I was not in class today as I was out on a NEASC school visit. The instructions for today for the class were as follows:
- This group has been working on a logic model for selected service projects.
- There are 3 groups. They know who is in their groups (I’ll attach a group list for you).
- They should review their “Outcomes” sheet that they got last Friday (extra copies included). then create three poster sheets like the “Resources/Inputs” and “Activities” sheets. They should create one sheet for each of the following: Outcomes, Outputs, Impacts.
- These can be posted on the board with their other sheets (tape is with the sheets and markers).
- “Outcomes” sheets that they used to make the large sheets should be turned in at the end of class.
The agendas for group meetings were as follows:
Civic Action
9/30 Group Agenda
Review your “Outcomes” sheet from last Friday
Go over definitions of: outcomes, outputs, and impacts.
Review what the outcomes, outputs, and impacts are for your project.
Go over the definitions for the Theory Approach, Outcomes Approach, Activities Approach
Review/Discuss which approach is appropriate for your group
Make “Outcomes,” “Outputs,” and “Impacts” sheets (that’s 3 sheets) for your group’s project
Homework:
Any necessary activities identified by the project team as being necessary relative to the work of the team.
Monday, September 30, 2013
Saturday, September 28, 2013
09.27 - Logic Model Outcomes
Today, we focused on the intended outputs for our projects. Everyone read the rest of chapter 1 from the Kellogg Logic Model packet (we read pages 3-14). To keep track of the important information in this section of the chapter, everyone used the Logic Model Outputs note sheet.
While everyone was working with this chapter I was on hand to answer questions about the reading. At the end of class, we discussed some of the definitions and differences between elements. On Monday, groups will meet to debrief the note sheet and then use it to identify the outcomes, outputs, and impacts of their project.
Homework:
If you did not finish your Logic Model Outputs notes from class or the reading from the Kellogg Logic Model packet, do so for homework.
While everyone was working with this chapter I was on hand to answer questions about the reading. At the end of class, we discussed some of the definitions and differences between elements. On Monday, groups will meet to debrief the note sheet and then use it to identify the outcomes, outputs, and impacts of their project.
Homework:
If you did not finish your Logic Model Outputs notes from class or the reading from the Kellogg Logic Model packet, do so for homework.
09.26 - Group Dynamics
Today we focused on elements of collaboration within project teams.
To do this, we went outside and did an activity called "Group Write" in which members of the project groups had to draw a symbol that represented their project on a piece of paper using a pen that was attached to the end of five feet of string. Everyone has a different string and the group must work together to move the pen around and draw the symbol.
In debriefing this activity, we talked about what made the activity difficult and how groups met that challenge. This discussion shifted to how these same elements of challenge and approaches to success can be used in working on the projects that groups are tackling in class. We then focused a bit more specifically on communication and did a ball toss activity that challenges people to communicate effectively and clearly.
When we went back inside we recapped this discussion by focusing on what effective communication is and what it is not. Notes from this discussion are below:
To do this, we went outside and did an activity called "Group Write" in which members of the project groups had to draw a symbol that represented their project on a piece of paper using a pen that was attached to the end of five feet of string. Everyone has a different string and the group must work together to move the pen around and draw the symbol.
In debriefing this activity, we talked about what made the activity difficult and how groups met that challenge. This discussion shifted to how these same elements of challenge and approaches to success can be used in working on the projects that groups are tackling in class. We then focused a bit more specifically on communication and did a ball toss activity that challenges people to communicate effectively and clearly.
When we went back inside we recapped this discussion by focusing on what effective communication is and what it is not. Notes from this discussion are below:
(click image to enlarge)
Homework:
If you have not done so already, be sure to turn in your discussion around which projects you felt we should choose (this is from our activity on 09/17). If you got this assignment back today and it needs revision, make those revisions.
If you have not done so already, complete the Project Logic Model Sheet do so for homework. If you got this assignment back today and it needs revision, make those revisions.
Wednesday, September 25, 2013
09.25 - Inputs/Resources and Activities
Today in class we finished the meetings that we began last class with groups finalizing their sheets for resources/inputs and activities. The agenda for these meetings is included below.
