Dan Shapiro, GBP Student
Are GBP students feeling like “Karate Kids”? Keep reading and I’ll explain...
For the first two quarters of GBP, we were asked to do a CED (Current Event Discussion). This would entail us finding a recent article relating to Boston which we presented as 3-5 minute talk in class followed by discussion questions. We would analyze our articles to see how our topics demonstrated the change and/or impact on the Greater Boston area. After three rounds of CEDs the GBP teachers decided to mix up the Current Event process. From the CED, the CEP was born. Now standing for “Current Event Presentation” the CEP entails us similarly picking a topic like the CED, however the CEP is much more in depth. When we presented our CED’s, the most we had to talk about was a list of bullet points, but for the CEP we are asked to make an entire presentation of information to talk about. The 3-5 minute length is also increased to a 7 minute length.
The CEP “ups the ante” of the CED and does so in major ways. For instance, with the CEP we are asked to turn in an outline, annotated bibliography, and multimedia presentation. The outline, bibliography, and slides have been essential parts of GBP when we produced our Agents of Change and Colonial Context projects, but there was one major element neither of these projects fully explored: the individual element. In both of the earlier projects mentioned, we were working in a group, but with the CEP, we are presenting, conducting research, and making bibliographies all on their own. The CEP combines all the elements of the previous projects, but working individually it’s the biggest challenge that we have faced so far.
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