Annotation 2

 Topic: Involvement

Goal Statement: To prepare an activity that will allow my students to go out on campus and attend the meeting of a club, sport, and or organization and ultimately encourage campus involvement, and create a flyer about the program.

Activities/Resources:

·         Meet with my URI 101 instructor to discuss my plans for the activity.

·         Visit student senate and get a list of all the different clubs and organizations on campus.

·         Hand out lists of clubs and organizations during class to my students and have them mandatorily attend a club or organization (of their choice) meeting by next class, and have them present their flyer and experience of the meeting during the next class.

·         Explain importance of becoming involved on campus (I will have prepared notes for this, regarding some of my own values and experiences).

Evidence: List of organizations and assignment sheet that I will hand out to my students and typed notes for my speech explaining the importance of becoming involved on campus.  I will also include a student’s own campus involvement poster.

The following evidence is an example of an activity used during my section of URI 101 regarding campus involvement.  The students were asked to explore a club or organization on campus and create a decorative flyer about the club or organization.

Part of the Syllabus for being a URI 101 mentor called for introducing campus involvement to my students.  This importance of this activity is that it allowed students to take action for themselves and have a reason to go check out a club or organization that would appeal to each individual student, and encourage campus involvement.

The purpose of this activity is promote getting involved on campus to my students, so what I did was create an assignment sheet to have my students become aware of some clubs and organizations that URI has to offer.  The assignment sheet explained that each student had to create a flyer of a club or organization with details of information to be included, and I also added a long list of all kinds of worthwhile clubs and organizations on campus.  By the next week, I had all my students present their flyers to the class and describe their experience and information about the club or organization that was researched; like the meeting times and dates and what the group does on campus.  After everyone presented, I explained to the class the groups on campus that I'm involved with and my personal experiences of how being involved has helped me.

From this activity, I was able to facilitate my students giving presentations in a classroom setting.  I also had the chance to learn myself about all the different clubs and organizations when I personally did some research to create the assignment sheet.  I also learned a little bit about each of my students.  I was able to learn what each of my students are personally interested in getting involved with and I was even educated about clubs and organizations that I didn't even have on my assignment sheet that some of my students had chosen to present.  Throughout this activity, the greatest lesson I learned was when I had an epiphany sitting in my classroom listening to my students share their experiences, that campus involvement helped me learn about myself, and formerly being an undeclared major, of what I wanted to study and major in at URI.  I learned that campus involvement is the best way to discover oneself, and I stressed this to my undeclared students that this is a great tool.

I included this evidence, being the assignment that I gave to my students and one of my student's created flyers to give proof that this activity took place.  From leading this activity I gained more experience in facilitating a classroom. 

Evidence for Annotation Two