Agenda for Project Groups
Finish filling out the known resources/inputs
Identify what information you need from which people
Identify who you need to contact first to get started
Create a known activities poster for your project
Note any questions you have about your known activities
After everyone had time to complete the agenda with their group, we reviewed what groups had put for their resources/inputs and activities. In this discussion, we determined that it would be necessary for all groups to discuss their projects with the principal and assistant principal to do work outside the building and, in some cases, for additional help and guidance. Since all groups needed this contact, we decided it would be most appropriate for me to broach the subject with Mr. Healey and Mr. Gannon to find out how groups could best get in touch with them. Working with the class, I drafted the following email:
Hello,
I am teaching the junior/senior Civic Action seminar this semester. The students in the class have picked three projects to pursue and are outlining the steps and resources necessary to carry out their projects.
The projects that they have selected are:
1 - Organizing a coat/mitten drive to benefit children in the community who can’t afford them
2 - Renovating the ice rink by the field hockey field
3 - Helping senior citizens winterize their homes and getting to know them in the process
In preparing for these projects, the students would like to check with you on how to get started contacting various people and would like to keep you informed on what we are doing. What would be the best way for students to get in touch with you?
In class, the ideas we came up with were having you stop by to check in with groups during their planning time, having a group contact person get in touch with you by email, or having a project member meet with you during a free period. We are also open to whatever would work best for you.
Thank you,
Mr. Collins (and the Civic Action seminar)
At the end of class, we hung all of the resources/inputs and activities sheets in the room to help us keep track of our progress.
Homework:
Another aspect of the non-fiction elements in this course is to do some research around our projects. In your writer's journal, brainstorm some possible research topics or questions related to your project.
Agenda for Project Groups
Finish filling out the known resources/inputs
Identify what information you need from which people
Identify who you need to contact first to get started
Create a known activities poster for your project
Note any questions you have about your known activities
After everyone had time to complete the agenda with their group, we reviewed what groups had put for their resources/inputs and activities. In this discussion, we determined that it would be necessary for all groups to discuss their projects with the principal and assistant principal to do work outside the building and, in some cases, for additional help and guidance. Since all groups needed this contact, we decided it would be most appropriate for me to broach the subject with Mr. Healey and Mr. Gannon to find out how groups could best get in touch with them. Working with the class, I drafted the following email:
Hello,
I am teaching the junior/senior Civic Action seminar this semester. The students in the class have picked three projects to pursue and are outlining the steps and resources necessary to carry out their projects.
The projects that they have selected are:
1 - Organizing a coat/mitten drive to benefit children in the community who can’t afford them
2 - Renovating the ice rink by the field hockey field
3 - Helping senior citizens winterize their homes and getting to know them in the process
In preparing for these projects, the students would like to check with you on how to get started contacting various people and would like to keep you informed on what we are doing. What would be the best way for students to get in touch with you?
In class, the ideas we came up with were having you stop by to check in with groups during their planning time, having a group contact person get in touch with you by email, or having a project member meet with you during a free period. We are also open to whatever would work best for you.
Thank you,
Mr. Collins (and the Civic Action seminar)
At the end of class, we hung all of the resources/inputs and activities sheets in the room to help us keep track of our progress.
Homework:
Another aspect of the non-fiction elements in this course is to do some research around our projects. In your writer's journal, brainstorm some possible research topics or questions related to your project.
Tuesday, September 24, 2013
09.24 - Resources/Inputs and Activities
Today in class, we returned to the group meetings that we started yesterday (agenda slide below) with most groups focusing on resolving questions they had about their project and articulating questions that they were not sure how to answer.
We reviewed the questions that the groups were not sure how to answer and talked about how and where to find answers to those questions.
Groups then started filling out a poster sheet for "Known Resources/Inputs" that they will use to keep track of and guide their work as we progress with our projects.
At the end of class, I collected the Project Logic Model Sheets.
Homework:
If you did not finish the Project Logic Model Sheet in class, do so for homework.
We reviewed the questions that the groups were not sure how to answer and talked about how and where to find answers to those questions.
Groups then started filling out a poster sheet for "Known Resources/Inputs" that they will use to keep track of and guide their work as we progress with our projects.
(click image to enlarge)
At the end of class, I collected the Project Logic Model Sheets.
Homework:
If you did not finish the Project Logic Model Sheet in class, do so for homework.
Monday, September 23, 2013
09.23 - Logic Models
In today's class, we revealed the project groups for our class projects. The groups are focused on a coat/mitten drive for the elementary school, renovating the school ice rink, and helping seniors winterize their homes and getting to know them in the process. If you would like to know what project you are on, check with Mr. Collins.
With their project in mind, everyone then read a selection from a manual on how to develop and use logic models for project planning from the W.K. Kellogg foundation. While reading, everyone kept track of definitions and how the model may be applied to their project. Extra copies of this sheet are available here: Project Logic Model Sheet. Please see me if you need a copy of the reading.
