Create, Test, Rework, and Present Solution
In this lesson students collaborate within their groups to bring their project and solution to fruition. This solution will be revised and practiced several times before it is presented and implemented.
The learner will:
- attend needed workshops.
- create a solution to the problem.
- practice, evaluate, and revise the presentation with feedback from peers and teachers.
- present to a community panel.
teacher directions for applying Tuning Protocolshttps://nsrfharmony.org/protocols/
The teacher should arrange for the students to have a public audience for the eighth day of this lesson. The best audience is one that fits the issue area. Select audiences that may have influence or can help the students take action on their project focus.
While much of the first four lessons have been very facilitator driven, Lesson Five will be learner driven. Learners are in the "nuts and bolts phase" of trying to work within a group to create a great service-learning presentation that will inform the community and inspire action. Learners will look to you as someone to help them problem solve. Point them to resources but let them work through and develop perseverance. Workshops may develop as multiple learners have a similar need. At the same time, incorporate some protocols to formally give learners feedback to create the best results they can achieve. This is a very exciting stage!
The review and revision process includes the following:
- Specific Workshops - Workshops should be created to answer any Need to Knows that have not been addressed.
- Practice Presentations - Practice Presentations should be scheduled early enough that learners can rework their presentations before the real presentations.
- Rework Sessions - In between the practice presentations and the real presentation to help refine work
- Tuning Protocols - Used in rework sessions (see link in the Materials section above)
- Presentation to Community Members - Learners should present to a panel of community partners to help increase authenticity.
This lesson includes a lot opportunity for reflection as students evaluate their own and their classmates' presentations.
- Famous Failures video: http://youtu.be/Y6hz_s2XIAU
- Ron Berger Critique video: http://youtu.be/J2K75WO7a70
Days One through Four
Using the Rubric provided in Lesson Two, each group crafts a presentation that proposes a specific solution to a food insecurity issue in the U.S. The presentation must include an engaging introduction, a body that fulfills all parts of the rubric, and a conclusion that involves a call to action. Each group should have a specific solution to food scarcity in the U.S.
Groups will need to look at the group contract roles established in Lesson Four to make sure the workload is even. All group members will need to do addional specific research on their topic while also performing their contracted roles.
During this period, the teacher facilitator may conduct specific workshops to address anyNeed to Knows that come up.
In order to fine tune presentations before practice presentations in Day 6, the teacher should facilitate students giving and getting feedback in groups with "tuning protocols." Full guidelines for Tuning Protocols may be used or this modified version to save class time:
- Form student groups of four in order to give and receive feedback on their presentations. The Tuning Groups should not be the same as Presentation Groups. Tuning Groups can be formed by simply numbering off 1 to 4.
- Procedure and Roles for each student in the tuning group:
- Student A presents an idea or a portion of his or her group presenation for 2 minutes.
- Students B, C, and D share what they like for 2 minutes.
- Students B, C, and D share what they wonder for 2 minutes (I wonder if you could…).
- Students B, C, and D propose next steps for student A (I think you should…).
- Student A reflects on the feedback received for 1 minute. (What feedback really helps you?)
Additional time after the tuning protocol should be designated to revising presentations before practice presentations the next day.
Each group performs a practice run of their presentation. While one group presents, the other groups and facilitator take notes and give feedback.
To insure quality feedback from groups, assign a focus to each feedback group. (For example, one group takes the introduction, another evaluates rubric points, another listens to the presentation focus, and the other group gives feedback on the call to action.)
After a group presents to the class, the feedback groups in turn give the presenting group constructive suggestions possibly using the "I like..." and "I wonder..." format. The facilitator should also chime in with positive and constructive comments in order to have other groups hear what the facilitator is looking for.
Show the students this "Famous Failures" video to emphasize the importance of revising and trying again.
A great feedback video that is more academic is Ron Berger's video on giving feedback. I recommend making it a full workshop in which you have learners watch and discuss the video, then draw an animal of their choice four times getting feedback after each attempt. Powerful! Feedback should be specific, kind, and helpful.
Provide time for the groups to revise their presentations based on the feedback from Day Six.
Presentation Day for a public audience should be arranged in advance.
A presentation schedule should be posted and followed closely to respect the time of community partners. Learners should be encouraged to dress "professionally" for presentations. Teachers should be assessing presentations via the rubric while community partners are giving feedback in a less stressful way -- verbally or in short notes.
The final presentation will be the largest source of assessment data. It should not be the only piece of data though. During each workshop that is given, teachers may record data on learning, collaboration, and problem solving. The rubric will serve as a guideline to assess content and presentation performance.
This lesson includes the Action and Demonstration stages of the service-learning process. Learners will be performing their research service-learning project by presenting to community members. Original research that affects decisions in the community is a form of service-learning. Additional extension service-learning projects may be pursued after or during Lesson 6.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 02. Diverse Cultures
Benchmark MS.2 Describe the importance of hearing all voices in a community and respecting their right to be heard.
Standard PCS 03. Philanthropy and Economics
Benchmark MS.14 Describe and give an example of needs not usually met by the government sector.
Benchmark MS.9 Recognize problems different communities encounter using a "commons" and possible solutions.
Standard PCS 05. Philanthropy and Government
Benchmark MS.3 Identify the relationship between individual rights and community responsibilities.
Standard PCS 07. Skills of Civic Engagement
Benchmark MS.1 Identify and research public or social issues in the community, nation or the world related to the common good. Form an opinion, and develop and present a persuasive argument using communication tools.
Strand PHIL.IV Volunteering and Service
Standard VS 03. Providing Service
Benchmark MS.2 Describe the goals of the project and their impact.
Benchmark MS.3 Describe the task and the student role.
Benchmark MS.4 Demonstrate the skills needed for the successful performance of the volunteer job.
Standard VS 04. Raising Private Resources
Benchmark MS.3 Develop a service plan.