|
|
Reviewer 1 |
Reviewer 2 |
Reviewer 3 |
|
How used in
a classrm? |
As a follow
up on both social studies unit on volunteering/civic duty and English
unit on letter writing. |
With
persuasive letter writing, learning how to write a letter. Discussing health,
illness. If a lesson in poetry, have them create a positive message using the
poem. |
Fairly
fluffy project. I don’t think teddy
bears are the thing these kids need most. |
|
Which
grades? |
3
– 5 |
3-5 |
k-5 |
|
Subjects? |
English,
Social Studies, some Science |
Health, ELA |
ELA? |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
Learning
goals and academic skills seem appropriate. |
Appropriate.
Create a variety of activities around “understanding community and personal
needs.” |
OK |
|
Community
needs |
Community
needs are relevant, especially in communities with larger children’s
hospitals. |
Yes,
public health Dep’t might be able to help, give them info on needs in the
community. |
OK |
|
Character
virtue prominence |
Character virtues
of caring and giving are covered to a great extent. |
I don’t
think they are prominent. The activities do not seem to focus around getting
students to understand. They are in the reflection piece though. |
OK |
|
SL
activities |
Yes. |
Yes. How
children will deliver bears and boxes of item is not clear. How will
community help be a support system? |
OK |
|
Reflection
activities |
(n/a) |
Reflection
is good and will assist students in reflecting on virtues. |
Good |
|
Costs |
Not specific
~ seems like a need for a great deal of teddy bears! |
Not totally
clear on how students will get bears and boxes to needy. Writing paper,
envelopes, stamps, materials for teddy picnic. |
Doable |
|
Time needed |
I disagree
with time allotment. I think something
like this needs a semester rather than a full year. |
Seems a year
is a very long time for this project, maybe a semester or ˝ year? |
Doable in
semester/ 2 months |
|
Teacher
preparation required |
(n/a) |
Educate students
on persuasive letter writing, help students ID agencies and people to write
to to request items and help students IDF what is needed, plan delivery of
bears/boxes, plan picnic. |
Doable |
|
Possible
improvements |
(n/a) |
Little more specifics, expand more on student support messages, more
interaction between agencies, school and recipients of bears,-maybe include
them with the celebration? |
Focus more
on supplies and friendships than teddy bears. |
|
Assessment
items |
The assessment
items were well thought out and align with learning goals in the academic and
character virtue areas. |
Good
assessment piece, appropriate age group. |
OK, is #4
clear? I don’t understand what the answer should be. |
|
Experience
needed in CE |
Little or no
experience. |
Moderately |
Moderately |
|
Experience
needed in SL |
Little or no
experience. |
Moderately |
Little or no
experience |
|
Rate the project in the following
areas: |
|||
|
Doability |
(n/a) |
Average-Strong |
Average |
|
Addressing
the character virtues |
(n/a) |
Average |
Average |
|
Relevance to
actual academic content |
(n/a) |
Average-Strong |
Average |
|
Reflection
activities |
(n/a) |
Average-Strong |
Average |
|
How
strongly are each of the character virtues addressed
by this project…. |
|||
|
Caring |
Very Strong. |
Strongly |
Strongly |
|
Citizenship |
Very
Strong. |
Not at all |
Somewhat |
|
Fairness
|
Somewhat. |
Not at all |
Somewhat |
|
Giving |
Very Strong. |
Somewhat-strongly |
Strongly |
|
Respect |
Somewhat. |
Somewhat |
Somewhat |
|
Responsibility |
Somewhat. |
Somewhat |
Somewhat |
|
Trustworthy |
Somewhat. |
Not at all |
Not at all |
Curriculum Title
Reviewed: Hooked on Helping
|
|
Reviewer 1 |
Reviewer 2 |
Reviewer 3 |
|
How used in
a classrm? |
I would emphasize
the Arts component. |
na |
|
|
Which
grades? |
All grades |
5-8 |
3-5 |
|
Subjects? |
Arts and
Social Studies |
SS |
Arts/Social
Studies/QA |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
The second goal
is more service than academic. |
Expand to
include outreach to homeless vets. (Vets are a disproportionately high % of
homeless.) They really could use blankets. Power Point
surely is Career Dev. 2+3a |
OK |
|
Community
needs |
To
be fair, I would also want to recognize the role of pacifists in the
community. |
Kids connecting with vets is good. However, they should do the afghan for
other folks – street people or folks at homeless or battered women’s
shelters. Just do an interview
celebration with the vets at the VA hospitals – they’ve got blankets. |
OK |
|
Character
virtue prominence |
N/A |
Respect is
served well. Caring is present but
redundant. These folks aren’t cold; others are. |
OK |
|
SL
activities |
Planning activity
#2 needs to include meeting with seniors who will crochet with students. The power point presentation needs to be
broken down into steps that correlate with Arts learning standards. |
Yes |
OK |
|
Reflection
activities |
(n/a) |
Excellent –
esp. |
OK |
|
Costs |
Costs are
addressed in planning activity #1. |
Transportation
– lots |
Doable` |
|
Time needed |
Semester. |
Several
months – gather materials, crochet, do powerpt, have program |
+2 months |
|
Teacher
preparation required |
(n/a) |
Average |
Doable |
|
Possible
improvements |
(n/a) |
The
restriction to R, W, and B is offensive.
