Kearny-DMD 11th Grade
From Pblwiki
making W.A.V.E.S.
We Advocate Volunteer Educate San Diego: The 11th grade projects for the 2009-2010 school year consists of 2 parts. First semester involves working for the San Diego Chapter of the Surfrider Foundation. Students will design a print and video based media campaign centered on Surfrider's current initiatives. In the second semester, students will take their advocacy to the next level and work for a national political party in a San Diego County office. They will work on several issues that span the party lines.
Contents |
Team Members
| Name | Subject | Link to Bio Page |
|---|---|---|
| Susanne O'Neill | Geometry/Intermediate Algebra | O'Neill's moodle site |
| Heather Nellis | US History | Nellis' moodle site |
| Scott Hebeisen | Graphic Design | Hebeisen's moodle site |
| Rick Corlett | Video Production | http://www.blog.com |
| Carisa Barnes | American Literature | mrsbarnes.com/blog |
| Eileen Huffer-Ege | Chemistry/Marine Science | Huffer-Ege's moodle site |
Projects
making W.A.V.E.S. DMD 11th 2009
In Phase I of this project, 11th grade DMD students will be working for the San Diego chapter of the Surfrider Foundation. Students will research and report on a current Surfrider initiative. Students will develop and design a print and video media campaign centered on the initiative. The enduring understandings will include the impact of their environmental choices on the future of the community, the process by which a citizen becomes an active and contributing member of society, and the value of academic excellence.
DMD - making W.A.V.E.S. - Phase II - Take a Stand
In Phase II, students draw from the research and skills developed during the first semester to create a two-part media campaign for the San Diego Green Schools 2010 Youth Forum. Students will continue to learn about environmental initiatives, this time focusing on the role politics plays in passing initiatives. They develop advertising campaigns and day of forum presentations that synthesize their research and industry standards while exposing them to multiple career pathways.
Curriculum Map
DMD 11th Grade Curriculum Maps
Project Journal
Summer Institute Update
We have started our planning this year with a review of last year's project. Two important elements have driven the first few days. The first element is integrating geometry and intermediate algebra into the project. With the addition of a math teacher on our team, we have discussed the various ways that math will be integrated. See our curriculum map for more details. The second important element is distilling the project down to one semester and incorporating the video production requirements into the first semester.
Prompt: Beyond the project, how will your PBL Summer Institute experience impact your classroom during the 2009-2010 academic year?
No better way to experience the “Authentic” than to get out of our director’s board room to take a trip. We’ve set our itinerary with Surfrider Foundation and San Diego’s Green Youth Forum for our 2009-2010 “road trip”. We’re packed with curriculum maps, fueled with new ideas and looking forward to steering our students toward exciting career pathways. Along the way students will be seeking local guidance from graphic designers, political party representatives, environmental agencies, and video production experts. Stops to study nuclear energy, solar energy, graphing quadratics, industry applications, production processes, literary devices, annotating non-fiction sources, and the law-making process will be made along the way. Memories and souvenirs of our adventure will be kept on a digital portfolio. We’ll be sending postcards from our favorite locations.
1. What challenges did you encounter while trying to launch the project? Due to our opportunity to plan during the summer, we had our making WAVES Kickoff ready to launch by September 10th. During the kickoff event, we had folders with project information for each student. To introduce the main focus of the first semester project, we invited Bill Hickman, a member of Surfrider, to give an overview of the client needs for promoting Surfrider's main initiatives. Students were also told about volunteer and club opportunities.
The 11th grade students also participated in a field trip to the Tijuana Estuary and Imperial Beach. Students participated in hands-on work with representatives from the estuary, gathering valuable environmental data. Additionally, students were assigned to teams for filming interviews and to act as guest liaisons with our invited guests. We were very fortunate to have guests from the CA Park Service, Wildcoast, Surfrider, San Diego Water Authority, Tijuana Citizens' group and the US Border Patrol for the students to interview using the backdrop of the Imperial Beach pier. The footage was then downloaded to a server to be used as material for students to use in the production process.
Our biggest challenge has been getting students to complete their assignments in a timely manner. The 11th grade team has a late work policy that is helping to instill in our DMD students the necessity of completing work on time.
2. How did you overcome the challenges? This is an important element in developing real-world understanding for students regarding deadlines. It has been a significant challenge and students are just beginning to see the connection and importance of meeting deadlines, especially since the project portion of their grade in every class constitutes 30%.
3. What revisions have you made to the project since the Summer Institute? Most of the revisions to the project have been cosmetic. Our media teachers have refined the expectations and ways of keeping track and reviewing student work as the project progresses. We have had to make minor adjustments to the timeline, taking into consideration such things as the time needed to research and make forward progress.
4. What is it like working with your PBL team? Speaking from the point of view of the newest member of the 11th Grade PBL team, it has been inspirational, and never dull. It is a work in progress that will never ending, always changing, making it one of the best "professional developments" for any teacher. The process is a wonderful way to stay sharpened and find continuous cross-curricular connections to help students make in our classrooms. 5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain. The culminating event has not changed. The 11th grade students will be presenting their products to Surfrider and other industry representatives. This first semester project will also feed into the shifted focus for second semester.
6. How have the students responded to the project? Students have noticed how the project is flowing from and connecting one class to another. They have also become more civic minded, thinking about ways that their choices impact the environment and making important changes. We believe students are seeing the real-world application of the information gained in the production process.
1. What are you doing to address the diverse needs of your students (differentiated instruction, learning styles, assessments)? The first phase of the project was designed to allow students to move at their own pace. Students at different levels of learning could perceive the project has a doable task, allowing them to engage and challenge themselves and fellow team members.
2. Of the 6 A’s, which one has been the most challenging to incorporate into the project?
2A. What are you doing to solve that challenge?
3. What do students say has been the most difficult part of the project so far?
During this phase of the project students have had to complete numerous revisions of their project materials. For many of the students it has been difficult for them to understand why it is necessary to rework, and redesign what they concerned as their finally projects. Surfrider was available to review the student’s projects and give constructive criticism and justified praise when appropriate. The students were then required to rework their projects to meet their customers’ needs. Students are learning that a project is never really done.
4. As a team, what surprises have you encountered?
DMD 11th grade students gathered their print and video materials developed for Surfrider and with confidence, professional attire, and knowledge headed off to their assigned rooms for presentations. Different industry professionals, teachers, and fellow DMD students, past and present, gathered to critique their print and video materials. Students were prepared with notes, PowerPoint’s, and numerous practice sessions to show their understanding of how they interpreted their customer’s needs. As teachers it was exciting to see how the students presented themselves, their knowledge of the subject, and how the project related to each of their core classes.
Third Quarter Update
Insert Blog Entry
Final Update
Teacher Reflection
Student Reflection
