Étude Project Block: 2015

Week of December 21st - 23rd | Exhibition Planning

This week's primary focus is on preparing for Exhibitions of Learning by examining our own process and organizing ideas toward an engaging, thought-provoking experience for our audience.

RESOURCES

Exhibitions of Learning Components and Examples
(A detailed outline due to be shared with Project Block Advisors on Tuesday, December 22nd. Project Block Advisors will provide feedback using Jupiter as well as notes or conferencing.)
Exhibition Rehearsals - January 6th - 9th
(All students will participate in rehearsals by presenting and providing feedback. In the past, these experiences have been essential to revising Exhibition Outlines and dramatically improving the formal EoLs.)
Exhibition Schedule - January 12th & 14th
(Please note that attending Exhibitions of Learning from 12:00-8:00pm is required. Students are responsible for requesting off of work and rescheduling other conflicts.)
Exhibition Volunteer Responsibilities
(Exhibitions are a collective responsibility and collective accomplishment, volunteers are needed and there is a place for all interests and skills. Contact Madison O'Brien to sign up.)

MONDAY >>

Groups should begin their time together with at Compass Points about Exhibitions of Learning. Students should draw from Friday's workshops and past experiences. Keep the conversation focused on planning ad presenting (not schedules, feedback forms, or other logistics) : E - Excitements, W - Worries, N - Need to Know, S - Suggestions. Project Advisors are encouraged to bring these Compass Points to the meeting after school on Monday. Use studio time to create outlines. Remember that the components of an EoL do not need to appear in order. Ticket Out: What do you want your audience to think and feel when your Exhibition is over? (Document this as a point of reference for rehearsals. Notecards are a good medium - Tape them to the board until January 6th.)

TUESDAY>>

The focus of today is the Audience Interaction component. Create a list of the best Thinking Routines for Exhibitions of Learning. Brainstorm the purposes for each. Share ideas for how to best incorporate them into an Exhibition of Learning, including how to set an audience up for successful engagement.

(Example: A Hear. Think. Wonder. would be introduced before the music is played, giving the audience some direction for what you will be asking of them after they listen. Because time is important, you might choose to take 5 things people heard, 4 things people think, and 3 wonders. Are you going to capture these? How will you transition from the audiences ideas back to your own ideas and the rest of the EoL?)

It is important that Thinking Routines are not directed at getting feedback on the Exhibition of Learning, but are focused on the ideas and creation. We will reinforce this again at rehearsals.

All students should share a complete and detailed outline with their Project Block Advisor before leaving today.

WEDNESDAY

As a group, determine who might be most prepared to try out their Exhibition of Learning in front of the group. Spend the remaining time in smaller groups reading through outlines as practice. At this point, add stage directions and reminders about what to do and what resources you'll need. (i.e. How will you use the space? When is it most important to memorize so that you are fully engaged with the audience and not looking at notes? Do you need someone to help you with technology or materials?) Everyone should read through once.

WINTER BREAK HOME LEARNING : Practice your Exhibition of Learning in front of a mirror and a human. That means at least to rehearsals before returning to school!

Tuesday, December 15 | Artist Statement Critique and Rewrite

DO NOW: Read one of the two student Artist Statements. (Printed copies available in the office.)

HIGHLIGHT & STRIKE: These artist statements were created under slightly different expectations than the ones that you will create, but they were created by students who participated in IDEAS Project Block. Strike as much as possible

Reread the artist statement and highlight the information that fits with our expectations for content and quality writing. Strike, or cross out, words and phrases that are unnecessary.

REVIEW EXPECTATIONS: Revisit yesterday's workshop and the expectations for an artist statement. Determine what the statement you are looking at needs.

REWRITE: Rewrite the statement using a combination of the original text and your own revisions.

(NOTE: This process could take up to 45minutes, as the goal is to have polished, professional, and public drafts. Even though this is someone else's writing, the critical reading and rewriting process are important to experience completely before looking closely at our own writing.)

STUDIO TIME: Students should complete their drafts or compare complete drafts to expectations and revise/rewrite.

CLOSING: Share out two realizations from the process of rewriting an example artist statement and/or the process of developing your own artist statement. Do you notice anything different about your project? What have you realized about your audience? How does creating an artist statement challenge or affirm you?

Monday, December 14 | Artist Statement Workshop

See, Think, Wonder

Banksy, IKEA Punk, London 2009

Creative Hunt

Now that you have analyzed a work from Banksy, consider an artist statement he constructed.

What is his story?
What are the parts of the story, and how do they relate to the above work?
What makes this artist statement particularly creative?
Who is the audience? What does he want the audience to think about?

Artist Statement Studio Time
Begin your artist statement by considering the following questions:

What is my story?
How does my art portray my story?
Who is my audience? What do I want my audience to think about?

Publication Information

Generally a page in length
Block paragraphs
Single spaced
Upload into correct assignment in Google Classroom

Additional Resources

Writing in Art, Claremont Graduate School
how to write an artist statement, University of Wisconsin- Milwaukee

Week of December 14th - 18th | Artist Statements & Exhibition Preparations

This week we turn our attention from creating to reflecting on and projecting from our creation. An artist statement is a polished, professional, public assertion of your thinking and work. It stands next to what you created, so that an audience might interact with your ideas through your project even if you are not standing there to make clarifications.

Please note that project block time is no longer a time to create your project. If your project is incomplete or in need of revisions, please schedule alternative times to use resources and spaces to make this happen. It is important that everyone is on the same page and engaged in the processes for writing and exhibition preparation.

MONDAY>>

Each disciplinary group should analyze a model project (in this case we will all look at visual art) and artist statement. Addie has prepared this model and process in the Artist Statement Workshop. All students should start drafting their artist statements today and complete a draft for tomorrow. Additional support is published to the Humanities Website.

TUESDAY>>

Today will will look at example student artist statements, provide feedback, and rewrite them to be more concise and more effective. Then, students will provide feedback and revise our own. Advisors will also conference with students regarding feedback on their final products, which will be entered into Jupiter.

WEDNESDAY>>

All students should complete their Artist Statements today. Again, these are polished, professional, and public. Then, we will also envision Exhibitions of Learning. Students will sketch what their EoL will look like in great detail...including where people will be sitting, where the mic should be, where props will be, where they will move or stand.

THURSDAY>>

Artist Statements due to Google Classroom.

THURSDAY & FRIDAY>>

Exhibition workshops will take place, preparing students for outlining an Exhibition in the proper format. We will also work with Madison to confirm the EoL schedule, program, volunteers, and other expectations.

Week of December 6th - 11th | EoL Schedule & Project Deadline

This week marks the end of the creation phase. Of course, that doesn't mean our thinking and desire to refine and revise goes away, we understand. However, it does mean that after this week our attention during project block time will be focused on creating artist statements and planning Exhibitions of Learning. Things are accelerating! We can't wait to see how you will come out of your work and share your purpose and process with the community.

