Project+Specs,+The+Change+Project

=Project Specs: Marc Aronson Author Study & The Change Project=

Overview of the Project
The goal of the project is to explore a wide range of informational / nonfiction text that has relevance for teaching for social justice and positive social change. There are three stages or components: 1) Working with a small group( Bittersweet CCI) using Aronson's Sugar Changed the World as the anchor book; 2) Designing your own CCI, and 3) Contributing to a structured interview (pre- by submitting original, reflective questions for Aronson) during (contributing actively and generously to the interview with Aronson.

__Description__
Our whole class will read and participate in a Collaborative Critical Inquiry on economics and social justice, "Is universal equity possible?"using Aronson's book, Sugar Changed the World as our "anchor book." Triads (a core of three NCSU students and then interested Open students may join in) will construct a question related to this big question and research, curate (via wiki, etc.), and then produce a creative contribution to share with our class. These will be shared in class on Thursday, October 18.
 * Stage 1: Bittersweet CCI**

Triads (again, a core of three NCSU students with Open students joining in) will construct a question related to social change and choose one of Aronson's books as an anchor book. They will be charged with creating a CCI complete with a wiki site on which they present their big question, curate the resources they have researched, and suggest activities for engaging students in an inquiry to find their own answers to the big question while engaging in research looking for multiple perspectives, critical evaluation of resources, curating, and production of creative contributions. And, finally, evaluating the group’s work (process and product). These projects will be shared during our Thursday, Nov. 8. class. We'll also finalize our structured interview for Aronson during this class.
 * Stage 2:** **Design Own CCI**

We'll culminate the project on Thursday, November 15, when we interview Marc Aronson about his work and insights on the YA lit as a motivation for change.
 * Stage 3:** **Interview Marc Aronson**

__Specific Course Objectives__
1.1 Apply learning theories to instructional design including social constructivism, multiple intelligences, Revised Bloom’s Taxonomy, creativity and engagement. 1.2 Apply reader response theory to instructional design 1.3 Apply critical literacy to instructional design and current issues in YAL 1.4 Explain the critical literacy and social justice connection and how literature can serve as a bridge 1.5 Design learning experiences that operationalize the teaching of creativity 1.6 Use technology and media to engage students and help them develop new literacies and communication skills.

Exemplars for Creative Contributions from Groups (Remember that these may also be live performances or participatory activities):
See Collaborative Bookcasts Exemplars. . . The Orange Houses – [] The Arrival -- [] The Wall -- [] Stitches -- [] Persepolis -- []

Author Study & The Change Project Directions Checklist
Stage 1 1. Join with two other NCSU colleagues and interested Open students to create a challenging question that is inspired by the big question, " Is universal equity possible?" 2. Research being sure to represent multiple perspectives and conduct a critical evaluation of all resources. 3. Design a creative contribution sharing the results of your inquiry. Present this to the class. 4. Curate your research and results on a wiki project page (see The 2012 Change Project ). Include a reflective essay on your group's approach to the research.

Stage 2
 * 1) Research an Aronson book you think has potential as an anchor book for a study related to a big question about universal equity and pitch it to the whole class to attract at least two other readers to join you. Or select from books already pitched to form a club. Pitches can be tweeted, blogged, whatever works for you.
 * 2) Set a mutually convenient time to meet in Second Life after all have read the book. Refine your question and organize for creating the project wiki page.
 * 3) Prepare for your meeting in Second Life by developing a wiki or Google Docs page for organizing and temporary curation. You may also want to add a Diigo Group.
 * 4) Meet in Second Life and participate fully in discussion.
 * 5) After discussion, collaborate with the group to produce a creative contribution inspired by the group’s experience that each member will post to his/her portfolio blog and that the club will post to a page in The Change Project Wiki or create a new wiki. This wiki page should include the publishing information about the book, relevance to The Change Project (big questions/themes), related books, and other resources, ideas/activities the group discussed, and the creative contributions.
 * 6) Reflect and self-assess in your Reflective Assessment Process(RAP). Be sure to use the Author Study/CCI rubric and Peer-Review Rubric.

Stage 3
 * 1) Prepare original and innovative questions for Aronson.
 * 2) Post these to Aronson's Question Wall.
 * 3) Actively participate and generously contribute to the LIVE Class interview of Aronson.
 * 4) Reflect and self-assess in your Reflective Assessment Process (RAP).

Author Study and CCI Rubric: Target (5 pts. per Book Club for total of 10 pts.)
Inquiry question is compelling and relevant to curriculum-learning and the project theme of defining social justice and individual responsibility for social justice.
 * Criteria || Self-Assessment || Instructor's Comments or Points for Development ||
 * CONTRIBUTIONS TO THE CHANGE PROJECT, Stage 1, BITTERSWEET CCI ||  ||   ||
 * * Inquiry question is compelling and relevant to the big question of universal equity.
 * Resources shared in wiki project represent multiple perspectives and are critically evaluated.
 * Collaborative contribution presented in wiki project and in seminar is insightful and well-presented.
 * Small group work is successful with everyone supportive and contributing equally. ||  ||   ||
 * CONTRIBUTIONS TO CCI DESIGNED FOR ANOTHER ARONSON BOOK, THE CHANGE PROJECT, PART 2
 * CONTRIBUTIONS TO CCI DESIGNED FOR ANOTHER ARONSON BOOK, THE CHANGE PROJECT, PART 2

CCI concept encourages student engagement in higher-level thinking.

Presentation of CCI on wiki project includes additional resources that represent multiple perspectives and are critically evaluated.

Creative contribution to LIVE Class is engaging and compelling.

Small group work is successful with everyone supportive and contributing equally. ||  ||   || Self-assessment is reflective and addresses individual and group process & product.
 * SELF-ASSESSMENt ||  ||   ||

Please use this rubric to reflect on your contributions to your Collaborative Critical Inquiry group and those of the members of your group.
 * || ** Book Club Self- and Peer- Review Rubric ** ||  ||
 * ** CATEGORY ** || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** || ** Review of: ** ||
 * ** Contributions ** || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. || Score: ||
 * ** Time-management ** || Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. || Score: ||
 * ** Preparedness ** || Brings needed materials to cclub and is always ready to work. || Almost always brings needed materials to club and is ready to work. || Almost always brings needed materials but sometimes needs to settle down and get to work || Often forgets needed materials or is rarely ready to get to work. || Score: ||
 * ** Attitude ** || Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). || Score: ||
 * ** Working with Others ** || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Motivates others to do their best. Is someone you’d like to work with again. || Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. || Score: ||
 * ** Quality of Work ** || Provides work of the high quality that is creative and innovative. || Provides high quality work. || Provides work that is adequate. || Provides work that is weak in some facet of the requirements. || Score:


 * Total: ** ||