Ms. Cynthia López
The Young Women’s Leadership School
INTRODUCTION
Co-ed
educational institutions create multiple distractions in the classroom setting
during the early adolescent years.
Private schools have addressed this problem by creating same gender
schools. It has been proven that same-gender schools can create learning styles
that are appropriate for each gender and as a result students have accomplished
better academic standing.
TASK
You
and five of your peers have just been assigned the task of creating a same
gender high school for girls. Your task
is to examine existing policies at similar schools in the New York City Department
of Education. You are to research these same gender schools, look at the school
report card and identify school policies that support single gender educational
environment. You are also to compare a
report card from a single gender high school and a co-education high school.
You will find this information in the New York City Education Department’s
webpage (link below).You are to create a written report of your findings and
present it to the class using a Power Point Presentation.
PROCESS
You
are to divide into groups of five and create this report. The report is divided
into six steps. For each step you are to go online and complete the one
worksheet for every group. You will work on this activity during your
Technology Class and are to e-mail your final product to CML563@aol.com. I will be available to answer any of your
questions during class and through e-mail. You may use the suggested resources
below.
The
written report should follow the following process:
STEP 1: Identify the
nature of a social problem
GIVEN: Students in co-educational high schools
don’t perform as well as students in single gender high schools.
Worksheet1:
"Defining the social problem"(MSWORD)
STEP 2: Gather evidence
to support the existence of the problem
Worksheet2:
"Gathering evidence of the problem"(MSWORD)
STEP 3: Determine the
causes and factors contributing to the problem
Worksheet3:
"Identifying the cause of the problem"(MSWORD)
STEP
4: Evaluate the existing
policy
Worksheet4:
"Evaluating Existing Public Policies"(MSWORD)
STEP
5: Develop public policy
alternatives
Worksheet5:
"Developing public policy solutions"(MSWORD)
STEP
6: Determine the best
public policy solution to the problem
Worksheet6:
"Selecting the best public policy solution" (MSWORD)
You will divide
into groups of five and then
After completing
this process you will be a PUBLIB POLICY ANALYST!
RESOURCES
www.YWLS.org
: The Young Women’s
www.YWLF.org :
The Young Women’s Leadership Foundation
http://www.nycenet.edu/ourschools/region1/x231/default.htm
: The
www.ask.com
: Search Engine
www.google.com
: Search Engine
www.nycenet.edu:
New York City Education Department (School Report Cards)
EVALUATION
You will be graded based
on the rubric below.
|
Category |
100-95 |
90-80 |
80-70 |
65-0 |
|
Knowledge |
Shows understanding of the topic. |
Shows
a good understanding of the topic. |
Presents
satisfactory understanding of the topic |
Shows
little understanding of the topic. |
|
Completion Of Task |
Addresses
all aspects of the task. Works
well in a group. |
Addresses
all aspects of the task. |
Addresses
most aspects of the task. |
Attempts
to address topic, but uses vague and /or inaccurate information Does
not work well with others. |
|
Facts |
Richly
supports topic with relevant facts, examples and details |
Includes
relevant facts, examples and details, but not support all aspects of the case |
Uses
some relevant facts, examples and details. |
Uses
little facts, examples, or details. |
|
Oral Presentation |
Presents
a strong and well organized case or point of view. All
students must present for an equal amount of time. |
Presents
point of view and is organized. |
Presents
weak point of view but is not well organized. |
Point
of view is very weak and lacks organization. . |
|
The PowerPoint presentation |
Presentation
includes all facts of the case and shows a clear understanding of the issues
of the disputants and case. |
Presentation
has most of the facts and a clear under-standing of the major issues. |
Presentation
has some facts but the under-standing is confused or incomplete. |
Presentation
is not complete, or is poorly structured and written. |
Include but are not limited to:
- E1c Read and comprehend informational materials
E1d
Demonstrate familiarity with a variety of public documents - E2 Writing
- E2a Produce a report of information
- E3 Speaking, Listening
and Viewing
- E3b Participate in group meetings
- E4 Conventions,
Grammar and Usage of the English Language
- E4a Demonstrate an
understanding of the rules of the English Language in written and oral
work
- E4b Analyze and
subsequently revise work to improve its clarity and effectiveness
- E2e Produce a
persuasive essay
|
|
|
|
CONCLUSION
When
you and your group have completed this project you should have learned how to
research, analyze and report information on single gender education. You will
be able to compare single VS. co educational
institutions and understand why there is a demand for schools that are single
gender.