EXHIBITIONS OF LEARNING>>

Schedule Confirmations
Students from whom we have collected sufficient project information have been entered into a venue schedule. On MONDAY, project advisors (with Madison, Molly, and Kimberly) will be asking each student to acknowledge and confirm their Exhibition time and venue by initialing a document. On WEDNESDAY, the detailed schedule of Exhibitions will be published online and in print materials and therefore cannot change.
Modified School Days
Exhibitions of Learning are on the following days and times. All students are required to attend. Please take note of the times. Inform your families. Reschedule appointments. Request off of work. (If you need a teacher or administrator to talk on your behalf, please talk to Kimberly or Molly.)

Tuesday, January 12th from 12-8:00pm

(John Michael Kohler Arts Center & Jake's Cafe -- There will be a dinner break.)

Wednesday, January 13th regular school day

(IDEAS Academy & possibly a visual arts venue. There will be regular classes.)

Thursday, January 14th from 12-8:00pm

(John Michael Kohler Arts Center & possibly a visual arts venue. -- There will be a dinner break.)

*Friday, January 15th from 6-8:00pm

(Optional. Some students will be asked to present as part of the Étude Sessions at Paradigm.)

Student Volunteers
Exhibitions of Learning are about you as a member of the IDEAS and Sheboygan communities. They are simply not possible without the power of your ideas through your projects or the power of your professionalism through your volunteering to help run the event(s). We will need students to serve many, many different kinds of roles at all times. Please consider what you have to offer regarding technology, organization, set up, greeting, communication, and more. We already need a volunteer to do a model Exhibition of Learning! If you have a great past or present EoL that you would be willing to share and deconstruct, please contact Kimberly this week.

PROJECT DEADLINE - FRIDAY, DECEMBER 11th>>

Studio Life
Sometimes it take more than 6 hours to finish something you are making. You fulfilling your vision for your project matters a great deal. So, you might want to change your life a lot this week and make the time you need.
Deadline
Plan for a silent exhibition of your work. At 11:00am on Friday.we'll all take a step away from our work, take a deep breath, and be done. Then we'll silently wander around the room and celebrate the work our peers have done.
Feedback
Advisors will enter feedback on your art form in Jupiter within the next two weeks. Please keep in mind that you may have more than one advisor look at your work and provide feedback. So, for example, if you are writing a script and have been working with Dan, you may get feedback from Dan AND Mike. Is there other feedback you are seeking? Let us know.

PROFESSIONAL MODEL

...by our very own Colleen Machut!

Last spring Colleen and her Theater Troop shared part of this project with our school as a model Exhibition of learning. You can see the whole project this week at UW-Sheboygan. See below. If you have questions, please contact Colleen cmachut@etudegroup.org

Week of December 1st - 4th | Create, Critique, Refine

The deadline for creation is Friday, December 11th! This week is about seeking feedback, so that final decisions made about your project are inclusive of your intention and an audience's response.

Recommendations for this week:

Reconnect. Report out on work goals established before break; How did you do? How can your group support you?

Maintain daily routines and document goals, progress, and reflections.

As a group, determine feedback needs and create a shared schedule for the next two weeks. Respect time needed. Revisit expectations for quality feedback.

Have an experienced student share their vision for their Exhibition of Learning with the others. Consider: How will the final product be introduced to an audience? What are the key ideas and choices that must be shared in order to engage the audience? Anticipate the selections of research that might best support your work in your exhibition.

Week of November 23rd | A week to yourself! Wait, what?

Monday is our only day of IDEAS Project Block for a whole week. This is the true test of your Habits of Work. Don't leave without a detailed plan. Project Creation Deadline is December 11!

Remember, we will meet briefly after Seminar Previews on Tuesday. See Advisory plans for more detail.

REMINDERS

Exhibitions of Learning>>

The Exhibitions of Learning planning team (Madison, Molly, and Kimberly) need to know how you envision sharing your work out to the public in January. Please communicate with us. We hope to be able to confirm venues and schedules soon.

Art Form Feedback>>

Advisors should provide feedback on the progress of each student's art form using a disciplinary rubric and Jupiter with notes. This will help facilitate the conversation about IDEAS Block at Presentations of Learning next week.

Week of November 16th - 20th | Accountability & Creation

This week's focus is on what you are creating in your discipline to communicate your research-based ideas. As we progress through studio days, feedback sessions, and professional models ... we are also making things. We are making models, prototypes, drafts, iterations, and sketches. It is time, in the timeline of Project Block, to approach the final drafts. Advisors will provide feedback on any evidence is available of a final product, using a disciplinary rubric. This feedback is not weighted in the grade book but it is valuable feedback to you and those who attend your Presentation of Learning.
RITUALIZED WEEKS>>

Please use your ritualized weeks and be aware of what is happening in other spaces. Remember that each day should include some documentation of progress, thinking, reflection, planning ahead, etc. This might be through the use of studio journals, and/or calendars. THIS WEEK, have a conversation about what evidence students should use for their presentations of Learning.

MONDAY>>

Madison, Molly, and Kimberly are still conferencing with students in order to clarify their EoL visions. We will find the students we need to see. At the END OF THIS WEEK, Jupiter will reflect the details that we have and we will iron out any inconsistencies next week.

WEDNESDAY>>

Plan ahead for students being absent for the MSOE/MIAD Campus Visit and UW-Whitewater Writers' Festival!

Don't forget! Young Chicago Authors 18th - 20th at 7:00pm - Information & Tickets

FRIDAY>>

Advisors and students will collaborate to create/review/revise disciplinary rubrics and then evaluate the progress of each product, using the rubric, and enter that into Jupiter. Please include the name of each standard along with any other comments in the comments section of Jupiter.

NOTES

Please see last week's post if you need supplies. Hint: Communicate with StuART.

The next Habits of Professionalism check in is scheduled for November 27th in Jupiter, however we have a two-day week next week. Advisors may delay one week, however the date cannot change in Juipter due to the end of the Trimester. Questions? Ask Kimberly.

Week of November 9th - 13th | Creation Phase: EoL Visioning & Professional Models

What will 6 or 10 hours of creation look like for your project this week? Yes, 6 hours of your school week is reserved just for you to crawl into your project and grapple with the constraints and possibilities of creating whatever it is you have envisioned. Progress toward fulfilling that vision, so that your project communicates your thinking and understanding to others in the most memorable ways. If you can commit to the 6 hours we provide, you'll see how 4 more of your own will be valuable.

Part of this process is engaging in your disciplinary groups. Please enact previously designed ritualized weeks and, as the Creation Phase progresses, discuss, evaluate, and tweak routines. The Ritualized Weeks document should reflect changes. Please use the same document to support students with multi-disciplinary projects, who may need to participate in the professional models, feedback, or other aspects of another discipline.