After completing the reading and filling out the sheet. Project groups met to debrief the sheet. The agenda for these meetings was as follows:
The superhero picture in the lower right of the slide relates to our discussion today of everyone's group responsibility and individual accountability in their project groups. In explaining this idea, I compared the projects to a league of superheroes (like the X-Men or the Justice League) who come together to do good for the benefit of society (as we are doing with our projects). In these groups, each person has unique skills and abilities to contribute which makes the group as a whole powerful. The group is responsible for their own success in doing good, but each individual is accountable to the group for contributing fully to the group's efforts. The note at the bottom of this panel was a reminder to incorporate this behavior in all group activities.
In class, I exemplified the group responsibility/individual accountability metaphor through a move called "The Fast Ball Special" which was popularized by Colossus and Wolverine. In this move, Colossus uses his strength to hurl Wolverine at the enemy. Wolverine is able to defeat the enemy because the energy of the throw allows him to use his claws and adamantium skeleton to defeat the enemy. In this scenario, each individual is using his skills in a way that is more effective with others than they would be on their own.
Our time was cut short due to a fire drill and we will finish reviewing these sheets tomorrow.
Homework:
If you did not finish the Project Logic Model Sheet, do so for homework.
With their project in mind, everyone then read a selection from a manual on how to develop and use logic models for project planning from the W.K. Kellogg foundation. While reading, everyone kept track of definitions and how the model may be applied to their project. Extra copies of this sheet are available here: Project Logic Model Sheet. Please see me if you need a copy of the reading.
After completing the reading and filling out the sheet. Project groups met to debrief the sheet. The agenda for these meetings was as follows:
(click image to enlarge)
The superhero picture in the lower right of the slide relates to our discussion today of everyone's group responsibility and individual accountability in their project groups. In explaining this idea, I compared the projects to a league of superheroes (like the X-Men or the Justice League) who come together to do good for the benefit of society (as we are doing with our projects). In these groups, each person has unique skills and abilities to contribute which makes the group as a whole powerful. The group is responsible for their own success in doing good, but each individual is accountable to the group for contributing fully to the group's efforts. The note at the bottom of this panel was a reminder to incorporate this behavior in all group activities.
(click image to enlarge)
Our time was cut short due to a fire drill and we will finish reviewing these sheets tomorrow.
Homework:
If you did not finish the Project Logic Model Sheet, do so for homework.
Thursday, September 19, 2013
09.19 - Civic Action Concepts
Today in class, we focused on significant concepts related to our work with the projects we have selected. We began with an activity that helped people get to know one another a little better. We then added in an element through which people discussed important terms related to our work and helped define them. I kept track of what people said. Our notes at the end of this activity were as follows:
(click image to enlarge)
In the remaining time, everyone responded to the following prompt in their writing journal:
Which concepts from the list we discussed today will be the most significant in successful work around our projects? Which concepts will present groups with the most challenges?
Respond in complete sentences and explain your responses.
Homework:
If you did not finish responding to the final question for today's class, do so for homework.
If you have not done so already, revise and resubmit your resume or college essay.
Revise and submit a polished draft of your college essay or resume.
Helpful materials:
Helpful materials:
- Common Application prompts are available here.
- Sample essays are available here.
- The Hamilton Resume Guide has resume information, worksheets, helpful actions words to use on your resume, and a variety of sample resumes.
- Other sample resumes are available here.
Wednesday, September 18, 2013
09.18 - Project Selection
Today everyone worked in groups to identify which projects would be the best projects for our class to work on this semester. In groups of four, everyone discussed the following three questions:
1 - Which projects out of the list do you feel would be the most meaningful for our community?
2 - Which projects out of the list do you feel would hold the most educational value?
3 - Which three projects out of the list do you think would be best for the class to undertake?
Each group had 15 minutes to discuss these questions (5 minutes per question). At the end of this time, groups shared out their responses and I kept track of group responses noting which projects were labeled as being meaningful (red text), educational (green text), and top choices (blue text).
Our discussion showed the visiting senior citizens, helping to winterize senior citizen homes, and a coat/mitten drive for the elementary school students as clear top picks. After some discussion, the class felt that the two senior citizen initiatives could be combined to enable an additional project to be picked up. The class elected to choose the ice skating rink renovation as a project that would diversify our work and meaningfully impact the community.
At the end of class, everyone ranked their choices for the projects. Based on individuals' rankings, I will try to create even groups for our projects.
