03.26 - Change Agents and Logic Models

At the beginning of class today, I shared my listening notes from the last class discussion with everyone so they could look at and reflect on their participation in the last class discussion (this was the one focused on how Jon Krakauer subjectively inserts his perspective into McCandless' story). Based on this information, each person came up with a goal for themselves for this discussion.

We then proceeded to discuss how McCandless, Dillard, Goodall, and Treadwell compare to one another as agents of change (discussion prompt below).

Model Listening Notes (Click to Enlarge)

Discussion Rubric (Click to Enlarge)

Discussion Prompt (Click to Enlarge)

After this discussion, I shared my listening notes with students and everyone wrote a follow up discussion in their writer's journal looking at whether or not they had met the goal that they set for themselves.

Next, everyone returned to working with the logic model materials with which we were working yesterday. Partners reconvened to finish their paraphrases regarding the definition, purpose, and steps of the logic model and then began working on the post-reading question. 

For the post-reading, everyone should use the provided example in the left-hand column to fill in the steps of the logic model for the listed activity (exercising for half an hour each day, using solar power, recycling paper, donating to a food bank, etc.). This work should be finished for homework if it is not completed in class.

Handouts:
Reading questions for logic models
Logic Models: Introduction and Explanation

Submitted Today:
Sixth Into the Wild Reading Log

Homework:

Complete the reading and post-reading work for the logic model sheet and reading handed out in class.

Revisions:

Marijuana Legalization Debate Research and Discussion (due Friday, 3/27)

Into the Wild Reading Logs 1, 2, 3, & 4 (due Friday, 3/27)