. 750 00:42:09,640 --> 00:42:11,680 Speaker 5: I'm gonna let her answer that right now because we're 751 00:42:11,719 --> 00:42:14,600 Speaker 5: so short on time. Yeah, this is something that college 752 00:42:15,560 --> 00:42:17,759 Speaker 5: recruiters look at and go, oh, this looks good. We 753 00:42:17,800 --> 00:42:18,759 Speaker 5: want a student like this. 754 00:42:19,200 --> 00:42:23,080 Speaker 2: Yeah, I absolutely. I think that senior project is pretty 755 00:42:23,080 --> 00:42:26,600 Speaker 2: well known around the country. A lot of districts are 756 00:42:26,640 --> 00:42:30,759 Speaker 2: trying some form of this, and so it's not you know, 757 00:42:31,040 --> 00:42:34,640 Speaker 2: like I think what's unique for us in Maynard is 758 00:42:34,680 --> 00:42:38,160 Speaker 2: it's a graduation requirement. That's that's the key. Like every 759 00:42:38,480 --> 00:42:41,719 Speaker 2: senior has to do this. And so I taught economics 760 00:42:41,719 --> 00:42:44,120 Speaker 2: for a long time too, but it was an elective 761 00:42:44,280 --> 00:42:46,600 Speaker 2: and not every kid had to take it. And so 762 00:42:46,960 --> 00:42:51,800 Speaker 2: I think all of our disciplines are we we maintain 763 00:42:51,840 --> 00:42:56,239 Speaker 2: a very rigorous discipline based high school. But this is 764 00:42:56,360 --> 00:43:00,640 Speaker 2: one way to kind of cohesively bring things together and 765 00:43:00,640 --> 00:43:04,480 Speaker 2: say have they met these particular vision of the graduate 766 00:43:04,520 --> 00:43:07,919 Speaker 2: requirements and can you demonstrate that and can we get 767 00:43:07,920 --> 00:43:12,879 Speaker 2: them some like connections out in the world that that 768 00:43:12,880 --> 00:43:14,960 Speaker 2: they'd be interested in pursuing. 769 00:43:15,200 --> 00:43:18,040 Speaker 5: Good call, Michael, thank you and goodbye, thank you. 770 00:43:18,480 --> 00:43:19,160 Speaker 2: Thanks Michael. 771 00:43:19,400 --> 00:43:22,360 Speaker 5: All right, well, hooray for you and hooray for Mainard 772 00:43:22,360 --> 00:43:25,040 Speaker 5: and they're very fortunate to have you. I have to 773 00:43:25,080 --> 00:43:26,840 Speaker 5: tell you, though, you want to plug, you want to 774 00:43:26,880 --> 00:43:30,920 Speaker 5: mention some people, So you have like forty five seconds, Okay. 775 00:43:30,800 --> 00:43:33,160 Speaker 2: Well, I just want to say, like if Paul Orzek 776 00:43:34,000 --> 00:43:37,920 Speaker 2: was like my original co coordinator, he's now at Littleton 777 00:43:38,000 --> 00:43:40,560 Speaker 2: High School. But I mean for ten years we really 778 00:43:40,600 --> 00:43:44,000 Speaker 2: just kind of plugged away at making this a model program. 779 00:43:44,160 --> 00:43:48,520 Speaker 2: And you know, with the work of our district and 780 00:43:48,640 --> 00:43:52,399 Speaker 2: all of the people on the Steering committee and the 781 00:43:53,200 --> 00:43:58,040 Speaker 2: new partnership with the Massachusetts Consortium, like all of these 782 00:43:58,200 --> 00:44:02,840 Speaker 2: groups an individuals have been so critical in helping us evolve. 783 00:44:02,840 --> 00:44:05,120 Speaker 2: And I think that's just okay, we got to go. 784 00:44:05,160 --> 00:44:07,320 Speaker 2: But the state will need time. 785 00:44:08,440 --> 00:44:09,279 Speaker 5: So give them time. 786 00:44:09,360 --> 00:44:09,680 Speaker 9: State. 787 00:44:10,239 --> 00:44:14,080 Speaker 5: Yeah, next up, maybe you made a New Year's Eve resolution, 788 00:44:14,280 --> 00:44:18,719 Speaker 5: Maybe you want to maybe you want to improve yourself. Well, 789 00:44:18,760 --> 00:44:22,720 Speaker 5: you know what hypnosis helps and can help. Doesn't help everybody, 790 00:44:22,719 --> 00:44:24,719 Speaker 5: but it helped me quit smoking. It worked for me, 791 00:44:24,800 --> 00:44:27,160 Speaker 5: maybe it'll work for you. We have a hypnotist on 792 00:44:27,239 --> 00:44:28,959 Speaker 5: next a hypnotherapist on BES