Homework:
Revise and submit a polished draft of your college essay or resume.
Helpful materials:
1 - Which projects out of the list do you feel would be the most meaningful for our community?
2 - Which projects out of the list do you feel would hold the most educational value?
3 - Which three projects out of the list do you think would be best for the class to undertake?
Each group had 15 minutes to discuss these questions (5 minutes per question). At the end of this time, groups shared out their responses and I kept track of group responses noting which projects were labeled as being meaningful (red text), educational (green text), and top choices (blue text).
(click to enlarge)
Our discussion showed the visiting senior citizens, helping to winterize senior citizen homes, and a coat/mitten drive for the elementary school students as clear top picks. After some discussion, the class felt that the two senior citizen initiatives could be combined to enable an additional project to be picked up. The class elected to choose the ice skating rink renovation as a project that would diversify our work and meaningfully impact the community.
At the end of class, everyone ranked their choices for the projects. Based on individuals' rankings, I will try to create even groups for our projects.
Homework:
Revise and submit a polished draft of your college essay or resume.
Helpful materials:
Common Application prompts are available here.
Sample essays are available here.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide with detailed directions for helping you build your resume and a number of resume examples.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide with detailed directions for helping you build your resume and a number of resume examples.
Other sample resumes are available here.
Tuesday, September 17, 2013
9.17 - Project Discussions
We started today's class by reviewing the list of projects that had been generated from people's interviews with peers and community members. We added a few items that were gleaned from late in the game interviews.
We then had a series of discussions using the concentric circles discussion format where people have a number of conversations around different questions with different partners. Individuals were asked to take notes while their partner spoke.
We used a discussion sheet to track these responses. Everyone then reviewed their notes and wrote up their perspective with respect to which three projects would be the best choices and why (this is the question listed at the bottom of the discussion sheet).
If you are making this assignment up, you don't need to interview a partner, you can just respond to the questions from the discussion for yourself. You can then use those answers to generate your formal written response about which three choices are best. The list of brainstormed projects is available here.
After everyone had a chance to formally identify three projects they felt would be worth undertaking, we revisited the list of brainstormed projects and identified ones we felt could be eliminated. Anyone could suggest a project for elimination, if there were no objections the idea was eliminated. If someone felt the project idea warranted further discussion, we left it on the list.
Homework:
Revise your college essay or resume and resubmit it for assessment.
(Feel free to come in and work with me individually if you would like help revising your essay or resume).
If you did not finish your response about which three projects would be best for our class to pursue, do so for homework.
We then had a series of discussions using the concentric circles discussion format where people have a number of conversations around different questions with different partners. Individuals were asked to take notes while their partner spoke.
We used a discussion sheet to track these responses. Everyone then reviewed their notes and wrote up their perspective with respect to which three projects would be the best choices and why (this is the question listed at the bottom of the discussion sheet).
If you are making this assignment up, you don't need to interview a partner, you can just respond to the questions from the discussion for yourself. You can then use those answers to generate your formal written response about which three choices are best. The list of brainstormed projects is available here.
After everyone had a chance to formally identify three projects they felt would be worth undertaking, we revisited the list of brainstormed projects and identified ones we felt could be eliminated. Anyone could suggest a project for elimination, if there were no objections the idea was eliminated. If someone felt the project idea warranted further discussion, we left it on the list.
Homework:
Revise your college essay or resume and resubmit it for assessment.
(Feel free to come in and work with me individually if you would like help revising your essay or resume).
If you did not finish your response about which three projects would be best for our class to pursue, do so for homework.
Monday, September 16, 2013
09.16 - Essay/Resume Revisions - Project Ideas
Today in class, everyone worked in groups to look at how to revise their college essays or resumes.
College essay groups looked at a selection of five student essays from accepted students at John Hopkins University. While looking at these essays, everyone was asked to consider the following for each essay (and then discuss their observations with their small group):
What is it that makes these essays effective and engaging?
I met with the resume group and we went through someone's resume that had been submitted for a grade and made improvements. Our main areas of focus were on making sure each experience had two to four bullet points beneath it and that these points were lead off with a strong action word.
When all groups were done, the college essay group reviewed their observations with the full class and we recapped the main points of our resume discussion. The notes from these discussions are included below.
Everyone then met in groups of three to discuss the interviews they conducted over the weekend in looking for possible project ideas. Groups combined their lists without eliminating any ideas. These lists were then written on the sideboard for everyone to review.