Items to incorporate into Ritualized Weeks:

MONDAY>>

IDEAS Exhibitions of Learning Vision Form This form is necessary for formalizing a plan for Exhibitions of Learning, both on the part of the individual creating the project as well as for creating the schedule of events. Please complete this form (ONE PER PROJECT) with attention to detail and professionalism. If you have already completed the form, but have questions or tweaks, please contact Madison O'Brien. Students who have underdeveloped projects at this point, will conference with Molly, Kimberly, or Madison to identify Exhibition constraints.

WEDNESDAY/THURSDAY>>

We will have a regular hour of Project Block in the morning on Wednesday and go to JMKAC in the afternoon for Footlights : AXIS Dance. We will prepare for this experience in Advisory and reflect together as a school, however students should also document connections, extensions, and challenges as the professional model relates to their projects on Thursday. A studio journal would be a good place for this to land. More information here.

FRIDAY>>

Evidence of Learning Jupiter Reporting This week, Project Advisors will look at evidence of Habits of Work, Self-Discipline, and Communication. Groups are encouraged to generate examples of evidence collaboratively at the beginning of the week. Next week, disciplinary rubrics will be introduced and an initial critique will also be entered into Jupiter as Evidence of Learning.

Also:

IDEAS Project Art Supplies Request Form
If you are in need of supplies for your project, please check with Stuart first. He may have what you are looking for. If he doesn't, then you are to complete the request form.

Young Chicago Authors will be back in Sheboygan on November 18th and 20th, with culminating performances starting at 7:00pm each night!

November 6th | Exhibitions of Learning Vision

Week of November 2nd - 6th | Creation Phase

Create! There are six weeks between now and our December 11th project deadline!

This week, groups should follow the routine they designed and reflect on its effectiveness. (Advisors will share these out at this week's staff meeting.) If some groups are still in transition, please reference last week's post. (Remember to communicate with Addie and Beckah regarding writing.)

MAKE IT OFFICIAL (by Friday)

As we progress through the week, students will be asked to provide an overview of their projects and translate their creative intent into a vision for their Exhibition of Learning. All will need to provide the following in a Google form we will send out on Friday :

Project Title (Official)
Driving Question
Summary of Intent (150 words)
Exhibition length and format.

We will also want to know dates, times, and locations of any other project-related events happening. (For example, a meeting with the Mayor or an open mic that you've planned to showcase your music.)

This information will be used to develop the marketing, schedule, and venues for Exhibitions of Learning.

UPCOMING PROFESSIONAL MODELS

Please consider how you will incorporate the following professional models into the discourse about creative intent, process, feedback, and exhibition:

November 3rd and 6th - Brandon Ballangée (Ecology & Art)
November 11th - Axis Dance at JMKAC (all students)
November 11th - Americorps Guest Speaker
November 18th - UW-Whitewater Creative Writing Festival
November 18 - 20th - Young Chicago Authors are in town
Others? Generate with your groups.

Week of October 26th - 29th | Beginning Creation Phase

Please note that some students may be shifting Disciplinary Groups this week Monday and Tuesday. Project Advisors should reference my Sunday, October 26th email for details on how approach a change. Remember that the new Advisor will be the one determining whether the change is appropriate, based on the evidence of research and creative intent available to them.

INDIVIDUAL PROJECTS

Students need to Self-Check and manage the following:

Language Arts evidence
Annotated Bibliography, Extended, Research Paper, Revisions
Creative Intent
At this point, you should be able to articulate what you are going to create, why - what are the parts and purposes of those parts in communicating your research, who will be impacted by the creation, and how you will go about creating it.
Project Calendar hard copy
Each person will have a hard copy calendar (provided by advisor) to plan and track project progress each day. Start by mapping out a plan, using the Project Block and IDEAS School calendars as a starting place. Best practice is for each calendar square to have two parts 1) An intention for the day 2) Actual progress/activity for that day.
Exhibition of Learning vision
In the next two weeks we will be requesting your vision for an Exhibition of Learning - Including your project 1) Title 2) Driving Question 3) Short Description 4) Exhibition Format/Venue

DISCIPLINARY GROUPS

Establish and use daily routines for the following:

Sharing out intentions and clarifying steps for studio time
(Example: Any period of studio time will begin with the group physically circled up, and intentions will be documented on students' personal planning tools as well as a public whiteboard.)
Documenting and reflecting on progress
(Example: Engineers use physical notebooks - every engineer has an engineering notebook, where there is a page per-day that is dated, signed off, and documenting progress.)
Identifying needs, supports, experiences
(Example: Any period of studio time will conclude with the group physically circled up, and progress will be shared aloud and documented on the public whiteboard. There will be one area of the board marked "parking lot" where students will identify needs, like "looking for an example of how different artists draw eyes" or "looking for a 20 minute conference with someone who has created a production schedule before.")

Establish and use weekly routines for the following:

Analyzing professional models
(Example: Every Monday we will spend 30 minutes looking at a professional model and analyzing the choreographer, dancer, and/or audience perspective. Sometimes Molly will choose the model and facilitate, but students might also take this role - especially when the model is one they've studied as an extension of their project.)
Facilitating workshops on disciplinary skill or process
(Example: Each Wednesday we will have a 15 minute exploratory do now where in we will try something new in our or a related discipline.)
Preparing for and facilitating feedback
(Example: Each Tuesday we will have small group feedback, using the ladder of feedback to structure and document feedback. Each Friday we will have whole-group feedback, using a plan created by the project creator or group and facilitated with the assistance of an Advisor. There will be a schedule.)
Additional disciplinary needs
(Example: Schedules for using computers in editing room or dance studio.)

SUGGESTED SCHEDULE FOR THIS WEEK

MONDAY>>

Focus on writing down and sharing out creative intent for all projects, to make sure that each student is with the right advisor for their project and their learning needs. Publish these in the room to revisit as creation continues. Students may still have writing revisions, however the best use of their time today is to begin creation. They should revise and write on their own time now. The one exception is that they may use this time to meet with Addie.

TUESDAY>>

If new people have joined the group, find out what they are working on and share what you all are already working on. Take time to discuss either daily or weekly routines needed. Continue the process of clarifying creative intent if needed. Have students seek and pair share professional models.

WEDNESDAY>>

Analyze a professional model for the first 20 minutes of Project Block. Then discuss creative process, having students consider the steps they'll need to take to create what they hope to create. Compare these steps with their calendars.

THURSDAY>>

Confirm all routines and ways that you'll document progress individually and as a group. Begin a compass points to clarify: What is Needed? What are the worries? What are suggestions for the group? What are we excited about?

Week of October 19th - 23rd | Revisions, Envisioning, and Planning

Researching and designing an argument for your topic through a Research Paper and Annotated Bibliography should prepare you with the intellectual fuel for the Creation Phase of your project. Of course, it is not as simple as this. Some researching, revising, and envisioning is still needed. Some is ongoing. With the hope that the individuals and groups will continue to interpret plans for their needs and continue a discussion of Habits of Learning, this week is designed to give everyone the contemplation and accountability needed for this transition.

