Hoover HS AOIT 08/09- What am I going to do? Student interviews for today's generation.
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Summary
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Project Title: What am I going to do? Student interviews for today's generation. Teacher(s): Liza Aguirre-Oviedo School / Academy: Hoover High School AOIT (Academy of Information Technology) Grade Level(s): 11th & 12th Core Subject(s): Career Technical Education (CTE) Class(es): Business Environments |
Project Theme
In three or four sentences, summarize the theme and the ‘big ideas’ of this project.
The theme of the project is to create additional value to a student’s internship experience by helping students figure out what they want to do when they grow up by being exposed to real world career choices and journeys. Students will interview adults, get to know adults, learn the roads they took to get to where they are today, of their obstacles, and of their successes. Students will be able to determine if there is a right or wrong career direction to take and understand that some directions might be good for one may not be necessarily good for another. The interview theme was inspired by the PBS series and book, "Road Trip Nation."
Upon completion of their interviews, students will share their interviews through a PowerPoint presentation presented to the fellow colleagues. Additional showings, hoping their reflections can inspire the creation of a promo video to share with companies internship coordinators proposition to create internship partnerships with.
Using an additional three of four sentences, summarize how the project is linked to the theme of your school or the CTE class represented.
The project is linked to several Business Environment’s course competencies. The connection to the theme of the school, Academy of Information Technology, entails using several software tools to create the final product and providing a beneficial internship experience for the students.
The Project
In three or four sentences, describe product being produced or the problem being solved.
1) PowerPoint Presentation
Problems being solved: 1) Help decrease adult intimidation amongst students. 2) Help students understand what they want to do when they grow up. 3) Create youth awareness of the various steps adults have taken to get to where they are today. 4) Increase student’s self-esteem. 5) Provide students with a variety of career choices and life routes. 6) Hopefully inspire or motivate companies to provide more internship experiences for high school students after seeing their interview experiences and the student's segments about their experiences. 7)Teach students resourceful software used in real life business and public speaking skills.
The Culminating Event/Public Exhibition
In three or four sentences, describe the high stakes, significant event that will showcase the project and give your students the opportunity to demonstrate their in-depth learning to an outside the classroom audience.
Students will work in teams and will be held accountable for participating and completing their projects knowing their colleagues are all going to be anticipating their results and outcomes. In addition, after completing their interviews, students will have the opportunity to showcase their interview results on the course’s web page and present a Power Point presentation to their peers. There will be a contest conducted by their peers at the end of the project for the top 3 most interesting interviews.
Significant events: 1) The project itself will be showcased at the PBL Showcase May 21st 2009 event.
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)
1) Hoover High School and Hoover AOIT
2) Media Arts Center of San Diego
3) Rosa Parks Elementary School
4) World Beat Center
5) Centro Cultural de la Raza
6) Pro Kids Golf
7) State Farm Insurance
8) Scripps City Heights Wellness Center
9) Mid-City Health Clinic
10) SDYC- NFL Youth
11) Kragen Auto Parts
12) Azelea Recreation Center
13) McDonald's
14) Platt College
15) FIDM
Project Driving Question
<State the Driving Question for the project. Refer to Project Based Learning Handbook, pp. 37-39>
Why is an internship so important?
Project Subquestions
<List the subquestions that derive from the Driving Question. Refer to Project Based Learning Handbook, p. 142.>
Subquestions: Interviewer questions
What interested you in providing an internship experience for high school students? How do you feel today’s teen generation can make a difference in the business world? How do you feel today’s teen generation can make a difference with protecting our environment? Where were you born and raised? Are either one of your parents immigrants in this country? When did you learn the English language? What were your grades like in high school? Did you attend college, if so where? What was your first job after high school? Are you doing what you thought you were going to be doing when you were a teen? Did you hit any obstacles or barriers during your career road trip? What is the difference between how you react to them today than you did when you were younger? How do you turn a negative situation into a positive? How do you balance your personal and professional life? Is there anything you would have done differently? How do you know what your passions are in life? How do you know if what you are doing is really what you want to be doing? Have you ever felt lost or confused? How do you handle fears and worries? How do you stay focused on your goals? What four descriptive words best describe a great employee?
Subqeustions students will ask themselves after they conduct and review the interviews.
What should I do when I grow up? Is there a right career path to take? Does life always work out according to plan? Does knowing what one wants to be when they grow up mean the same thing to everyone? Are today’s adults working in exactly what they thought they were going to be doing when they were kids? Do adults make mistakes to? What three benefits did you experience from your internship and the interview process?
Content Standards
Literacy as a Core Standard: The literacy of all of our students is a central concern. Including at least one literacy outcome in your project – along with a major product that can be used to assess writing, speaking, or reading strategies – is recommended for all projects…whether or not your team includes an English teacher.
The PBL project includes Core Standards. Refer to Curriculum Map for details.
Core Subject Content Standards
For each core subject, identify three or four content standards that students will learn and that will be assessed during this project. Identify how each standard will be assessed.