We will continue working with this list tomorrow.
Homework:
Revise your college essay or resume taking into account the points we mentioned today.
(Strong action words can be found on page 6 of the Hamilton Resume Guide)
College essay groups looked at a selection of five student essays from accepted students at John Hopkins University. While looking at these essays, everyone was asked to consider the following for each essay (and then discuss their observations with their small group):
What is it that makes these essays effective and engaging?
I met with the resume group and we went through someone's resume that had been submitted for a grade and made improvements. Our main areas of focus were on making sure each experience had two to four bullet points beneath it and that these points were lead off with a strong action word.
When all groups were done, the college essay group reviewed their observations with the full class and we recapped the main points of our resume discussion. The notes from these discussions are included below.
(click image to enlarge)
Red, green, and blue text is resume analysis.
(The students' name and personally identifying information has been blacked out)
Black text to the right recaps the college essay groups' observations.
Everyone then met in groups of three to discuss the interviews they conducted over the weekend in looking for possible project ideas. Groups combined their lists without eliminating any ideas. These lists were then written on the sideboard for everyone to review.
We will continue working with this list tomorrow.
Homework:
Revise your college essay or resume taking into account the points we mentioned today.
(Strong action words can be found on page 6 of the Hamilton Resume Guide)
Friday, September 13, 2013
9.13 - Interview Questions
Today we were focused on preparing for interviews with people in the community to identify and learn more about potential projects for our class. To start us off, everyone responded to the following prompt in their writer's journal:
Brainstorm some questions you could ask friends, family, and community members that would help us to identify projects in the community for our class to undertake.
After everyone had brainstormed some questions, people shared out their answers. We came up with a list of questions (shown below) that people could ask in their interviews in addition to other questions they brainstormed and whatever questions come naturally to the interview process.
Brainstorm some questions you could ask friends, family, and community members that would help us to identify projects in the community for our class to undertake.
After everyone had brainstormed some questions, people shared out their answers. We came up with a list of questions (shown below) that people could ask in their interviews in addition to other questions they brainstormed and whatever questions come naturally to the interview process.
(click image to enlarge)
I then spoke some about how to use probing questions to develop responses to the questions above and to help get a clear picture of project ideas and needs from people (list below).
(click image to enlarge)
"X" represents the respondent's suggested project
Everyone then practiced this interview process by interviewing a partner and then being interviewed by that partner in turn. We then discussed the various projects that came up in these discussions and will add them to our overall list of possible projects.
Homework:
Interview three people using the list of questions generated in class (along with your own questions and any questions that naturally come up in the interview) along with probing questions. You may interview one other student, but then should interview at least two other people (family, your boss, community members).
If you have not done so already, be sure to submit your resume and/or college essay to me for critique/assessment.
Thursday, September 12, 2013
09.12 - Resume and Essay Revision
We started today's class by finishing the critique and revision activity from yesterday's class.
After debriefing the activity, students found a partner who was working on the same project as them (a college essay or a resume) and swapped essays or resumes with their partner and helped their partner by critiquing their essay or resume.
Everyone then had the rest of the period to make changes to their essay and resume.
Resumes should follow the format used on the Jennifer Chen resume of the Hamilton Resume Guide.
You may use other formats from the Hamilton Resume Guide, just be sure to copy the style closesly so that all important information is included (I singled out the Chen resume because it is one of the simpler formats that still looks very professional).
Revised drafts of essays and resumes should be submitted me to via Google Drive by the end of the day tomorrow. My Google Drive address is: caleb.collins.lhs@gmail.com .
Papers can be submitted to me personally by the end of the day in hard copy as well (Google Drive just tends to be better to use in the revision process).
Homework:
Revise and submit a polished draft of your college essay or resume.
Helpful materials:
After debriefing the activity, students found a partner who was working on the same project as them (a college essay or a resume) and swapped essays or resumes with their partner and helped their partner by critiquing their essay or resume.
Everyone then had the rest of the period to make changes to their essay and resume.
Resumes should follow the format used on the Jennifer Chen resume of the Hamilton Resume Guide.
You may use other formats from the Hamilton Resume Guide, just be sure to copy the style closesly so that all important information is included (I singled out the Chen resume because it is one of the simpler formats that still looks very professional).
Revised drafts of essays and resumes should be submitted me to via Google Drive by the end of the day tomorrow. My Google Drive address is: caleb.collins.lhs@gmail.com .
Papers can be submitted to me personally by the end of the day in hard copy as well (Google Drive just tends to be better to use in the revision process).
