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I've seen life and I've seen death
Lived the worst and died the best
From all I've seen of light and dark
How can I tell the right from wrong?
My greatest fear is to just let go
of all I fear and all I know.

Behind the illusion I see with my good eye
Is a world where laughter is often cried
The gentle cries are duly laughed
behind a shame of sorrowed craft.

I can't tell anymore who to trust

Not myself around you, I'm full of lust
Not the bankers with our money, they're a greedy bunch
Not the government with laws, they live injustice
Not the preacher with their culture wars, hypocrits
Not the father with his child,
Not the mother hiding false smiles,
So for now I'll trust in me
So for now I'll be, just be
My own role Model.

Description of learners: social background, experiential background, developmental level, motivation, knowledge level, and learning style

Through my four years of working with children from the ages of 10-16, I have conducted many formal and non-formal interviews with them about education and life in general. My findings show that the discussions varied as much as the individual. I found one truth to be highly self-evident: everyone likes to learn something new, especially if it is presented in a non intimidating fashion such as through the arts, multimedia displays or humor. No matter what the situation, everyone wants a little better for themselves, particularly if the source of dissemination of guiding ascension is trusted. Who better to trust than themselves with their own education, and that is what college is all about.

The students targeted for this presentation are all grades 6-12th. More specifically, these students are minority groups that include all races and ethnicities predominantly those who are placed at risk. This video will still be highly beneficial to all students any age or category notwithstanding. These learners are placed at risk by any of these factors that are mutually non exclusive: lower S.E.S., lower parental academic achievement and or low standardized test scores in reading, writing, math and science. They all also share in common their humanity: with the same level of fear and hate as well as love and compassion found in the rainbow that is human experience and as such, this video will explore artistically these diverse avenues for them.

After two years of careful observation (my main needs analysis tool) I have concluded that many placed at risk children generally view college as “not for them” either because of some association with their current socio-economic status, possibly in relation to their parent’s education, or through adverse social interactions. Also, possible achievement gaps may affect their own personal interest in continuing education. Many students feel that they don’t study anything interesting in secondary school, so “why keep wasting their time?” Many students have also shown very little knowledge about college and the process of getting into a college or university, as well as financing this life development. The majority know about scholarships, but not about grants, subsidies, funds and other investment tools that exist in society to foster and develop education for everyone, regardless of grades, economic status, social paradigms or any other factor.

Many placed at risk students also come from an environment that not only lacks fostering of educational ambitions4, but in fact and deed, castigates those who show ambition. These students nonetheless are bright, capable and enthusiastic about their futures and with proper guidance and understanding, can in fact not be relegated to a proverbial backseat in life, but to become the captains of their own vessels, in deed admirals of the scholarly seas.

Rationale for Goals

EVEN MORE IMPORTANT

This video project is designed to give all children (age 10-16) that are placed at risk (whether from low S.E.S., lesser parental education, lower standardized test scores) a different view of the collegiate experience in order that they may increase their collective attendance in higher learning institutions as well as to acquaint them with higher learning in general, particularly in nontraditional ways. Many children of this generation learn through a visual or tactile intelligence modality and providing them with an alternative to college brochures (which they do not access) will benefit them and our community. I believe higher learning is often the missing step in upward social mobility and therefore is crucial to social and class integration. This demographic (varied in race, gender, language, ethnicity and culture though often African American in southern states, particularly here in Alachua County, Florida) of students has been, for whatever reason, shown to have lower numbers of college attendees than other groups with higher S.E.S. The goal of this video is to ‘show’ these children the range of positive experiences that can be garnered from a higher education and allow them to re-“think about college”. This video will be an informative introduction into college life and will share the real life experiences of those that are in college (of varied backgrounds) with middle school children.

Summary of Materials

I. Pre-instructional Materials THESE FOLLOW IN POSTS
BELOW

A. Parent Teacher letter

B. Video waiver form

C. Proper communication and acquisition of approval for project with relevant administrators, teachers, parents and support staff. Due to the nature of my relationship with Lincoln Middle School, this is being conducted on the phone.

II. Instruments for Small Group Evaluations

A. Pre/Post Test Questionnaire for measuring behavioral growth and conceptual growth also known as a reactional evaluation and a learning evaluation. Assesses the level of knowledge gained by learner as well as measuring behavioral changes learner has experienced.

B. Small Group Evaluation: this evaluation measures reactions to each segment of the video/field trip portion of the experience.