This project is a solo based PBL project not a team PBL project, therefore core subject classes will not be involved. However, the project itself will include applying content from core subject standards.
Refer to Curriculum Map for details.
CTE Standards or Frameworks
For each CTE class, identify three or four CTE standards or CTE frameworks that students will learn and that will be assessed during this project. Identify how each standard or framework will be assessed.
1 CAREER AWARENESS
- A Knowledge of the skills and personality traits required for career.
- B Knowledge of career opportunities.
- C Knowledge of career path.
- D Understands educational requirements.
- E Attained awareness of advanced career and educational opportunities and the need for continuous education.
5 HUMAN RESOURCES
- A Demonstrates effective communication skills.
- C Practices time management skills.
- D Works collaboratively as a member of a diverse team.
- E Demonstrates initiative.
- F Understands business ethics.
6 MANAGEMENT FUNCTION
- C Understands employee benefits.
- I Understands the ethics involved in managing a workforce.
7 RELATED TO THE INDUSTRY, the student:
- B Identifies key elements of management.
- D Understands the underlying principles of technology.
Assessment of each standard- Refer to Curriculum Map
The SCANS List
The SCANS list – from the Secretary’s Commission on Achieving Necessary Skills – was developed by the United States Department of Labor and Education as a guide for educators who want to help students prepare for the workforce. Identify the key Workplace Skills and Foundation Competencies needed for success in both college and the workplace. Identity how each skill and competency will be assessed. (Refer to Project Based Learning Handbook, p. 26)
Refer to Curriculum Map for details.
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?
All companies that could offer internships, self-development or training & development industry, education counselors and/or life coaches.
How do you know the problem or question has meaning to your students?
Students are told it's a graduation requirement to experience an internship. Not all are excited about this requirement and some wonder what the purpose is. Also, we are living in a “reality media world.” Students want to know “reality.” They have expressed confusion and uncertainty on what they want to do when they grow up, in addition they have expressed their frustrations with adults presenting themselves as if they have taken perfect career pathways, contrary to reality.
Who might be an appropriate real world outside the classroom audience for the students’ work?
ASTD (Association of Training & Development), Chamber of Commerce Mixers or other professional mixers where internship networking can take place, Student Career/College Conferences, and youth film festivals.
Academic Rigor
What is the central problem or question addresses by the project? There are limited platforms that provide adults the opportunity to share their career and college experiences with teens.
What knowledge areas and enduring understandings will it address?
- College and career preparations
- Communication Skills
- Technology Applications
- Time and Project Management
- Human Resources
What habits of mind will students develop? (Refer to Project Based Learning Handbook, pp. 30, 31)
- Managing Impulsivity
- Listening to Others with Understanding and Empathy
- Thinking Flexibly
- Questioning and Posing Problems
- Applying Past Knowledge to New Situations
- Gathering Data through All Senses
- Creating, Imagining, and Innovating
- Learning Continuously
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?)
They are designing their own Power Point presentation and possibly a video of their interview process. They are going to create their own synopsis and conclusion. The interview will be their experience, not the instructor’s.
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)
Communication, Technology, Group Process, Design, Critical Thinking, and Task-Self-Management.
Which self-management skills does the project require students to use? (Refer to Project Based Learning Handbook, p. 25)
Self-evaluation and self-montioring.
Active Exploration
What outside the classroom field-based activities does the project require students to conduct?
Conduct interviews, set up appointments, follow up on appointments, conduct cold-calls.
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)
Interviewing & observing, gathering & reviewing information, collecting data, software, and internet.
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?
Yes
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?
Yes, large portion of project will occur during their internship experience.
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?
Yes, that is the main part of the project. The interview will accomplish this.
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?
Yes
Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers?
Yes- weekly.
Are student involved in reviewing or helping establish the project criteria?
yes at the begining.
What are the criteria for measuring desired student outcomes?
Criteria- same used by real life employer expectations
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:
- Journal Entries- For the first 15 min. of each class, students will be asked to write in their journals. Instructor will provide journal entry topics that will instigate the beginning of the critical thinking process.
During the Project:
- Records of conversations
- Interviews using both structured sets of questions and questions designed by students.
- Student PBL Project Rubric- To assist students with tracking their project’s processes.
End of the Project:
- Power Point Software
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:
Mock Interview
Criteria:
- Prepare - Research -Create Formal Resume -Arrive Prompt to interview. -Dress professionally -Send thank you acknowledgment.
Product: Interview a Professional.
Criteria: -Prepare questions. -Identify interviewee. -Set up an appointment. -Arrive prompt to the appointment. -Make record of interview answers.
Product:
Internship
Criteria: -Participate regularly in internship. -Practice excellent customer service. -Arrive dressed appropriately. -Maintain good behavior.
Product: Power Point Interview Reflection
Criteria: -Knowledgeable in Power Point. -Create Power Point reflection of internship and interview. -Present Power Point.