Nothing is more personal than color.
Let the crafters have more choice. |
|
|
Assessment
items |
Questions 4
& 5 are not academic. |
The federal (NOT
local) govt funds the VA, and is cutting benefits. My uncle, late uncle, and late father all
served in WWII. I take this stuff
seriously. Let the students write to
the real authority and local paper after they read a brief fact sheet
on recent trends in VA funding. |
Good |
|
Experience
needed in CE |
Little or no
experience. |
Little or no
experience. |
Moderately
experienced |
|
Experience
needed in SL |
Little or no
experience. |
Little or no
experience. |
Moderately
experienced |
|
Rate the project in the following
areas: |
|||
|
Doability |
(n/a) |
Average-Strong |
Average |
|
Addressing
the character virtues |
(n/a) |
Average |
Average-Strong |
|
Relevance to
actual academic content |
(n/a) |
Average |
Average |
|
Reflection
activities |
(n/a) |
Average |
Average |
|
How strongly
are each of the character virtues addressed by this
project…. |
|||
|
Caring |
Strongly. |
Strongly |
Strongly |
|
Citizenship |
Somewhat. |
Somewhat |
Strongly |
|
Fairness
|
Not at all. |
(only if
advocacy is real) |
Somewhat |
|
Giving |
Somewhat. |
Strongly |
Strongly |
|
Respect |
Very
strong. |
Very
Strong |
Somewhat |
|
Responsibility |
Somewhat. |
Somewhat |
Strongly |
|
Trustworthy |
Somewhat. |
Somewhat |
Not at all` |
Curriculum Title
Reviewed: How Can We Help
|
|
Reviewer 1 |
Reviewer 2 |
Reviewer 3 |
|
How used in
a classrm? |
This may
serve as an introduction to service learning. |
N/A |
As a method
of teaching organizational skills as well as research methods. Group work and
teaming are also very relevant. |
|
Which
grades? |
Middle
and high |
Grades 4 – 8 |
6-12 |
|
Subjects? |
ELA (getting
information), MST (establishing a database) |
ELA, Social
Studies |
SS, English,
Computers, Math (to some extent) |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
MST learning
goal needs to focus on the creation and organization of a database. ELA goal needs to emphasize reading and
writing for research. |
Good road
for a project. |
Appropriate
but could use more specific detailing to assist teachers not familiar with
plan (i.e. various forms of media-create videos, website, brochures, etc.).
Would give a better idea of how to make academic curriculum. |
|
Community
needs |
A
service-learning database would be of use to the school and other service
agencies in the community. |
Very relevant; generalized plan
instructions. |
Relevance
limited-briefly mentioned that the students would actually do a project, but not
in depth: Community partners listed are more than adequate. |
|
Character
virtue prominence |
N/A |
Clearly
stated. Very evident in nature of
projects suggested. |
Pretty good
character objectives. Seems that they are intertwined in project. Civic Virtue
and Citizenship will take on a more prominent stance in 2nd part
of project (once students select and go out for project). |
|
SL
activities |
The first
planning activity has students “brainstorm ideas for possible community organizations”
before meeting with the organizations.
It might be helpful to do the outreach first. The service activities are “planning
activities.” |
Very general
plan. New teachers to service learning
should partner with an experienced service-learning mentor. |
Definitely
detailed enough. More info on what will be done once students select project
would be helpful (how they will facilitate the students to design a project). |
|
Reflection
activities |
(n/a) |
(n/a) |
Appropriate,
but seem low level activities to encourage basic knowledge of character
virtue. Drawing pictures could be a poster contest top
publish winner drawings around town. |
|
Costs |
Internet and
computer costs relevant to web page and database. |
Varies
greatly by project. |
Minimal
costs-more about finding people to come in and speak from organizations. |
|
Time needed |
4 – 8 weeks |
Varies
greatly – could be could be entire school year. |
Adequate
time, especially if students develop their own project. |
|
Teacher preparation
required |
(n/a) |
(n/a) |
Familiarity
with community organizations available. |
|
Possible
improvements |
(n/a) |
(n/a) |
Much more
detail needed on how to facilitate students to develop their own project
(activities). |
|
Assessment
items |
The questions
address service learning and not academics.
