Prepare Tomorrow's Parents - Different Ages, Stages, and Pages

DIFFERENT AGES, STAGES, & PAGES

Learning Experience by Sally Taibe, Warrensburg High School, Warrensburg NY School District Member of the New York State Academy for Teaching and Learning

LEARNING CONTEXT:
This Learning Experience is within the context of a course taught via Distance Learning. That is, I teach six students in my local classroom in Warrensburg (the local school) and six students fifty miles to the north in Newcomb school district (the remote school). (See Figure 1.) Instruction is by means of two-way interactive simultaneous closed-circuit television transmission. Both locations have individual student desks equipped with microphones, a student camera which transmits student images, fax machines, telephones, two videocassette recorders, and an overhead document camera. (See Figures 2 and 3.) Each site may use any of the equipment at any time during class. Locally, as the host site, I am equipped with an additional camera called a teacher camera. Each site has a classroom aide permanently assigned for technical and disciplinary assistance.

The purpose of this learning experience is to encourage students to seek information regarding various issues related to child development ages and stages and to parenting practices. The Learning Experience focuses on gathering and sharing information through Internet sources. Students analyze Internet information and apply the information in a persuasive essay and game presentation. It must be related to what has been learned about child development and parenting practices in earlier classes. Each student must submit a persuasive essay to me at my school district e-mail address. Students are required to make an attachment and create a link to their resources. This Learning Experience is from the module “Understanding and Relating to Younger Children” in a Human Development course, but may be used in any course that meets the parenting requirement by including child development.

Students should be familiar with word processing, use of the Internet, and e-mail. Presentations are facilitated by familiarity with the use of standard equipment in the Distance Learning Room. Before students are assigned this project, they should know about child development prior to puberty (including fetal development, if possible), the theories of Maslow, Piaget, and Havinghurst. The various areas of development, including physical, social, emotional, and intellectual, should be understood. Knowledge regarding writing a persuasive essay is important, and time should be made in the learning experience to teach students should they not know how to do this. Most students are familiar with television game shows, so knowing how to play the game ahead of time hastens the modeling of this learning experience.

PROCEDURE:

Decide when to introduce the Learning Experience to the students. It should follow units on prenatal development, child development, the four areas of development (physical, social, emotional, and intellectual), and theories on development: Piaget, Maslow, and Havinghurst.
Plan the project, activities, and assessments that must be ready for presentation to students. Include an exemplar for students to assess. The Learning Standards and Performance Indicators Chart and the Scope of Content/Understandings will guide the Learning Experience design.
Distribute Distance Learning Student Contracts and parent release forms for student and parent signatures.
Make up a student roster. Ask students to provide their telephone and e-mail addresses, so that they may contact each other during the school term, if necessary. Students are NOT required to provide this information, but most are compliant. Include your school phone number and e-mail address. Distribute to local students and fax a copy to the remote classroom.
Make arrangements with the Distance Learning network to reverse a transmission. Make arrangements with your building administrator and check with the remote school to arrange for a visitation. Plan to visit and teach one class at the remote school, broadcasting to your local students. This is always important when teaching a Distance Learning class. It is even more important to do this before assigning a large project, so the remote students meet you in person and get to know you better.
Confirm with computer coordinators at both local and remote schools that a computer lab and a computer instructor is available for your class period at each site. Make a reservation for that time.
When ready to implement the Learning Experience, follow Sequential Plan provided in this packet. (See Appendix 2.)
Present project and teacher exemplar to the students. Include the rubric and graphic organizers. Have students score the exemplar project.
Display a video clip from the television game for students unfamiliar with format. Alternately, you may model and videotape the game based on the exemplar for students who are unfamiliar with the game or absent the day it is presented to class. Prepare students for the presentation so they know that they must defend the correct answers as well as explaining the reasons why the other choices are incorrect.
Allow students to become familiar with e-mail by assigning a date that they are to e-mail you with the link to their primary articles. This should be due a few days before the project is due.
Following the class for computer work, instruction related to the child development unit may continue. This allows students to ask questions and to e-mail you regarding problems. Any absent students have time to catch up, and any snags in the plans may be addressed.
Return graded projects to students and discuss with them. Include the reflection questions and tell them to e-mail you with their suggestions/comments regarding the Learning Experience.
As students do not have access to the teacher’s computer files, the teacher will compose an information sheet of web addresses submitted by students as a resource for community members. This is faxed to the remote school and delivered to the local school for availability in the Guidance Office.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS:

Any schools involved in Distance Learning must have a Distance Learning room and a link to each other. Usually, this is arranged in advance by scheduling an entire 20-week course on the Distance Learning Network prior to the start of the school year.
Despite this Learning Experience being designed for a Distance Learning Facility, it may be easily be adapted to a traditional classroom, maintaining computer usage.
Special needs students may require extended time or support services to complete the Learning Experience.
A computer laboratory or a library/media center would facilitate completion of this task.

