I'm a former teacher of high school world history, government and speech / debate. Here's a few other things I've been involved in: 1.) Former manager for a tutoring program (Supplemental Education Services) in California. I hired and trained tutors, helped to develop curriculum and administered the program. 2.) Creative and Critical Thinking Workshops - designed and implemented a series of classes to prepare students for various academic and personal challenges. This course covered everything from the multiple intelligences, to memory, to the politics of the school environment. It was offered through both a private school and the public library. 3.) Cable in the Classroom - As field training specialist, promoted the AT&T Broadband CyberLab. Contacted School districts, parents, teachers and community groups and arranged / conducted workshops on media and Internet literacy. 4.) Global Challenge Project - while teaching high school social studies, developed an interactive, cross-curricular simulation game. 6.) Sageridge School Summer Challenge - As director of the summer program, wrote and designed curriculum, hired staff and promoted the program through a series of radio and television appearances. Most classes centered on the theme of preventing youth violence. 7.) Federal School to Careers Program - As area coordinator, assisted in the development and promotion of teacher training programs. 8.) Speech and Debate Coach: coached student to National Tournament in Lincoln- Douglas Debate.

I think it's described pretty well above - but I'll summarize it in a few points: 1.) project-based 2.) thematic-conceptual and 3.) interactive / "bottom-up." I like the idea of the teacher as catalyst; seeing where you can go with an idea. I'm also a big fan of the multiple intelligences and looking for areas of strength and ability in a student in places where a standardized test falls short.

After starting the Global Challenge Project in my classes, I ran into a student in the public library looking over different maps. He turned to me and said, "I bet you're surprised to see me here." I have to admit that I was a little surprised. What was Jacob doing with all these maps? Before this game ever started, Jacob never seemed to care much about world history. He was getting a D or F in class. But, there he was looking over maps, putting his strategy together for Global Challenge. Other kids surprised me too. Some wanted to build systems on the computer to keep track of all the information and numbers being generated by the game. Discussions started. People, who ordinarily were withdrawn, began to get involved. It was happening. The project began taking on a life of its own. The game itself began taking on new dimensions, growing in an emergent process like a city - responding to new needs and demands.

Master of Arts, Education - concentration in Curriculum and Instruction, California State University, Sacramento, August, 2004. Teaching Credential, University of Nevada, Reno. Bachelor of Arts in Political Science, Minor in History, Concentration in Russian & East Central European Studies, Colorado State University.

Lee Chazen is the creator of The Global Challenge Project, a proprietary game-based educational program which has been tested with positive effects for nearly a decade in high school-level World History and U.S. Government courses. Realizing the power inherent in the “bottom up” learning process in games and projects, Lee went on to study self-organizing systems while earning his Masters in Education. In addition to his work refining this project for use in high schools all over the country, Lee currently serves as both a tutor and Social Media Strategist. His primary interest is in demonstrating how games and projects can elevate student participation and inspire learning in the classroom.