Hoover BACA Project 2008-09
From Pblwiki
Summary
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Project Title: Buy Me a Computer! A Parents and Teens Guide to Smart Computer Shopping Teacher(s): Mary Adams School / Academy: Hoover High School Grade Level(s): 11-12 Core Subject(s): Business and Computers Career Technical Education (CTE) Class(es): Business and Computer Applications (BACA) |
Project Theme
Students as well as adults are often confused about how to go about purchasing a home computer. Because Hoover is located in a low-income community, it’s important for parents to know they are making a cost-effective decision when they buy a computer for their children. Students want to make sure they are getting a computer that will meet their needs and wants. For this project, students will create a guide for parents and teens on how to buy the right computer for their household.
The dual purpose of the Business and Computer Applications class is to give students a broad overview of the ways businesses and individuals are using computer technology to accomplish work effectively and efficiently. Students also receive extensive training in the use of Microsoft Office programs including Excel, Word, Access, and PowerPoint. By accomplishing this project, students will use their computer skills to research, write, illustrate, revise, publish, and present the final product for judging by a panel of experts. They will interact with the Hoover/City Heights community by doing surveys and interviews, and ultimately, by providing the guide to parents and others in the community who find it useful.
The Project
The guide will begin with some information on why it’s important for students to have access to a computer at home. A computer can be an expensive purchase for anyone, and parents want to know that the computer will help the students with their schoolwork. Therefore, the guide will compare costs of various options so parents can make an informed choice. Students want to know the computer will handle not only their homework, but meet their interest needs as well, whether they be downloading music, gaming, communicating with their friends, using it for creative purposes, or planning to use it in college.
The guide will start with a questionnaire that will lead the reader to a particular page in the guide for their needs. For example, a page might be devoted to a system with advanced graphics that a gamer or creative type might want. Another page might be dedicated to a budget-conscious system, or a “green” computer.
The guide will be available in printed booklet form. In addition, the guide will be translated into Spanish so that it is readable by parents and students with limited English. It will also be translated into other languages if translation resources are available and time allows.
The Culminating Event/Public Exhibition
The culminating event will be a review of the guides produced by teams from my two BACA classes by a panel of industry professionals. The guide judged to be the best will be the one that will be produced and professionally printed.
We plan to make the guide available as a resource for the community by including it in the yearly student registration packets so that parents can read and keep it as a reference. It will also be available to teachers and other staff who would like such a handy guide.
Beyond the Classroom
List, by name, the connections to the workplace included in this project (e.g., college, university, community based organization, civic group, company, local government agency or department) <answer>
Project Driving Question
Why is deciding what computer to buy so confusing?
Project Subquestions
- How much money can I spend?
- Should I go with an Apple or PC-compatible computer?
- Should I buy a desktop system or laptop computer?
- What tasks do I want the computer to do?
- What hardware do I need?
- What software do I need?
- What peripherals, such as a printer, webcam, speakers, do I want?
Core and CTE Content Standards
| Subject | Content Standard | Assessment |
| BUSINESS PRACTICES AND BEHAVIOR | Foundation 7.0 Responsibility and Flexibility: Students know the behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings.
Foundation 8.0 Ethics and Legal Responsibilities: Students understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms. Foundation 9.0 Leadership and Teamwork: Students understand effective leadership styles, key concepts of group dynamics, team and individual decision making, the benefits of workforce diversity, and conflict resolution. | BACA Proficiencies Quizzes
SDUSD Acceptable Use Quiz Listening Self-Evaluation Interpersonal Skills Rubric Observation Form Group Process Rubric |
| LANGUAGE SKILLS | Foundation 2.0 Communications: Students understand the principles of effective oral, written, and multimedia communication in a variety of formats and contexts.
Industry Pathway A8.0: Students understand the importance of reading, writing, and comprehending documentation in a technical environment. Industry Pathway B2.0: Students understand the effective use of communication software to access and transmit information. | Information Literacy Rubric
Writing Rubric for Researched Essays Student-Created Rubric for Guide Content and Quality |
| COMPUTER SYSTEMS AND SOFTWARE | Foundation 4.0 Technology: Students know how to use contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments.
Foundation 10.0 Technical Knowledge and Skills: 10.1 Students know how to use a variety of business- and industry-standard software and hardware, including major proprietary and open standards. | SDUSD EdTech Rubrics for Core Competencies |
| PROJECT RESEARCH AND INTEGRATION | Foundation Writing Strategies, Research and Technology 1.3: Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.
