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Learning Outcomes are different abilities that students gain while doing various school projects.
The eight Learning Outcomes are: Career Preparation *Leadership* Citizenship and Ethics Oral Communication Collaboration Technology Literacy Critical Thinking Written Communication
Below you will find each of the learning outcomes listed and defined, with examples from various projects to show how I have used those abilities in my projects.
Career Preparation: Developing one's levels of responsibility, self-discipline, time management, etc. Career Preparation is also researching and understanding what education and preparation certain jobs require. Example/s:
The above letter is a signed note saying that I went to the Sonoma College Fair to look at the campus and again, to go to the College Fair and learn about the various colleges that are available. Going to the College Fair allowed me to think about the type of colleges that I want to go to and to learn more about the major I'm interested in, Theater Technical. I have already found many colleges that have the major of Theater Technical.
Above is a link to a twice-a-month time management questionaire that I filled out in American Studies for the days of November 5-November 16. It shows how efficiently I have used my time and whether I was talking with friends or focusing on my school work.
The link above leads to an reseach paper that I was required to write for a Political Studies project, Survivor the new economy. I was given the opportunity to chose any career of my choice and research information about that job such as the education required, the what is required in that job description, how much I would be paid, and what will personally hinder or help me from taking on this profession. This research paper is specifically about the details of the career of Costume Technician (making costumes for plays/movies).
The certificate above shows that I have completed my Internship hours as an New Tech senior. For my internship, I decided to obtain a position as floor salesclerk at Hancock Fabrics. I chose this specific paid internship/job because I know that the experience will help further improve my skills and knowledge of fabrics. I hope to become a Costume Technician through college training, yet, this job helps provide a base to the knowledge that I will need to have. I find myself learning about different fabrics, different notions, as well as how much fabric to use for specific projects. All of this information will assist me in meeting my goal of becoming a Costume Technician.
The link above shows the cover letter that I wrote and used to obtain a job at Hancock Fabrics. Recieving the job was extremely important to me and the experience that I gained from writing this letter will be in valuable in the future as I try to obtain other jobs.
Citizenship and Ethnics: Helping out with your community; giving your time to improve the current status of an environment. Also, being able to choose to do what is right, when faced with a dilemma. Example/s:
The certificate provided above shows that I have completed 20 hours of Community Service as a junior. If you click the picture, you can scroll down to find my name (Sundrud, Joanne) and view the various awards I have recieved, including the one which states I completed at least 20 hours of Community Service. The three links below this link show specific events thatI contributed my time to.
The certificate shown above was given to me for helping out at the Napa Senior Olympics through KEY Club. The event was very fun and I helped mark the throwing records for the Shot-put as well as the time of the runners in the various marathons.
This letter was my personal response to a letter written by a second grade student. Morgan, like all the other second graders believe in Santa Claus and they needed a response from Santa. A school had asked New Technology High School students if we would be willing to respond to these children. It was the job of our Leadership class, which we all accepted gladly. I tried very hard to give my letter the "magical Christmas feeling".
The certificate shown above was given to me for participating in the Make-A-Kite Day, which I learned about through Key Club. I learned how to make the kites that the sponsoring group was helping other people make and then I went around helping anyone who did not understand the directions or were unsure of what to do.
Collaboration: Working together with people in an effective way, despite their background. As well as being able to share responsibilities and equally contribute in the advancement to a common goal. Example/s:
For each project in American Studies and Political Studies, we work with other students. We are responsible to remind each other to do work and contribute to the group's workload. The above link takes you to the school's collaboration grade database where you can find the grade my group members gave me for various projects I have finished as well as the reasons why I recieved those grades. (You will find the scores under Sundrud, Joanne)
Critical Thinking: Using your mind to calculate a solution to a problem, to come up with a creative and new idea, and/or make self-interpretations of a problem or idea. Example/s:
The above essay shows a great amount of critical thinking. It was the first semester midterm in American Studies with the topic of what the United States would be like without slavery. Of course, slavery is the foundation of our country, so I had to figure out what significant effects slavery had on the United States, then imagine that those things never occured and from there decide how the future of our country would have progressed.
