I am not sure how many times we have to read about a horrific gun-related tragedy before someone in Congress takes up the cause. I'm tired of hearing that people are scared or concerned about taking away our second amendment rights. Gun control means intelligently thinking about how to keep citizens in communities across America safe. No one is asking to take all the guns away, but instead put in meaningful and thoughtful laws about the process by which people can apply and gain licenses for weapons. Guns are weapons and they should be regulated as such.I wrote this letter to my Congressman today, in hopes that others will do the same. Find your congressperson's website by going here: http://www.congress.org/Dear Congressman Fattah,I am deeply saddened by the shootings that occurred in Connecticut today and the others that have occurred throughout the year and in years past. I am writing to you to ask you to put forth a bill on gun control or work with other members of Congress to bring one forward.I can't tell you the outpouring of grief and frustration that I've seen from friends and colleagues today and in the previous months at the fact that there are not the right regulations and structures in place to keep guns off our streets and out of the hands of people who should not possess them.I'm not sure how many signatures you need or what can catalyze action, but I know that I'm connected to a large community of people both in this district and outside that strongly believe gun violence in our schools, in our public markets or anywhere is unacceptable. I hope that we can reverse this trend of unnecessary and gruesome violence by changing the laws and putting the funds forward to enforce them and also think about smart, balanced ways to get guns off our streets.Sincerely,Veena Vasudevan

Two weeks ago, I wrapped up my first workshop on computer programming in Scratch. Unlike other workshops I have been helping with over the last few months, the content, the teaching and responsibility all fell on my shoulders. At the beginning of the semester, I was really nervous about the workshop. Where to start? What are some good ways to teach these complex programming concepts? How do we ensure that kids feel engaged and invested? Perhaps most importantly - would I be able to teach a workshop in programming!? It had been a while since I wrote object-oriented code. Instead, I have spent the last several years engaged in systems design but always handed it over to developers when it came to the implementation.I can now report that I have created my first simple remixed video game. It has two levels, and it involves a monkey eating things. I never thought I'd be able to program a video game but I knew it was the only way I would be able to work with my students and support their learning.I also created a simple name animation and a mini digital story. You can see my simple game by clicking here. I will share the other two tools as soon as Scratch 2.0 goes live!There were moments of challenge and small triumphs throughout the four weeks. To plan for the classes, I used an amalgam of my own ideas and the Scratch ED curriculum developed by Karin Brennan and Michelle Chung at MIT. Here's a quick rundown:Week 1 - Introduction to Scratch: what is a sprite? what are costumes? how do I attribute sounds? how do sprites move? how do i use the Scratch environment?

Successes: I learned all the kids names, every student made a simple name program or started one, I managed a workshop of 20 kids.

Areas for Improvement: I realized after the class that the kids didn't understand why I wanted to set norms. When I invited them to contribute norms, they didn't really know what I was expecting. After reflecting and speaking with other colleagues I realized that in my earnestness to create a respectful learning relationship with the students, I felt like the only way to start was by co-constructing norms. In the future, I will come with norms and over time, work with the students to revise or edit collaboratively.

Week 2 - Introduction to remixing and incorporating additional skills: what is a remix? revisited basic concepts from last week: sprites, movement, sounds

Successes: Every student finished their name programs and for the students that had gotten a version done the previous week, I had extension activities. I also was excited to see how some students started to remix and adapt the game. I had sent a google poll out after class and the majority of students opted for games, which is how I ended up choosing this as the goal.

Areas for Improvement/Reflection I think that I should have had more structured instructions for the students attempting to remix the game. I gave them broad guidelines, but not extremely specific parameters. I also didn't have enough capacity to focus on a handful of students who ended up only partially listening to my lesson on remixes. This same group of students had also snuck in some friends, who I had to later kick out of my class.

With that said, I did like the format that I used to show the remix. I had a simple version of the game and then created a new version, which I used to demonstrate the types of changes that are possible (e.g. adding score, adding sounds). Next time, I would ask the kids to spend time brainstorming a plan for their remix.

Week 3 - Continuing to Remix, give kids time to learn and develop games, concepts: broadcasts, variables

Successes: Many students made some serious headway on developing their programs.

Areas for Improvement/Reflection: This was my toughest class. I ultimately think it came down to not being as prepared as I had been for the previous two classes, despite having notes written up about what I should have done. Between work and school, I had a rough outline until very shortly before the class, leaving me disorganized. The lack of planning showed up in the results of the class, which was more chaotic and the small group of students falling further behind. I was already discouraged from the week before, and I let that influence me not to focus on them because it already felt hopeless. I was really disappointed after this class.