III. Materials Needed for Actualization of
Project

1. CROP (Collegiate Reach Out Program) VAN: CROP has a 14 person van used for transporting children from middle schools to the University for their CROP program. I have worked for and spoken with the Director of CROP (Bobby Welch) for access to this van.
2. ALLIANCE VAN: The alliance van has similar access for use by Faculty and their staff, for transportation. Vicky Vallence is the Director of Alliance. they have a 8 person van for use by UF members.
3. VIDEO EQUIPMENT: The University's College of Education provides labtops, cameras, video recording equipment, microphones, cases, lights, editing software and hardware for use by any student.
4. ACCESS TO UF FACILITIES: The Reitz Union, the recreation center, the Gyms and Computer Rooms will be contacted on field trip days in case any special arrangments need to be made. Also: the University's Main Colleges will be contacted in the events that they may provide tours and/or other unique opportunities for our learners.
5. ACCESS TO STUDENTS: Contact with local middle schools will be a priority in order to garner support for this endeavor. Lincoln Middle School will be our model school and we shall expand from there.



This video will be shown in a wide array of classrooms, lecture halls, auditoriums offices and non-formal settings with an even wider diversity of physical, social and resource elements. One thing can be said of all of these various locations and their resources: educators, parents and children recognize that they are not enough. Our educational facilities, particularly for placed at risk youth, are inadequate, a factor that will not impede dissemination of this video, as most facilities do have a T.V. in each classroom, if not in the media center.

One setting that will be constant will be that of the University of Florida. Hopefully, as a part of any college field trip, the students visiting can get a different feel for the University through this video presentation, hopefully, before touring the campus themselves (as it may prove energizing and comforting). The material resources at the University easily outdo those of any high school found within Alachua County.

Summary of strategies

Summary of Strategies:

Modeling positive and open behavior on the field trip is key to providing proper guidance for this activity. The students will be engaged in experiential learning, providing the most authentic and hands on type of activity available in learning strategies. This project uses a mPBL (Modified Project Based Learning Strategy) to enhance learning. Critical analysis comes in the form of self guided analysis on their thoughts, feelings and attitudes about college. The students will also be engaged in overt practice and guided role playing while they are in visiting college. Motivational guidance for acclimation as well as openess to the collegiate experience will be paramount to successfully implementing this strategy to meet our objectives.

UNIT GOALS AND OBJECTIVES

Goals Statement

The mission statement of this project is to use video and audio media to showcase the diversity of experiences that collegiate life has to offer. Non-formal and traditional college experiences will be showcased in order to more accurately reflect what it means to be a higher learner.
The ins and outs of the college application process and financial opportunities for funding of an education must also be addressed in an easy to follow, exciting (really) and invigorating way. In the end, the goal of this project is to positively equate education with a successful life (in terms of quality not quantity).

I. Our primary goal is to encourage, through self induced motivation, active participation in the collegiate experience. Any gains in knowledge of and appreciation for the higher learning process are components of the desired results.

II. Students will understand the application process for college enrollment.

III. Student’s knowledge of non-academic institutions and facilities including Lake Wahburg, sporting facilities (volleyball, basketball, racquetball and tennis courts; gymnasiums, recreation centers and pools), sky labs, computer labs and centers like the Reitz Union will increase in relation to their exposure to such facilities.

IV. Students will gain an appreciation for authentic collegiate experiences, primarily those involving non-academic characteristics.

V. Students will gain knowledge about financial options that are available to finance their academic future.

Task Analysis Tied to the Goals

I. Content and Skills Assessment

A. Content
This project gives a general overview of the college application process, the non-academic collegiate experience and the benefits that these two endeavors embody. Initially the content will include footage of students from Lincoln Middle School on a campus visit to the University of Florida. The trip includes visits to Criser Hall, the education computer lab (for applying to the University), Reitz Union, campus pools and recreation as well as sporting centers. Other montage footage will include students of the University (past and present) being interviewed about their collegiate experience. The students will fill out a pre and post fieldtrip and video questionnaire about their level of knowledge pertaining to college.

B. Skills Assessment

The beauty of delivering instruction in either an experiential format or through video imagery is that the skill set needed by the learning population becomes very limited. Basic English proficiency is the only skill needed by the student though a bit of optimism, enthusiasm and curiosity can only beneficially impact student achievement in terms of knowledge growth.

II. Instructional Strategy Delivery

In use for education since its inception, video for instructional delivery has been proven time and again. Since its ascension from World War II the use of video has increasingly predominated instructional strategy delivery methods because of its relative inexpensiveness, ease of application and capacity for motivating learners.[1] Modified Project Based Learning has been effectively and efficiently used in a variety of different settings ranging from medical instruction to computer assisted learning. The active participation of students involved in the fieldtrip models certain of the key elements involved in mPBL principally the student centered approach to discovery and the highly motivational characteristics of hands on learning, and participating with technology (film) in an interactive, authentic and fully submersive way.