Objectives

Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original argument, thesis, and claims.
Students will reflect on their Habits of Learning, Work, and Self-Discipline.
Students will observe and analyze professional models in related disciplines.
Students will create and share connections between their research and art form.
Students will envision a process for their creation, including accountability in the form of feedback, deadlines, and publishing.

MONDAY>>

All will complete Self-Assessment 1 on Habits of Work and Self-Discipline - by making a copy of the document, renaming it to include individual names, and moving it to personal IDEAS Block folders in Google Drive. The status of the group will drive the week. Writing and revising are a must for the majority of people. Before leaving today, determine and share out the status of each project, so that a multi-faceted work environment can be created for the rest of the week.

TUESDAY>>

UPDATE CHROMEBOOKS! Advisors will facilitate the observation and analysis of a model project in the discipline. If research is complete, today's goal is to develop/clarify approaches for collecting and interacting with professional models. How will models be selected? Where will we keep our thoughts about professional models? In a ritualized week during Creation Phase, when will we look at professional models as a group? Students still envisioning their own projects are encouraged to look at many, many professional models and use a Think/Puzzle/Explore thinking routing to capture their thoughts.

WEDNESDAY>>

UWM trip for Grade 9. Today is studio time for revisions. If complete, then students are working toward creating a connection between research and art forms. Some may be ready to make materials lists and create (physical...yes physical) calendars for the creation phase.

THURSDAY>>

Here's that conversation about feedback. As a disciplinary group, generate formats, conditions, and timelines for feedback. These ritualized weeks will be shared out to other groups. (Examples from last year.)The planning, timelines, and making will begin to take shape, so that we can begin on Monday. Addie is available for drop in conferences. Physical copies of calendars are available in the office.

FRIDAY>>

Given all of the thinking, planning, envisioning....what is the essence of your project? Time to make it public. Addie is available for drop-in conferences. The deadline for revisions is now Tuesday, October 27th.

Week of October 12th - 16th | Synthesizing Research in Writing

Who are we as a community of thinkers, innovators? What do I need to know about myself and my community, in order to develop an argument? How does the world work? How do the needs of my community and audience influence my research and writing?

This week we all make the transition from exploration and analysis to synthesis and assertion in the research phase, and, while this does not look the same for each thinker or project, we share the same intellectual challenge of crafting logical arguments in academic writing.

Advisors, please make sure that there are goals set for studio time and structures for reflecting on habits of work and self discipline each day.

We will continue to use the spreadsheet for attendance. Some students will still move this week, with communication coming from either Beckah or Kimberly. Please use Jupiter for approving and noting feedback on proposals. Additional evidence will be added this week as well.

Students proposing year long projects must have full documentation and approval by November 1st.

Objectives:

Disciplinary groups will collaboratively interpret the language and expectations of academic writing in the context of projects.
Students will maintain academic research practices in order to revise and build on to Annotated Bibliographies.
Students will engage with models throughout the writing process, advocating for themselves by using the Writing Center and advisors.
Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original thesis and supporting claims.
Students will reflect on Habits of Learning:

Habits of Learning: Learning is a lifelong pursuit. Students today will face unprecedented technological, global, and professional changes that will require them to be continuous learners. At IDEAS Academy, we strive to...

...approach tasks with an open mind

...accept challenges

...seek to understand when we do not understand

...use evidence to document our learning

MONDAY>>

All students should look ahead to their next step of synthesizing their research. Grade 9 students and those proposing year-long projects and have not been in the Introduction Workshop for Extended Annotated Bibliographies will attend the workshop with Addie in the cafeteria. Other students should begin work on Research Papers, beginning with a focus on Thesis work. The example with Creative Hunt posted on October 8 is an important resource as well.

TUESDAY>>

Each group should take time to reflect on their Habits of Learning by creating a list of evidence that aligns with each of the components listed above. The rest of the time should be studio time for writing and conferencing. Reminder to all that some of this work may need to be done outside of designated Project Block time.

WEDNESDAY>>

Studio time for writing. Extended Annotated Bibliography Conclusion workshop with Addie. Advisors should conference with students to nurture habits, studio goals, and progress.

THURSDAY>>

Extended Annotated Bibliography Conclusion workshop with Addie. More studio time for writing and conferences.

FRIDAY>>

Deadline: Extended Annotated Bibliography AND Complete Research Paper Drafts. (Google Classroom)

October 8 | Extended Annotated Bibliography & Research Definition

Extended Bibliography
All freshmen and year-long students in the following project block advisories should report to the cafeteria for the Extended Annotated Bibliography workshop (the remaining advisories will attend the workshop on Friday):

Mike
Molly
Tim
Timi

Creative Hunt
Read the following example of an introduction to an annotated bibliography. Create a new document in your project block Google folder and "annotate" the introduction by answering the following questions:

What’s the main purpose here?
What are the parts and their purposes?
Which are especially smart or creative?
Who is the audience for this?

Share out your answers with the rest of the group. Based on our answers, what are the components of an introduction to an annotated bibliography.

Review the description of the introduction on the Humanities website.

What questions do you have about the introduction?

Definition Statement - Research Paper

Those students who are not freshmen or year-long students should complete the following Creative Hunt.

Creative Hunt

Read the student research paper Save the Elephants. Create a new document in your project block Google folder and "annotate" the essay by answering the following questions:

What’s the main purpose here?
What are the parts and their purposes?
Which are especially smart or creative?
Who is the audience for this?

Share out your answers with the rest of the group. Specifically, what are parts of the first paragraph? What is the purpose of the first paragraph?

Studio Time

In order to begin your research paper, you must have an understanding of your argument and how you want to help your readers understand your argument. Review the description of a thesis statement on the Humanities website. Answer the questions associated with the different elements of the thesis statement then combine those answers into one sentence. Share out these rough draft thesis statements with the rest of project block.

Any remaining time should be spent finalizing any annotated bibliographies that have not been formally submitted.

Week of October 5th - 9th | Research Phase & Deadline

Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
How does the world work?
How do the needs of my community and audience influence my research?

This week all students will continue meeting in disciplinary groups. Advisors should continue to use the spreadsheet for attendance and use Jupiter for approving and noting feedback on proposals. Remind year long projecteers to review the expectations and schedule a panel meeting as soon as possible.

Objectives:

Disciplinary groups will continue to grow as community of wonderers and project managers.
Students will engage in Academic Research.
Students will use the IDEAS Language Arts Research and Annotation Guide to 1) Locate credible, relevant sources for their project, 2) Read and annotate the source(s), 3) Enter the citation and annotation into EasyBib project.
Students will reflect on their experience and approach to research, identifying needs.

MONDAY >>

Reconnecting - students will re-introduce their projects to the group by identifying key research terms. Depending on the group, it may be necessary to collaboratively revisit the research expectations, resources, and deadlines to be ready for the week.

TUESDAY >>

Reading day. Students will share one citation and annotation for feedback.