|
Good job of
asking for the important elements – especially in the essays. |
Assessment
is weak-character questions in multiple choice. No
academics in essay. |
|
Experience
needed in CE |
Little or no
experience. |
Little or no
experience. |
Moderately
experienced |
|
Experience
needed in SL |
Little or no
experience. |
Moderately
experienced. |
Little or no
experience |
|
Rate the project in the following
areas: |
|||
|
Doability |
(n/a) |
(n/a) |
Strong |
|
Addressing
the character virtues |
(n/a) |
(n/a) |
Average |
|
Relevance to
actual academic content |
(n/a) |
(n/a) |
Average-Strong |
|
Reflection
activities |
(n/a) |
(n/a) |
Weak -
Average |
|
How
strongly are each of the character virtues addressed
by this project…. |
|||
|
Caring |
Somewhat. |
|
Strongly |
|
Citizenship |
Strongly. |
|
Strongly |
|
Fairness
|
Not at all. |
|
Not at all |
|
Giving |
Not at all. |
|
|
|
Respect |
Not
at all. |
|
Somewhat |
|
Responsibility |
Somewhat. |
|
Somewhat |
|
Trustworthy |
Not at
all. |
|
Not at all |
Curriculum Title
Reviewed:
|
|
Reviewer 1 |
Reviewer 2 |
Reviewer 3 |
|
How used in
a classrm? |
As a
semester-long or year-long visual arts project. |
|
|
|
Which
grades? |
9-12 |
9-12 |
9-12 |
|
Subjects? |
Visual
Arts/English/Science |
ELA, Arts,
Science |
ELA and Art
(visual) |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
The project will
give students a venue for visual arts projects featured in school visuals and
literary arts pub as well as the chance to write creatively and expressively. |
Add more
science. Add theatre arts/expressive
reading. |
I’m
concerned that this would be difficult to use in a visual arts class because
so much of it emphasized writing.
Difficult for a non-ELA teacher to do well. |
|
Community
needs |
To
raise awareness of the |
DEC
esp. Scenic
Arm-of-the-sea
theatre Local
Museums/Historical societies |
Definitely
legitimate needs, great partners. |
|
Character
virtue prominence |
The character
virtues will be very prominent to students who buy-in to the project. |
Excellent. |
I think
caring especially is emphasized- maybe civic virtue a bit less because the
crusade for change is more passive than direct (e.g. showing photos/writing
to state legislature). |
|
SL
activities |
Service-learning
activities easy to replicate, but not a very moving project for |
Yes! |
Do students
upload photos onto SOL and then write or do they look at the photos in class,
write, then upload? It’s a little unclear. Also, when does the editing from the
project description happen? How? |
|
Reflection
activities |
Appropriate
and highly specific. Will reflect character virtues as long as they are
stressed by teachers. |
They rehearse
presentations, but they don’t perform their work at celebration. Why not? |
Pretty
good. For #2 what exactly are they
writing – an essay? |
|
Costs |
Very
minimal. Costs to include copies of publication and money needed for gallery
exhibit of work. |
Cameras,
computers, transport to river. |
Manageable
except need to be careful on cost of publication. Could get pricey. |
|
Time needed |
Semester-long
or year-long |
3 mos. |
Pretty
accurate – one full school year. |
|
Teacher
preparation required |
Lots of
preparation to get community partners. Must be highly skilled in writing and
visual arts. |
Computer
literacy. |
Manageable |
|
Possible
improvements |
How
will students get to the River to take pictures? This project is only
relevant in |
Sticky
politics, but consider including rural communities about the |
Perhaps make
it a collaboration between an English and an art
class so that the students can have a good writing and visual arts
experience. |
|
Assessment
items |
Assessment
for assessment sake. Appropriate
questions. Students will learn through projects. |
Q5 unclear. C is the
best answer to a strange cloze. Scenic
importance? |
Fairly
simplistic questions for 9-12.
Question #5 is awkwardly worded and unclear and the long answer
question asking about a haiku would be hard for vis art students who don’t
have an English teacher who has taught them. |
|
Experience
needed in CE |
Moderately
experienced |
Moderately
experienced |
Moderately
experienced |
|
Experience needed
in SL |
Moderately
experienced |
Moderately
experienced |
Moderately
experienced |
|
Rate the project in the following
areas: |
|||
|
Doability |
Weak (unless
you live in the |
Average-strong |
Average-strong |
|
Addressing
the character virtues |
Average |
Average-strong |
Average |
|
Relevance to
actual academic content |
Average |
Average-strong |
Average |
|
Reflection
activities |
Average |
Average |
Average |
|
How strongly
are each of the character virtues addressed by this project…. |
|||
|
Caring |
Somewhat |
Very
strong |
Strongly |
|
Citizenship |
Somewhat |
Very strong |
Strongly |
|
Fairness
|
Somewhat |
Somewhat |
Not at all |
|
Giving |
Somewhat |
Somewhat |
Not at all |
|
Respect |
Somewhat |
Somewhat |
Not
at all |
|
Responsibility |
Somewhat |
Strongly |
Not at all |
|
Trustworthy |
Not at all |
Somewhat |
Not at all |