Monday, April 28, 2014

Learning Tasks for Monday, April 28

Essential Question:  How can visiting a college campus help students decide whether a college is right for them?

Objectives:  I can...
-create a photo collage of my trip to UNC-G.
-compare LEC, CCCC, and UNC-G's mission statements.


1.  Warm Up


What was the most interesting or eye-opening part of our trip to UNC-G?






2.  ACA/AVID Survey

Please spend 5-10 minutes taking the AVID/ACA Survey.

3.  Venn Diagrams

Using LEC, CCCC, and UNC-G's mission statements, compare and contrast each school's mission and values using a Venn diagram.



Lee Early College:  
Lee Early College graduates will be collaborative and critical thinkers, effective communicators, lifelong learners with an enthusiasm for curiosity, responsible citizens through positive contributions to the community, scholars, technologically proficient, and workforce ready.

CCCC:
Central Carolina Community College serves as a catalyst for personal, community, and economic development by empowering people through education and training.

UNC-G:
UNCG is ...
  • A learner-centered, accessible, and inclusive community fostering intellectual inquiry to prepare students for meaningful lives and engaged citizenship;
  • An institution offering classes on campus, off campus, and online for degree-seeking students and life-long learners;
  • A research university where collaborative scholarship and creative activity enhance quality of life across the life-span;
  • A source of innovation and leadership meeting social, economic, and environmental challenges in the Piedmont Triad, North Carolina, and beyond; and
  • A global university integrating intercultural and international experiences and perspectives into learning, discovery, and service.

4.  Photo Log

With a partner or individually you will write an entry in a photo-journal.
  • This should be done in Google doc, Word, or another approved format.
  • Your entry should include:

    • What your day as a UNCG student is like
    • At least 5 pictures (ideally ones that you took at UNCG, if not you use some from the web.)
    • How your day addresses four out of the five components of the UNCG mission statement. Put the corresponding number next to where you address it in your journal.


For example, I will first talk about how UNCG is “A research university where collaborative scholarship and creative activity enhance quality of life across the life-span.”
My entry may start out like this:
 “I woke up early this morning, brewed a quick cup of full caf coffee, and trekked across campus to the math building. I am so close to being with my thesis, just a few more early mornings and I can submit it for review! So from 8-10 I used the computer lab to enter my data on various proofs of the Pythagorean Thoerem (3).”

UNC-G is...
1. A learner-centered, accessible, and inclusive community fostering intellectual inquiry to prepare students for meaningful lives and engaged citizenship;
2. An institution offering classes on campus, off campus, and online for degree-seeking students and life-long learners;
3. A research university where collaborative scholarship and creative activity enhance quality of life across the life-span;
4. A source of innovation and leadership meeting social, economic, and environmental challenges in the Piedmont Triad, North Carolina, and beyond; and

5. A global university integrating intercultural and international experiences and perspectives into learning, discovery, and service.




Thursday, April 24, 2014

Learning Tasks for Thursday, April 24

Essential Question:  How can visiting a college campus help students decide whether a college is right for them?

Objectives:  I can...
-identify a point of interest on UNC-G's campus.
-research interesting facts and history of UNC-G.

1.  Warm Up



After watching the video above, complete the following personal statements:
  1. The "big thing" I want to do is...
  2. A challenge I will face is...
  3. I want to be exposed to...
  4. My teachers should know...about me.
  5. My passion that will develop is...
  6. I will express myself, which might take lots of guts, by...



2.   Point of Interest Profiles


Using UNC-G's website, find a place on campus that answers one of the following: 
  • Where will you spend most of your time in class? 
  • Where will you socialize? 
  • Where will you live? 
  • Where will you exercise? 
  • Where will you take part in extra-curricular activities? 
  • Where will you work?
Locate the building using THIS INTERACTIVE MAP.



After you've found a point-of-interest, create an index card with the following information:
  • The name of your place.
  • The history of the name of your place.
  • One person who works there.
  • The events or classes that could take place in that location.

3.  UNC-G Mission Statement


The University of North Carolina at Greensboro will redefine the public research university for the 21st century as an inclusive, collaborative, and responsive institution making a difference in the lives of students and the communities it serves.

In your group, discuss your assigned part of the above mission statement.  What would it look like in action?  Sketch out a picture of the mission statement in action on campus.



4. Mapping a History


Create a timeline showing how UNC-G has changed since it was founded.  Include 7 labeled dates and events spread across its whole timespan. Illustrate 5 of the events.