TIME REQUIRED:
Planning and preparation by the teacher will vary according to his/her experience with designing rubrics, familiarity with computer programs, use of the Internet, and experience as a Distance Learning instructor. Extra planning is always necessary when teaching over the Distance Learning Network as compared to a traditional classroom. Time must also be allowed for technical snags, such as a server being down, or the Distance Learning telephone links being temporarily out of service.

Class time should be provided to instruct students in the use of Distance Learning technology, and computer lab usage and technology. Students need to plan on working on this project out of class, and the teacher may need to provide them with a way to access a computer.

Class time will need to be scheduled for explaining the Learning Experience, examining an exemplar, discussing and editing the rubric with the students, communicating with students who raise concerns or questions, and assessing student work. For student presentations, allow one period of classroom instruction time for 3 students on the first day or two. After two days, 4 students may be scheduled per day.

Human Development is a 20-week class. The Sequential Plan allows for 9 days of instruction time. Each class period is 40 minutes, but when teaching a Distance Learning class, actual instruction time is about 35 minutes. It is necessary for the teacher and local students to engage in some small talk with the remote students in order to establish a feeling of community before beginning each day.

RESOURCES:
Distance Learning facilities, scheduled class time on the Distance Learning network, and a teacher trained in Distance Learning methodology are required if more than one school district participates in this class. Whether or not one or more school districts participate, computers and access to the Internet are a must. Other possible resources include:

Computer coordinator or instructor to teach students to use computer technology
Student packets
Exemplar packet
Teacher packet
Transportation to remote school, if necessary
Student contracts and release forms

ASSESSMENT PLAN:
The basic rubric is provided. Teachers may modify it according to the game played or the specific essay assigned. The teacher observes and checks student understanding of the assignment and rubric when students are assessing the exemplar. Student feedback and comments are welcomed at this time, so that a revised rubric may be distributed and/or faxed before the project is due. Observation and videotaping of student presentations, evaluation of graphic organizer, the game sheet, and the essay are all included on the rubric.

Student comfort with technology is checked when e-mailing the teacher with a practice attachment and link. Later, the students must e-mail the teacher with the address of their primary resources. This is when the teacher can monitor and adjust the assignment as needed. Immediate feedback may be given to students on a personal, confidential, and convenient level via e-mail. When the student e-mails with a link, or the beginning of an essay, the teacher can respond quickly, and the student may make adjustments before turning in the final product.

TEACHER REFLECTION:
This is my fourth year as a Distance Learning teacher. Since the rooms were designed to support a mostly lecture format, I am always looking for a way to update and actively involve students in the learning process. It occurred to me that I could easily address the Family and Consumer Sciences and Health standards by traditional projects, but I wanted to make the students more enthusiastic about the project. Incorporation of the English Language Arts and Career Development standards by use of computer technology seemed a challenging and interesting way to accomplish this. My students adapted quickly to the sophistication of a Distance Learning class. It seemed quite natural to extend the student interest in technology to this Learning Experience. Since many college professors are now requiring students to submit papers via e-mail, it seemed a good idea to give them such an experience before leaving for college. Personally, I liked working with students this way, and plan to assign similar Learning Experiences to be submitted via e-mail. The advantages of students submitting projects via e-mail are many: immediate, convenient, confidential and private conferencing and feedback. As a result of this technology and methodology, the final projects were of higher quality than those of the past. All students at both sites submitted this project. Student feedback was positive. I also teach a 20 week Adolescent Psychology class to Warrensburg, Newcomb and one other school district 45 miles to the south of here. I plan to assign similar project for this class too.

In planning this Learning Experience, I learned that many of my peers do not yet use rubrics, but they expressed an interest in seeing the final product. It seems that teachers need an exemplar, too. Using a rubric is very helpful in assessing student work. The expectations are clear, and there are no surprises when projects are returned to students. I have also discovered that one always needs to plan extra time for Distance Learning assignments. The remote computer coordinator was absent on the scheduled day in the lab, and a substitute had to fill in. Flexibility is the key, so I had to allow some students to fax the entire assignment, and then to e-mail it at a later date.

A concern that I have for all classes I teach is how to make each experience real and hands on. This Learning Experience is dovetailed with volunteer work involving younger children. By alternating the units this way, the students learn to put theory into practice. I recommend linking this Learning Experience to some Lab time or other activity involving younger children.

