Thursday, February 26th | Drafting

What do I need to know in order to write?
How will I represent my thoughts and research in academic writing?
Who am I as a writer?

DO NOW: Organize ALL materials, intentions, and tabs for today.

CHECK IN: Word Wave - What is a verb (or verb phrase) that describes what you need to complete today. (Examples:  manage opinions)

STUDIO: In order to meet a March 13th deadline for the research paper, drafting should begin today, whether it is by starting with an introduction to host your thesis, claim/evidence/explanation paragraph outlines, or conceptualizing your argument. The need for more research to support the emerging purpose of your paper and paragraphs may arise and it should continue. Update your annotated bibliographies as you go.

Write your response to these questions prior to diving in to thinking and writing today:

• What are the details of your intention for today?
• What steps will you take?
• What evidence will you have?
• What habit of learning will be most needed?

TICKET OUT: Reflect on progress and share out evidence.

Wednesday, February 25 | Thesis Statement

What is the purpose of my research paper?
What are the parts and purposes of my research paper?
Who am I as a writer?

In reflecting on yesterday, I hope each person had an opportunity to consider the organization of and relationship between essential terms and concepts for arguments. One clear takeaway should be the ability to arrange paragraphs and identify the purpose for each one. Before getting too far into that process, it is important to have a clear thesis to direct the argument.

GATHERING: Circle Up! Sentence Starts

• The most important thing about my topic is...
• After reading my research paper, I want people to feel/think ... about ...

THESIS WORKSHOP: Respond to each prompt in order to develop a thesis statement for your research paper. This can be done on the hard copies or a google document in your Project Block folder. 

STUDIO: Identify immediate priorities for research and writing. As a group, identify steps taken in the past ten days to get to a working thesis statement. Clarify these steps for all students and work together to make sure each person knows which step is the next they need to take. 

REFLECTION: Pair-Share working thesis statements, having a very brief conversation to identify areas where clarity is still needed. 

Tuesday, February 24th | Research Paper Outline

What are the parts and purposes of my research paper?
Who am I as a writer?

DO NOW: You will need your Annotated Bibliography and Driving Questions Workshop. Read these two documents and use post-it notes to generate the key words/concepts from your research. Write one word/concept on each note. (For example, the search terms from the example research paper we read yesterday include: digital technology, application, operating system, learning styles, teacher reluctance,  21st century skills, special education, and more.) It is wise to keep track of which sources connect with each idea.

EXAMPLE OUTLINE: As a group, get out your notes from yesterday's review of the example research paper. Then, review the example outline for the same paper. How does the outline connect, extend, and challenge your groups' analysis of the writer's purpose for each paragraph?

It is important to notice how the key words/concepts are defined in paragraph 2 and they are interacting for the argument in paragraphs 3, 4, and 5.

• In paragraph 2 "technology" is a system of code and communication device, whereas in paragraph 4 "technology" devices help students communicate in a variety of "learning styles" because of the code.

DO NEXT: Sort and Connect

1. Start by identifying which of your key words/concepts will need to be defined in paragraph 2 of your paper SO THAT you can create an argument about them?
   (NOTE: In the example, "technology" and "personalization")
2. Then, identify which of your key words/concepts are really products or outcomes of your argument. In other words, which ones will likely end up in your conclusion.
   (NOTE: In the example, "personalization" through "technology" in schools will mean more "engagement" and the development of "21st Century Skills.")
3. Begin to draw lines and write sentences that connect your key words. Do not be afraid to overlap, repeat, or mix-up possibilities. 

Try incorporating some of the following phrases to build logic into sentences:

...through...

...because of...

...so that...

...in order to...

...builds on...

...complicates...

BEGIN OUTLINING: Start by organizing the sentences into possible paragraphs in your research paper. Then write purpose statements for each paragraph idea, remembering to focus on what readers NEED from you as a writer. 

TICKET OUT: Share one sentence connecting key words/concepts. 

