|Title||Community Service: Save the Future|
|Creator:||Spinks, Juanita email@example.com|
|Source:||English 12 CR Course|
|Contributing Authors:||Dr. Whitney Douglas – firstname.lastname@example.org; Lissa Dulick – email@example.com;|
|Project Idea:||Under the guidance of the teacher, seniors will develop a culminating project that demonstrates their understanding of the importance of being a well-rounded individual. This will result in a community or school service project that students will ultimately use to complete their senior portfolios, ideally making them more desirable candidates for post-secondary school work or schooling. As a group, seniors will write a project proposal as well as create a media presentation representative of the proposal. As an individual product, students will write a reflection, assessing what they learned from using their skills to contribute to their community.|
Teacher will show the
|Next Generation Content Standards and Objectives||
How to collaborate
How to conduct research that shapes and informs the project
How to communicate effectively in different situations
How the role of individuals can impact the community
Complete a service project with autonomy
|Driving Question:||How does helping others help me?|
|Assessment and Reflection:||
|Map The Product:||
Technical Integrated Specialist
Community/local business resources as needed and deemed appropriate to student projects.
|Manage the Process:||
Before launching the PBL, the teacher will arrange research time in the library and create a student calendar with deadlines, assignments, etc. Since YouTube is blocked in most schools, the teacher will need to download the launch video outside the school environment and load it to a flash drive, Real Player, or another video player in order to use in the classroom. All rubrics and handouts should be copied and ready for distribution. Any outside guests need to be scheduled for the presentations. After viewing the launch video and completing other entry tasks, the teacher will allow the students to create their own groups of four based on their service interests (groups of four lend themselves to PBL work; however, class size may make this impossible). The discussion that takes place during the entry event is important in helping the groups select a service project that interests them. The duration of the project will be approximately five weeks. Note: not all class time in this five week period will be solely devoted to the PBL work. This will ensure adequate time to conduct research, complete service projects and prepare presentations.
Regular team/group meetings will be necessary to review the progress of the project – completion of tasks, research and complications. There will be regularly scheduled workdays for groups. The teacher will conference with groups and individual students determining progress, ascertaining if further instruction is needed and monitoring student work. Students may need to use school phones and/or cell phones to contact people assisting with their service projects. School service projects might possibly be conducted during class time or lunch time. Seniors will create a media presentation highlighting their research, planning and participation in their chosen service project.
Students will have the opportunity to incorporate their learning preferences into their presentations. They must use both audio and visual components in their presentations. Teams will also assign tasks based on their team members’ strengths. The students will use the library and computer research in addition to any community or school resources or individuals who might be helpful. Students will present final product to a panel selected by the teacher.
Block scheduling and other class assignments could interfere with project days.
Step One: Teacher should plan entire PBL calendar before launch. This includes checking access to launch video, scheduling computer labs, and scheduling an audience for presentations. Create a student calendar for the course of the project. Students will work better with deadlines and periodic checks scheduled ahead of time.
Step Two: To launch the PBL, the teacher will show the
http://www.youtube.com/watch?v=PscSBTPGeN8 . Students will answer the first two questions on the Save the Future Launch Viewing Guide. Then, working in pairs, students will complete the second part of the viewing guide which will take them to the www.ourmountainstate.org site. The videos and the viewing guide will help generate class discussion. Using the brainstorming responses on the viewing guide, have students divide service projects into school/community categories. Distribute Save the Future PBL Project Handout and have students divide into groups of four (refer to paragraph one of Manage the Process). The discussion that takes place in class should help students compile a list of possible community and school service projects.
Step Three: Students will meet to start work on group contracts. Groups will use the Team Contract Template to assist in preparing a work contract.
Step Four: Groups will begin research and plans for planning and completing a service project of their choice – library/computer lab time scheduled ahead of time. Signed group contracts are due to the teacher. The teacher will use the Group Contract Checklist to assess the contracts. Students may need time in class to make phone calls or write letters to assist with service projects. At this time, the teacher should give students the Ten Telephone Tips handout and the Introduction Letter they will need to start contacting people regarding their service projects.
Step Five: Students will submit a Service Project Proposal. The teacher will need to review these proposals using the Service Project Proposal Checklist. Groups have continued research time/group work time. Teacher should start to meet with individual groups to discuss their progress and determine if there are any problems.
Step Six: Again, teacher continues to monitor and meet with groups. At this point the teacher will either approve or modify the Service Project Proposal giving the groups permission to proceed with their service project. Groups will provide the teacher with a list of specific duty assignments within their group. The teacher may need to conduct a mini-lesson on interviewing techniques. This process will be taught in-depth in the Portfolio Module.
Step Seven: Groups have continued research and work time. Once the students have begun to complete their actual service projects, their time will be used to film, edit, create web pages, etc. in preparation for the final presentation. Students should be encouraged to document service project progress as they work. This would include photos, film coverage, etc. As students are beginning to complete projects and start to work on their presentations, the teacher will give students the Self-Reflection on Learning Sheet. This sheet will serve as a pre-write for the Reflective Essay assignment to be completed at the end of the PBL.
Step Eight: Group work – finalize plans and assignments. Students will have time to problem solve and troubleshoot. Self-Reflection on Learning Sheet should be finished. The teacher might want to meet with students/groups and discuss the sheets; however, the student should keep the work to assist in the essay writing assignment.
Step Nine: Every group should practice their videos and presentations at school. Often a group will “think” everything is working because they have tried it at home. However, with blocks and firewalls in the schools, often a presentation will not work. This practice is essential to a successful final presentation.
Step Eleven: The teacher will assign the Reflective Essay to serve as a self-evaluation.
Step Twelve: Students and teacher will debrief – this is another essential element to a successful PBL. Discuss with the students what was successful and what did not work. Reflective Essay due.
The Reflective Essay gives a student more opportunity for reflection and the chance to make comments on successes and failures. The class will generate a list of successes and failures for evaluation of the project. After completing the list, students and teacher will discuss the project. If possible, find some way to celebrate the success of the project.
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