The link above leads to a presidential speech that my group wrote for the future president of the project President's Dilemma. The world at that time has run out of oil which is causing Cost-push inflation, high unemployment, and the GDP has dropped 13%. My group had to decide which fiscal and monetary policies to propose to best handle such a crisis. We had to decide what results we wanted and which policies could give us those results. We also had to consider, though, the other problems that we would be creating with our policies and if the benefits outweighted the costs. We were also required to construct the essay as if it were an actual presidential speech, using the two presidential speech examples we had been introduced to.
Curricular Literacy: Fully understanding aspects of various subjects and being able to apply your knowledge to life situations. Example/s:
The link above leads to a the various curricular content certificates that I have recieved as a junior and senior. I recieved them upon completion of a NTHS course. All of the blue bullets signify that I recieved advanced curricular understanding in those courses. (My certificates will be listed under SUNDRUD, Joanne)
The certificate shown above is a Golden State certificate showing that I scored high on my History Golden State Exam.
The Great Art Robbery project in New Media displays my understanding of the art style of one of the Post Modernist artists, Lichtenstein. Michelangelo's Creation of Man was the subject of the new art piece I was told to create. The Kiss by Lichtenstein was the style of the artpiece I was creating. I had to apply the solid bold colors, the thick black outline of the human figures, apply many creases to the skin and make the background a pixelated soft color. Thus, according to the project, I was able to steal the works of both Michelangelo and Lichtenstein and replace it with my own created fake artpiece that is pictured.
The certificate shown above shows my proficiency in the various Microsoft programs: Microsoft Word, Microsoft Excel, and Microsoft Power Point. We had been giving tests for each of the different programs within the Disneyland Project, where we designed a new addition to Disneyland, Technoland. The certificate proves that I passed each of the tests that had been given to every student.
This essay shows my understanding of the Japanese Internment. I thoroughly researched the history and political background of the Japanese Americans as well as the lifestyles of the Japanese Americans in the American "internment camps." Although I did not place this in the essay itself, I do have various evidence supporting the statements I made in my essay.
*Leadership:* Being able to focus a group towards a goal, motivating every member with a dream and successfully accomplishing that dream through collaborative efforts. Example/s:
During the year our Leadership class read John C. Maxwell's The 21 Indespensable Qualities of a Leader. We learned about skills all leaders should have such as good communication, passion, character, initiative, commitment, and many more. The book has helped point out skills that I am using well and skills that I must learn to lead groups better than my current method. When we finished reading the book, we were given a quiz stating what the skill was and we had to decide which statement showed how we could work at improving that skill. I took the test and recieved the highest grade of the class, an 18 out of 20.
The three photographs above show the Halloween Dance that Cristina Albers and I planned as a Mini Sports Cards and Video Games Club event. We decided to host this dance because we love Halloween and carried a passion to bring a Halloween dance to New Technology High once again this year. We truly wished to bring a dance unlike any Tech High had seen before and set a new standard for dances as well as break apart the memories of last year's Halloween dance failures. The two of us had great initiative and as soon as we had the idea to host a dance, we designed how we wanted the school to look. If you click the bottom picture on the far left you will see the sketches I drew during the planning stages of this event. We focused our attention on creating a worthwhile cemetary as well as a 14 ft. entrance to place over the front of New Technology High school. We used the Presentation room as a dance floor, the College Room as a movie room, and the hallways around school were decorated as a haunted house. The whole dance required a lot of time and effort from both Cristina and myself. We were required to plan our entire budget because we only had access to $500 of the Student Store's money to finance the dance. We found plenty of quality decorations (including buying the materials that we used to make the entrance) for $300 and used the remaining money for food and anything else we might have overlooked. We also were able to create dance tickets for the students to keep in case they wished to remember the night. The event was held on December 25th, 2002. We did not have a huge turn out due to the fact that Big Game was scheduled for the same night, however, people did show up and enjoy themselves. We had some problems with the various student DJ's, yet, even if people did not want to dance, there was enough food available for a feast and plenty of classic horror films. We were very committed to this event and were more competant that many people had thought. Even our principle stated "I see you're actually coming through with this event." and Esther Dungan wrote a letter praising our dedication and work. The entire dance required good communication, responsibility, problem solving, and courage because only Cristina and myself were in charge of planning, advertising, and obtaining decorations. Neither of us had previously planned a dance and our team work and individual work was vital to the success of the event. The Nightmare before Hallween Dance was a learning experience and I am glad to know that it will also serve as a beginning for next year's Halloween Dance. Next year, the students will not be required to spend as much money on decorations and they will instead be able to spend their money on a professional DJ and food.