WEDNESDAY >>

Reading day. This is a deadline for the Annotated Bibliography - majority of students. This year you will be uploading these bibliographies to Google Classroom rather than submitting through Google Drive. Check your email for an invitation to the IDEAS Project Block - Infused LA Google Classroom. If you cannot find an invite, please email Addie so she can send you one. Read the assignment descriptions carefully so you are sure to submit your annotated bibliography under the correct assignment.

Annotated bibliographies should include roughly ten sources, depending on the length of the source. Please review proper formatting in the IDEAS Formatting and Style Guide. Finally, be sure each annotation answers the questions associated with a formal annotated bibliography. Remember your readers have not read these sources, but should have a sound understanding of what the sources are about, so use specific details.

Please name the document: Name | Annotated Bibliography | Fall 2015

For example: Addie Degenhardt | Annotated Bibliography | Fall 2015

THURSDAY >>

Introduction to writing the research paper. Revisit the health of your working environment, norms, visual supports, or anything else necessary. Use feedback to revise annotations. Some students in Workshop.

FRIDAY >>

Reflection on Habits of Learning. Some students in Workshop.

Friday Oct 2nd | Presentations of Findings

Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
How does the world work?
How do the needs of my community and audience influence my research?

Today we will present findings from our week of reading and research, in order to clarify our own thinking and to gather feedback from our audience. Advisors, please be continue to direct students to new locales as proposals are completed and approved. Take attendance using your tab on the spreadsheet. Look for emails from Addie and/or Beckah for further clarifications. Remind year long projecteers to review the expectations and schedule a panel meeting as soon as possible.

DO NOW: Prepare three findings from research this week to share with your disciplinary group. For each, include a piece of new information and the source: (10-15 minutes)

Example: According to Rosalind Wiseman of TIME, 78% of males who play video games state they do not like or dislike a game based on the gender of the protagonist, and, as male players get older, they care less about whether the protagonist is male while women increasingly seek female protagonists as they age.

PRESENT FINDINGS: Take turns sharing findings - focusing on findings that will engage the audience in new thinking and questioning about your topic/project.

Introduce project idea and driving question.
Share three findings.
Collect responses from the room (audience) - What clarifying questions do they have? What grabs their interest most? What connections can they make to their own research? Are their specific suggestions for additional reading?

STUDIO TIME:

Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today? [Suggestion: Read and annotate one source.]
Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use? [Suggestion: See yesterday's steps.]
Set a stretch goal for studio time: If you finish your goal, what will you do next?

REFLECTION: How well have you used studio time this week? Fist to Five

What is one suggestion for the room/group or one personal commitment for improvement next week?

Thursday, Oct 1st | Reading Day & Evidence of Learning

Who are we as a community of thinkers, innovators?
What is academic research? How can it enrich my proposed project?

Today we will begin in Disciplinary Groups. (Advisors, please be prepared to direct student to new locales and take attendance using your tab on the spreadsheet.) Addie will be meeting with all students who have not yet met with her for the Annotation and Inference workshop. Please, please work to review proposals and update Jupiter. We are looking forward to having ALL approved proposals!!

DO NOW: Prepare all materials, tabs, notes, links, and wonders for today. Begin setting your studio time goal and plan for the day.

ORGANIZATION...how do you do?: In pairs or small groups, share out your strategies for organizing your questions, readings, notes, annotations, and more for the research phase. Do you have a notebook? Document? All in EasyBib? What's your workflow? After sharing in small groups, collect the best strategies (the ones you want to steal) for the good of the group.

STUDIO TIME GOAL SETTING:

Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today? [Suggestion: Read and annotate one source.]
Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use? [Suggestion: See yesterday's steps.]
Set a stretch goal for studio time: If you finish your goal, what will you do next?

REFLECTION: Create a short list of information from your research that should engage an audience in thinking about your topic/question/project. A list of three "things" and where they came from would be lovely. "Things" might include statistics, historical events, quotes, headlines, theories, definitions, and more.

Example - According to a 2011 Rolling Stone biography Run-D.M.C. is responsible for taking "hardcore hip-hop from an underground street sensation to a pop-culture phenomenon."

TOMORROW: We will spend time reporting out on our research findings!

Wednesday Sept. 30th | Reading Day

Who are we as a community of thinkers, innovators?
What is academic research? How can it enrich my proposed project?

Today we will begin in Disciplinary Groups. (Advisors, please be prepared to direct student to new locales and take attendance using your tab on the spreadsheet.) Addie will be meeting with another group. Please, please work to review proposals and update Jupiter. We are looking forward to having ALL approved proposals!!

DO NOW: Word. Phrase. Sentence. Read the Academic Research Page and the introduction paragraph for the research section of the Research and Annotation Guide. (Below) Select a word, phrase, and sentence that best resonates with your developing understanding of Academic Research. Record and share these.

INTRODUCTION to ACADEMIC RESEARCH: Before searching can begin, it is important to identify search terms and disciplines. We know that we cannot simply put our driving questions into Google and expect to be reasonably satisfied with the response.

STUDIO TIME GOAL SETTING:

Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today? [Suggestion: Read and annotate one source.]
Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use? [Suggestion: See steps below.]
Set a stretch goal for studio time: If you finish your goal, what will you do next?

STEP 0 >> Eliminate as many distractions as possible. Get excited about your project, and only that.

STEP 1 >> Organize yourself so that you can see your open, closed, and driving questions. You may add to them, as you read.

STEP 2 >> Identify search terms and academic disciplines that are relevant to your topic and questions. (For example, you may be looking at biology...but more specifically zoology.)

STEP 3 >> Identify relevant resources from the list Addie provides in the Research and Annotation Guide.

STEP 4 >> When you are ready to dig in, commit to a resource. I suggest starting with Digital Commons Network for some mind-blowing perspectives.

STEP 5 >> Identify one viable source...It is on or near topic. It has a credible author. It has substance.

STEP 6 >> Download, copy/paste, or whatever you need to do to take ownership of the text. Read it. Reread it to understand.

STEP 7 >> Begin responding to the Annotation Questions and documenting your responses.

REFLECTION: Document progress and share the steps taken and obstacles.

Tuesday, September 29th | Beginning Research

Who are we as a community of thinkers, innovators?
What is academic research? How can it enrich my proposed project?

Today we will meet in disciplinary groups or proposal focus groups. (Advisors, please be prepared to direct student to new locales and take attendance using the spreadsheet. Groups will be comprised of the following:

1) Students who have complete proposals and have met with Addie - ready to begin research!
2) Students who have project experience but have not met with Addie because they were at WEF yesterday - ready to begin research, but may not have annotations set up; these students could review the annotation resources independently today, knowing they will work with Addie on Thursday.
3) Students who are new to projects and may not have proposals that are ready for research - should continue to revise proposals and find research to respond to closed questions. These students will meet with Addie tomorrow.

Disciplinary groups will focus on getting to know one another's questions and project ideas as well as working to get everyone to or past the beginning point of academic research.

