USB Capstone Project Ed Cafe Objective: Students will work with a partner to choose a topic related to current issues

related to topics discussed in US B and design and facilitate a mini presentation and discussion to be held at a session for an Ed Cafe. Why: Through this project student will develop questions and construct ideas based on interests, practice presentation skills in low-risk settings, lead discussions of peers and adults, refine personal note taking in an authentic setting generate own paper topics. (whatisanedcafe.wordpress.com) Norms: Students must stand to present their topic Students must thoughtfully and respectfully engage in discussion Facilitators must show respect to students by being prepared and well informed on their topic Choose your topic by interest and not by friend group Facilitators must have a take-away a So what! at the end of their discussion Required Elements: Each team must Complete the graphic organizer to prepare to present on their chosen topic Find three articles (online or in print) that are related to your topic. Post two of those articles on the Blog on the website: www.mrsfoleyismyfavoriteteacher.weebly.com Act as a facilitator for your session, bring copies of your assigned article and be prepared to run a discussion on your topic! You are the teacher, the expert! Five to seven pages of notes on your chosen topic, which are handed in on the day of your session Attend and participate in at least 6 other sessions. Create some sort of advertising for your Ed Caf Session (Weebly, Powtoon, Prezi, Google Map, Online Timeline) Try out one of the Web 2.0 Tools on the website. Procedure: 1. Choose a partner and decide on a topic related to a current issue related to the scope of topics covered in this course 2. Add your topic to the Ed Cafe Schedule . You can find a link to the Google form on the website. You really need to sell your topic! You want people to come to your session! 3. Find three articles, online or in print, read and take notes on your articles. 4. Post two of those articles onto the Blog and add a link to the final one to the Ed Cafe Schedule. The third article will be assigned to all people who participate in your Ed Cafe. 5. Conduct research on your topic. You must become an expert! Plus, you are required to have 5-7 pgs of notes. 6. Complete the graphic organizer 7. Run your class! Be prepared and have fun! Bask in the glory of having really learned something! Timeline: Required Element: Choose a topic and a partner Add your topic to the Ed Cafe schedule form Find three articles and take notes on them (1 pg notes) Add two of your articles to the blog on the website Conduct additional research to supplement your discussion (1 pg notes) Complete advertisement, add a link to the Ed Caf Schedule form and present to the class Due Date:

Complete the provided graphic organizer Read and comment on at least two articles that interest you that have been posted on the blog. Run your session and hand in your notes

Leading an EdCafe Rubric Exceeding Discussion Questions Overview of topic 7-10 effective discussion questions developed 30 second ad to the class about your topic that shows topic development and presents interesting details to encourage attendance at your Ed Caf. Background speech is given that sets the groundwork for your Ed Cafe. Shows sophisticated analysis of the topic, and includes necessary and accurate information for participants to begin discussion. 1 meaningful take away from the discussion that would encourage further concern about the topic Effectively leads a discussion by engaging all group members. 5-7 pages of prepared notes are turned in after the EdCafe is completed

____/4.0 Meeting 7 discussion questions developed 30 second ad to the class. Shows some topic development and presents some details that encourages attendance at your Ed Caf. Background speech provided that sets the groundwork for your Ed Caf. Shows some analysis of the topic and provides participants with accurate information to engage in discussion.

Approaching

______/50 Beginning Less than 5 effective discussion questions Advertisement provides little to no detail, or topic development.

5-6 effective discussion questions developed Advertisement is brief, and lacks topic development.

Introduction to small group

Background speech is provided, but shows minimal analysis of historical topic. Speech is too brief to provide adequate historical information for discussion participants.

Does not provide background speech, or speech that is provided is inadequate for providing information to participants. Shows no analysis. Takeaway is simplistic and would not further concern about the topic

Takeaway

Leadership

Leads a discussion by engaging most group members. 5 pages of prepared notes are turned in after the EdCafe is completed ____/4.0 Meeting Attendance at 5 other EdCafes Highly vocal in most sessions, encourages others to speak

Leads a discussion but does not engage most of the group. 4 pages of prepared notes are turned in after the EdCafe is completed

Is ineffective in leading a discussion.

Notes

Less than 3 pages of prepared notes are turned in after the EdCafe is completed ______/50 Beginning Attendance at less than 4 other EdCafes Does not add to discussion

Participating in EdCafes Rubric Exceeding Attendance Participation Attendance at 6 other EdCafes Highly vocal in all sessions, encourages others to speak

Approaching Attendance at 4 other EdCafes Vocal in most sessions

Advertising for EdCafeRubric

______/4.0

________/100

Criteria

Advanced Excellent Student or group has expressed a unique understanding of the content that goes beyond the text through careful attention to the essential questions and/or enduring understandings Skillfully and consistently demonstrates an exceptional understanding of historical significance, cause and effect relationships, displays cultural and social sensitivity Work is highly creative and inventive, displays careful planning and out-of-thebox critical thinking simultaneously Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline

Proficient Very Good Standard Student or group has expressed an understanding of the content that goes beyond the text through their attention to the essential questions and/or enduring understandings Consistently demonstrates an thoughtful understanding of historical significance, cause and effect relationship, and cultural and social sensitivity Work is creative and inventive, displays careful planning and outof-the-box critical thinking

Acceptable Student or group has expressed an acceptable understanding of the content by responding to the essential questions or enduring understandings Demonstrates an understanding of historical significance, cause and effect relationship, and cultural and social sensitivity

Needs Improvement Poor Student or group has displayed a limited understanding of the content and remains relatively within the confines of the text

Failing Score Missing required content

Content

Analysis

Attempts to No analysis display historical significance, cause and effect relationship and cultural and social sensitivity

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline

Work is acceptably creative and inventive and shows some planning and critical thinking; uses some ideas borrowed from other sources Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline

Originality

Attempts to be creative or inventive, but mostly mimics ideas borrowed from others

Original thought not demonstrated

Accuracy

Demonstrates an attempt to use sources to support ideas in the writing

Makes no attempt to use sources to support ideas in the writing