Planned changes in future assignments of this project:

Use the class roster to set up a mailing group on Outlook Express. The class can be conveniently contacted this way.
E-mail the student packet to each student instead of distributing hard copies of the assignment. Doing so, will enable me to set up hyperlinks to the suggested web sites, modeling the way the students will submit their projects. It also shows students how convenient it is to use links.
Include in the Student Packet a guide to evaluating Internet information. It may be necessary to review and discuss this guide in class.
Schedule an extra day working in the computer lab, because the students expressed a need for extra computer time.
Require students to send me their links on the second computer workday.
Require the graphic organizer and opening paragraph be submitted a few days before the actual project is due. This prevents procrastination and helps students to clarify their thoughts.
Change the rubric by adding three additional strips. I plan to include a strip evaluating writing skills, spelling, and mechanics, another strip scoring for punctuality, in project submission, and finally a third strip that evaluates use of technology. Then it will be possible to remove use of technology from the “Personal Reflection” and the “Response” strips on the rubric.

Karen Hurst, a certified Foreign Language and English Language Arts teacher in Warrensburg school district, reviewed this learning experience. She was my peer coach prior to this year, and we have developed a good collaborative professional relationship. Additionally, Pat Loncto reviewed this Learning Experience as a part of the development of the Parenting Scope of Learning for the Parenting Requirement for graduation.

RUBRIC FOR DIFFERENT AGES, STAGES, AND PAGES: A PARENTING HYPERLINK

DIMENSIONS	4	3	2	1	SCORE
GRAPHIC ORGANIZER: the degree to which student uses organizers to plan essay. (fax) Standard: ELA 1A, ELA 1C	Essay organizer is complete with data from the primary article and secondary article. Supporting opinions reflect the information from the articles. Several ideas organized logically.	Accurate use of information using paraphrasing from primary article. Some ideas organized in a logical way.	Simply lists ideas from article. Verbatim text and incomplete information. Includes vaguely related issues. Few ideas organized on chart.	Essay organizer is illogical or out of sequence. Bears little relationship to issue. One idea is supported.	_____X1
CONTENT QUESTIONS on the graphic organizer: the degree to which student developed appropriate questions reflecting article content. (fax) Standard: FCS 2A, H 1A, ELA 3A, ELA 1C	Appropriate number of questions. Accurate questions reflecting information from the primary article. Content is pertinent to issue. Questions and distracters are challenging.	Less than required number of questions submitted. Incorporates specifics related to article that address the main ideas raised in the primary article. Some questions may dwell on lesser points raised. Information is accurate. Questions and distracters are of appropriate difficulty.	Half the number of questions submitted. Incorporates generalities or ideas vaguely related to issues from primary article. Some inaccuracies in information. Questions or distracters are simplistic.	One question submitted. Content is unrelated to issues raised in primary article. Errors in content. Questions or distracters have no relationship to article.	_____X2
RESPONSE to article on Child Development article: The degree to which the student demonstrates an understanding of the issue raised in the article.(ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a6A, ELA 1A, ELA 1E, ELA 3B	Opinions effectively communicate and enhance an understanding of issue related to child development from several positions. References to primary and secondary articles are appropriate. Interpretation and analysis of issues are accurate. Organized response is convincing. All sources properly cited and linked to essay.	Supports interpretation with appropriate argument and supporting citations from primary article. Discusses all the salient information, making connections to prior knowledge. Proper citation and one link to primary source	Essay has only minimal organization. Considers only one aspect of the issue raised in the primary article. Incomplete citation, and improperly linked to essay.	Presentation lacks organization. References to issues have little relevance to article or incorrectly interpret the article. Does not address the main issue of the article. Incorrect or inaccurate citation. No link created to document.	____X2
PERSONAL REFLECTION on the issues in the article. The degree to which student expresses and supports an opinion relative to the article. (ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a5A, CDOS 3a6A, ELA 3A, ELA 1D, ELA 1E	Opinions are supported citing and quoting points raised in primary article and secondary resources. Opposing arguments are addressed clearly, fairly, and assertively. Personal experiences are used as a reference. Clearly applied to current parenting practices and reflects on its future application. Essay sent as an attachment.	Expresses a well-defined position, using evidence from the primary article to support opinion. Position is plausible using adequate evidence. Student addresses current or anticipated parenting practices making distinctions about the relative value of ideas. Essay sent as e-mail message without attachment.	Offers general position. Uses generalities to support position. Limited evidence from the primary source is applied to form opinion. Reflection states preferred current or anticipated parenting practices with some explanation of position. Essay faxed instead of e-mailed.	Position is vague or brief with unrelated general statements. View on issue is ambiguous. Statements tend to ramble. Reflection is partially developed. Current parenting or anticipated is nominally mentioned or missing. Essay sent through U.S. mail or hand delivered.	____X2
ORAL PRESENTATION: the effectiveness of presentation demeanor and the degree to which the student engages audience. Standard: ELA 1A	Audience is engaged completely, and participating in game/discussion. Student is calm, knowledgeable, and professional in demeanor. Articulates well. Behavior enhances learning.	Audience is attentive. Student appears comfortable. May lack knowledge on some points. Clearly communicates information. Behavior does not interfere with learning.	Audience participation is spotty. Student is nervous or lacking knowledge on many points. Appears disinterested. Has difficulty explaining information. Asks yes/no questions.	Speaking is difficult to discern too quiet, mumbles. Audience is disinterested. Student’s recollection of information is spotty. Makes up information. Appears distracted and/or disinterested.	____X1