Homework:
Revise and submit a polished draft of your college essay or resume.
Helpful materials:
Common Application prompts are available here.
Sample essays are available here.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide with detailed directions for helping you build your resume and a number of resume examples.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide with detailed directions for helping you build your resume and a number of resume examples.
Other sample resumes are available here.
09.11 - Critique and Revision
Today we focused on the processes of critique and revision. We did this by running an activity in which each person received an activity card (a picture of an interesting scene) and then did the following:
1 - Describe the picture in words so that someone reading the description can accurately draw the picture without seeing it.
2 - Swap descriptions with a partner.
3 - Attempt to draw the picture that your partner has described.
4 - Give your partner the picture that you were describing so they can see how they did with their drawing (you'll also be getting the picture your partner used).
5 - Give your partner feedback (critique) on the quality of their picture description according to how accurately you were able to reproduce the picture.
Guidelines for how to give feedback were outlined as follows:
1 - Describe the picture in words so that someone reading the description can accurately draw the picture without seeing it.
2 - Swap descriptions with a partner.
3 - Attempt to draw the picture that your partner has described.
4 - Give your partner the picture that you were describing so they can see how they did with their drawing (you'll also be getting the picture your partner used).
5 - Give your partner feedback (critique) on the quality of their picture description according to how accurately you were able to reproduce the picture.
Guidelines for how to give feedback were outlined as follows:
(click to enlarge)
Example of a good critique:
(click to enlarge)
6 - Give your partner the critique you have written for them.
7 - Look at the critique your partner wrote for you about your description.
8 - Return the picture you described and choose a new picture.
9 - Repeat steps 1 - 5.
We only got as far as Step 1 the second time around. We will finish with the second round of descriptions and drawings next class.
Homework:
Continue to work on your first draft of your resume or essay.
Common Application prompts are available here.
Continue to work on your first draft of your resume or essay.
Common Application prompts are available here.
Sample essays are available here.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide with detailed directions for helping you build your resume and a number of resume examples.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide with detailed directions for helping you build your resume and a number of resume examples.
Other sample resumes are available here.
Tuesday, September 10, 2013
9.10 - College Essay Comparison
Today in class, we compared two college essays and ran a simulation in which the two candidates were competing for one spot in a post-secondary program. The class had to decide which candidate was stronger based on their essays. The essays are available here:
Tradition - James
Moxie - Charles
The class divided into groups based on which essay they felt was stronger and then had to convince the undecided group that their choice was the better group. The undecided group served as the college admissions board.
The discussion highlighted the different qualities exhibited in each essay. The "Moxie" group felt that Charles' showed his passion and intelligence through his use of description and word choice. The "Tradition" group felt that James showed his personality and values by talking about family and what his life was like.
In the end, I admitted to both essays being my college essays from high school (I really liked Moxie and The Beatles a lot in high school. They're both still great now.). I used this point to stress how a different essay can highlight different features of a person's personality and for everyone to be aware and think about how they want to portray themselves in their essays.
Everyone then had the rest of the period to work on their resume or college essay.
Homework:
Come in with a first draft of your resume or essay for Wednesday.
Common Application prompts are available here.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide with detailed directions for helping you build your resume.
Tradition - James
Moxie - Charles
The class divided into groups based on which essay they felt was stronger and then had to convince the undecided group that their choice was the better group. The undecided group served as the college admissions board.
The discussion highlighted the different qualities exhibited in each essay. The "Moxie" group felt that Charles' showed his passion and intelligence through his use of description and word choice. The "Tradition" group felt that James showed his personality and values by talking about family and what his life was like.
In the end, I admitted to both essays being my college essays from high school (I really liked Moxie and The Beatles a lot in high school. They're both still great now.). I used this point to stress how a different essay can highlight different features of a person's personality and for everyone to be aware and think about how they want to portray themselves in their essays.
Everyone then had the rest of the period to work on their resume or college essay.
Homework:
Come in with a first draft of your resume or essay for Wednesday.
Common Application prompts are available here.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide with detailed directions for helping you build your resume.
Monday, September 9, 2013
09.09 - Resume and College Essay Writing
We started off today looking at the differences that may exist between a high school resume and a professional resume that someone may have after several years of work. So far, all of the resumes that we have looked at are resumes of people with established work histories. For this activity, we looked at my resume from just after high school and my resume when I was applying to graduate school.