DO NOW: Students and staff work together to get into disciplinary groups and into Addie's workshop for today. Once students arrive, get ready to share project ideas by opening proposal documents on Chromebooks and reviewing driving questions.

TIMI (Science Room)
MOLLY (Dance Studio)
TIM/ERIN (Engineering Room)
MIKE (Drama Room)
STUART (Visual Art Room)
KIMBERLY (3307)
DAN (Writing Room)
DREW (Music Room)
ADDIE (Cafeteria)

GATHERING: Circle up! Take turns sharing out driving questions and project ideas! (Even if a student is not quite ready with a complete proposal, they should share out ideas.) At the end of the sharing out, identify topics, characteristics, goals that projects have in common. Document these in the room.

RESOURCES: As a group, identify a list of essential resources for the week. List each one on a whiteboard and discuss/note their importance for different goals.

Example: This blog! Important for knowing what is going on on a daily basis - helping us know whether we are on track, get important links, and find out if we've missed anything while away.

STUDIO TIME:

Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today?
Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use?
Set a stretch goal for studio time: If you finish your goal, what will you do next?

***Advisors should try to work 1:1 with students who do not have complete proposals. Try to update Jupiter to reflect the current state of approved project proposals and those still needing revision. Please use comments to provide insights.

REFLECTION: Share out successes from today's studio time.

September 29, 2015 | Annotations and Inferences Workshop

Please Note: The following freshmen should attend the Workshop in the cafeteria with Addie.
Ana, Nick, Liesl, Diane, Raenah, Xandria, Kiera, Jackson, Sophia, Randi, Sierra, Taylor, Elizabeth, Xavier, Brandon P, Mayka, Sebastian, Brandon T, Alexis, Hannah, Tate, and Jordan

Objectives: Create EasyBib Annotated Bibliography. Annotate scholarly research to identify argument, support, and purpose.

Do Now: Inferences Turn and Talk
Consider the information on the sheet you were given at the start of IDEAS Project Block. Turn and share the information with the person next to you and listen to the information they have on their sheet. Discuss the following questions.

What does the information help you understand?
What do you understand that isn't directly stated? What can you read between the lines?
Why do you think this information is important? Why would Harper's Index publish this information?

Harper's Index, August 2015

Percentage change over the past three decades in the number of U.S. gyms and health clubs : +455
In the U.S. obesity rate : +65
Hours of television watched each day by the average U.S. kindergartner : 3.3
Percentage by which a kindergartner who watches more than an hour a day is more likely to be obese : 73
Last year in which Pope Francis watched television : 1990

Annotations
Take ten minutes and read Want Your Kids to Exercise? Skip the Guilt. After reading the article, consider the following questions. We will annotate the text as a group on the SmartBoard.

Summary: What was the source about? Provide a brief (one to two sentences) summary of the source.
Argument: What was the author's argument? What does the author believe to be true about the topic?
Evidence: What evidence does the author use to support their argument?
Purpose: What does the author want to happen? What social action is suggested through the text?
Inferences: How does the text help you shape your own argument or understanding of the topic? How does this text help guide your future research? Has this text changed how you think about your topic? If so, why? How?

Research Resources

Week of September 28th - October 2nd | Research Phase

Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
How does the world work?
How do the needs of my community and audience influence my research?

This week we will begin searching, re-searching, reading, and annotating deeply into our projects. The goal of research is to build an understanding of definitions and interact with the essential and foundational understandings of our topics and driving questions, so that we can form new responses, questions, and solutions. Essential to this phase in our self-directed research are our Habits of Learning.

MONDAY>>

Today we will divide as a school for different purposes: Juniors will travel to WEF (with Tad and Timi) to explore opportunities and make connections for life after high school. One group of students will remain at school (with Addie, Beckah, Mike, Fiona, Dan) for a research overview and workshop, while others travel to JMKAC (with Tim, Drew, Kimberly, Molly, Erin, and Stuart) for a research/design experience that emphasizes empathy and iteration. (Groups)

TUESDAY>>

Today will be the inverse of Monday, with groups at school and JMKAC.

WEDNESDAY>>

This first day of studio reading, research in Disciplinary Groups. Get to know the projects in the room! Students who missed the research overview and workshop due to WEF on Monday will have that today. We will reflect on our Habits of Learning.

THURSDAY>>

Studio reading, research in Disciplinary Groups. Review evidence of learning in Research Phase.

FRIDAY>>

Students will organize their research and share in Presentations of Findings. This is an opportunity to gain insights, questions, and direction for research, It also provides accountability to the quality anticipated in student proposals as well as managing deadlines and Habits of Work.

Friday, September 24th | Preparing for Academic Research &

STAFF NOTES:

Attendance: Please take attendance using the attendance spreadsheet. Add days, if needed. Sam is requesting that we update the sheet within the first 15 minutes.
Disciplinary Groups: On Monday, we will rearrange students into their disciplinary groups and launch formal research. Prior to Monday, please review all proposals of students entering your discipline for the semester and consider recommended reading for their research.
Revised Proposals: As you work with students on their proposal revisions, please update the Jupiter assignment for "Proposal - Wondering" (A 3 is an approved proposal, please use comments to update/clarify any details, reminders for the student.) Also, update the "IDEAS Project Block | Proposal Submission (responses)" document, so that we know which disciplinary group students should be placed in.
Appointments: Please note that Addie is not available today and Beckah will communicate about the students she is meeting with in advance. Please do not send any students.

Who are we as a community of thinkers, innovators?
What do I need to know about myself, in order to develop a project?
How does the world work? How does the world work relative to my project?
How can (and do) my values, beliefs, skills, and bias interact with the world, my project?

GATHERING: Habits of Learning - Wave-around!
Read the Habits of Learning posted in the room. Share out the aspect of this habit most important for you today or the preparation to move to a new group/environment on Monday...and why.

REMINDERS:

Proposal overview
Year Long Project overview
Submission by form only
Addie and Beckah are available by appointment only!

GOALS:

Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today
Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use?
Set a stretch goal for studio time: If you finish your goal, what will you do next?

STUDIO TIME: Document/share goals. Make it all happen!

Advisors should try to meet briefly with each student to find out the status of their proposal, project, and course of initial research.
Students beginning research are encouraged to review the Academic Research page on the Humanities Website for a definition and the Research and Annotation page for specific sources and guidelines for keeping track of what is being read. (Note: There will be specific lessons to support this next week.)

CLOSING CIRCLE: Wave-around! (Again) What are you looking forward to in your research?

Thursday, Sept 24th | Proposal Revision & Reading

STAFF NOTES:

Attendance: Please take attendance using the attendance spreadsheet. Add days, if needed. Sam is requesting that we update the sheet within the first 15 minutes.
Disciplinary Groups: On Monday, we will rearrange students into their disciplinary groups and launch formal research. Prior to Monday, please review all proposals of students entering your discipline for the semester and consider recommended reading for their research.
Revised Proposals: As you work with students on their proposal revisions, please update the Jupiter assignment for "Proposal - Wondering" (A 3 is an approved proposal, please use comments to update/clarify any details, reminders for the student.) Also, update the "IDEAS Project Block | Proposal Submission (responses)" document, so that we know which disciplinary group students should be placed in.
Appointments: Please note that Addie is only available by appointment and Beckah will communicate about the students she is meeting with in advance. Please do not send any students.