DIFFERENT AGES, STAGES, AND PAGES:
A PARENTING HYPERLINK

STUDENT PACKET

CHILD DEVELOPMENT ASSIGNMENT:
DIFFERENT AGES, STAGES, AND PAGES: A PARENTING HYPERLINK

DUE DATE:

OVERVIEW:
Each student is to conduct an online search regarding an issue related to a child development issue. (If it is not possible to go online, the following may be substituted: a book, a 2 page magazine or newspaper article, viewing of a non-fictional videotape, viewing and taping a television documentary, or creating a bulletin board to inform peers about an issue.) This project must be submitted by the end of first period on the day this project is due. It must be e-mailed to me at my address: taibes@wcsd.org along with a link to your online source of information. (If school rules require it, you must use your own school account.) If your information is not from an online source, then you may scan the hard copy of the article, and create an attachment to e-mail to me. If your server is down, you may bring a hard copy of the project to class, and fax it to me just as class is beginning. The rubric for grading is enclosed.

REQUIREMENTS:

Send as an attachment via e-mail a written two page persuasive essay that explains and supports your opinion of the article in relationship to current parenting practices reflecting upon how you think this issue may influence your parenting practices.
Fax to me a completed graphic organizer that outlines your reasoning and opinions (organizer is enclosed).
Create a link to the article so that I may access it. If necessary, make an attachment or fax the article to me. Secondary sources must have a complete citation.
Fax enclosed sheets completed for the game “Who Wants to be a Millionaire?”
Be the host of “Who Wants to be a Millionaire?” as your oral presentation.
Submit any videos or books used as a reference.

TOPICS YOU MAY REPORT ON:
You may include topics covered in class or other topics that affect young children, infants and babies, and preteens. You may NOT include materials already viewed and used previously in class.

TOPIC SUGGESTIONS:
You may report on, but should not be limited to, any of the following: discipline, early learning, child abuse, the effect of sibling births, illness, AIDS, divorce and children, school related issues, sports and children, day care issues, competition, teen parenting and young children, adoption, multiple birth issues, religious upbringing, traditions, children’s fears and/or problems, friendship, computer access and children, etc.

SUGGESTED WEBSITES:
You must email me with your topic by Monday, October 23 at the close of school. You may input “parenting” on a search engine or any other topic related to your issue. You may also try some of the following:

www.wnyt.com	www.parentsplace.com
www.pueblo.gsa.gov	www.family.com
www.parenttime.com	www.parenthoodweb.com

A QUICK GUIDE TO WRITING A PERSUASIVE ESSAY

Preparing a persuasive essay is much like preparing for a debate. You study an issue from different perspectives. You then establish your main argument and gather your support. You also plan a strategy to counter the opposition, and so on. When you write your essay, always keep your silent debating opponent in mind; never let this person gain an advantage. All persuasive writing shares the following characteristics:

STARTING POINT: Persuasive writing begins with a strong feeling you have about an important issue, one about which there are differing opinions. State your opinion and give reasons for it.

PURPOSE: Your goal is to convince readers to agree with your argument (or to accept its validity).

FORM: Most persuasive writing follows a predictable pattern: An opinion is expressed and fully supported. Opposing arguments are addressed. Then, in closing, the opinion is reasserted. Most persuasive essays work best if your strongest argument is stated first, followed by your weakest, and finally supported by your second best argument.

AUDIENCE: Always have a clear sense of your readers, whether you are addressing your writing peers or a more general audience. What do they already know about the subject? What objections may they have to your opinion?

VOICE: Speak with confidence and assurance, but also be reasonable and fair in your comments. This will help you gain the confidence of your readers.

