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SED 464 Signature Assignment

Innovation Grant Proposal Template

based off of the

Arizona Technology in Education Association (AzTEA) and CenturyLink

Innovation in Classroom Technology Integration (ICTI) Grant

2015-2016 Project Proposal Template

Campaign.

Jesus Gonzalez

Arizona State University

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Maryvale High School is located just north of 75th Ave. and Thomas, the edge of West

Phoenix. Maryvale is one of the 15 high schools that make up Phoenix Union High School

District(PUSHD). Each classroom is set up according to the Teacher’s preference; however, I

will specifically describe my United States history Internship class. Entering the room, your

eyes adjust to all the maps, pictures of important historic figures, and motivational phrases

around the room. Anything ranging from the New England Map to a poster portraying

propaganda had the opportunity to be placed on the walls. The desks were lined in rows facing

the wide white board that stretched across the wall.

The total enrollment currently at Maryvale is approximately 3,037 students. Out of those

3,037 students, 97% are minority. After a simple equation, the total number of minorities is

around 2,945. The total number of economically disadvantage students, this includes free or

reduced lunch, rounds up to 83%. The students participating in AP programs estimates up to

20%. After another calculation, that only leaves 607 students actively taking advantage of the

AP program Trevor G. Browne provides. The total graduation rate for Maryvale rounds up to

80% of the student’s population; this number does not account for students who moved away.

The technology inside our classroom were lack lustered and unimpressive. Outside the

classroom, the students have access to computers in the library. The teachers have the bare

minimum that consist of a computer and projector. If the educator need it, they can have a

classroom set of laptops for the day or reserve the computer room for the day. Some classes

have the luxury to have clickers in their classroom and a smart board. Although the teachers

have access to these computers, they each come with limitation. The instructor follows

procedures that could take up an extraordinary amount of time to acquire laptops or the computer

room to help enhance the lesson. Going through a lengthy process often discouraged teachers to
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implement technology into their lesson and rely on the textbook for information. It would be

extremely convenient for each student, or each pair of students, to have access to lap tops to not

only help the teacher, but the students as well.

For any project, students need access to the internet for information. Having to rely on

outside resources for computer access can potentially discourage educators to implement projects

in their classroom. Having a personal classroom set of laptops in my classroom opens up the

window of endless opportunity. Not only can I have reliable internet access in a title 1 school for

my students, but also I can create many lessons involving technology. My project base learning

assignment involves the students constantly searching for information and writing it all out in an

essay for me to grade. The laptops are great tools for creating a presentation tool for their final

assignment about putting all the information they discover and presenting to the class.

My project base learning involves students addressing three problems that relate to them

in their community: school wide, county wide, city wide, nationwide and finding solutions for

these problems. The students will then create a campaign using these three problems to gain the

public’s interest to earn a seat in the senate or in the oval office. Also, they will construct an

illustration of them through media: video, picture, or poster. The students will write a proposal

towards a person or company to help fund their campaign and emphasizing their goal of their

campaign. At the end, the students will compare their campaign towards a historical or present

campaign to give a comparison or contrast.

The standards associated with my project base learning is SS-HS-strand 1-concept 10-

PO1,2. Standard PO1 states “describe current events using information from class discussions

and various resources (e.g., newspapers, magazines, television, Internet, books, maps)”.

Standard PO2 states “Identify the connection between current and historical events and issues
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using information from class discussions and various resources (e.g., newspapers, magazines,

television, Internet, books, maps)”. This project base learning assignment will cover the entire

unit at the end by evaluating big picture problems, or small, that relate to their lives and compare

it historically as well.

My technology standard I chose was TS-Grade (9-12)-strand 1-concept 1-PO1. This

technology standard states “analyze, evaluate, and synthesize information to generate new ideas,

processes, or products”. Students will have the opportunity to utilize their lap tops to gain access

to information about their problems, proposal, or how they wish to create their media tool and

transform the information to their original idea.

In the beginning of the project I will present a model containing all the information I am

expecting from the students. I will have a sheet a paper containing all the important check points

for the project and the dates indicating when a piece is due. I will give time in class to gather,

generate, or elaborate on ideas and hopefully have a rough idea on what direction every student

is heading. For an example, I would conclude that each student is comfortable with the idea of

media but lack the comprehension about the three problems they want to address. Inevitably, I

will focus most of my attention on that specific piece

During the project I will give specific examples of what I am expecting before every

check point. For an example, indicating three problems with their community I will give my

three problems with my community. I will address the issue of the roads not being maintained,

the issue with the testing system within our district, or even as small as the food in the cafeteria.

My hopes of giving these problems is that it will open their minds or direct them in the right

path. These problems are the center focus of their campaign. They could also venture out to

national topics: such as abortion, welfare, taxes. I could also have an open discussion and write
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some problems on the board the students have contemplated. Addressing problems allows them

to venture out to their community, with no limitation, and hope to spark an interest to make a

difference, while understanding their community. I will ask the students to construct a four

paragraph essay involving their community, their problems and solutions, with two credible

resources. I will cover the format for the paper, my view on grammar, and how to properly cite

sources within the text.

When we reach the media portion, I will have multiple media tools illustrating myself

through video, poster, or even memes. Each of these tools must contain a slogan that captures

their personality. Giving them these options ensures me they will find what media best suits

them. My video could potentially contain a visual reputation of one problem, the bad roads in

our community for an example. My poster could contain a repulsive image of our cafeteria food.