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: Interviews conducted by students. | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Communication | ? | X | X |
| Organizational | ? | X | X |
| Technology MS Word | X | X | X |
| Technology MS Power Point | ? | X | X |
| Group Process | ? | X | X |
| Task Management- Accountable | ? | X | X |
Media:AguirrecurriculummapBEHoover.doc
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) Media:AguirretimelinemapHoover.ppt
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.>
What I learned from the Critical Friends protocol was huge. I knew presenting a showcase opportunity for the students would help capture their attention and interest in the project. At first I thought hosting a family night for the students to share their projects would be fine. However our Critical Friends shared more, which convinced me to not host an family night and target a larger showcase opportunity. Most importantly to keep in mind, plan big though manage time-management effectively. Don't bite more than one can handle.
Items of interest Critical Friends stated:
- Out in the real world.
- Fun
- Going Big
- Real World Connections
- Responsible Time Line
- I wonder if we will have enough time to finish our project. Too many instructors present to us big projects and we run out of time and are not able to finish them.
Differentiated Instruction
The following accommodations and/or modifications will need to be made to address our ELL students, special-needs students, or students with diverse learning styles: <answer>
Students will be in teams. Insure students are assigned tasks that are at their levels, complimentary challenging and complimentary to their needs. Introduce and explain the project at all time in a style that targets both visual and auditory learners. Project itself is already a hands-on project. Basis language explanations, read over and converse with students each step. Be flexible to make changes to the outline when needed to help the student’s progress.
Reflection
How will you, your students, and your project colleagues reflect on and evaluate the project? <answer>
We will have a couple of reflection and evaluation processes.
- Grading Rubric
- Conducted weekly a Step-by-Step Project Assessment
- End of Project celebration with open discussions.
2008 Summer Institute Photos
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?
The project entails students interviewing professional adults during their student internship experience, about what roads have they taken to get to where they are at today. Upon completion of their interviews, students are to design a 17 page Power Point slide reflecting both their internship experience and outcomes from their interviews. Originally I had hoped students could have the option to create a digital story using Movie Maker, so that they could possibly proposition Media Arts Center of San Diego with the idea of some students creating a mini interview film to enter in their annual film festival, though see below as to why the video idea is not an option and had to be scrapped.
Challenges I encountered while trying to launch the project. -Started school semester at a new school and classroom. Found out first day of class that classroom computers are not updated to handle Movie Maker software or other film type large memory programs, thus deleted the idea of students having the option to create a digital story. -Working with students who could not speak to adults looking them in the eye. Students had spent little time speaking with adults on an intellectual level. -Classroom not set up in a team friendly layout, thus too difficult for students to work in teams. -Students having minimal knowledge of Power Point software. -Students who have not experienced being interviewed before. -Students who do not know what the term "interviewing" means. -Students who have very low levels of correct English grammar usage, spelling, and reading. -Students who feel insecure about speaking in front of a group of people.
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
After introducing the project at the beginning of the school year I: -Scrapped digital story idea. -Scrapped working teams idea. -Introduced students to the various types and styles of interviewing. -Introduced students to Road Trip Nation's website. Weekly students have analyzed and viewed Road Trip Nation. -Introduced students to Oprah Winfrey interviewing videos. The purpose has been two-fold. Learning about a professional and their road to success and barriers, in addition to learning her style of interviewing and those being interviewed by her. Students have learned about the various aspects of linguistic and physiology representation when someone is watching them, whether public speaking or being interviewed. -Weekly students work on PBL Power Point assignments related to business topics and trends. -Students have practiced speaking showing their various PBL Power Points. ESL students who were at first afraid to speak in front of the class were provided the opportunity to first practice speaking in their Native language and then progressed into speaking in English. -Students prepared and participated in professional Mock Interviews with real-world professionals. The students arrived dressed up professionally and were interviewed.
3. What revisions have you made to the project since the Summer Institute?
-More time teaching students about Power Point and more time spent on writing in English. More time learning how to write using correct English grammar, complete sentences, and using correct punctuation.
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?
-Yes, I joined a team that participated last year on a PBL team. They have been very supportive. I would love to participate in PBL again though with a team so that I can include other core classes in a project.
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
Yes, I was hoping to be able to look into having my students exhibit at a student hospitality conference in Spring 2009, however they will not be able to due to the class is not a hospitality class.
Students are made aware though that the top 3 projects will be able to participate with us at the PBL Showcase.
6. What has been the students’ response to the project?
Students have been very excited about the project. At first they were uncertain due to not knowing the advantages of learning from others about their experiences and lives. However after a few weeks of studying Road Trip Nation videos, studying Oprah's accomplishments and who she has interviewed, and learning about professional lives, barriers, and accomplishments, they have shown a lot of dedication to the projects they have been working on from week 2 to present. The students also have shown more interest in college. Many have shown how they too would like to be like the students in the videos, going to college and being able to travel. Fortunately, out of 70 students, only 2 have not been able to pull their weight with the assignments. This is mainly due to their poor attendance records.
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
