Agreement to jointly develop a game for helping children to learn about virtues.(2004-2005)

1. I. QUICK SUMMARYKEY STAGES AND MILESTONES IN THE FOCUSING-ON-VIRTUES PROJECT IN CARACAS, VENEZUELA2004-2011

2. Agreement to jointly develop a game for helping children to learn about virtues.(2004-2005) • Francisco Scovino and Weldon Woodard

3. Elaboration and refinement of the 192 situations to be used in the game • Identify virtues to include in the game, 24 initially • Determine the eight types of situation for each virtue • seen in practice, needed but not practiced • thinking about practicing, thiking about not practicing • two dilemas where either of two virtues could be used • consequences of not having, consequences of having • Intelectual property registered

4. Determine the four groups of virtues to be used • clear differences between each virtue in the group • Design the format for the presentation of each situation • Create, test and refine the situations to be used Group A Group B Group C Group D Love Courtesy Humility Justice Responsi-bility Truth Confidence Striving for Excellence Loyalty Obedience Pacience Service Compassion Firmness Gratitude Moderation Order Toleration Self-discipline Enthusiasm Generosity Honesty Respect Unity

5. Decision to develop a PC version of the game (2005) • Interest and skills of youth in computers • Ease of widespread production and distribution compared with board games • Parallel development of a bingo style board game

6. Elaboration of the concept and software for the PC versions of the game • Aiming-at-Virtues, then Focusing-on-Virtues • Focusing on Virtues, v1 Motion Studio, • v2 Flash b&w, V3 Flash color • Selection and elaboration of the graphics • Versions for Windows and for Linux • Website for distribution

17. Elaboration of a card version (2007)

18. Tests of the PC version by students • Family and Friends • Children in navegation room • Students in two private schools (Antonio Briceño, Apune)

19. Inspiration/Enlightenment/Decision: “This is more than just a game, it is a system for teaching virtues to children.” (2008)

20. Version of the game elaborated in Wayunaike, with sound and photos • Required experts in the spoken and written language • Issue of open source software for national government schools • Concern about legal implications of minors in photographs

21. Pilot project in a public primary school, Fernando Paz Castillo (April 2009) • Informal presentation to Director and teachers • Formal workshop • Instrument created and used to evaluate impact • Demonstration clases taught 4th, 5th, 6th grades • Teachers accompanied

23. CREATION OF NGO – ASODE AND REGISTRATION OF FOCUSING ON VIRTUES PROJECT WITH MINISTRY OF SCIENCE AND TECHNOLOGY

24. Presentation of the pilot project to 60 school psychologists (2010) Designation of 6 schools for district wide testing

25. Upgrading of computers in selected schools, installation of software, production of card versions of the game, production of teacher classroom guides and training materials

26. Teacher training workshops held in the schools

29. Teachers make initial evaluation of students, using an instrument created for the program. Some start virtues clases.

30. Follow-up on teachers’ classroom activities • Form filled out by school psychologist

31. Two demonstration clases held in Simon Bolívar School for new teachers

32. First workshop held for parents

33. Status as of Dec. 2010: more than 300 students involved, 100 teachers trained, 55 parents involved Status as of May 2011: Four schools active in the project, 115 students involved SCHOOLS DESIGNATED FOR THE PROGRAM BUT NOT YET INCLUDED SCHOOL MATRICULA SITUATION REQUIREMENTS Abajo Cadenas 750 15 old PC’s 5 modern PC´s Cecilio Acosta 628 6 old PC’s 5 modern PC´s Lisandro Alvarado 250 no PCs 5 modern PC´s Fernando Paz Castillo 125 8 old PC’s 5 modern PC´s

34. Development started on a new PC game for children from kinder through 3rd grade

35. Discovery of “Alive to the World” program (Junio 2011) and proposal to change the objectives of the project

36. Demonstration of the Focusing on Virtues System Computer based Game Card Games Complementary Activities Teacher driven, classroom Student driven, navegation room

37. GUIDELINES FOR A TYPICAL CLASS OF FOCUSING ON VIRTUES (45 minutes) 1. Review of the previous week, definition, quotes, reports on actvidades at home (5 ')2. Working with the new virtue:3. Definition, examples, base how it looks at school, how it looks at home (5 ')4. Memorization or reading the quote (5 ')5. Story about the virtue (10 ') (can be eliminated by having other activity that requires more time.)6. Practice activity in class (15 ')7. Assignment for homework and close (5 ')

38. Implementation activities in class (1) • Visualize the practice. First visualize the practice of the virtue with eyes closed, imagining the words you would say.Then with a partner, practice the virtue. • Make a drawing based on the story or a situation invented• Invent a situation for the game, draw and write 25-40 words, Include the reasoning.• Reformulate a game situation to contextualize it to a specific culture, for example, indigenous people• Develop a cartoon of an invented situation.• Develop an album of virtues that includes personal creations and accomplishments of the student regarding virtues, illustrations, levels of competence achieved, art inspired, etc..• Mount a Bulletin Board or Hall of Virtues Heroes

39. Implementation activities in class (2) • Use the quotation in an effort to develop a work of inspred art. In groups of 3 or 4, invent a minidrama of a situation and present to the class (15 'to invent, 5' presentations)• Drama. In groups of 3 or 4 minidrama, invent a situation internally and present it twice, with role reversal (15 'to invent, 5' presentations)• In groups, make up a situation and present it in mime to the class, (15 'to invent, 10' presentations and discussion)• In groups, make up a situation and present it to the class in Freeze Frame (15 'to invent, 10' presentations and discussion)• In groups, share Focusing game cards and ask the groups to consult and identify a situation that required the virtue under study or that virtue studied the week before.

