ASSIGNMENT GUIDE

Advocacy Campaign

OVERVIEW

Congratulations! This is the last assignment in this subject. Through the previous modules last semester,
you were acquainted with the life, works, and philosophy of selected Dr. Pedro T. Orata. By this time, you were
already immersed on his contributions to Philippine education. It is our hope that you have also formed an
appreciation of how we can draw inspiration and life lessons from him.

With that said, this assignment guide will help you to propose an advocacy campaign that reflects Dr.
Orata’s legacy. You will be asked to work with your classmates in this campaign, with each one of you bringing
your respective strengths and talents to the group. Read on, and let the collaborations begin!

TASK
OBJECTIVES
In this final assignment, you are expected to:
a. Identify features and components of an effective advocacy campaign;
b. Propose an advocacy campaign that reflects a pressing social issue using appropriate language and features,
and reflecting the legacy of Dr. Pedro T. Orata in higher education; and
c. Express appreciation for critical thinking and collaboration in developing the advocacy campaign.

TASK DESCRIPTION
Advocacy Campaign
As a university student, you will team up with your classmates for a collaborative advocacy campaign that
draws inspiration on the life, works, and philosophy of Dr. Pedro T. Orata. It addresses a pressing problem in the
society, and as such, you will be asked to think critically on how you can shed light on the issue, and how this
campaign can be translated into a task on volunteerism which you can implement in your own community following
the limitations posed by the pandemic. This campaign will be presented at an appropriate platform determined by
the University.
Time frame: 2-3 weeks with 2 synchronous sessions and 2-4 asynchronous sessions
Class size: 30-50 students

ASSIGNMENT
Task Procedure and Assessment
Procedure
I. Pre-task

A. Group concerns
1. Form a group with your classmates. Each group is composed of 10 to 15 students.
2. Submit the names of those your group in our group chat.

B. Video watching
 1. Watch the short film on the plight of a deaf child in the following link:
https://www.youtube.com/watch?v=2GbxFIVQv8c
2. After watching the link, answer the following processing questions with your
groupmates:
a. What situation was presented in the video?
b. How did seeing the events unfold in the video make you feel?
c. Who are the different characters in the video?
d. Choose one of the characters in the video. How would you act when facing the same
situation?
e. What features of an advocacy campaign are evident in the video?
f. What type of language was used in the short film? Did you notice if the sentences
were long or short? Were sentence fragments used? Was the language formal or
informal, or was there a mixture of both?
g. Is the language used appropriate? Why do you say that?
h. What advocacy is undertaken by the short film? Did it accomplish its goal?

C. Legacy of Dr. Pedro T. Orata and Social Issue

1. Research the significant contributions of Dr. Pedro T. Orata in the field of higher
education. What was his legacy? As a group, decide which part f his legacy you would
like to feature in your advocacy campaign.
2. Working with your group members, decide on an issue in our society that needs to be
addressed. This will be the focus of your advocacy campaign.
3. Research on the issue that you have decided on. What specific aspects of the issue would
you like to work on?
4. Make sure that the issue you decide to work on can be developed into an advocacy
campaign that will reflect the legacy of the Filipino educator your group has chosen.

D. The formats of an advocacy campaign

1. Research on the various formats of an advocacy campaign. For instance, short films,
infographics, infomercials, and others.
2. As a group, decide what format your group will use for your advocacy campaign.
3. Research on how to produce advocacy campaigns using the format you have chosen.
What language is used given the format? What are the technical considerations? Is this
format appropriate for your group? What other features make it an effective advocacy
campaign?

E. Volunteerism
1. Take a look back at the volunteerism statement you made in the module for this course.
We suggest that the advocacy you will choose can be implemented with this volunteerism
commitment in mind.
2. Because of the limitations and safety protocols during the pandemic, you are reminded to
choose a volunteer activity that will not compromise your safety and that of your target
beneficiaries, as well as that of the general public. Follow health and safety protocols at
all times.

II. During Task

A. Developing the advocacy campaign

1. To help you develop your advocacy campaign, work with your classmates. Make a checklist
of what needs to be accomplished, the timeline, who is in charge of specific tasks, if the
campaign is reflective of the legacy of Dr. Pedro T. Orata.
 2. Review the rubrics to see how you will be graded.

