Design+Report+Three

=Building Citizenship through Civil Liberties = __Revisions since Report Two:__ A change to the previous report is an expansion of ideas for creating the projects that will be used in the unit. Students will be allowed to use any appropriate technique to complete the timelines and graphic organizer projects. Several computer options were given in the previous report, but students will also be given an opportunity to use poster board and other art materials if they wish. The teacher will also explain to students a wide variety of computer and internet based options for completing the requirements. Students can use various software titles to complete their work and some class time will be used to introduce several programs. The teacher will also introduce a number of online applications such as wikis, blogs, or art programs that could be used to complete the projects. The teacher can show many of the project options found on Teach Web 2.0 to find unique and quality possibilities for students. Groups will also be encouraged to use sites that they are familiar with as long as they are approved by the teacher. The many options provided should allow each student and group to find the best possible way to learn and express their knowledge to classmates.

__Goal Statement, Objectives, Task Analysis, and Report Two:__ To create a civil liberties unit that teaches students to:
 * · explain the various rights given in the first amendment.
 * · understand the limits that have been placed on free speech and religious freedoms.
 * · evaluate historical instances when liberties have been taken away in the name of security.
 * · describe the various rights of people suspected or accused of crimes in the US.
 * · value basic liberties that are important for a healthy democracy.

To view unit objectives, task analysis, and other details, view Report Two.

__Plan for One-to-One Formative Evaluation:__
 * Purpose –**

To determine the best ways to carry out the civil liberties unit described in previous reports. Specifically, this formative evaluation will evaluate the effectiveness of the Selective Incorporation Timeline projects.


 * Audience –**

Current AP US Government and Politics students will be used in this evaluation. The results of the evaluation will be used for the teacher to improve the unit. A class of 15 students will complete the mini-lesson. This is one of the three AP classes described in the project.


 * Issues –**


 * Will the students understand the instructions well enough to do a good job?
 * Will students be able to locate appropriate examples for their timelines using the textbook and internet?
 * Will students be comfortable creating the project on the suggested computer applications?


 * Resources –**


 * Timeline project instructions and rubric
 * Class textbooks
 * Laptops with internet access
 * Interview questions


 * Evidence –**


 * Student understanding of material.
 * Student success in completing the assignment.
 * Student opinions about the assignment.
 * Student suggestions for the assignment.


 * Data-Gathering Techniques –**


 * Observations of students.
 * Questionnaire about the assignment.
 * Informal discussion about the assignment.


 * Analysis –**


 * Record observations and information from discussions.
 * Record the results from the questionnaire.


 * Reporting –**

Results will be reported on this report.


 * Procedure –**


 * 1) A small group of AP students will be asked to complete a mini-lesson about civil liberties.
 * 2) The teacher will explain that the purpose of the lesson will be to improve the upcoming lesson.
 * 3) Students will be given laptops, instructions, and a rubric for the assignment.
 * 4) The groups will begin to familiarize themselves with the assignment and assemble a small group of items for a timeline.
 * 5) The groups will then choose a computer application to create their timelines on and begin to assemble the project.
 * 6) Throughout the process, the teacher will ask students for feedback related to the purposes of the evaluation.
 * 7) After the mini-timelines are taking shape, students will take a survey about the work and the teacher will again ask verbally for student feedback.

__Instructions/Rubric:__

Below is the assignment and rubric that students will receive.



__Assessment/Survey:__ As the students complete the timeline, they will answer the following questions. //Student Survey – Selective Incorporation Timeline assignment//

//Please answer the following questions and also provide suggestions and feedback about each category.//


 * 1) //Were the directions easy to understand?//
 * 2) //Does the assignment clearly explain the concept of incorporation?//
 * 3) //Would you like to complete this work as a class assignment?//
 * 4) //What suggestions do you have for the assignment?//

__Results of One-to-One Evaluation:__

By observing the students completing the evaluation, the teacher felt like the assignment went well overall. Students got to work quickly and helped one another understand the instructions and content. The groups found quality examples in the textbook and online and worked very well on the various computer applications used. All students were successful in completing the work and seemed to take an interest in the content. They also seemed to have a good attitude. Informal discussions with the students and groups confirmed the observations listed above. Students liked the assignment and asked for some minor clarifications on the instructions. The choices offered to complete the assignment were appreciated by students. The class was quickly able to explain the concept of selective incorporation. Below are the results of the student surveys that were taken during instruction: As a result of the evaluation, the following changes will be made to the project:
 * Question || Responses ||
 * Were the directions easy to understand? || * 11/15 students said the instructions were easy to understand.
 * 2 indicated that they were “pretty much” clear without further feedback.
 * 1 one said that they were somewhat confusing without further feedback.
 * 1 suggested more instructions about what the 10 items on the timeline should be. ||
 * Does the assignment clearly explain the concept of incorporation? || * 9/15 students said that the concept was clearly explained in the assignment and during the teacher’s instruction.
 * 5 students stated that the concept needs more explanation or could be clearer.
 * 1 student wrote that they did not understand the concept. ||
 * Would you like to complete this work as a class assignment? || * 10/15 said yes, several mentioned that completing the whole assignment would take several days.
 * 2 students said no.
 * 3 students did not answer this question and one said “maybe”. ||
 * What suggestions do you have for the assignment? || * 4/15 students had no suggestions.
 * 3 asked that incorporation be explained more. Other suggestions by one or two students are listed below.
 * Break up the instructions into more manageable pieces.
 * Make it worth more points.
 * Spend more time explaining incorporation.
 * Explain expectations for citations.
 * Recommend websites for the project.
 * Do not rush the project.
 * Allow enough time for the project to be completed. ||
 * · Instructions will be broken down into smaller, easier to understand sections.
 * · More time will be spent on introducing the concept of selective incorporation. This will include a general reading assignment about the topic that will be followed by a discussion.
 * · Instructions will include a discussion about finding quality online sources and the expectations for citations in the project.
 * · A significant amount of time must be set aside for the whole project to be completed. This could be 3-4 class days plus outside work.

