Making a Lasting Difference

Session Two

Introduce the class project.

• Remind students of the difference that Concepcion made to the street kids in the barrio. Invite students to consider what the class might do for the school or the community that would make a lasting difference. You may want to narrow their focus by raising a specific problem (e.g., litter on the school grounds, insufficient playground activities for primary students) or an emergent opportunity; e.g., available funds to improve the school grounds, construction of a new seniors' home near the school. You may also encourage students to ask others in the school for ideas. Record students' suggestions on chart paper for later reference.

Develop criteria.

• Discuss how the class can decide which of the suggested projects to undertake. After some discussion, suggest to students that they identify the factors that make some projects better than others. If students have previously developed criteria, ask them to suggest the criteria they might use. Alternatively, guide students by suggesting possible projects that would be obviously inappropriate and invite students to explain why each of these actions would be unsuitable as a class project to the school, for example:
  • start a lawn bowling or curling club in the school (not important or meaningful to students)
  • raise a million dollars for new playground equipment (not realistic for the class to do)
  • give a chocolate bar to every student in the school (would not make a lasting contribution).
• Record their explanations for rejecting these possibilities. Then, summarize the factors suggested by students as criteria for a thoughtful class project; for example:
A class project should...
• make a lasting difference to the community
• be important to students
• be realistic for the class to do.

Assess the possibilities.

• Draw students' attention to the list of possible projects and number each project for easy reference. Invite students to consider whether or not each action meets the three stated criteria and any other criteria suggested by students.
  • Option A. Whole Class Discussion
    If undertaking this task as a class, create a chart, such as the one outlined below, and indicate with a or X whether the action meets or does not meet each criterion. Discuss reasons for each rating.
  • Option B. Jigsaw Group Discussion
    If undertaking this task in groups, organize students in so that each group is assigned one of the possible projects listed. Distribute a copy of the graphic organizer Here's How I Know to be completed by each group. Expert groups share their rationale with the class.
  • Option C. Individual or Pair Discussion
    If undertaking this task individually or in pairs, distribute sufficient copies of the graphic organizer Here's How I Know so that one copy is completed for each of the possible projects listed.
• Distribute a copy of Class Contributions to each individual. Ask students to record their own ratings for each of the possible projects. You may want to demonstrate the procedure for assessing the projects. If more than six projects are suggested, distribute additional copies of the chart or narrow the list down to the six most promising options.

Things We Might Do

Possible Projects	Will it Make a Lasting Difference	Is it Important?	Is it Realistic?
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