Share out one specific question that you need to answer today. (For example, it might be a closed question for your research.)

REMINDERS:

Proposal overview
Year Long Project overview
Submission by form only
Addie and Beckah are available by appointment only!

DO NEXT:

Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today
Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use?
Set a stretch goal for studio time: If you finish your goal, what will you do next?

STUDIO TIME: Document/share goals. Make it all happen!

Advisors should try to meet briefly with each student to find out the status of their proposal, project, and course of initial research.
Students beginning research are encouraged to review the Academic Research page on the Humanities Website for a definition and the Research and Annotation page for specific sources and guidelines for keeping track of what is being read. (Note: There will be specific lessons to support this next week.)

CLOSING CIRCLE: Wave-around! (Again) Share one thing that is challenging you about your proposal or research.

Wednesday, Sept 23rd | Proposal Revisions

Please take attendance using the spreadsheet. (Add days.) We may shift groups on Friday or Monday, depending on progress of the proposals.

Who are we as a community of thinkers, innovators?
What do I need to know about myself, in order to develop a project?
How does the world work? How does the world work relative to my project?
How can (and do) my values, beliefs, skills, and bias interact with the world, my project?

DO NOW:

Check Jupiter to determine whether or not your submitted proposal was correctly shared and communicated to advisors for review last night.

REMINDERS:

Proposal overview
Year Long Project overview
Submission by form only
Addie and Beckah are available by appointment only!

DO NEXT: We received 106 proposals. Almost all need some revision, which advisors will provide some specific direction for. Some proposals are missing.

Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today
Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use?
Set a stretch goal for studio time: If you finish your goal, what will you do next?

STUDIO TIME: Document/share goals. Make it all happen!

CLOSING CIRCLE: Wave-around! (Again) Share one way that you added insight, complexity, detail, clarity, focus, or otherwise to your project today.

Tuesday, Sept 22nd | Proposal Deadline

Please take attendance using the spreadsheet. (Add days.)

Who are we as a community of thinkers, innovators?
What do I need to know about myself, in order to develop a project?
How does the world work? How does the world work relative to my project?
How can (and do) my values, beliefs, skills, and bias interact with the world, my project?

DO NOW:

Prepare resources for a day of questioning, initial research, and proposal writing.

REMINDERS:

Proposal deadline is today at 3:00 p.m.
Year Long Projects have additional expectations
Submission by form only

DO NEXT:

Set a goal for studio time: What will you complete by the end of IDEAS Project Block today
Write a work plan for studio time: What steps will you need to take, in order to complete your goal?
Set a stretch goal for studio time: If you finish your goal, what will you do next?

GATHERING: Wave-around! Share out / document studio time goals.

STUDIO TIME: Make it all happen!

CLOSING CIRCLE: Wave-around! (Again) Share one work that captures the essence of your proposed project!

Monday, Sept 21st | Questions & Proposal

Personal Fall 2015 Google Drive folder for IDEAS Project Block

Firstname Lastname | Driving Question | Fall 2015
Firstname Lastname | Question Sorts | Fall 2015
Firstname Lastname | Ideation/Brainstorming/? | Fall 2015

Your Project on EasyBib (Beginning of Research and Annotated Bibliography)
Humanities Website

GATHERING: Weather Report
Each person should share a weather report that represents how they are feeling about their project at this time.

For example:

It is a calm and sunny afternoon, but there is rain in the forecast, bringing a flood of ideas. (This represents a feeling of stasis, because people and cats like to nap on sunny afternoons. Perhaps the project is a little stuck or sleepy right now. In this case, rain is a good thing; it represents an optimistic feeling that good ideas are coming soon.)

INTRODUCTION TO PROPOSAL

Definition: The proposal is partially a showcase of your current understanding of your topic and your self. It is also an appeal to your project advisors, requesting their support and permission for your project. A student's goal is to provide a detailed vision of a project that convinces readers that the proposal will lead to a project that is original and thought-provoking.

Format: Proposals are professional documents that must be typed in MLA format, with name, group members' names, and the date in the upper left corner, title in the middle of the page, and complete paragraphs.

Submission: Every individual is responsible for turning in a typed proposal. Title the document Firstname Lastname | Proposal | Fall 2015 (Example : Fiona Collin | Proposal | Fall 2015). Change sharing settings to "Anyone at The Étude Group with the link" > can edit. Use the submission form to submit your proposal prior to 3:00 p.m. on Tuesday, September 22nd.

Required Elements:

Formal Project Proposal

An outline (optional)

Year Long Projects

STUDIO TIME:
For studio time, students should identify specific goals and steps. Self-Direction and Habits of Learning are key to IDEAS Project Block progress. The ability to identify next steps is not only essential for making the most of our time in IDEAS Project Block but also in developing effective project proposals, plans. For today, please have each student state their goals and steps. Capture it on a whiteboard or shared google document. Knowing what others are doing, can provide guidance to those who are unsure or need new direction.

Examples of Goals with Steps below:

By the end of the period today, I hope to have definitions for all of the keywords in my driving question.

Reread and add to Open and Closed questions.
Revise Driving Question
Get feedback from a peer and an advisor on Driving Question
Revise Driving Question again
Identify keywords
Find definitions (multiple) for each keyword
Document sources in EasyBib

By the end of the period today, I hope to have a draft of my proposal complete.

Find a table to work at alone
Organize ideation, questions, and feedback
Read the Proposal assignment page
Create a document for my Proposal
Make a list of things I have and things I need
Identify needed initial research
Research (20 minutes)
Document research in EasyBib
Start writing proposal (11:45 goal for start time)

TICKET OUT: Report out progress on Studio Time goals/steps along with identifying a next step to get started with right away tomorrow.

...

REMINDERS

Writing Center Appointments Available

Proposal Deadline : Tuesday, September 22

Week of September 21st - 25th | Proposals & Research

Who are we as a community of thinkers, innovators?
What do I need to know about myself, in order to develop a project?
How does the world work?
How can (and do) my values, beliefs, skills, and biases interact with the world?

This is an exciting week in project block! We will aim our thinking and planning toward a specific project, write the details of what we wonder and envision, and then engage in dialogues with advisors and experts about is known in the world and what is possible in the projects. Seriously, exciting stuff to be creating our own courses of study!

MONDAY>>

It is important for students to have a primary project topic (and at least one back up option) that they can begin to develop plans for research. By the end of the day, there should be a draft of a document with OPEN, CLOSED, and (maybe) a DRIVING QUESTION(s). There should also be a document created for a proposal, perhaps some drafting complete for feedback. Writing Center is open.