POINT OF VIEW: Use the third person (he, she, and they) in most of your persuasive writing. However, in personal commentaries and persuasive essays stemming from direct experience, the first person (I) may be appropriate.

CONCLUDE: Restate the issue and your opinion of it.

PERSUASIVE ESSAY GRAPHIC ORGANIZER

DIMENSIONS	4	3	2	1	SCORE
GRAPHIC ORGANIZER: the degree to which student uses organizers to plan essay. (fax) Standard: ELA 1A, ELA 1C	Essay organizer is complete with data from the primary article and secondary article. Supporting opinions reflect the information from the articles. Several ideas organized logically.	Accurate use of information using paraphrasing from primary article. Some ideas organized in a logical way.	Simply lists ideas from article. Verbatim text and incomplete information. Includes vaguely related issues. Few ideas organized on chart.	Essay organizer is illogical or out of sequence. Bears little relationship to issue. One idea is supported.	_____X1
CONTENT QUESTIONS on the graphic organizer: the degree to which student developed appropriate questions reflecting article content. (fax) Standard: FCS 2A, H 1A, ELA 3A, ELA 1C	Appropriate number of questions. Accurate questions reflecting information from the primary article. Content is pertinent to issue. Questions and distracters are challenging.	Less than required number of questions submitted. Incorporates specifics related to article that address the main ideas raised in the primary article. Some questions may dwell on lesser points raised. Information is accurate. Questions and distracters are of appropriate difficulty.	Half the number of questions submitted. Incorporates generalities or ideas vaguely related to issues from primary article. Some inaccuracies in information. Questions or distracters are simplistic.	One question submitted. Content is unrelated to issues raised in primary article. Errors in content. Questions or distracters have no relationship to article.	_____X2
RESPONSE to article on Child Development article: The degree to which the student demonstrates an understanding of the issue raised in the article.(ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a6A, ELA 1A, ELA 1E, ELA 3B	Opinions effectively communicate and enhance an understanding of issue related to child development from several positions. References to primary and secondary articles are appropriate. Interpretation and analysis of issues are accurate. Organized response is convincing. All sources properly cited and linked to essay.	Supports interpretation with appropriate argument and supporting citations from primary article. Discusses all the salient information, making connections to prior knowledge. Proper citation and one link to primary source	Essay has only minimal organization. Considers only one aspect of the issue raised in the primary article. Incomplete citation, and improperly linked to essay.	Presentation lacks organization. References to issues have little relevance to article or incorrectly interpret the article. Does not address the main issue of the article. Incorrect or inaccurate citation. No link created to document.	____X2
PERSONAL REFLECTION on the issues in the article. The degree to which student expresses and supports an opinion relative to the article. (ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a5A, CDOS 3a6A, ELA 3A, ELA 1D, ELA 1E	Opinions are supported citing and quoting points raised in primary article and secondary resources. Opposing arguments are addressed clearly, fairly, and assertively. Personal experiences are used as a reference. Clearly applied to current parenting practices and reflects on its future application. Essay sent as an attachment.	Expresses a well-defined position, using evidence from the primary article to support opinion. Position is plausible using adequate evidence. Student addresses current or anticipated parenting practices making distinctions about the relative value of ideas. Essay sent as e-mail message without attachment.	Offers general position. Uses generalities to support position. Limited evidence from the primary source is applied to form opinion. Reflection states preferred current or anticipated parenting practices with some explanation of position. Essay faxed instead of e-mailed.	Position is vague or brief with unrelated general statements. View on issue is ambiguous. Statements tend to ramble. Reflection is partially developed. Current parenting or anticipated is nominally mentioned or missing. Essay sent through U.S. mail or hand delivered.	____X2
ORAL PRESENTATION: the effectiveness of presentation demeanor and the degree to which the student engages audience Standard: ELA 1A	Audience is engaged completely, and participating in game/discussion. Student is calm, knowledgeable, and professional in demeanor. Articulates well. Behavior enhances learning.	Audience is attentive. Student appears comfortable. May lack knowledge on some points. Clearly communicates information. Behavior does not interfere with learning.	Audience participation is spotty. Student is nervous or lacking knowledge on many points. Appears disinterested. Has difficulty explaining information. Asks yes/no questions.	Speaking is difficult to discern too quiet, mumbles. Audience is disinterested. Student’s recollection of information is spotty. Makes up information. Appears distracted and/or disinterested.	____X1

COMMENTS:

Describe the primary focus of this article:

State your opinion regarding the primary focus of this article:

Referring specifically to the article, fill in the following chart:

