|
|
Reviewer 1 |
Reviewer 2 |
Reviewer 3 |
|
How used in
a classrm? |
N/A |
|
The project
summary is fairly awkwardly worded and therefore might be unclear to some. |
|
Which grades? |
All grades could adopt this |
3-5 |
K-2 (and 3-5 with small changes) |
|
Subjects? |
Health, Language Arts |
ELA |
Language
Arts/Visual Arts and Social Studies |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
I feel the students would need a strong
background of the disabilities that are being addressed to eliminate fear and
foster understanding. |
n/a |
Yes,
appropriate, but no standard given for goal #2. Perhaps a third goal could
focus on how students will understand the diversity of their community. |
|
Community
needs |
Local BOCES schools – our student
council – (Gr. 3 – 6) did visitations with handicapped students and sponsored
a breakfast. |
Lions,
Senior groups, very much so!! |
Great! |
|
Character virtue
prominence |
Very good! Caring, compassion, justice and fairness
need to be there at the start of school.
|
Good |
Great! |
|
SL
activities |
Fine.
|
Good |
Will the
children have a private meeting with school administration at which they will
present their recommendations? |
|
Reflection
activities |
(n/a) |
Avoid pity.
This project does not humanize individuals with disabilities, although
physical access enhances dignity and autonomy. Expand on “interclass
discussions” segment. |
Great, but
need to connect more specifically to virtues. |
|
Costs |
N/A |
n/a |
Doable |
|
Time needed |
Fine |
n/a |
Doable |
|
Teacher
preparation required |
(n/a) |
Creation and
analysis of survey |
Very doable |
|
Possible
improvements |
(n/a) |
Get older
students to assist with survey design and analysis. |
Great! |
|
Assessment
items |
Yes |
Tie in with
grade that does fairly complex map skills. 4th? 5th?
Some reference to |
Wonderful
idea to assess as group and allow various expressions as answers. Questions
are great. |
|
Experience
needed in CE |
Little or no experience. |
Little or no
experience |
Moderately
experienced |
|
Experience
needed in SL |
Moderately experienced. |
Little or no
experience |
Moderately
experienced |
|
Rate
the project in the following areas: |
|||
|
Doability |
(n/a) |
Average-Strong |
Average-Strong |
|
Addressing
the character virtues |
(n/a) |
Average-Strong |
Average-Strong |
|
Relevance to
actual academic content |
(n/a) |
Average |
Average-Strong |
|
Reflection
activities |
(n/a) |
Average-Strong |
Average-Strong |
|
How
strongly are each of the character virtues addressed
by this project…. |
|||
|
Caring |
Very strong. |
Strongly |
Very Strong |
|
Citizenship |
Somewhat. |
Strongly |
Strongly |
|
Fairness
|
Very strong. |
Very strong |
Very Strong |
|
Giving |
Strongly. |
Somewhat |
Somewhat |
|
Respect |
Very strong. |
Somewhat |
Strongly |
|
Responsibility |
Strongly. |
Somewhat |
Strongly |
|
Trustworthy |
Strongly. |
Somewhat |
Not at all |
Curriculum Title
Reviewed: No Butts About
It
|
|
Reviewer 1 |
Reviewer 2 |
Reviewer 3 |
|
How used in
a classrm? |
It could be
done in conjunction with the 5th grade D.A.R.E. program. |
Use with a
full class. |
|
|
Which
grades? |
5th
– 12th |
5-8 |
6-8 |
|
Subjects? |
Health |
ELA, Health,
Technology (because students will be making commercials), Math (because
students will be tracking progress of smokers) |
Language
Arts and Health |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
Yes, they
are appropriate |
MST
standards should be added to address learning goals. |
Good
learning goals. Is there a standard link for #2? |
|
Community
needs |
The
focus of the project seems to be more on the dangers of second-hand smoke and
not preventing teens from trying smoking.
|
Add
community members that are suffering from the effects of smoking. Members of
the medical community should be added to the list of partners. Also community
members that will participate in celebration activity. |
Good,
but how will you get local TV stations to show the ad? Will it be shown on
the news or as a regular commercial? |
|
Character
virtue prominence |
Looks
okay! |
This section
is fine. Caring should be added. |
Fairly flimsy
links. Should we be taking responsibility for more than just ourselves in
Character Ed? |
|
SL
activities |
Yes, it
could be replicated. What about making
and posting educational posters. |
It would be
helpful if students were taught how to approach smokers in
assisting/participating in this project. |
Not very
detailed-the involvement with other students is vague as is the nature of the
contract being drafted. |
|
Reflection
activities |
(n/a) |
Reflection #1
should add caring. Reflection #2 should be reworded because the present essay
is too difficult. It should indicate if they have seen any visible changes in
their community, and if no change is visible, what action could be taken.
