Collaborating to Provide Real World Experiences to Students

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Collaborating to Provide Real World Experiences
to Students

• Ann Wright-Gainey, Media Specialist
• Patricia Brochin, Spanish Teacher

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School Information

• North Daviess Community School Corporation
• RR 1 Box 110 Elnora, IN 47529
• 812-636-8000 ext 3132 fax [phone]
• Corporation 1375
• awgainey_at_ndaviess.k12.in.us
• pbrochin_at_ndaviess.k12.in.us
• Summer contact Ann Gainey, 1717 Spruce Drive,
  Linton, IN 47441 812-847-7682

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Project Collaborators

• Pat Brochin (left) Spanish Teacher at North
  Daviess
• Ann Wright-Gainey (far left) Library Media
  Specialist
• Both teachers worked together to develop and
  enhance project. Needless to say, each brought
  her own specialties to the project.

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Birth of an Idea!

• Need in the community
• Language barrier
• Hi Tech Grant-technical reading/writing
  initiative
• Impact by Spanish students
• Better our community
• 2001/2002 First Year
• 2002/2003 Modified and used Information Literacy
  Grant Money
• Received 8500 in grant money

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OVERVIEW OF PROJECT

• Due to this increase many organizations
  throughout the county are struggling to provide
  services to the Hispanic community.
• The increase in this population provides the 3rd
  4th year Spanish classes at NDHS a very unique
  and rewarding opportunity in which they can
  assist the Hispanic community by applying what
  they have learned in class. The number of
  Hispanics living and working in Daviess County
  has increased dramatically.

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Goal of Project

• Our goal was to use collaboration among
  community, teachers, and students to make a real
  world impact through the knowledge of the Spanish
  language

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Learning Needs Objectives

• Students will learn the Spanish language and use
  that knowledge to assist members of the community
• Students will realize the value of learning a
  second language as preparation for life after
  formal schooling is complete
• Students will explore the Spanish-speaking
  populations needs within their own community

• Students will access and interpret information
  and present that information to a wide audience
• Students will learn the importance of studying a
  different language within and beyond the school
  setting
• Students will make a positive contribution to the
  school community as well as to their own community

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Standards Addressed

• Indiana Foreign Language Standards
• Students understand and interpret written and
  spoken language on a variety of topics
• Students present information, concepts and ideas
  to an audience of listeners or readers on a
  variety of topics.
• Students use the language both within and beyond
  the school setting

• Information Literacy Standards
• The student who is information literate accesses
  information efficiently and effectively
• The student who contributes positively to the
  learning community and to society is information
  literate and recognizes the importance of
  information to a democratic society

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Print and other Informational Resources used

• Information Power A Guide to Partnerships for
  Learning
• Correlation of the Information Literacy Standards
  and Indiana Academic Standards for
  English/Language Arts, Foreign Language,
  Mathematics, and Science
• Indiana Academic Foreign Language Standards
• Best Practices
• McDougal Littell En Español
• RubiStar rubric generator
• Washington Times Herald
• Indianapolis Star
• Vincennes Sun Commercial

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Other Resources

• Washington-Carnegie Public Library
• Daviess County Courthouse
• Mi Pueblo Mexican Restaurant
• Various Organizations such as Daviess County
  YMCA, Washington Public School Corporation,
  Washington Public Library, Washington Street
  Department, Animal Control, Daviess County
  Hospital, Antioch Christian Church, Ride
  Solutions, St. Marys Catholic Church, PACE, and
  Vincennes University Adult Basic Education.

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Teacher Preparation

• Hours of collaboration among educators
• What did we want our students to learn from this?
• What is the best way to incorporate all
  standards?
• What methods of instruction will work best?

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Teacher Preparation Continues

• Background work with organizations
• Gathering information concerning Hispanic
  Community
• Technology tune-ups!
• Media specialist brushing up on Spanish

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Advanced Preparation

• The final project was not implemented until the
  last nine weeks of school but many preparations
  were made throughout the year to prepare students
  for the final project
• Students worked on interviewing skills and
  researching skills.

• Students worked on vocabulary and grammar
  throughout the year. Enhancements of textbook
  information was provided from software purchased
  through this grant
• Students were given lessons on technology
  including use of digital cameras, scanners,
  MicroSoft Publisher, and Outlook emailing system.