5. Super Important Announcements

Things You Need To Bring Tomorrow:
  1. Comfortable shoes for walking
  2. Water bottle
  3. Snack(s)
  4. Notebook
  5. Phone with a camera
  6. Rain jacket or umbrella
  7. Backpack or bag to keep everything in
  8. Cards, Frisbee, ball, etc. (optional)
  9. Book (optional)
  10. Index card from today's class
  11. Copy of UNC-G's Mission Statement (found here)




REMINDER:  IF YOU HAVE NOT TURNED IN YOUR PERMISSION SLIP AND $10, YOU ABSOLUTELY MUST DO SO FIRST THING TOMORROW MORNING!!!!!!!!!!!!!!!!!


Don't be this kid... :(


Tuesday, April 22, 2014

Learning Tasks for Tuesday, April 22

Essential Question: How can students be active agents of change in their communities?

Objectives: I can...
-reflect on what I have learned during the PBL unit.
-collaborate with my peers to reach a common goal.


1.  Writing into the Day


2. Finishing up PBL (30 minutes)

  • With your group, make a list of the tasks you will need to accomplish to finalize your project.
  • Assign tasks to group members.
  • Get final approval from Ms. Jones once you are done.


3.  Implement those Projects!
With Ms. Jones' approval, get out and implement your group's project.



4.  PBL Reflection
Fill out the Self-Reflection sheet that Ms. Jones has provided you.  Put thought into what you have accomplished or wish you had accomplished during our PBL unit.

Sunday, April 13, 2014

Learning Tasks for Monday, April 14 and Tuesday, April 15

Essential Question: How can students be active agents of change in their communities?

Objectives: I can...
-set specific objectives for my PBL project.
-collaborate with my peers to reach a common goal.


1.  Warm Up

Monday-  Today's Warm Up is brought to you by Janelle and Austin ("I am Ms. Jones, and I approve this message"):

To This Day



Tuesday-  What effect do you think shows like "Teen Mom" and "16 and Pregnant" have on teenagers' perceptions of pregnancy?



2. SMART Goal and Objectives (5 Minutes)
With your partner, set a SMART goal that defines what you will accomplish by the end of class today. Also, determine two objectives ("I can" statements) that describe what you will do today. *HINT* Refer to Process Skills poster to get your brains turning!




3. PBL, Woohoo!
Keeping your daily objectives and goals and mind, keep working on those awesome projects!!! :)

4. Exit Ticket
Reflect on what you've accomplished today. Did you reach your SMART goal? Rate your progress from 1 (not-so-great) to 5 (super awesome). What can you do to either maintain or boost your productivity?

Thursday, April 10, 2014

Learning Tasks for Thursday, April 10

Essential Question: How can students be active agents of change in their communities?

Objectives: I can...
-set specific objectives for my PBL project.

-collaborate with my peers to reach a common goal.

1.  Warm Up

Do you think young people can make a difference?  Why or why not?


2. PBL Plan
Use THIS TEMPLATE to create a plan for your PBL project.  Make sure that each partner has clearly defined tasks to complete by specific dates.



3. SMART Goal and Objectives (5 Minutes)
With your partner, set a SMART goal that defines what you will accomplish by the end of class today.  Also, determine two objectives ("I can" statements) that describe what you will do today. *HINT* Refer to Process Skills poster to get your brains turning!



5. PBL, Woohoo!
Keeping your daily objectives and goals and mind, keep working on those awesome projects!!! :)

5.  Exit Ticket
Reflect on what you've accomplished today.  Did you reach your SMART goal? Rate your progress from 1 (not-so-great) to 5 (super awesome).  What can you do to either maintain or boost your productivity?

Tuesday, April 8, 2014

Learning Tasks for Tuesday, April 8

Essential Question: How can students be active agents of change in their communities?

Objectives: I can...
-research organizations that address a specific social issue.
-create a plan to address a problem in society.

-identify the resources that I need in order to reach my goals.
1. Warm Up



Do you agree or disagree?  Explain and offer examples.


2.  Brainstorming:  Wrapping up
MAKE SURE YOU FINISH THE FOLLOWING BEFORE 2:15!
With your group, find three organizations that address the issue you have selected.  Try to locate at least one that works locally (that is, in North Carolina) and at least one that works globally.  In your Google Doc, identify the following information for each organization:
  • the organization's SPECIFIC mission (quoting or paraphrasing from the website would be a good idea)
  • list ways people can get involved with the organization
  • who specifically benefits from the organization's work



After mulling over your findings, identify ways that you could get involved with one of the organizations.
  1. Make a brainstorming list in your Google Doc to get all your ideas out.
  2. Highlight the ideas that you think are the most feasible or interesting.
  3. Narrow your ideas down to one; this is the project you will be working on during our PBL unit!
  4. Write and label your winning idea below your brainstorming list.
  5. Phrase your project idea as an Essential Question.  Example:  how can we raise awareness of human trafficking in North Carolina?

