1.
Help Bring Technology to My First Graders!
This application does a very good job of focusing on the students who will benefit from funding. The actual request does not come until the last sentence of the post, asking for funding for classroom tablets so that there are enough for each student. The focus on the students is a great way to build up people’s desire to support the project. Ms. Callahan also does a good job of being specific in how these new tablets will be used, mentioning the online learning tools that are used in the classroom (Xtra Math, Vooks, Storyline Online). She also included accessories (kid-proof cases and headphones), which shows that she is thinking ahead about how these will be used.
A negative spot of the request is the shortness of explanation of how these will be used in class, and the lack of explanation of how that use will positively impact students. She mentions that this will allow each student to have their own tablet when working on online resources but does not give any explanation as to why this is important to her classroom or students. Certainly, giving students individual access to technology can be beneficial, but how exactly will this benefit her students?
Something I learned from this request is that even in cases where schools do have good technology for their students (like Amazon Fire tablets in this case), they may not have enough for every student to use them. This can defeat the purpose of some technologies if each student does not get an equal chance to use the technology in class.
2. Let’s Write Our Thoughts
This application again does a good job of keeping the focus on the students. It tells of the diversity of students in class, both financially and linguistically. Ms. Shields also emphasizes several goals that she has for her students, which is a positive thing to see from someone asking for funding.
A big negative for this request is the lack of explanation of what all the materials that she is attempting to buy are, and what they will be used for. She does explain what the RocketBook and one type of pen is for, but the rest of the materials are unexplained. She also does explain how the RocketBook will help her to do what she says it will, expecting donors to research this on their own. If you are asking someone for money, the last thing you want to do is make them do work on top of donating.
Something I learned from this request is that how you write a request is very crucial and can make it completely irrelevant how important what you are requesting truly is. A well written request for a lesser cause could be much more compelling than a poorly written request for a greater cause. With that in mind, it is key when writing funding requests like these to consider your audience and make it as clear as possible what you are asking for and why it is important.
3. Middle School Flexible Seating
Mrs. Harp again does a great job of focusing on her students, speaking very highly of them, while pointing out the hardships that many of them face. She also does a very good job of explain exactly how the flexible seating options she is requesting will benefit students in her class. Speaking of students who have experienced trauma, or who have attention disorders, and telling how these flexible seating options will help them focus and learn gives a compelling reason to support the project. She also explains each one of the materials she has requested and how it fits into the project as a whole.
I cannot say that I see any specific points that Mrs. Harp did not do well.
Something I learned from this request was that even though many studies and scholars support the use of flexible seating options for students, schools may still not be willing to fund this for their students. Even in a case like this, where the flexible seating options chosen are far cheaper than regular classroom desks (clipboard costs a $1.50, table for 2-3 students to stand at costs $120, and standard classroom desks costs $150-300 each), and would therefore be a great savings for the school, teachers are forced to work on their own to get these options in their classrooms.
This application does a very good job of focusing on the students who will benefit from funding. The actual request does not come until the last sentence of the post, asking for funding for classroom tablets so that there are enough for each student. The focus on the students is a great way to build up people’s desire to support the project. Ms. Callahan also does a good job of being specific in how these new tablets will be used, mentioning the online learning tools that are used in the classroom (Xtra Math, Vooks, Storyline Online). She also included accessories (kid-proof cases and headphones), which shows that she is thinking ahead about how these will be used.
A negative spot of the request is the shortness of explanation of how these will be used in class, and the lack of explanation of how that use will positively impact students. She mentions that this will allow each student to have their own tablet when working on online resources but does not give any explanation as to why this is important to her classroom or students. Certainly, giving students individual access to technology can be beneficial, but how exactly will this benefit her students?
Something I learned from this request is that even in cases where schools do have good technology for their students (like Amazon Fire tablets in this case), they may not have enough for every student to use them. This can defeat the purpose of some technologies if each student does not get an equal chance to use the technology in class.
2. Let’s Write Our Thoughts
This application again does a good job of keeping the focus on the students. It tells of the diversity of students in class, both financially and linguistically. Ms. Shields also emphasizes several goals that she has for her students, which is a positive thing to see from someone asking for funding.
A big negative for this request is the lack of explanation of what all the materials that she is attempting to buy are, and what they will be used for. She does explain what the RocketBook and one type of pen is for, but the rest of the materials are unexplained. She also does explain how the RocketBook will help her to do what she says it will, expecting donors to research this on their own. If you are asking someone for money, the last thing you want to do is make them do work on top of donating.
Something I learned from this request is that how you write a request is very crucial and can make it completely irrelevant how important what you are requesting truly is. A well written request for a lesser cause could be much more compelling than a poorly written request for a greater cause. With that in mind, it is key when writing funding requests like these to consider your audience and make it as clear as possible what you are asking for and why it is important.
3. Middle School Flexible Seating
Mrs. Harp again does a great job of focusing on her students, speaking very highly of them, while pointing out the hardships that many of them face. She also does a very good job of explain exactly how the flexible seating options she is requesting will benefit students in her class. Speaking of students who have experienced trauma, or who have attention disorders, and telling how these flexible seating options will help them focus and learn gives a compelling reason to support the project. She also explains each one of the materials she has requested and how it fits into the project as a whole.
I cannot say that I see any specific points that Mrs. Harp did not do well.
Something I learned from this request was that even though many studies and scholars support the use of flexible seating options for students, schools may still not be willing to fund this for their students. Even in a case like this, where the flexible seating options chosen are far cheaper than regular classroom desks (clipboard costs a $1.50, table for 2-3 students to stand at costs $120, and standard classroom desks costs $150-300 each), and would therefore be a great savings for the school, teachers are forced to work on their own to get these options in their classrooms.