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Methods of Instruction

• Foundational Skills
• Develop strong language skills in Spanish
• Technology
• NETS Standards
• Students use technology to enhance learning

• Inquiry
• Information Literacy
• Students learn from researching, interviewing,
  and creating the end product

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The Project

• After interviewing various organizations in
  Daviess County, students determined how they
  could assist that organization
• Working in groups, students chose one
  organization and then designed a brochure in
  Spanish for that organization

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Timeline

• Teacher prep time approximately 30-45 hours
• Day 1 Introduce students to project through
  newspaper articles/previous years
  brochures/grading rubrics
• Day 2 Evening meeting with interested
  organizations-explanation of what we were doing
• Day 3 Professional Leave-follow up with
  organization
• Day 4-8 Speakers to class (native speakers
  business people)
• Day 9 Interview Etiquette
• Day 10 Formulate questions
• Day 11 Field trip for interviews
• Day 12 Share experiences with class/go over
  interview rubric/personal questionnaire due
• Day 13 Identifying the audience assignment
• Day 14-16 Begin working on brochures in computer
  lab (1st panel due)
• Day 17-20 Continue in the computer lab (2nd panel
  due)
• Day 21 Hand back graded brochures
• Day 22 Provide organizations with completed
  brochure
• Day 23 Contact organizations for final approval
  before printing
• Day 24 Exit conference between student,
  organization, and teacher
• Day 25 Final editing/provide copy to organization
• Day 26 Exam

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Interview Day

• The first part of the day was spent at the
  Daviess County Courthouse where students took a
  tour of the various offices and departments
  located within the courthouse.
• Daviess County Prosecutor Byron Overton was the
  tour guide he also provided a great deal of
  information concerning the needs of the Hispanic
  population through his own department.

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The Interviews

• Students interviewed at least four different
  organizations.
• Each group had prepared a list of questions that
  were approved in advance by teachers.
• Students were evaluated on their interviewing
  skills.

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Research Interviewing

• RubiStar Rubrics Generator provided assistance
  with generation of this rubric for more
  information visit
• http//rubistar.4teachers.org

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Brochure Rubric

• Tri-fold brochure created on Publisher
• Three students per group
• Each group responsible for one organization
• Each student responsible for two panels
• One panel worth 50 points
• Student total 100 points

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Grading

• Personal Questionnaire (24 pts)
• Interviewers rubric (10pts)
• Identifying the Audience worksheet (18 pts)
• Brochure (100 pts)
• Final Exam (50 pts) students were asked
  questions about other groups informational
  brochures
• Exit Conference (10 pts)

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Summary of Grant

• Met with wonderful response numerous
  organizations were very excited to take part in
  project. Received great feedback, from initial
  response to interviews to brochure completion.
• Students were empowered because they felt that
  what they were learning in school could apply to
  the real world and that they could make a
  positive contribution to society.
• Teachers look forward to implementing project
  again next spring.

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Through funding from this grant

• Scanner was purchased for Mrs. Brochins
  classroom
• Digital camera was purchased for Mrs. Brochins
  classroom
• Software was purchased for media center and
  classroom
• Consultants were hired to assist teachers

• Teachers were allowed time to collaborate by
  taking professional leave
• Field trip was funded including substitute pay,
  bus driver pay, and any other field trip funding
  needs
• Brochures were professionally copied and sent to
  organizations for use

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Feedback from Organizations

• The quality was great and the brochure gave us
  another means to reach the ever growing Hispanic
  population in our area. Ride Solutions
• It has helped us to reach approximately 75
  Hispanic families in the community and has
  impacted us financially. Tom Danehy- YMCA

• The layout and quality was very professional.
  The brochure will be of increased help with the
  trash pickup. It will clear up any
  miscommunications with the Hispanic residents.
  Gary Raymann- Washington Street Dept.

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Show Us the Money!

• Funded our project through Information Literacy
  Grant and Information Literacy Collaboration
  Grant- now defunct
• Continual monitoring of web for opportunities
  like Foundation Grants, Superintendents Mail on
  the IDOE website , http//www.doe.state.in.us/
• and professional organizations www.ala.org
• Recommend IUPUIs Grant Methods for Educators L
  595 taught by Carol Tilley
• Ill Grant You That by Jim Burk and Carol Ann
  Prater

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Food and Fun

• After working hard all morning and needing
  fortification for the afternoon interviews
  students and teachers visited Mi Pueblo in
  Washington for lunch.
• A good opportunity to practice their Spanish
  speaking skills
• As you can see a fun time was had by all!

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Our Final Suggestions for You

• Adapt this to your own community and its needs
• Take time to collaborate with other educators in
  your system
• Use those educators for their best resources
• Be patient with yourself and your students
• Look for funding opportunities that fit your
  project

• Fit your project to funding opportunities
• Provide ample feedback to your students
  concerning the project
• Plan for an abundance of time
• Time is an illusion. Lunchtime doubly so.
• Douglas Adams
• (1952-2001)

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Additional Assistance

• Judy Williams- Indiana Department of Education
• DeAnne Mayfield- Assisted in generating and
  evaluating appropriate rubrics for various
  aspects of project.
• Kami Giesler- Provided technology support.
• Todd Whitlock- Approved appropriations and
  technology support.
• Dana Birt- High School Library Assistant who
  provided help any time it was needed.