State issue and your opinion

Support of opinion, citing primary
article

Additional support, citing secondary sources

WHO WANTS TO BE A MILLIONAIRE? GAME SHEET

1 POINT QUESTION:

CHOICES:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

CORRECT ANSWER: ______________________________________

REASONS FOR CORRECT ANSWER: _________________________

****************************************************************************************

2 POINT QUESTION:

CHOICES:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

CORRECT ANSWER: ______________________________________

REASONS FOR CORRECT ANSWER: _________________________

****************************************************************************************

4 POINT QUESTION:

CHOICES:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

CORRECT ANSWER: ______________________________________

REASONS FOR CORRECT ANSWER: _________________________

****************************************************************************************

8 POINT QUESTION:

CHOICES:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

CORRECT ANSWER: _________________________________________

REASONS FOR CORRECT ANSWER: ____________________________

STUDENT REFLECTIONS ON DIFFERENT AGES, STAGES, AND PAGES:
A PARENTING HYPERLINK

Answer the following questions to the best of your ability with regards to this project

What contradictions exist between my perception of parenthood and the realities of parenthood?
How can my actions make my family a healthier place to love and live?
What can I do to advocate for healthy families and children in society?
Which parts of the project “Different Ages, Stages, and Pages: A Parenting Hyperlink” did you like and why?
How do you think this project “Different Ages, Stages, and Pages: A Parenting Hyperlink” can be improved?

DIFFERENT AGES, STAGES, & PAGES:
A PARENTING HYPERLINK

TEACHER PACKET

DIMENSIONS	4	3	2	1	SCORE
GRAPHIC ORGANIZER: the degree to which student uses organizers to plan essay. (fax) Standard: ELA 1A, ELA 1C	Essay organizer is complete with data from the primary article and secondary article. Supporting opinions reflect the information from the articles. Several ideas organized logically.	Accurate use of information using paraphrasing from primary article. Some ideas organized in a logical way.	Simply lists ideas from article. Verbatim text and incomplete information. Includes vaguely related issues. Few ideas organized on chart.	Essay organizer is illogical or out of sequence. Bears little relationship to issue. One idea is supported.	_____X1
CONTENT QUESTIONS on the graphic organizer: the degree to which student developed appropriate questions reflecting article content. (fax) Standard: FCS 2A, H 1A, ELA 3A, ELA 1C	Appropriate number of questions. Accurate questions reflecting information from the primary article. Content is pertinent to issue. Questions and distracters are challenging.	Less than required number of questions submitted. Incorporates specifics related to article that address the main ideas raised in the primary article. Some questions may dwell on lesser points raised. Information is accurate. Questions and distracters are of appropriate difficulty.	Half the number of questions submitted. Incorporates generalities or ideas vaguely related to issues from primary article. Some inaccuracies in information. Questions or distracters are simplistic.	One question submitted. Content is unrelated to issues raised in primary article. Errors in content. Questions or distracters have no relationship to article.	_____X2
RESPONSE to article on Child Development article: The degree to which the student demonstrates an understanding of the issue raised in the article.(ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a6A, ELA 1A, ELA 1E, ELA 3B	Opinions effectively communicate and enhance an understanding of issue related to child development from several positions. References to primary and secondary articles are appropriate. Interpretation and analysis of issues are accurate. Organized response is convincing. All sources properly cited and linked to essay.	Supports interpretation with appropriate argument and supporting citations from primary article. Discusses all the salient information, making connections to prior knowledge. Proper citation and one link to primary source	Essay has only minimal organization. Considers only one aspect of the issue raised in the primary article. Incomplete citation, and improperly linked to essay.	Presentation lacks organization. References to issues have little relevance to article or incorrectly interpret the article. Does not address the main issue of the article. Incorrect or inaccurate citation. No link created to document.	____X2
PERSONAL REFLECTION on the issues in the article. The degree to which student expresses and supports an opinion relative to the article. (ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a5A, CDOS 3a6A, ELA 3A, ELA 1D, ELA 1E	Opinions are supported citing and quoting points raised in primary article and secondary resources. Opposing arguments are addressed clearly, fairly, and assertively. Personal experiences are used as a reference. Clearly applied to current parenting practices and reflects on its future application. Essay sent as an attachment.	Expresses a well-defined position, using evidence from the primary article to support opinion. Position is plausible using adequate evidence. Student addresses current or anticipated parenting practices making distinctions about the relative value of ideas. Essay sent as e-mail message without attachment.	Offers general position. Uses generalities to support position. Limited evidence from the primary source is applied to form opinion. Reflection states preferred current or anticipated parenting practices with some explanation of position. Essay faxed instead of e-mailed.	Position is vague or brief with unrelated general statements. View on issue is ambiguous. Statements tend to ramble. Reflection is partially developed. Current parenting or anticipated is nominally mentioned or missing. Essay sent through U.S. mail or hand delivered.	____X2
ORAL PRESENTATION: the effectiveness of presentation demeanor and the degree to which the student engages audience Standard: ELA 1A	Audience is engaged completely, and participating in game/discussion. Student is calm, knowledgeable, and professional in demeanor. Articulates well. Behavior enhances learning.	Audience is attentive. Student appears comfortable. May lack knowledge on some points. Clearly communicates information. Behavior does not interfere with learning.	Audience participation is spotty. Student is nervous or lacking knowledge on many points. Appears disinterested. Has difficulty explaining information. Asks yes/no questions.	Speaking is difficult to discern too quiet, mumbles. Audience is disinterested. Student’s recollection of information is spotty. Makes up information. Appears distracted and/or disinterested.	____X1