B. Consulting on concerns about the advocacy campaign

1. Do not hesitate to raise concerns to me regarding your advocacy campaign during our official
consultation hours.
2. You can consult and ask the help of others in the technical aspects of your advocacy
campaign. However, the content must be solely the product of your group.

III. Post task

1. Submission of the campaign material

Submit the outputs on our submission bin in the iKonek. Or you can email it to me using the
address I put in the course guide.

2. Collaborative essay

Write a collaborative essay with your groupmates that highlights what you have learned in making
the advocacy campaign, with insights on the importance of collaboration, teamwork, and use of
critical thinking as integral aspects of developing an advocacy campaign. Submit this together
with your campaign material.

3. Output presentation

Your outputs will be presented during an appropriate platform during a University event.

4. Peer assessment

Rate your groupmates regarding their participation in this group task using the rubric on peer
assessment. Send your rating in the submission bin on peer assessment using iKonek, our
university’s LMS.

Assessment
I. Rubric for grading the output

Rubric for Evaluating the Advocacy Campaign

Criteria Poor (1 pt) Fair (2 pts) Good (3 pts) Excellent (4 pts)

Format and features of The features and There is an attempt to The output follows the The output follows the
the advocacy format of an effective follow the features features and format of features and format of
campaign advocacy campaign is and format of an an effective advocacy an effective advocacy
not followed. effective advocacy campaign. campaign exceeding
campaign. expectations.

Content and Call to The output lacks The output leaves out The output tackles the The output lays out
Action enough details to salient details on the issue, but it is not the issue stated in an
understand the issue. issue, and these are well-organized. It organized fashion and
These are stated in an stated in an provides an provides a meaningful
unorganized fashion. unorganized fashion. appropriate call to call to action that is
 It provides a weak or It provides a debatably action that is related to responsive to the
unrealistic call to appropriate call to the advocacy cause. advocacy cause.
action that is related to action that is related to
the advocacy cause. the advocacy cause.

Language and Contains serious Contains several Contains some errors Contains few, if any,
conventions errors in conventions errors in conventions in conventions but errors in convention.
and uses limited and uses basic and they do not interfere Provides precise and
vocabulary. predictable language. with reader appropriate language.
understanding.
Provides some precise
language.

Cohesiveness of Plan Goals, objectives, Goals, objectives, Goals, objectives, Goals, objectives,
tactics, and others do tactics, and others tactics, and others tactics, and others
not form a cohesive form a minimally form a moderately form a cohesive
approach. cohesive approach. cohesive approach. approach.
Justification of Justification of Justification of Justification of
campaign is present, campaign is absent; campaign is present, campaign is solid,
but not compelling or not compelling or well but not entirely compelling, and well
well thought out. thought out. compelling or well thought out.
thought out.

Valuing The output does not The output highlights The output highlights The output highlights
clearly highlight appreciation for the appreciation for the appreciation of the
appreciation for the life lessons of Dr. life lessons of Dr. legacy of Dr. Pedro T,
life lessons of Dr. Pedro T. Orata, stated Pedro T. Orata, and Orata, and offers a
Pedro T. Orata. There in a limited manner. slightly highlights the well thought out
is no reflection on the Value of collaboration value of collaboration reflection on the value
value of collaboration and critical thinking is and critical thinking. It of collaboration and
and critical thinking. touched but not meets expectations. critical thinking. It
elaborated. exceeds expectations.

This campaign shall comprise 50% of your grade in this course.

II. Rubric for peer assessment

Rubric for Peer Assessment

(Adapted from iRubric)

Criteria Needs improvement (1 point) Acceptable (3 points) Excellent

Involvement Minimally involved in the
work. Submitted own work but
otherwise not actively
involved.
Respect Ignored or disrespected other
members’ opinions.
Attitude Displayed a negative attitude
about the assignment and
working with other members.
Total Points: ____________
Involved in the work and
contributed to the output
through comments and
suggestions.
Respected other members’
opinions, accepted them, and
made modifications.
Displayed a compliant attitude
about the assignment and
working with other members.
(5 points)
Extremely involved in the
work; took a leadership role
and made significant
contributions to the output.
Actively sought the other
members’ opinions and
ensured that input was
incorporated into the output.
Gave positive feedback and/or
encouragement.
Displayed a positive attitude
about the assignment and
working with other members.
Fostered communication and
staying on task.
This peer assessment shall be part of your grade in class participation (15 points).