III. Instructional Objectives, Goals, Strategies and Instructional
Objective Details.


1st Instructional Objectives: Given a video presentation students motivational attitudes towards college, as measured by them, will shift in a positive direction towards greater desire to integrate themselves in the college environment.
Instructional Goal: Our primary goal is to encourage, through self induced motivation, active participation in the collegiate experience. Any gains in knowledge of and appreciation for the higher learning process are components of the desired results.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.

2nd Instructional Objectives: Given a video presentation and submersion in the application process through online submission, student will be able to show growth in their understanding of the application process through self assessment using a pre and post test.
Instructional Goal: Students will understand the application process for college enrollment.
Instructional Strategy: Modeling behavior. Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.


3rd Instructional Objectives: Given a video presentation, students will show growth using self assessment and a pre and post test, in their understanding of non-academic institutions, sports and recreational facilities and other centers for experiential growth.
Instructional Goal: Student’s knowledge of non-academic institutions and facilities including Lake Wahburg, sporting facilities (volleyball, basketball, racquetball and tennis courts; gymnasiums, recreation centers and pools), sky labs, computer labs and centers like the Reitz Union will increase in relation to their exposure to such facilities.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.


4th Instructional Objectives: Given a video presentation and authentic submersion in collegiate experiences, students will be able to measure, through personal introspection, their shift in appreciation for what college really offers a student on a non academic level.
Instructional Goal: Students will gain an appreciation for authentic collegiate experiences, primarily those involving non-academic characteristics.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.


5th Instructional Objectives: Given a video presentation and authentic submersion in collegiate experiences, students, through a pre and post test will show knowledge gains in their understanding of financial options for schooling.
Instructional Goal: Students will gain knowledge about financial options that are available to finance their academic future.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.


6th Instructional Objectives: Given a forum for using computer technology, students will increase their familiarity with technology tools including online applications and will measure their success through real life feedback and personal assessment.
Instructional goal: Students will increase their skills with computer technologies through the online application process.
Instructional Strategy: Experiential learning. Modified Project Based Learning and critical analysis (self analysis). Overt practice. Motivational guidance.

IV. Instructional Objective Details and Student Practice Material


A. Instructional objective details: Video production and editing equipment will be needed for montage of documentary. Parental field trip forms as well as student waivers for film inclusion will be provided. Pre- and post- test evaluation forms will be used to evaluate student learning. Critical analysis questions will guide the cognitive relations being associated with the experience. In the final stages of the project, the video itself will be providing motivational material to facilitate student openness to instruction.

PARENTAL FIELD TRIP PERMISSION FORM

Dear Lincoln Middle School Family,

Hello Again! I hope that this year finds you well in health, mind and spirit. I dearly miss the community at Lincoln and am pleased to have this opportunity. It is in this spirit that I have decided to sponsor a University of Florida Field Trip.
I am back at school getting my Master’s in Educational Technology and am pursuing an independent course of study in film production in which I will bring middle school students to the University and highlight the true essence of collegiate life, allowing them to get a hands on, personal and practical feel for what college is really like. We will visit student centers for study, recreation, sports activity, leisure (museums) and other facilities of the student’s choice. This Field Trip is designed to be a fun, hands on experience that role plays what navigating through the college application process is like. Your child will actually fill out an application for the University, find out about scholarships, grants, student loans and other pertinent information in the application process. Computers will be available for them to enhance their technological abilities.
As part of this project, I will be filming the experience to showcase it to Lincoln Middle School and other middle schools in the region. Your child will also be filming part of their experience to acquaint them with current technology applications and to provide a learner centric component to this experience. Please sign the waiver below to confirm that you are aware of video taping during the field trip. I hope that you find the potential for successful growth within this opportunity beneficial and authentic. I hand selected your child because I believe in their ability to succeed and I want to provide them with an additional opportunity for growth.


Field Trip Permission Form


Dear Parent or Guardian,
Your child is invited on a field trip. Please read the information at the top of this form, then sign and return the permission slip at the bottom of this form by ____________________.

Field Trip Information:

Date: ______________________________________________________________________________

Location: UNIVERSITY OF FLORIDA
Purpose: Acclimatization to University Life: A Journey into Higher Education
Cost: None

Means of Transportation: University Sponsored Transportation

Leave school: __9:00______ Arrive back at school: _____5:00__

Special Instructions: A small school meal (sandwich and a drink) will be provided. Please make sure your child has had a thorough meal before the field trip. We will be visiting all of the University’s facilities, so any spare cash may be useful to your child.



Sign this part of the form and return it to your child's teacher.



_____________________________________________________ has permission to attend a field trip to _________________________________________ on________________ from ____________________ to _______________________.


I give my permission for ________________________________________ to receive emergency medical treatment. In an emergency, please contact:

Name: __________________________ Phone: ______________________________


Parent/Guardian Signature: ___________________________________
Date: ___________________________________________________


Please inform me of any special medical needs your child may have.




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