__Materials and Assessments for Small Group Evaluation:__
 * Learners –**

A small group of AP Government students will be asked to participate in a trial run of the Search Graphic Organizer assignment. Learners will include 16 11th graders in one of the three classes described previously in this project. They will be from a different class than the one-to-one evaluation.


 * Focus –**

What do students see as strengths of the assignment? What do students see as weaknesses of the assignment? What suggestions do students have regarding the assignment?


 * Materials –**


 * AP Textbook
 * Assignment instructions
 * Laptops with internet access
 * Student surveys


 * Instruments for evaluation –**


 * Students will take a survey at the conclusion of their work.
 * The teacher will make observations as the students are completing the assignment.


 * Process –**


 * 1) A small group of students will be given the materials and instructions to complete the Search Graphic Organizer assignment. The teacher will explain the process as he plans to during the actual unit.
 * 2) Students will work on the graphic organizer with minimal interference from the teacher. He will be available to answer questions, but will not ask students for feedback during the assignment.
 * 3) Students will complete a small graphic organizer in comparison to the actual assignment. They will only be asked to explain part of the search process.
 * 4) After students have completed the lesson, they will complete surveys asking for feedback about likes, dislikes, and suggestions.

__Instructions/Rubric:__

Below is the assignment and rubric that students will receive.

__Assessment/Survey:__ After students complete the process listed above, the following questions will be answered. //Student Survey – Search Graphic Organizer//

//Please answer the following prompts in as much detail as possible.//


 * 1) //List the strengths of this assignment://
 * 2) //List the weaknesses of this assignment://
 * 3) //List suggestions for this assignment://

__Summary of Small Group Evaluation:__

The small group evaluation ran very well. Students were able to locate the appropriate information from their textbooks and create quality graphic organizers. It was a more simple assignment compared to the one-to-one evaluation and students worked very quickly. At the beginning, some students did struggle initially finding the textbook information and if this assignment was completed in its full version more clear directions would be given. The groups worked well together and seemed very comfortable with the technology made available to them. The students seemed to like the project and had a strong understanding of the limited content at the end of the assignment. The survey data listed below confirms a student interest in the assignment and includes some quality feedback.

__Discussion of Small Group Data:__

Below are student responses to survey questions. Chance to compare ideas in groups Knowledge gained Interesting/Fun Chance for students to express opinions Clear rubric Hands-On/Interactive Detailed Allows for creativity Builds citizenship || Time consuming Distractions in groups Online information can be confusing Students do not like presentations Filling out charts is boring Difficult to grade Students learn better from teacher, not other students. || Use outside resources for information More points Show video clips “cops” Longer presentations || The information collected showed that the graphic organizer is an assignment that many students are interested in completing. They like the opportunity for creativity and find it a fun assignment. The weaknesses discussed by some students are the strengths of the assignment to others. Like any assignment, the organizer will appeal to certain learning styles more than others. For example, some students wanted more time to present and others wanted no presentation. The suggestions provided perhaps the most useful feedback. One good idea was the incorporation of media that demonstrates the rights of people accused of crimes. A student suggested showing clips from the show “cops.” Several other students felt that the incorporation of outside sources beyond the textbook would be a welcome addition. The assignment could certainly be an effective part of the instructional unit, and although students suggested adding to the requirements, additions would have to be very limited due to time constraints.
 * Prompt || Responses ||
 * List the strengths of this assignment || Learning about out rights
 * List the weaknesses of this assignment || Graphic Organizers not preferred
 * List suggestions for this assignment || No presentations

__Revisions for Instruction and Assessment:__ The one-to-one and small group evaluations both provided quality information about the civil liberties unit. Both project based assignments worked well overall but the work revealed minor issues that must be addressed. Both assignments would have to have more refined instructions for students to read before they begin their work. The teacher will also have to spend more time discussing concepts and expectations before the students start working. This should include the use of media such as video to help teach the introductory content. The teacher must spend time with all groups throughout the projects ensuring that everyone is on the right track. Proper citations will also need to be discussed in the type of assignments explained. Students need to get in the habit of giving credit for the work of others. The many options given to students to complete the projects seemed to be popular and an effective way to meet the needs of all students, but a little more time could be spent explaining the options. When the full assignments are given, enough time must be set aside for students to do a good job meeting the requirements.

__Relevant Current References:__

Botturi, L. (2003). Instructional Design & Learning Technology Standard. //ICeF - Quaderni// //dell’Istituto//, 9. Retrieved from []

Hannafin, M.J., & Land, S.M. (1997). The Foundations and Assumptions of Technology-Enhanced Student-Centered Learning Environments. //Instructional Science, 25,// 167-202. Retrieved from [|http://web.utk.edu/~mperkin2/hannafin.pdf]

Hoefler, J.M. (2010). Connecting with Students in AP US Government and Politics Using the Web. //The College Board.// Retrieved from []

Matheson, S., Phelan, W., Conneen, A., & Moore, M. (2007). Special Focus: The Incorporation Doctrine. //The College Board.// Retrieved from []

Merrill, M.D. (2007). A Task-Centered Instructional Strategy. //Journal of Research on Technology in Education, 40//(1). Retrieved from []

Ritchie, D.C., & Hoffman, B. (1997). Incorporating Instructional Design Principles with the World Wide Web. //Web-Based Instruction,// 135-138. Retrieved from []

Spector, J.M. (2001). Philosophical Implications for the Design of Instruction. //Instructional Science, 29//, 381-402. Retrieved from []