Week 4 - Finishing games, revisit broadcasts, variables and brainstorming ideas to create levels

Successes: Every student in the class left with a completed game. The students' games had varying complexity, but all of them had a working program when they left. What an exhilarating feeling!

Areas for Improvement/Reflection: I asked one of our other colleagues to come in to support the class so we had three teachers on hand. I had worked hard to prepare and finish two levels of my game, which I used during the lesson on how to use broadcasts and variables to create signal different parts of the game. I did two other things, I made sure that all students sat up front at a table while the lesson was going on and I spent specific time with the small group I had shied away from the week prior. I sat with them, suggested a new game for them to use and kept coming back to them for extended time. At the end, they recognized how much more productive they were and they all completed a simple game.

Final ThoughtsAt the end of the day on week 4, I felt exhilarated. First, because I survived it, second because I felt like kids ended up learning something and third because all of them left with a simple game or the framework for one. Here are some lessons learned on this computer programming workshop that I will apply to future programming workshops I teach:

1. The most important lesson I learned was that when I felt completely prepared in terms of the content and goals, the class ran better. It also helped that I actually learned the concepts in Scratch and developed programs instead of co-opting work that had been done. I think this is especially true in the case of someone new to teaching the content.
2. Another important thing I saw in practice was that regardless of how well you know the content, if you can't control your classroom you will have chaos and the kids will be quick to realize that.
3. I struggled with trying to be respectful and balanced about how I treated students but realize that I also need to be a leader in the classroom. That doesn't mean lecturing and dictating every moment, but at least being mindful that I need to set out some of my expectations for how we will work together.
4. Be clear about the goals for the day and have clear parameters /constraints for all of the mini-projects that students do to learn skills. (Related to this - do it yourself if you haven't before because otherwise you can't answer questions).
5. Give them time to practice. I gave students the majority of time to work on their games and would walk around the room with the other teachers and respond to questions. This was the most important time because they could ask specific questions and we could work together to solve problems. I also had kids work with each other when I was working with other students.

The last four months have sped by so fast. The last time I wrote I was a freelancer in Brooklyn. I now write as a graduate student from Philadelphia. In some ways I have hesitated to write because I had so much swirling through my mind I didn't know where to focus my energy. So, here I am months later, writing after the last proseminar class I have this semester. This course in particular has encouraged me to read about and engage in the writing process. Starting with Anne Lamott's Bird by Bird and then weaving through all the challenges, hurdles and triumphs related to academic writing, this class provided a wonderful foundation that certainly helped me to acclimate to graduate school. Being a first year doctoral student is complicated, exhausting, exciting and generally humbling. I read, wrote, taught, recorded, typed, read more, wrote more, ... You get the point. This fast pace will only increase as the last three weeks of the semester lay before me. I will have to write, read and type faster than I have all semester and work even harder to make sure I get everything done well. Fast also describes how I feel about the semester - where did it go? It seems like just yesterday I was standing in a line waiting for my registration folder. Fast because before I know it, the year will be ending and it will be time to look forward to dissertation topics and other issues meant for advanced doctoral students. But for now, I take a minute to appreciate just how wonderful this journey has been to date.

Absence does indeed make the heart grow fonder. More than two months after coming back from a short trip to London and Paris, I am surprised by how much the trip impacted the way I see urban spaces. Paris in particular took my eyes by storm. The central part of the city is beautiful in every direction. In most large cities, the monuments and historic buildings are usually well maintained. But in Paris, every street, every shop, everything is beautiful. We walked almost everywhere, hardly ever taking the metro, for fear of missing something above ground. We meandered through small side streets, dodged tourists on large boulevards and stopped often to take it all in and no matter where we were or what direction we looked, it was simply beautiful.To illustrate the commitment, some might even call devotion to beauty; I present a small collection of pictures of front doors, from the streets of Paris and London. None of these buildings are famous and I think for the most part they are residential. But what I love is the celebration of color and attention to detail associated with something as simple as a front door. Ultimately, it made me think that there is a strong sense of pride and even love for one’s city when everyone participates in these simple aesthetic rituals. It also helped me to take notice of so many things in my own locale that I had never really seen before. Merci bien, Paris!

Colors: Doors of London and Paris

London - Somewhere near Covent Garden, if I recall correctly. It grabbed my eye as we walked through an otherwise commercial area, this door just popped up out of nowhere. It's so bright, and I love the placement of the number and contrast of gold/blue.

London - this might be the one semi-famous doorway, which was of an old courthouse, somewhere close to Aldwych.