COMMENTS:

PERSUASIVE ESSAY GRAPHIC ORGANIZER

Describe the primary focus of this article:

State your opinion regarding the primary focus of this article:

Referring specifically to the article, fill in the following chart:

State issue and your opinion

Support of opinion, citing primary
article

Additional support, citing secondary sources

WHO WANTS TO BE A MILLIONAIRE? GAME SHEET

1 POINT QUESTION:

CHOICES:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

CORRECT ANSWER: ______________________________________

REASONS FOR CORRECT ANSWER: _________________________

****************************************************************************************

2 POINT QUESTION:

CHOICES:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

CORRECT ANSWER: ______________________________________

REASONS FOR CORRECT ANSWER: _________________________

****************************************************************************************

4 POINT QUESTION:

CHOICES:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

CORRECT ANSWER: ______________________________________

REASONS FOR CORRECT ANSWER: _________________________

****************************************************************************************

8 POINT QUESTION:

CHOICES:

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

CORRECT ANSWER: _________________________________________

REASONS FOR CORRECT ANSWER: ____________________________

STUDENT REFLECTIONS ON DIFFERENT AGES, STAGES, AND PAGES:
A PARENTING HYPERLINK

Answer the following questions to the best of your ability with regards to this project

What contradictions exist between my perception of parenthood and the realities of parenthood?
How can my actions make my family a healthier place to love and live?
What can I do to advocate for healthy families and children in society?
Which parts of the project “Different Ages, Stages, and Pages: A Parenting Hyperlink” did you like and why?
How do you think this project “Different Ages, Stages, and Pages: A Parenting Hyperlink” can be improved?

APPENDIX 1
DIFFERENT AGES, STAGES, AND PAGES:
A PARENTING HYPERLINK

STUDENT WORK PACKET
AGES, STAGES, AND PAGES: A PARENTING HYPERLINK ADDRESSES BY TOPIC:

STRENGTH TRAINING FOR CHILDREN:
http://kidshealth.org/parent/nutrition_fit/fitness/strength_training.html
www.oaktrees.org/fitness/kidsNweights.html

CHILDHOOD DEVELOPMENT:
www.exdgroup.com/eccd.html

BULLIES:
www.mah.org/wh_feature.html

MORAL DEVELOPMENT:
www.uic.edu/~Inucci/MoralEd/aotm/Smetana.html
www.uic.edu/~1nucci/MoralEd/overview.html

APPENDIX 2
PARENTING EDUCATION LEARNING EXPERIENCES SEQUENTIAL PLAN

Parenting Standard(s): II: Students will understand human growth and development	Grade: 9-12	Discipline: Family and Consumer Sciences
Essential Question(s):______________________________ How do adult choices in meeting the physical, intellectual, emotional, social, and spiritual needs of a child affect the child’s health?	# of lessons: __________4_____	Length of periods: 40 mins