Monday, February 23 | Research Paper Introduction

What are the parts and purposes of a research paper?
Who am I as a writer?

Today's research paper introduction is designed to encourage everyone to relate to research as a writer. 

DO NOW: Dot Vote on Habits of Learning relative to writing.

This requires a little set up and a little discussion: On chart paper, list the Habits of Learning  in rows followed by the numbers 1, 2, 3, 4.

Approach tasks with an open mind  1   2   3   4 

Accept challenges  1   2   3   4 

Seek to understand what we do not understand 1   2   3   4

Use evidence to document learning  1   2   3   4  

Discuss what 4-advanced, 3-proficient, 2 and 1 would look like for each. Then agree on a system that will allow each person to reflect on each habit. For example, if a person thought they were proficient at accepting challenges in writing they could write their initials next to the 3 or circle it. This will give the group a sense of how much support, encouragement, and transparency may be needed in the writing process

MODEL RESEARCH PAPER: We will take some time to re-introduce ourselves to the research paper. This process will provide some additional insight on Habits of Learning, as we are asking for an analysis of an example, considering the writer's intentions for each paragraph.

Process:

1. Each person should have a paper copy of the example paper.
2. Number each paragraph in order from 1 to 6.
3. Read the introduction aloud and answer the following questions as a group:
   
   - What is the topic?
   - How does the writer introduce the topic? What are other ways that would be possible, though this writer did not choose them?
   - What assumptions are made in the introduction? Do you think they are reasonable or do they lack credibility?
   - Identify the thesis statement? What does it promise to teach the reader through this paper?
   
4. Read the whole paper silently.
5. Assign paragraphs 2-6 to groups, one paragraph per group.
6. Using their understanding of the introduction and thesis, each group will analyze their paragraph by re-reading it and responding to the following questions that they will then share out to the group. Writing on the text, creating boxes, using arrows or highlights, and more are encouraged. Try to see what the writing wants you to see in the structure of the paragraph.
   
   - What is the claim that the writer is making in this paragraph?
   - What evidence supports the claim?
   - How is the evidence explained?
   - What is the purpose of this paragraph in the paper? How is it connected to the introduction?
   - What new questions (open or closed) do you have about the topic, because of this paragraph?
   
7. Each group should present their paragraph and analysis to the group in order. Other groups should take note of the "purpose" of each paragraph, so that they have comprehensive notes in the end. 
8. Conclude by collecting areas of growth. As a group, which aspects of the research paper will challenge us. (Advisors, please bring share these with Addie and Kim.) 
9. These example essays and notes will be needed again tomorrow.

RESEARCH PAPERS ARE DUE ON FRIDAY, MARCH 13.

ONGOING RESEARCH: With the remaining time, groups should determine or use the supports needed to ensure ongoing research and high quality annotations. Remember that bibliographies with five sources cited and annotated were due last week, but that researchers should continually add on to these so that they represent all of the reading done throughout the project.

The Week of February 23-27 | Synthesizing Research in Writing

This week marks the transition from exploration to synthesis 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. Let's begin!

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 >>

Regardless of where each person is in their research, we will take time today to analyze the parts and purposes of a research paper by looking closely at a model.  This may take 30-40 minutes, please use the remaining time to determine and/or facilitate supports needed to ensure ongoing research and high quality annotated bibliographies.

Foci: Interpreting the language and expectations of academic writing; Analyzing a model research paper and identifying parts and purposes; Maintaing academic research practices

TUESDAY >>

Understanding argument is an important part of writing an effective research paper. Today is all about understanding and practicing methods for using research to craft an argument. We will also look at an outline for the argument analyzed on Monday.

Foci: Reasoning to study and create research-based arguments; Maintaining academic research practices

WEDNESDAY >>

An original thesis is the product of arranging and experimenting with research. Today we will continue to create arguments and try to distill  the essence of the argument into a clear thesis. 