My meme could contain a problem and address it through a joke. For an example, I could have a

picture of a stress student taking a test with captions saying “good thing I voted for (name), or

this could be me”. Along with the media, I will ask them to write a brief description, three

paragraphs or more, of themselves, a slogan for their campaign and their hopes for their

campaign as a biography for the public. Students will have the correct background knowledge

about media from covering propaganda during WWII unit. They will also be introduced on how

to navigate these media tools as well.

When we come around to the proposal, I will have a model of my own proposal for a

loan made out to Bill Gates. It will address the significant of the person or company, who I am,

my three problems, my solutions. Including these main topics, I will also briefly describe my

expectation of their paper, formatting and grammar, since I covered my expectation during the
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first portion of the project. My hopes are that they will write what they passionately feel about

themselves and their community.

The finally piece of the project involves comparing or contrasting their campaign to a

different campaign in the past or present. Following my consistently from before, I will have a

model of my expectation for this portion of the project as well. Through researching old or

present campaigns, I hope the students realize how similar today issues relates to the problems in

the past as well. If they choice a present campaign, I hope they realize how drastic these issues

are. The students will write an essay that compares and/or contrast a campaign and how they still

or do not see the issues today.

My time span for this project falls under two months. Each section, I will allow them to

work with each other on their laptops to start on their work. As the teacher, I will walk around

and make sure everyone is on task by observing their computer screens, hearing their

conversation, and answering/asking students questions about their progress. They rest of the

time between that day and the due date solely relies on their action. Self-regulation is a key

factor in life and my hopes of my project base learning assignment is allowing them to

understand how essential self-regulation is for the future.

For ESL, special-need students, or students with diverse learning styles, I will have a

different worksheet of introduction that tends to more of their needs. For ESL I could also say

what other problems in the school would you address to help your academic career, even outside

of school. Or for a special needs student I could also say what’s one thing you would change

outside of school or inside the school that suits your needs.

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The students will be given a date where they will present their campaign to the class and

illustrate and discuss what they learn through their project. As the teacher, I will closely pay

attention to their hard copy information and their presentation to see if the information matches.

At the end of their presentation, the class will be open for questions and afterwards I will

comment on their campaign.

The impact this project will have on the students and the teacher is the feeling for a

change. My hopes are for the student to have the urge and a plan to make a change to the

community and understand what I can do, as a teacher, to improve future students’ lives.

Inquiry Based Lesson Plan

Teachers: Jesus Gonzalez

Standard :SS-HS-Strand 1-Concept 10-PO 1,2

 Describe current events using information from class discussions and various resources (e.g., newspapers,
magazines, television, Internet, books, maps).

Objective (Explicit):

 Students will analyze three problems in their community, city, or nationwide and examine three solutions for
each problem to form the basis of their campaign.

Evidence of Mastery (Measurable): Students will complete a worksheet containing three problems and
solution and share their thoughts with the class.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will analyze current events and debate with the class on their point of view.

Key vocabulary:

-nationwide topic

- critical think

-elaborate.
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Engage (Make content and learning relevant to real life and connect to student interest)

I will open up the class with a concerning topic and ask the students opinion about that said topic to get
gears turning and to help me understand what topics they are interested in. Then each student will write down
major topics on the board so the class will have a general idea of what I am looking for.

Teacher Will: Generate ideas by asking

questions that challenge students thinking.
Explore

Co-Teaching Strategy/Differentiation: I will spend more time on students who need more time. I
will twist my questions more towards their needs in the world.

Teacher Will: Justify their ideas and help

develop a plan, or solution, for each individual
Explain

students

Co-Teaching Strategy/Differentiation: For differentiation within my lesson, I will spend more time
for students who have trouble grasping the content.

Teacher Will: Expanding their idea and help

Elaborate

map out how their campaign will look like.

Co-Teaching Strategy/Differentiation: For the diverse learners, I will have visual examples on my
model of my three problems to guide them in the right direction.

Evaluate: My assessment on their three problems will be found in a rubric that shows my expectation for the
project. The three problems are one part of the whole project.

Budget

Item and Quantity Individual Item Cost Item Cost

Acer Chromebook 15.6- $210 $7,560

inch Laptop

UNIVAULT-36-PDC $2,000 $2,000

Charging Cart for 36
Chromebooks and Tablets

Total=$9,560
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For my $10,000, I would invest the money into 36 google chrome laptops. Each laptop

will cost approximately $210 dollars. Originally, the laptops were $200 dollars but I rounded up

to $10 for taxes. To receive 36 google chrome laptops, that will come up to $7,560.

With the remaining $2,000 dollars, I will invest in a storage cabinet specifically for these

laptops. The storage cabinet will come with a place to charge the laptops and preserve the

condition of each individual chrome book. I found both these items on Amazon.com.

These items will help me through my project base learning by allowing the students to

have complete access to the information they need. Having lap tops on hand will give students

opportunity to complete certain steps and encourage those students who do not own a computer

at home. It gives each student a fair chance. The cart is there to insure the condition of each

individual lap top. With a storage space, these lap tops will survive future classrooms and

continue to be a reliable resource.