Paris - so regal! This is not a color I've ever noticed in my neighborhood, but seemed almost common place there. I love everything about this, the frame, the stonework above, the wrought iron circles, and the contrast between the gold door handles and the blue.

Paris - I love the mystery the shadow creates, another navy door and the wrought iron work is beautiful

Paris - now that's a front door! I was taken by the height, the shape, the existence of the windows and wrought iron gate above and of course the beautiful frame. What my travel partner also pointed out, is that the juxtaposition of the aqua car, red shop window and tan door are also an interesting composition. I agree!

Paris - even with the spots, the hunter green and the wrought iron work are gorgeous

Paris - this was on a cute little street a few blocks from the Seine, on the south east side of the river. I clearly love the gold/blue combination. I also love the tile that holds the number 7.

London - the bricks and the frame give it away. This orangey-red is warm and inviting and contrast well with the weathered brick. I also love the half moon window. In this case, it's black lettering, door knocker and door knob.

Sunday afternoon – I sit in a caféIced coffee, tiny droplets form on my cupMusic makes my shoulders danceI face the streetSkirts, shoes, pants, flip flops; a sea of color streams pastIn twos, hands connectedIn threes and fours, little ones trailing or leading orstrapped to mom or dad,seemingly suspended in airOthers are perched on dad’s shoulders,thrilled by the viewAnd furry friends run along sideCatching the sun and socializing with neighborsMusic plays, lines formCoffees, teas, snacks and moreMake their way through the doorThe wind blows and sun shinesCars and bikes, parents and tykesSome young ladies discuss lifeOthers type, read or writeWearied feet find a seatMy foot moves to the beatFast and slowTogether and apartFamilies and friends pass byTo dinner and back from brunchMothers rewarded with some free time,flowers and sweetsWhile fathers mind the little oneswho smile and playWithout so much as a careI remain cool and insulatedDistracted, caffeinatedCalm and collectedSunday afternoon – I sit in the café

I thoroughly enjoyed writing this poem. I worked on it over the course of a few hours as I sat in a café on Mother’s Day last weekend. Even though I set out to read and write a few blog posts, I was drawn to the colors, the conversations and of course the people that enveloped me. During and after the process of writing this poem (which I certainly still consider a work in progress), my choice of literary genre and thoughts about my creative process began to dance in my head.Somewhere between the first and last words I wrote on the page was the conscious or unconscious choice to write a poem. It led me to question why and how. Was it the time of day, the content or my mood that led there? Maybe it was that I felt stress free since it was Sunday or perhaps it was the alluring cocktail of coffee, sunshine and short skirt weather. Why not a narrative? I could have easily captured more details and included excerpts of conversation that could have helped to color the image for my readers. Instead, I tried to use fewer words as artfully as I could to convey the same meaning that might have normally taken a few paragraphs. I was left wondering if the subjects, circumstances or surroundings helped to shape the choice I made to write a poem.This led to something to the question about the validity or usefulness of multiple representations. Is there a benefit to describing something from one person’s perspective but through the use of multiple genres? In other words, what might happen if you were to take an experience and understand how different mediums of communication could illustrate different aspects of the same event or experience? I wondered if this was something that was useful for the writer and found myself responding yes.I then moved on to thinking about my writing and creative process. What I found challenging about writing a poem is that I had to think much more carefully about word choice. This led me to referencing an online thesaurus and seeking advice from others. I sent my poem to my siblings for feedback and after reading it, my brother pointed out “perched” might be a better way to describe the scene where the child is on top of his father’s shoulders. I originally had included the word “atop.” Immediately I could see that “perched” provided a better mental image. Change implemented! Similarly, after rereading my poem a few days after I wrote it, I noticed that I had used the same word twice in two subsequent lines. I spent a few minutes fixing these two lines to make sure the meaning endured without sounding repetitive. What I found interesting is that I must have reread my poem ten or fifteen times without catching this but a few days away and it immediately jumped out at me.I have a few conclusions based on this experience. One, there is something to be said for listening to instincts. If your inner voice is leading you somewhere creatively – embrace it! A poem or short film might be right around the corner. The second is that time and space to reflect on your own work leads to interesting discoveries. In other words - read, reread, reread, reread! Or write, rewrite, rewrite, rewrite! It’s amazing what you don’t see the first few times you read something. For a long time, I felt like the idea of originality was just creating something and not messing with it. But I think I’ve moved past that. Just because the words you wrote aren’t the ones you ultimately present as a finished work, doesn’t mean those words didn’t help to lead you to where you finally landed. Third, finding someone whose feedback you trust and value can make a world of difference.As for the topic of multiple representations, I have been given by a close friend many articles to read, so more to come on that!