Reflection #3 – the scenarios do not indicate who the students are acting
for. |
Okay |
|
Costs |
Cost of
commercial/radio ads. Cost of educational posters |
$0-$250 |
Unless you
can obtain free air time, it could be problematic. |
|
Time needed |
It could be completed
in 1 – 2 months. |
Semester
long if doing the celebration activity. |
Seems pretty
expensive with the contract and the tutoring, so might require a full year. |
|
Teacher
preparation required |
(n/a) |
Teacher will contact media and purchase supplies. |
Also could
be prohibitive if the teacher doesn’t already have a connection with local
media. |
|
Possible
improvements |
(n/a) |
Change
grade level. For the Celebration Activity, students should make community members
aware of Anti-Smoking contract. At the picnic, students could develop games
to promote health awareness. |
Clarify how
high school students will be involved and perhaps air the commercials at an
exhibition rather than relying on the media. |
|
Assessment
items |
Looks okay. |
Questions
need to be changed to be more age level appropriate (5-8; changed from grades
3-5). Rubric too general. |
Question #1
has the same answer option twice. While the multiple choice
seem age-appropriate, the longer-answer questions are much more difficult. |
|
Experience
needed in CE |
Moderately
experienced. |
Little or no
experience. |
Moderately
experienced. |
|
Experience
needed in SL |
Moderately
experienced. |
Little or no
experience |
Moderately
experienced. |
|
Rate the project in the following
areas: |
|||
|
Doability |
(n/a) |
Average-Strong |
Weak-Average |
|
Addressing
the character virtues |
(n/a) |
Strong |
Average |
|
Relevance to
actual academic content |
(n/a) |
Strong |
Average-Strong |
|
Reflection
activities |
(n/a) |
Average |
Average |
|
How strongly
are each of the character virtues addressed by this
project…. |
|||
|
Caring |
Somewhat. |
Strongly. |
Somewhat |
|
Citizenship |
Somewhat. |
Not at all. |
Strongly |
|
Fairness
|
Not at all. |
Not at all. |
Somewhat |
|
Giving |
Somewhat. |
Not at all. |
Somewhat |
|
Respect |
Strongly. |
Very strong. |
Strongly |
|
Responsibility |
Strongly. |
Somewhat. |
Strongly |
|
Trustworthy |
Somewhat. |
Not at all. |
Not at all |
Curriculum Title
Reviewed: Parents Promoting Peace
|
|
Reviewer 1 |
Reviewer 2 |
Reviewer 3 |
|
How used in
a classrm? |
We don’t
recommend this be used in the classroom. Parents might be offended by
students teaching them how to be parents. Would the target population really
attend?? |
I am not
sure. I am concerned about securing a parent group. |
|
|
Which
grades? |
9-12 |
9-12 |
9-12 |
|
Subjects? |
Health, ELA,
FACS |
Human
services, Public safety |
PE, ELA, SS |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
Goals are
fine. |
Are
appropriate. Good infusion for project. |
Mediation
training is also ELA4, SS5 |
|
Community
needs |
These are
fine as written. |
Relevant need.
Difficult way to go about addressing the need. |
Parole/probation/DFY
staff/ex-offenders |
|
Character
virtue prominence |
This section
is fine. |
Moderate
part of the curriculum. If teacher keeps it prominent, no problem. |
Good. |
|
SL
activities |
Service
activity #2 is appropriate. |
Detailed,
but a huge, difficult undertaking. |
Survey
design, parent recruitment weak |
|
Reflection
activities |
Reflection
#1 and 3 are fine. |
Appropriate and
specific. Need to work in more reflection of character virtues. |
They’re good |
|
Costs |
$0-$150 |
None |
|
|
Time needed |
Year long |
Year long |
6 months
min. |
|
Teacher
preparation required |
Teacher will
need to instruct students on mediation and violence. Teacher will facilitate
and implement project. |
Community
outreach, potential parental audience |
Background
in conflict resolution/mediation/ Creating a
classroom/school wide community |
|
Possible improvements |
There is no
question in our mind that this project should be student-to-student. Change
the name to “Students Promoting Peace”. Parents could be invited to see
students share their mediation techniques. |
Shift focus
from parents (hard to get to school) to other students. Have a peer mediation
group. |
Put peace
cranes in |
|
Assessment
items |
Questions
are fair. Rubric too general. |
Takes some
turns that don’t seems exactly relevant – be sure to cover specific points
(for example #1). |
They’re fine
except #5 isn’t subtle. |
|
Experience
needed in CE |
Little or no
experience. |
Moderately |
Moderately
experience |
|
Experience
needed in SL |
Very experienced.