Foundation Writing Strategies and Applications 1.8: Integrate databases, graphics, and spreadsheets into word-processed documents. Foundation Writing Strategies and Applications 1.8: Design and publish documents by using advanced publishing software and graphic programs. Foundation Writing Strategies and Applications 1.6: Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources). | Problem Solving Rubric
Reading Rubric Writing Rubric Speaking Rubric Oral Presentation Rubric Peer, Teacher, and Expert Panel Review |
The SCANS List
| SCANS Skill | Assessment |
| Resources: Identifies, organizes, plans, and allocates resources. | Problem Solving Rubric |
| Interpersonal: Works with others. | Listening Self-Evaluation
Interpersonal Skills Rubric Observation Form Group Process Rubric |
| Information: Acquires and uses information. | Information Literacy Rubric |
| Technology: Works with a variety of technologies. | SDUSD EdTech Rubrics for Core Competencies |
Project Design
Answer each question associated with and adapted from each of Adria Steinberg’s Six A’s.
Authenticity
Where in the real world outside the classroom might an adult tackle the problem or question addressed by the project? <answer>
How do you know the problem or question has meaning to your students? <answer>
Who might be an appropriate real world outside the classroom audience for the students’ work? <answer>
Academic Rigor
What is the central problem or question addresses by the project? <answer>
What knowledge areas and enduring understandings will it address? <answer>
What habits of mind will students develop? (Refer to Project Based Learning Handbook, pp. 30, 31) <answer>
Applied Learning
What will the students do to apply the knowledge they are learning to a complex problem? (Are they designing a product, improving a system, organizing and event?) <answer>
Which of the competencies expected in college and high-performance work organizations does the project provide opportunities to develop? (Refer to Project Based Learning Handbook, p. 25) <answer>
Which self-management skills does the project require students to use? (Refer to Project Based Learning Handbook, p. 25) <answer>
Active Exploration
What outside the classroom field-based activities does the project require students to conduct? <answer>
Which methods and sources of information are students expected to use in their investigations? (e.g., interviewing & observing, gathering & reviewing information, collecting data, model-building, on-line services) <answer>
Adult Connections
Will students have access to at least one outside the classroom adult with expertise and experience relevant to their project who will ask questions, provide feedback, and offer advice? <answer>
Will the project offer students the opportunity to observe work alongside adults during at least one visit to a worksite with relevance to the project? <answer>
Will at least one outside the classroom adult help students develop a sense of the real-world, industry standards for this type of work/project? <answer>
Assessment Practices
Do students prepare a culminating exhibition or presentation for outside the classroom people that demonstrates their ability to apply the knowledge they have gained? <answer>
Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers? <answer>
Are student involved in reviewing or helping establish the project criteria? <answer>
What are the criteria for measuring desired student outcomes? <answer>
Plan the Assessment: Step 1
Define the products and artifacts for the project. (Refer to Project Based Learning Handbook, pp. 49, 50, 59)
Early in the Project:
- Discussion
- Business letter/email
- Research
- Group process reports
- Notes
- Outline
- Written report
- Oral report
- Written survey
- Completed surveys
During the Project:
- Text
- Graphics
- Spreadsheets and Charts
End of the Project:
- Display of artifacts
- Guide booklet
- Presentation
Plan the Assessment: Step 2
State the criteria for exemplary performances for each product being produced. If using a Rubric, provide link. (Refer to Project Based Learning Handbook, pp. 51-57, 61)
Product:
Criteria:
Product:
Criteria:
Product:
Criteria:
Product:
Criteria:
Map the Project: Part 1
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: “Buy Me a Computer!” booklet | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Interview skills | X | ||
| Research skills | X | ||
| Writing skills | X | ||
| Software applications skills | X | ||
| Desktop publishing skills | X | ||
| PowerPoint and presentation skills | X | ||
Map the Project text: (Refer to Project Based Learning Handbook, pp. 83, 84)
Map the Project: Part 2
Insert (link) a PowerPoint that shows the timeline for this project. Include activities, resources, and milestones. Create no more than one slide per week. (Refer to Project Based Learning Handbook, p. 86)
Critical Friends
<In five or six sentences, summarize what you learned during the Critical Friends protocol and how what you learned will impact your work to this point.>
Differentiated Instruction
The major challenge I anticipate is the spotty attendance of Hoover students. Those who miss class will not be making as much of a contribution as those students who have regular attendance. They will miss out on learning specific skills, and may cause resentment to the students who end up doing most of the work. This problem may also apply to students who come to class, but are loathe to participate.
Another challenge is the possibility of having students with limited English skills. I want to include them in the project as directly as possible without overwhelming them. I envision them being of major help when we need to translate our survey and other materials into Spanish.
Happily, because the BACA class is already so hands-on, it readily engages and adapts to students with varied learning styles. Both students with learning disabilities and limited English, who may not exactly understand an assignment when given verbal directions, can still complete it by seeing an exemplar.
Reflection
How will you, your students, and your project colleagues reflect on and evaluate the project? <answer>
2008 Summer Institute Photos
<insert photots>
1st Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project?
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
3. What revisions have you made to the project since the Summer Institute?
4. Summer Institute participants: What is it like working with your PBL team?
4. Solo participants: How have you made any of your campus colleagues aware of the project?
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
6. What has been the students’ response to the project?
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
