CIMA School of Communication
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CIMA 12th Grade - Youth Promoting Political Action YPPA
Contents |
Team Members
| Name | Subject |
|---|---|
| Ranferi Bahena | Government |
| Mary Sunderland | Commercial Art |
| Carlo Robledo | Commercial Art |
Projects
This project has three primary goals. Teachers will facilitate students' progress in becoming informed, motivated and active in the political process. The students will create an authentic project for a political client. The Client will receive real time product that can be used in their industry in engaging the 18 year old demographic.
The goal of this project allows students to connect our school theme (communication) and incorporate it into a real world situation. The application of skills learned will produce a client based project.
Curriculum Map
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Blog
Summer Institute Update
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First Quarter Update
- Students working on brainstorming issues important to them and politics. The students are analyzing a political cartoon about the lack of political participation.
- Leave it to Mr. Robledo to forget to take pictures of students working on the brainstorming where you could see the pages they were using. Never fear after the class Mr. Robledo took a picture of the board to show the work covered during the class.
- The group binder that will be updated by each individual group. An example of one student's brainstorming of 4 issues looking at the liberal and conservative side of each issue.
- Date Project Began Began:
October 29, 2007
- What Challenges have we encountered since the beginning of the project?
The process of starting school is difficult in most schools, but when starting a school year in a small school environment teachers have to do so much more then comprehensive schools to start the year. So the challenge to the project was just getting started. Then as we start the project teaching students the different pieces of the political world is very demanding, but students are having fun doing it. Teaching concepts like political behavior, political action committees, issue voting, political ideology, and political activism goes a little further then what is required of students.
- How have we overcome these issues?
Discussion, examples, political cartoons- anything that can give the students insight into the current issues and political reality of America today. Mr. Bahena is using computer searches to get the information needed to see the different political issues that surround 18 year old students.
- Any revisions to the Driving Question?
Not at this moment. No revisions.
- General response from the students.
The students seem to enjoy the idea of the project. The AP students in Robledo's class seem to like it because it is something more then just reading and taking tests. Their is a practical aspect of it. That seems to be the student's worry. They are all nervous to have to communicate with the organizations outside of school, but seem really excited to start this project.
Second Quarter Update
1. What have you, as a team, learned from this project experience?
What we are learning is that it is difficult to manage small schools, teach our classes and focus on the project at hand. Students of the AP course have many tasks that they already have to do everyday so finding time for two government classes to get the project done is difficult.
2. What surprises have you, as a team, encountered during this project?
We find it very difficult to meet with the students and within the teacher's group. Students like the idea of the project and we are working hard.
3. What have you, as a team, done to address the diverse needs of a diverse classroom of students? We have 2nd language learner students so we always use lessons that are diverse in the delivery.
4. What do students say has been the most difficult part of this project?
Understanding the subject is the most difficult. We are condensing the project to one topic- abortion. It is a polarized issue and is a big part of the students life. It is very difficult to compartmentalize the different topics in the debate or subject.
5. What do students say has been the most valuable part of this project? I think the research of the subject gave them opportunities to ask important questions and get clarity on the political system. It give them opportunity to conceptualize the subject matter. We will see where they go.
The following four photos were taken during the second quarter.
Mr. Robledo working hard. A teachers dream students working out issues and creating with the teacher being a big wallflower. This was the Pro-choice room.
The Pro Life room trying to organize their thoughts.
Students looking for information about the abortion issues in this country.
Mr. Bahena helping students get through the research prompts.
Third Quarter Update
1. How has this project changed the way you each teach your respective subjects? Mary bases her art classes on projects her students have to complete. This project isn't anything new to her, just the topic. Renferi and Carlo have to adjust their classes to work the project into their courses. It is not the easiest adjustment to make, but the students seem to understand the concepts argued for this project.
2. What kind of attention has this project created on your campus?
Very little attention has been made on the campus. San Diego High School is divided between 6 schools. Every school has their own focus. So at the School of Communication everyone knows what is going on with our PBL and the PBL that other teachers are doing within our small school. Around the big campus, not so much.
3.
B. If you are not producing a product for a client, how could this project be redesigned to include a beyond-the-classroom, authentic assessment?
B. We first designed this project with a client in mind. With limitations on time for all three teachers it limited our time to try and get clients. We did make phone calls, but we didn't have the time to really go after a client. Our responsibilities outside the classroom in small schools limits the time to go out and find clients. As for the projects these projects the students are doing could be used with clients. The don't have the outside the classroom person to critique, but we are demanding professional work.
4. What comments have you received from the parents of the students involved in the project and teachers on your campus who are not involved in the project?
Very little comments, but kids do ask about the project. They generally seem interested in it. It was the schools year to be reviewed by WASC. The WASC committee seemed really happy with the fact that we are trying project based learning in our classroom. It was a plus.
5. Photos.
Final Update
Teacher Reflection
Student Reflection
