Learning Experience
Rising Above Intolerance: Creating A Power Point Presentation Of The Culminating Experience

Note: The procedure for this learning experience as written here is not exactly how it was originally implemented. I have made changes in hopes of making it user friendly. I have also written in past tense for simplicity sake.

1. Learning Context

ELA Learning Standards:

1. Read, write, listen and speak for information and understanding
   • Listening to or reading an account of how something is done and then incorporating those techniques into their own work.
   • Following directions that involve a series of actions.
   • Analyzing information presented orally
   • Using precise language to express ideas and opinions in group discussions and presentations.
2. Read, write , listen, and speak for literary response and expression
   • Using the responses of other readers and listeners, ranging from formal reviews to comments made in discussion, to extend their own initial responses.
3. Read, write , listen, and speak for social interaction
   • Listening attentively to others and building on others’ ideas in conversations of general interest to peers and adults.
   • Expressing their ideas and concerns clearly and respectfully in conversations and group discussions.
   • Understanding that people respond to both nonverbal and verbal elements of spoken language and developing verbal and nonverbal skills to improve communication with others.
   • Communicating their experiences and ideas by writing letters and cards to friends, relatives, and community acquaintances, sometimes with the assistance of electronic communications and editing tools.

The Arts Learning Standards

1. Actively engaged in the processes that constitute creation and performance in the arts and participate in various roles in the arts.
   • Know and use a variety of sources for developing and coveying ideas, images, themes, symbols, and events in their creation of art.
2. Be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
   • Use the computer and other electronic media as designing tools and to communicate visual ideas.

MST Learning Standards

1. Access, generate, process, and transfer information using appropriate technologies.
   • Use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text based presentations.
   • Use graphical, statistical, and presentation software to present projects to fellow classmates.

Social Studies Learning Standards

1. Use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States constitution; the basic civic values of American Constitutional Democracy; and the roles, rights and responsibilities of citizenship, including avenues of participation.
   • Value the principles, ideals, and core values of the American Democratic System based upon the premises of human dignity, liberty, justice, and equality.
   • Understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority.
   • Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with every point.

Procedure

On June 10, 1998, the eighth grade students from Indian River, Saint Anthony’s and Sackets Harbor Central met at Indian River Middle School to create individual group Power Point presentations that summarized the learning they experienced throughout the day. Prior to coming together, the students from all three school districts had been reading literature with rising against intolerance as the predominate theme. We, the teachers from the three districts, developed this idea to enrich our students' experiences with other students in the same age group but from different backgrounds (small predominately white, small private, large multi-cultural). The students came together on one occasion before June 10, in order to meet each other and begin to form bonds. They attended the play The Diary of Anne Frank in Syracuse and later had lunch and played games to help the students familiarize themselves with each other. The students from the three districts were randomly selected to form eight groups consisting of ten students each. By the time the students came together in June, they were familiar with the goal of the day's project: to openly accept/tolerate/celebrate other students with different backgrounds.

As stated earlier, the Power Point presentation was to summarize the learning that occurred throughout that day. In order to understand exactly what that entailed, the following is a brief summary/agenda of the day's activities:

8:00 - 8:30 The students from the other two school districts arrive at the Indian River Middle School and gather in the cafeteria for the introduction.

8:30 - 11:30 The groups, with their mentors (volunteer teachers from all three districts), gather in their designated rooms to begin working on a logo for their team with rising against intolerance as the theme. During this time, they will also discuss ideas for some kind of presentation about the dangers of intolerance that will be appropriate to present to elementary students (a video, a puppet show, readers' theater, newspaper, etc.). The students from the individual districts will go back to their home schools and present the final projects to their elementary students. Therefore, the projects must be made in triplets.

11:30-12:30 LUNCH

12:30- 2:00 The students will get back in their groups to: finish the project; create T-shirts, posters, and pamphlets which contain their logos; and create the Power Point presentation.

2:00-2:30 The students will rate the day's activities on a four-point rubric scale (appendix A), and the mentors will view and grade the Power Point presentation, according to the rubric on appendix B, the poster, and the pamphlet..

Note: The grades for the Power Point presentation will be entered back at the home schools. The essays that encompass the entire day will be written and assessed at the home schools. A rubric for the essay is included since reflections about the Power Point presentation is a requirement (appendix C).

Prior knowledge of using Power Point was attained from instruction and use of Power Point in the classrooms. This prior knowledge was necessary in order for the students to create their Power Point presentation in the time allotted. To ensure that all students could participate on the computer, a requirement that each student have his or her own slide was included. All of the requirements for the presentation are on the rubric.

The Power Point presentation developed by the students brought many additional learning standards into play, such as art and technology. These standards are written in full detail under the Learning Context.

3. Instructional/Environmental Modifications

The only students involved who needed modifications were learning disabled students. To accommodate these students, special education teachers aided these students in the individual districts and an ESOL and a resource room teacher were included in the development of the project as well as serving as mentors.

In addition, a technology expert was on hand during the day and helped fix any problems that inevitably occurred.

• Time Required

Planning for this project is hard to determine because the idea for the Power Point presentation evolved from discussions about the entire day. However, once the idea had been developed, it took several hours to develop guidelines and directives for the students to complete this activity. We strongly suggest that this endeavor in its entirety be extended for two days.