40. Implementation activities at home • Observe and record: who, did what, when, where and with what effect in a Notebook of Virtues.• Practice, demonstrate or dramatize three times, share the definition, quotes and stories with an adult family member and ask for their signature of having practiced the virtue• Write a song or poem about the virtue• Teach the card game to children at home to the point where they can play it alone.Activities in other environmentsService Project

41. Teacher’s Guide Virtue: Responsibility Definition: It is giving others the certainty that they can trust you do something. It is putting out your best effort to the very end and also recognizing your part and making the corrections when things turn out badly. Quote: "He who finds the right path does it for himself, and he who goes astray, only he will be sorry and he who carries a burden cannot carry that of another." Story Responsibility – The Leopard in his Tree By Pedro Pablo Sacristan, English Translation by Weldon Woodard http://cuentosparadormir.com/infantiles/cuento/el-leopardo-en-su-arbol Once upon a time, there lived in the jungle a very nocturnal leopard. He could barely sleep at night, and resting on the branch of his precious tree, he spent his time observing what happened in the jungle at night. That was how he discovered that in that forest there was a robber, who was seen entering the forest with empty hands and returning with the items stolen during his rounds… Questions 1. How did the leopard show his lack of responsibility? 2. What were the consequences of his behavior? 3. How did he feel at the end?

42. II: Reflections and Analysis • A. Evolution of the Objectives • B. Major challenges and how met • C. Ongoing issues and tensions • D. Some things learned from the experience

43. A. EVOLUTON OF PROJECT OBJECTIVES OVER TIME - hindsight • Develop a game to help children learn about virtues ( Stages 1,2,) • Agreement to jointly develop a game for helping children to learn about virtues • Elaboration and refinement of the situations to be used in the game • Develop a computer based game to help children learn about virtues (Stages 3,4,5.6) • Decision to develop a PC version of the game (2006) • Elaboration of the concept and software for the PC versions of the game • Elaboration of a card version (2007) • Tests of the PC version by students

44. Expand use of the game to 100,000 children through the strategy of getting teachers across the country and internationally to use the game regularly in the classroom.( Stage 8) • Version of the game elaborated in Wayunaike, with sound and photos • Pilot project in a public primary school, Fernando Paz Castillo (Apr 2009) • Help teachers in Fernado Paz Castillo use Focusing on Virtues to promote virtues development in 4th, 5th and 6th grade children (9) • Pilot project in a public primary school, Fernando Paz Castillo (Apr 2009)

45. Implement the Focusing on Virtues system in a cross section of six • primary schools in Petare (Stages 12…16) • Upgrading of computers in selected schools, installation of software, production of card versions of the game, production of teacher classroom guides and training materials • Teacher-training workshops held in the schools. • Teachers make initial evaluation of students, start some clases • Follow-up on teachers’ classroom activities

46. Promote systematic development of virtues in Petare children using Focusing-on-Virtues in schools and navegation rooms. Analisis of strengths and weaknesses of present strategy Reflection on Hole in the Wall program Discovery of Alive to the World program Questions: Can a computer based system be used to promote virtues education on a mass scale in low resource communities? Can Focusing-on-Virtues serve as the core of an economical computer based program to promote the systematic development of virtues?

47. Present Objective (and passion) Develop a student driven, computer based system, in a facilitated affective learning environment, to help virtues development in Petare children in their schools and navegation rooms.

48. B. Major challenges and how met 1)Finding kids to use the game Successful pilot project with rushed and superficial evaluation. Consequences: Consultant: Look, it works like I thought. Cliente: Great, it produces the change we want and its free. Show it works with a selection of 8 schools, total enrollment – 3,000 students. 2) Obtaining computers for the schools, not just a question of a little more memory. Only three schools with OK computers

49. B. Major challenges and how met 3) Obtaining financial resources – failed strategies: technology law, private sector, foundations both national and international (who want short term measurable results) 4) Creation of software for the game – “do-it-yourself” later supported by friends with expertise 5) Obtaining the commitment of the teachers to the program A three hour workshop is not enough

50. Consequences of not identifying key success factors from pilot project: Low level of commitment to the project by the teachers Pilot project Full support of Director and Deputy, participation in training Demonstration class for each teacher Attended clases of each teacher Consultant invited to school events and faculty meeting Later Schools in District Directors accepted project but were not involved in training No demonstration clases No follow-up contact with teachers. Contact with teachers only through the school psychologist