I have been involved in running the Student Store since the beginning of the second semester as a junior. Although the Student Store had begun as a committee job when I was a junior, the remaining members left Leadership and I became responsible for ordering the candy that the Student Store sold and opening every day. To be honest, I was only running the store because it was extremely easy and I did not need to put much effort into it. In fact, I did not put much effort into it. When I became a senior, though,I was assigned as Chair the Student Store Committee again in Leadership (against my will at first) because I had been involved with the Student Store last year. Yet, even getting so far as opening the store once again was not as easy as I would have thought, even if I had been opening it every day until only three months prior. It was because of the extra effort that needed to be put into restarting a functioning event that I decided to create a Student Store database. With the new start that I had to run the Student Store this year, I've grown a passion for this function of the school and I've continued to put an extreme amount of time and effort into running the store. I left instructions for the next group that takes over the store, a price list, a shopping list, a Student Store account and much more. This year the Student Store is doing so much better than I could have imagined last year. We have a much larger variety of candy and we earn about $100 in revenue a week. We are forced to go shopping every two weeks or else we will become pathetically low on food and we are incredibly organized. We also add whatever items the students ask for and remove the items that do not have much interest. We are full of customers every day and many students depend on us opening each day, eagerly awaiting to see the food covered table in the hallway. Peter Abboud and myself are both very dedicated to the Student Store and have shown our competance and team work through the success of our store. The Student Store is one of the most important student-run events that Tech High has.
Oral Communication: Presenting information to a group of people in a way that is appealing; speaking with clarity and in a natural tone. Example/s:
Above is a link which shows the scores of two of my presentation that I have done at New Technology High School. The scoring sheets shown are the papers that are used to grade our oral communication skills. The two projects for which presentation scores are shown is a presentation in American Studies, American on Trial, and a presentation I made in New Media, The Great Art Robbery: For the presentation of America on Trial, there were two cases against the United States in which charges were made against the United States for the Japanese Internment Camps during WWII and the bombing of Hiroshima. I was the historian who specialized in Life in the Internment Camps for the Japanese American Internment Trial. I was called to the stand by both attorneys to provide the "court" with historical information from the Japanese Internment situation during World War II. I was asked questions by both sides and answered them to the best of my ability, trying to remain neutral in the case. For the Great Art Robbery, I was supposed to "steal" two pictures and replace a picture of my own making which showed the style of one of the pictures and the subject of the remaining picture. I then had to point out the details of my picture to a jury to prove that it was a authentic painting by the style artist.
Technology Literacy: Understanding and being able to use various technological appliances: including computer applications. Technology literacy is also being able to advance with the technology and learn new technologies. Example/s:
The picture shown above is the picture of the changed cd cover for No Doubt's Return of Saturn cd that I created. The true technology literacy is shown by the picture of Gwen Stefani in a bath tub. A duplicate of that "photo" does not exist anywhere on the internet. I took two pictures of Gwen and put them together, then placed her body in a bathtub. All of this was completed using Adobe Photoshop.
Written Communication: Being able to express one's ideas and thoughts effectively, stating it with proper wording and grammar that the reader will understand best. Another part of written communication is being able to fully understand what is read. Example/s:
Although the writing in this essay may not be the best that I have written, I wanted people to be able to read this essay. The assigned topic was " 'Write a thoughtful paper that compares and contrasts The Awakening and “Emancipation: A Life Fable.” How are these two texts similar? How are they different? How do they relate to the earlier works we read (Thoreau, Emerson, Whitman, Wheatley)? How do Chopin’s works relate to our topic of the separation of church and state?' " The strong point of my essay is that I flow very well from topic to topic even though the topic questions vary greatly enough to be a hinderance when writing the essay.
This essay was about Social Darwinism. I explain what Social Darwinism is, where the idea originiated from, and how social darwinism has affected history.
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