Once you have selected a project, be sure to get Ms. Jones' approval.  Once she gives you the OK, share your Google Doc with her to receive credit for your work.



3.  PBL FTW!
Next, in your Google Doc:
  1. Write any resources that you will need to complete your project.
  2. Create a timeline of all the steps you will take to complete your project.  You will need to finish by the end of next week.
  3. Get feedback from Ms. Jones.
Now, get to work and do awesome things! :)

Sunday, April 6, 2014

Learning Tasks for Monday, April 7

Essential Question:  How can students be active agents of change in their communities?

Objectives:  I can...
-research organizations that address a specific social issue.
-identify a cause that I am interesting in exploring.
-explain how societal issues are interrelated.

1.  Vote!
On a note card, indicate your first and second choice of an issue to address with our PBL projects.  You will be working on this project for about two weeks, so be sure to put thought into it!  Based on your responses, I will organize you into peer groups.

2.  Warm Up
Let's create a social web!  Each of you will be assigned a social issue for this game.  The first person with the yarn will toss the ball to someone (make sure you hold the end of the string when you throw!!!!) who he/she thinks his/her social issue is related.  Person #2 must describe how his/her issue is related to Person #1's.  The process will continue until we have created an awesome social web!


3.  Sharing Career Issues
Each person will share with the class the following information:

  • Your intended career
  • The three issues that someone in your profession would be interested in addressing
  • Which of those three issues you are most interested in and how you would like to address that problem in your career



3.  PBL Time!
Ms. Jones will place everyone in groups based on their note card responses.

With your group, find three organizations that address the issue you have selected.  Try to locate at least one that works locally (that is, in North Carolina) and at least one that works globally.  In your Google Doc, identify the following information for each organization:

  • the organization's SPECIFIC mission (quoting or paraphrasing from the website would be a good idea)
  • list ways people can get involved with the organization
  • who specifically benefits from the organization's work
After mulling over your findings, identify ways that you could get involved with one of the organizations.

  1. Make a brainstorming list in your Google Doc to get all your ideas out.
  2. Highlight the ideas that you think are the most feasible or interesting.
  3. Narrow your ideas down to one; this is the project you will be working on during our PBL unit!
  4. Write and label your winning idea below your brainstorming list.
  5. Phrase your project idea as an Essential Question.  Example:  how can we raise awareness of human trafficking in North Carolina?
Create a plan that either raises community awareness of the issue or addresses the issue directly.  How you go about this is completely up to your group, pending Ms. Jones' approval.

Please keep this rubric in mind as you discuss your project.



4. Exit Ticket
Who needs your project and why?  What are their needs and interests?

Wednesday, April 2, 2014

Learning Tasks for Thursday, April 3

Essential Question:  How does Project-Based Learning teach 21st Century skills?

Objectives:  I can...
-make connections between local, national, and global issues.
-identify issues that I may address in my future career.

1.  Writing into the Day
Very few students read newspapers or keep up with current news.  Why do you think this is?  What are the effects of not knowing what is going on in the world?



2.  Review
What is project-based learning?  What makes it unique from traditional education?



3.  Connecting Isuues
  1. Select 4-5 issues from our Issues Charts that are most intriguing to you.
  2. Using the LucidChart app in Google Docs, create a cluster chart demonstrating how these issues are connected.  Consider the people they affect, the locations in which they occur, the nature of the issue (e.g. environmental, social, political,...) etc.
  3. Share with the class!



3.  Career-Focus
Select three of the issues on the walls that a person in your intended career field might be interested in.  Select one of these issues and write a TPEQEA paragraph explaining how someone in your career field would address that problem.  Be sure to cite the source of your quote!



4. Vote!
On a notecard, indicate your first and second choice of an issue to address with our PBL projects.  You will be working on this project for about two weeks, so be sure to put thought into it!  Based on your responses, I will organize you into peer groups.  Groups will be announced during class Friday.

5.  Exit Ticket
Look back at the Career-Focus issues you selected.  How interested would you be in working with those issues? Rate your interest from 1 (Not at All Interested) to 10 (Super Interested!).