After high school resume
Applying to grad school resume
Everyone was then asked to respond to the following question in their writer's journals:
What differences do you notice between these resumes with respect to their content (the set up is about the same, but feel free to make some observations if you see a noteworthy difference).
The observations the class made and some notes that came out of our discussion are available below.
Green Text - Class Observations
Blue Text - One of our students has been helping in the interview process for a new English teacher in the department and these were what he found himself looking for when reviewing the applicants' resumes.
Red Text - My notes.
I pointed out how even at this stage, I was looking to describe jobs in terms of their responsibilities and wider purpose (e.g. "Lawn and Yard Maintenance" instead of "mowing lawns and weeding.").
The other note was to indicate that I could have improved some of the descriptions to tell more about what I was doing (e.g. "Facilitated art projects for up to a dozen children ages 3 - 10" is more descriptive than simply, "Facilitated art projects.")
This discussion was designed to give information about resumes to both juniors and seniors since everyone will need to do a resume at some point in their life. We will be looking at college essays tomorrow.
The class then went to work on their college essays or resumes.
People who knew which post-secondary institution they wanted to apply to looked up the admissions requirements to see if there was a specific essay. People who did not know the schools to which they would like to apply used the Common Application prompts. Some people's choice schools just use the Common Application as well.
Common Application prompts are available here.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide.
Homework:
Have a rough draft of your college essay or resume available for Wednesday.
After high school resume
Applying to grad school resume
Everyone was then asked to respond to the following question in their writer's journals:
What differences do you notice between these resumes with respect to their content (the set up is about the same, but feel free to make some observations if you see a noteworthy difference).
The observations the class made and some notes that came out of our discussion are available below.
Annotations on the after-high-school resume:
(click image to enlarge)
Green Text - Class Observations
Blue Text - One of our students has been helping in the interview process for a new English teacher in the department and these were what he found himself looking for when reviewing the applicants' resumes.
Red Text - My notes.
I pointed out how even at this stage, I was looking to describe jobs in terms of their responsibilities and wider purpose (e.g. "Lawn and Yard Maintenance" instead of "mowing lawns and weeding.").
The other note was to indicate that I could have improved some of the descriptions to tell more about what I was doing (e.g. "Facilitated art projects for up to a dozen children ages 3 - 10" is more descriptive than simply, "Facilitated art projects.")
This discussion was designed to give information about resumes to both juniors and seniors since everyone will need to do a resume at some point in their life. We will be looking at college essays tomorrow.
The class then went to work on their college essays or resumes.
People who knew which post-secondary institution they wanted to apply to looked up the admissions requirements to see if there was a specific essay. People who did not know the schools to which they would like to apply used the Common Application prompts. Some people's choice schools just use the Common Application as well.
Common Application prompts are available here.
Resume worksheets are available on pages 3 - 6 of the Hamilton Resume Guide.
Homework:
Have a rough draft of your college essay or resume available for Wednesday.
Sunday, September 8, 2013
Infographic: Essay and Resume Observations
The images below are the observations groups made about the general content and structure of resumes and college essays.
Observations about Resumes
(Click to Enlarge)
Observations about College Essays
(Click to Enlarge)
Friday, September 6, 2013
09.06 Hiring and Admissions Work
We started today's class off by reviewing the structural analyses provided by the resume and college essay groups last class. Sharing these lists helped us to review what the juniors observed as being part of professional resumes and what the seniors observed as the main elements of college essays.
After reviewing these documents, everyone got back into their groups of three and looked at the supplied resumes and essays. Groups were given the following directions:
Each group was also asked to rank the candidates from their first choice to their last and explain why the people in first and last got those positions. Candidate information from last class is available here:
We had enough time in class to hear from the college essay groups regarding their choices. We will hear from the resume groups next class.
Homework:
Begin drafting your resume. Use pages 3 - 6 of the Hamilton Resume Guide to help you.
OR
Begin a draft of your college essay by choosing a prompt from a college, university, or post-secondary institution to which you want to apply. If you don't know where you could like to apply, choose a prompt from the Common Application.
After reviewing these documents, everyone got back into their groups of three and looked at the supplied resumes and essays. Groups were given the following directions:
(click image to enlarge)
Each group was also asked to rank the candidates from their first choice to their last and explain why the people in first and last got those positions. Candidate information from last class is available here:
We had enough time in class to hear from the college essay groups regarding their choices. We will hear from the resume groups next class.
Homework:
Begin drafting your resume. Use pages 3 - 6 of the Hamilton Resume Guide to help you.