TUESDAY>>

The writing and completing of proposals. Today is the deadline for proposals. (Submission Form) Staff will begin proposal review at 4:30pm. Students can expect feedback and direction from project advisors. The more information and clarity in the proposal, the more the project will grow.

WEDNESDAY>>

Proposal revisions. Everyone.

THURSDAY>>

Some students will be called out of seminar classed for one-on-one conferences about project proposals. All students will set up research structures and practice annotation. It should be noted that we are accelerating the research timeline, in order to better reflect the experience of research and writing in post-secondary education. Moreover, there will be more time to create and plan for exhibitions.

FRIDAY>>

The goal is to have proposals approved by today and all students engaged in research. There is a possibility that student groups will shift today. Research (reading and annotating) will need to take place during project block as well as outside of this time.

REMINDERS

Monday & Tuesday JMKAC Design Experience
Half of the students will go each day.
The other half will remain in school and receive research support.

Research Deadline : October 2

Students should have more than 5 credible sources

read and annotated by this day. This research should be

professionally communicated to advisors and Addie in

an annotated bibliography.

Writing Deadline : October 12

Please prepare for scaffolded expectations for writers. Addie will

work with students in small groups to set up appropriate

expectations for students. Again, students will be

writing different kinds of papers based on their projects

and areas of growth in language arts.

Revision Deadline : October 22

The use of the Writing Center is required for students, who will have

feedback on their writing from Addie as well as feedback on

their ideas from their project advisors. Final drafts should be

publishable.

Writing Center | Appointments Available During PBlock

Writing Center | Appointments & Drop-in Hours

The Writing Center is now open! The meeting location has temporarily moved to the Little Library until computers can be restored and distributed from the actual Writing Center in the Office. Please make appointments by clicking the link above and filling out the Google Form based on Calendar availability.

If an appointment time appears on the calendar, the Writing Center appointment is available. If a name appears on the calendar that appointment has been booked. Please setup your appointment by filling out the Google Form at the bottom of the web page. Once I receive your submission, I will update the Google Calendar and send you a Calendar invite. Please accept this invite so that it is added to your personal Google Calendar as a reminder of your appointment.

You should make an appointment to discuss your research questions (driving, open, closed). Appointments should also be made to discuss your formal written piece as part of the revision stage. Final submission of the formal written piece should not take place until you have met with me at least once in the Writing Center.

Appointment Hours
Monday, Tuesday, Thursday, Friday during IDEAS Project Block

10:00-10:15 a.m.
10:15-10:30 a.m.
10:30-10:45 a.m.
10:45-11:00 a.m.
11:00-11:15 a.m.

Drop-in Hours
Monday after school - 4 p.m.
Wednesday 7:55-8:57 a.m. and 10:00-11:00 a.m.

Friday, September 18th | Ideation & Initial Research

Please take attendance using the spreadsheet. (Add days.)

Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
How can I document and share my thinking through effective routines and organization?

At the end of this week of exploration, we begin narrowing ideas toward a driving question and a course of research.

DO NOW: Begin by opening only the following tabs (and your paper notes) 1) This blog 2) Your Project Block 2015 folder 3) EasyBib.com 4) Google.com. Close all other tabs. Choose one of your topics or questions and engage in 5 minutes of research using google search. For each new source, open a new tab so that they are all open

SHARE OUT: On a scale from 0-5, how much information did you find? Share out, including one piece of new information and the source. Consider, the quality of the source.

SEE. - What did you notice in your 5 minutes of research? In our share out?
THINK. - What do you think a lot/little information in 5 minutes means? What do you think about the quality of sources found in 5 minutes?
WONDER: What does this experience make you wonder about your own research process.

DOCUMENT: Set up an account and new project in Easy Bib. Enter any sources worth keeping on a topic. (If you have multiple topics, because you are still deciding, please create multiple projects in EasyBib. This will help keep the research separated.)

MORE QUESTIONS: Working toward a driving question.

Create a new document in your Project Block folder. Name it : Firstname Lastname | Driving Question | Fall 2015
Read the Driving Question page on the Humanities Website.
In your document, generate clear lists of Open and Closed questions on a topic. (New document for each topic you are considering.)

CONTINUE INITIAL RESEARCH & DOCUMENT VALUABLE SOURCES in EASYBIB

10:30 - 11:05 a.m. Like yesterday, this will be time for students to leave classrooms with a purpose...and notebooks, Chromebooks, post-its, etc. to have to have brief conversations with advisors who have an interest or expertise related to the topic. On a whiteboard (or another place) each person should sign out - Stating their names & where they are going and who they intend to talk to.

(Note: Rod and some Mosaic teachers may not be available. Find them after school.) This could also be a time for collaborators to bounce ideas off of one another.

Thursday, Sept 17th | Organizing & Questioning

Please take attendance using the spreadsheet. (Add days.)

Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
How can I document and share my thinking through effective routines and organization?

Thank you all for engaging conversations about professional models yesterday. All advisors are encouraged to share their models with Kimberly, so that they can be added to this blog as reference.

So far this week, we have had the opportunity to brainstorm different topics and survey different art forms. It is valuable, at this point, to have more than one topic to take deeper into ideation. Please keep in mind that many considerations go into a successful proposal, and project advisors will only approve viable proposals.

Today we will set up an organizational system used to capture thinking as well as communicate thinking to project advisors. We will also generate questions and consult different advisors to test our topics.

DO NOW: As a group, walk through the process of creating and curating a Google Drive folder for the semester.

Google Drive >> New > Folder

Name this folder : Firstname Lastname | Project Block | Fall 2015
Example : Jacob Bartz | Project Block | Fall 2015
Share this folder with your current project advisor.

Inside the folder, please place any documents already created and name them clearly with your name and a title for what the document is/says/does

Example : Jacob Bartz | Ideation Lists | Fall 2015
Example : Jacob Bartz | Ideation Mind Map | Fall 2015

DO NEXT:

Use Question Sorts to begin generating questions about a topic.

Click on the link above.
Rename the document: Firstname Lastname | Question Starts : Topic | Fall 2015
Move the document into your new folder for Project Block.
Use the document to generate questions - keeping in mind that we are still seeking possibilities, ways of framing the topic that will lead to a project. Driving questions will emerge after some initial research and conferences with advisors.
Repeat this process for each topic you are considering (more than one)

10:30 a.m. At this time, students are encouraged to review Advisor Profiles on the Ideation Page. They should prepare specific questions for certain advisors. On a whiteboard (or another place) each person should sign out - Stating their names & where they are going and who they intend to talk to.

10:35 a.m. Students can leave classrooms with a purpose....and notebooks, Chromebooks, post-its, etc to have brief conversations with advisors who have an interest or expertise related to the topic. (Note: Rod and some Mosaic teachers may not be available. Find them after school.) This could also be a time for collaborators to bounce ideas off of one another.

11:05 a.m. Students return to original groups and share out their progress.

Tomorrow, we will set up structures for initial research and begin working toward driving questions. Students considering year long projects need to read this.