(If project stands as written, facilitator would need a great deal of
experience.) |
Moderately |
Moderately
experience |
|
Rate the project in the following
areas: |
|||
|
Doability |
Weak |
Weak (very
difficult to get the audience) |
Strong |
|
Addressing
the character virtues |
Average-Strong |
Average |
Strong |
|
Relevance to
actual academic content |
Strong |
Average |
Average-Strong |
|
Reflection
activities |
Weak-Average |
Average |
Strong |
|
How strongly
are each of the character virtues addressed by this
project…. |
|||
|
Caring |
Somewhat |
Somewhat |
Somewhat |
|
Citizenship |
|
Somewhat |
Strongly |
|
Fairness
|
|
Strongly |
Strongly |
|
Giving |
Somewhat |
Somewhat |
Somewhat |
|
Respect |
Strongly |
Somewhat |
Very strong |
|
Responsibility |
Strongly |
Somewhat |
Very strong |
|
Trustworthy |
Not at all |
Somewhat |
Somewhat |
Curriculum Title
Reviewed: Parks and Ponds (Building Communities)
|
|
Reviewer 1 |
Reviewer 2 |
|
How used in
a classrm? |
Curriculum
used in Science classes to reinforce life-cycle and planning curriculum |
|
|
Which
grades? |
9-12 |
9-12 |
|
Subjects? |
Science,
Art, Technology |
Sciences/Interdisciplinary |
|
Appropriateness,
possibility to strengthen: Learning Goals/Academic subjects |
Learning
goals and skills relevant. Are very
necessary to making the project a success. |
Great
goals-would definitely require interdisciplinary collaboration. |
|
Community
needs |
Relevant
– place in school that is chosen for gardens must be accessible to community
residents. Local environmental AmeriCorps teams. |
The
need is a little vague-is there an existing separation between schools and
communities? Perhaps there is a need for communities to see the types of
out-of-classroom projects that schools can do in order to appreciate the
schools in their area. |
|
Character
virtue prominence |
Moderately
prominent. Virtues need to be stated
and restated to keep it in students’ minds. |
Pretty good |
|
SL
activities |
Easy to
replicate. Probably would be best
attended (Park building) if held on weekend. |
Good-will
community members be extended a formal invitation to
participate in construction? |
|
Reflection
activities |
Good
reflection activities. Camcorder needed continuously through project.
Character virtues need to be stressed. |
Great |
|
Costs |
Minimal.
Students and teachers will grant write and seek in-kind donations, $ for
newsletter. |
Could be
prohibitive if no grants can be secured or donations |
|
Time needed |
Year-long
project. |
Year-long is
appropriate. |
|
Teacher
preparation required |
Community
outreach, school outreach to designate park space. |
Would
require a lot of teacher knowledge about existing grants and writing process
and a lot of supervision, but doable if collaborative |
|
Possible
improvements |
Be
sure to get other teachers on board – Science, Technology, Math
– to have best park possible. |
Perhaps some
suggestion of how the park will be used |
|
Assessment
items |
Relevant and
appropriate. Again assessment for sake of assessment. |
Good-is the
PowerPoint question an indication that it will be a part of the process? How? |
|
Experience
needed in CE |
Moderately
experienced |
Moderately
experienced |
|
Experience
needed in SL |
Moderately
experienced |
Moderately experienced |
|
Doability |
Average |
Weak-Average |
|
Addressing
the character virtues |
Average |
Average-Strong |
|
Relevance to
actual academic content |
Average |
Average-Strong |
|
Reflection
activities |
Average |
Average-Strong |
|
Caring |
Strongly |
Somewhat |
|
Citizenship |
Strongly |
Strongly |
|
Fairness
|
Not at all |
Not at all |
|
Giving |
Strongly |
Strongly |
|
Respect |
Somewhat |
Somewhat |
|
Responsibility |
Somewhat |
Strongly |
|
Trustworthy |
Somewhat |
Somewhat |