OR
Begin a draft of your college essay by choosing a prompt from a college, university, or post-secondary institution to which you want to apply. If you don't know where you could like to apply, choose a prompt from the Common Application.
Thursday, September 5, 2013
09.05 - Resume and College Essay Structural Analysis
Today in class, students worked in small groups looking at a variety of college essays and resumes that I provided. The college essays were ones written in previous English courses by students and the resumes were ones that I had managed to collect from friends.
All personally identifying information was changed in both sets of documents.
Groups were tasked with analyzing and comparing essays or resumes to figure out how they were set up and put together. Possible points of analysis included:
All personally identifying information was changed in both sets of documents.
Groups were tasked with analyzing and comparing essays or resumes to figure out how they were set up and put together. Possible points of analysis included:
How is this document set up?
How is information organized on the page?
What sort of details are given?
What sort of language is used?
What elements do all of the documents have in common?
What trends do you notice within the documents?
What elements seem to be the strongest?
What elements seem to be the weakest?
After working in small groups, small groups combined to form one large group in which everyone shared their responses to create a master list that looked at the structure of the resume or essay.
We will share out these master lists tomorrow.
Extra copies of the resumes and essays are available here:
Homework:
Seniors - brainstorm possible essay topics
Juniors - brainstorm a list of resume-worthy life experiences
If you have not done so already, get a writing journal for our class. If you are having difficulty finding or getting a writing journal, check in with me.
Wednesday, September 4, 2013
09.04 - Marigolds (Writing)
For today's class, everyone had time to write their response to the short story "Marigolds" that we read in class yesterday. Everyone had the period to write their response. These essays will be assessed to help me plan and structure our work in English this year by showing me what people can already do well and what areas we should focus on improving.
These essays will not be entered into the grade book. Per the classes request though, I will assess all of the essays using the provided rubric and return these to students so that they can get a sense for grading and assessment in our class.
These essays will not be entered into the grade book. Per the classes request though, I will assess all of the essays using the provided rubric and return these to students so that they can get a sense for grading and assessment in our class.
Materials for this writing are available here:
Additional information on this assignment is available through yesterday's post.
Homework:
If you did not do so in class, finish writing your essay for tomorrow.
Tuesday, September 3, 2013
09.03 - Marigolds (Reading)
At the beginning of class, everyone responded to the following prompt in their writing journal:
Have you moved from childhood to adulthood yet? How do you know or how will you know? Explain your response.
After everyone had a chance to respond to this prompt, students formed groups based on their general answer (yes, no, it's complicated). Groups discussed and then shared out the reasons they had for their choices.
We used this discussion to prepare us for our reading of the story "Marigolds" by Eugenia Collier in which a young woman transitions from childhood to adulthood.
We will be writing an in class essay using this story next class. Before reading the story, we looked at the assignment, prompt choices, and rubric that will be used to assess students' responses. This essay will not go in the grade book as a formal grade. The essay is an opportunity for me to see where everyone is at in terms of their essay writing.
I read the story aloud with the help of some students volunteers.
Handouts from today's class:
"Marigolds" by Eugenia Collier
Essay assignment and prompts
Essay assessment rubric
Homework:
Think about which essay prompt you would like to respond to next class.
Revisit the story to firm up your understanding of it and how you can use it to respond to one of the essay prompts.
If you do not have one already, be sure to get a writer's journal for class. See the posts on 08.29 and 08.30 for details.
Have you moved from childhood to adulthood yet? How do you know or how will you know? Explain your response.
After everyone had a chance to respond to this prompt, students formed groups based on their general answer (yes, no, it's complicated). Groups discussed and then shared out the reasons they had for their choices.
We used this discussion to prepare us for our reading of the story "Marigolds" by Eugenia Collier in which a young woman transitions from childhood to adulthood.
We will be writing an in class essay using this story next class. Before reading the story, we looked at the assignment, prompt choices, and rubric that will be used to assess students' responses. This essay will not go in the grade book as a formal grade. The essay is an opportunity for me to see where everyone is at in terms of their essay writing.
I read the story aloud with the help of some students volunteers.
Handouts from today's class:
"Marigolds" by Eugenia Collier
Essay assignment and prompts
Essay assessment rubric
Homework:
Think about which essay prompt you would like to respond to next class.
Revisit the story to firm up your understanding of it and how you can use it to respond to one of the essay prompts.
If you do not have one already, be sure to get a writer's journal for class. See the posts on 08.29 and 08.30 for details.
Subscribe to:
Comments (Atom)