LESSON COMPONENTS	DAY 1	DAY 2	DAY 3	DAY 4	DAY 5
Guiding Question(s)	IIE IIF IIG IIH III IIJ IIL IIN	IIE IIF IIG IIH III IIJ IIL IIN	IN IP IIG IIIK IIIL
Activities	Present Teacher Exemplar: Go over constructing questions, filling in graphic organizer, persuasive essay and rubrics Model game	Continue work on exemplar and project	Work in computer lab: Get parenting issue from online source Making attachment Creating link	-Begin unit on related content presentation (Discipline) Copy of online printout or internet link due	Continue related unit
Skills Assessed	AD.C.2 AD.C.5 AD.C.6 PG.C.3 PG.C.11	AD.C.2 AD.C.5 AD.C.6 PG.C.3 PG.C.11	DM.C.7 AD.C.5 PG.C.7 ST.C.12
Learning Standards & Performance Indicators	FCS 2A H 1A ELA 1A, 1C, 1D, 1E, 3A, 3B NFCS 15.1.3, 15.2.1, 15.2.3	FCS 2A H 1A ELA 1A,1C, 1D, 1E, 3A, 3B NFCS 15.1.3, 15.2.1, 15.2.3	FCS 2A H 1A NFCS 15.2.3
Assessment Tool(s)	Students will analyze Teacher Exemplar using Rubric: Graphic Organizer Content Questions	Students will analyze Teacher Exemplar using Rubric: Persuasive Essay Model Presentation	Student will make a practice attachment and submit to teacher.	Student will submit link of child development issue from online search to teacher.
Reflection question(s)	I A. What personal knowledge, skills, attitudes, and situational factors enhance or limit my ability to meet the responsibilities of parenting?	I A. What personal knowledge, skills, attitudes, and situational factors enhance or limit my ability to meet the responsibilities of parenting?	III A. How can my actions make my family a healthier place to love and live?	III A. How can my actions make my family a healthier place to love and live?
LESSON COMPONENTS	DAY 6	DAY 7	DAY 8	DAY 9	DAY 10
Guiding Question(s)		IP IIE IIG IIJ IIIK IIIL
Activities	Continue related unit	Student Projects due: Play game: Who Wants to Be a Millionaire?	Same as Day 7	Same as Day 7	Same as Day 7
Skills Assessed		AD.C.7 AD.C.2 CM.C.8 AD.C.6 DM.C.3 PG.C.2 DM.C.5 SM.C.2 DM.C.8 SM.C.5 DM.C.9
Learning Standards & Performance Indicators		FCS 2A CDOS3a6 H 1A ELA 1A, 3A, 1B NFCS 15.1.3, 15.1.4, 15.2.1, 15.2.3
Assessment Tool(s)		Rubric for graphic organizers Rubric for persuasive essay
Reflection question(s)		2 A. What contradictions exist between my perception of parenthood and the realities of parenthood? 3 B. What can I do to advocate for healthy families and children in society	2 A. What contradictions exist between my perception of parenthood and the realities of parenthood 3 B. What can I do to advocate for healthy families and children in society?	2 A. What contradictions exist between my perception of parenthood and the realities of parenthood 3 B. What can I do to advocate for healthy families and children in society?	2 A. What contradictions exist between my perception of parenthood and the realities of parenthood 3 B. What can I do to advocate for healthy families and children in society?

FIGURE 1: LOCAL AND REMOTE LOCATIONS

FIGURE 2: WARRENSBURG CLASSROOM

FIGURE 3: NEWCOMB CLASSROOM

FIGURE 4: WARRENSBURG STUDENT PERSPECTIVE

FIGURE 5: NEWCOMB STUDENT PERSPECTIVE

Scope of Understanding for New York State Learning Standards And Performance Indicators – Commencement Level

Family and Consumer Sciences, Health Education, English Language Arts,
and Career Development

DISCIPLINE AREA	LEARNING STANDARD	PERFORMANCE INDICATOR
Family and Consumer Sciences	Standard 2- A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.	A. Understand the stages of child development and apply this knowledge to activities designed to enrich the physical, social, mental, and emotional development of a young child.
Health	Standard 1-Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.	Understand human growth and development throughout the life cycle.
English Language Arts	Standard 1-Language for Information and Understanding: Students will read, write, listen, and speak for information and understanding.	Listening and Reading: A. Interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area courses. B. Use a combination of techniques (e.g., previewing, use of advance organizers, structural cues) to extract salient information from texts. C. Make distinctions about the relative value and significance of specific data, facts, and ideas. D. Make perceptive and well-developed connections to prior knowledge. Speaking and Writing: A. Write and present research reports, feature articles, and thesis/support papers on a variety of topics related to all school subjects. B. Support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument.
English Language Arts	Standard 3-Language for Critical analysis and Evaluation: Students will read, write, listen, and speak for critical analysis and evaluation.	Listening and Reading: A. Read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor. Speaking and Writing: A. Express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence. B. Present arguments for certain views or actions with reference to specific criteria that support the argument (e.g., an argument to purchase a particular piece of playground equipment might be based on the criteria of safety, appeal to children, durability, and low cost.)
Career Development and Occupational Studies	Standard 3a-Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. Thinking skills: 2. Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations. Technology: 5.Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants. Managing Information: 6. Information management focuses on the ability to access and use information obtained from other community resources, and computer networks.	A. Demonstrate the ability to organize and process information and apply skills in new ways. A. Apply their knowledge of technology to identify and solve problems. A. Use technology to acquire,organize, and communicate information by entering, modifying,retrieving, and storing data.

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