The students were allowed two hours in the afternoon of June 10 in conjunction with the final projects. Thirty minutes were allotted at the end of the day for assessment. Both the students and the mentors used a rubric scale to evaluate the success of this activity and other activities of the day.

• Materials and Supplies
  • Power Point software
  • Digital camera

2. Assessment Tools and Techniques

Techniques used to collect evidence of student progress toward meeting the learning standards were the following:

• Observation: The mentors observed the creative process within their groups, especially noting the learning standards achieved.
• Group Discussions: The groups needed to discuss and come to a consensus about what their Power Point presentation would look like. During this discussion the mentors could determine the success of reaching the learning standards.
• Rubric: The students and mentors were asked to rate the success of this activity, along with the other activities of the day, using a four point rubric scale (appendix A). The rubric included questions about how they felt they reached the learning standards. A ten-point rubric was also used to grade the actual Power Point presentation (appendix B).
• Writing: The students were asked to write reactions to this activity, along with other activities of the day, in essay form. This also reflected any changes of attitude the students may have had toward intolerance of others. A rubric was used for this assessment (appendix C).

2. Student Work

Unavailable at this time.

Reflection

The students created wonderful presentations on Power Point. The teachers were impressed by the fact that the students knew so much about Power Point and its creative capabilities. Pat Fabrizio and Sonya Esposito came to the conclusion that they need to take more classes in Power Point. They would like to learn, for example, how to incorporate music and motion. Leslie Gayne would like to use more of it in her classroom. All agree that using Power Point enhances their learning about intolerance because they must choose elements from the program to coincide with their themes.

Appendix A

HOW WAS YOUR DAY?

Directions: Rate the following on a scale of 1-4, 4 representing a high score and 1 representing a low score.

1. The instructions for the day were clear and concise; I had no trouble following the directions.3 2 1 )
2. During the time that my group discussed possibilities for the logo, all members contributed their opinions.3 2 1)
3. During the time that my group discussed possibilities for the logo, members of the group expressed their ideas using precise language.3 2 1)
4. During the time that my group discussed possibilities for the logo, members of the group listened to and accepted ideas warmly.3 2 1)
5. During the time that my group discussed the project for the elementary students, all members contributed their opinions3 2 1)
6. During the time that my group discussed the project for the elementary students, members of the group expressed their ideas using precise language.3 2 1)
7. During the time that my group discussed the project for the elementary students, members of the group listened to and accepted ideas warmly.(4 3 2 1)
8. While creating the Power Point presentation, all group members contributed ideas about the borders, graphics, sounds, transitions etc.
9. 3 2 1)
10. While creating the Power Point presentation, members of the group expressed their ideas using precise language. ( 4 3 2 1)
11. While creating the Power Point presentation, members of the group listened to and accepted ideas warmly.3 2 1)
12. Each member of the group independently created his or her own slide for the Power Point presentation.3 2 1)
13. While creating T-shirts, posters, and pamphlets, all group members were able to work on the computer.3 2 1)
14. Overall, my group was well organized.3 2 1)
15. Overall, my group got along well.3 2 1)
16. Overall, I felt that my ideas were accepted.3 2 1)
17. Overall, my group was able to stay on task.3 2 1)
18. I feel that I have learned more about the importance of accepting people who are different from me3 2 1)
19. I think this project has helped many involved comprehend the importance of rising above intolerance.3 2 1)
20. Overall, I rate the days activities as a:3 2 1)

Appendix B

POWER POINT PRESENTTION

RUBRIC

_____1. Each student has his or her own slide, and it includes at least two of the following: Clip Art, imposed picture from digital camera, sound, and movement.

_____2. Each student's individual slide contains his or her name and idea, statement, or reflection about the day's activities.

_____3. The graphics chosen for each individual's slide is related to his or her statement on that slide.

_____4. There are at least six different fonts.

_____5. There are at least six examples of clip art.

_____6. The presentation's first slide includes a title, a group picture(taken with the digital camera), the names of the group members and the name/s of the mentor/s.

_____7. The second slide contains a summary of the day's activities and an introduction to the forthcoming presentation.

_____8. All slides must follow the conventions of Standard English.

_____9. There are at least ten different transitions.

_____10. The final slide contains reflections of the day's activities.

Note: Each item is worth ten points, and each student receives this as his or her individual grade. Notice that this individual grade is actually a combination of an individual and group effort.

Appendix C

WRITE YOUR REACTION

RUBRIC

Directions: Write a well-developed essay about today's activities. Consider discussing the following: favorite part of the day, disappointment of the day, friends you made, things you learned, problems your group faced, how your group worked together, did you enjoy the day?

_____1. The essay contains an introduction that includes a broad statement, a thesis statement, and sub-topics.

_____2. The essay contains topic sentences.

_____3. The essay includes strong supporting details, such as examples.

_____4. Ideas are insightful.

_____5. There are few or no mistakes in grammar.

_____6. Sentences vary in length and structure.

_____7. Vocabulary is sophisticated (tremendous vs. good).

_____8. The essay discusses the activities of the day, including work in developing a logo, work on the elementary project, work on the Power Point, and work on the T-shirts, posters, and pamphlet.

_____9. The writer remains focused.

_____10. The conclusion is insightful and does not simply repeat the introduction.

Note: Each item is worth ten points.