Foci:  Reasoning to study and create research-based arguments; Maintaining academic research practices

THURSDAY >>

In order to meet a March 13th deadline for the research paper, drafting should begin today, whether it is by starting with an introduction, claim/evidence/explanation paragraphs, or detailing an outline. The need for more research, to support the emerging argument, may arise and it should continue.

 Foci: Reasoning to create research-based arguments; Reflecting on Habits of Learning

FRIDAY >>

We will not meet today, due to seminar previews.

REMINDERS

Annotated Bibliographies (with 5 cited and annotated sources) were due.

Research Papers are due on Friday, March 13th

Writing conferences are a required part of the writing process. 

Friday, February 20 | Deadline for Annotated Bibliography

How do we publish academic research?

Annotated Bibliographies are due today. Addie will be available to provide support to some individual students, however please use Google Hangouts to see where she is and if she is available prior to sending students. 

DO NOW: Prepare materials, intentions, and tabs for today. Review the Annotation Rubric (below)

GATHERING: Share a specific goal for today related to your Annotated Bibliography and the steps you'll take

STUDIO: Continue searching, reading, annotating, and publishing citations and annotations on EasyBib. Take time to create and proofread annotation paragraphs prior to turning in Annotated Bibliography.

TICKET OUT: Follow directions for Submission and Google Drive Export to turn in your Annotated Bibliography.

[Pro Tip: Move your Project Block folder inside your LA folder. Make sure your Project Block folder is still shared with your Project Advisor.]



Next week we will study and begin writing research papers. The research paper deadline is March 13th.

Thursday, February 19 | Reading Day

How do we analyze and share academic research?
Who are we as an intellectual community?

DO NOW: Prepare materials, intentions, and tabs for today.

GATHERING: Share one closed question that you've been able to answer throughout your research. Also share your answer in your own words.

STUDIO: Continue searching, reading, annotating, and publishing citations and annotations to EasyBib. Remember to create annotation paragraphs while you read each source.

REFLECTION: Share the questions you have left. Open or closed or both...what wonders remain?

ANNOTATED BIBLIOGRAPHIES WITH 5 SOURCES ANNOTATED ARE DUE TOMORROW!

Wednesday, February 18 | Reading Day

How do we analyze and share academic research?

DO NOW: Prepare materials, tabs, and intentions for today.

GATHERING: Share 1) one closed question you are trying to answer through research today OR 2) one open question that you hope to understand better because of your research today.

STUDIO: Continue searching, reading, annotating, and publishing citations and annotations to EasyBib. Addie and Kim will be circulating to check on progress and support research.

8:45am - FEEDBACK: Everyone should open EasyBib to one completed source citation and annotation on their Chromebooks. One student could put theirs up on the projector screen.

• As a group, generate a list of characteristics of a credible citation and effective annotation.
• Exchange chromebooks, and read the annotation selected.
• Provide a ladder of feedback in conversation or in writing: 

Clarifying Questions about the citation, author, source, writing.

Values are expectations met.

Concerns / Suggestions are identified additions or revisions.

Tuesday, February 17 | Reconnecting & Reading

Who are we as an intellectual community?
How do we analyze and share academic research?

Advisors, please continue to use the spreadsheet to take attendance and Jupiter (Trimester 3) for reporting on proposals. If your room does not yet have a place to make the group's thinking visible, please prioritize that today. Some ideas that might already be captured in a common place: driving questions, search terms and definitions from Tuesday, evidence of progress identified on Friday. Students should also have a place where they are keeping track of their thinking about their project.

DO NOW: Prepare materials, tabs, and intentions for today. You will specifically need a different search term from your research to share. 

• Materials: printed readings and annotations, notes, open/closed questions
• Tabs: This blog, Research and Annotation Guide, EasyBib, readings
• Intentions: What will be your focus today? What will you complete?
• Search Term: What words or concepts do you need a full understanding of in order to continue your research? Look to your closed questions for some ideas.

DO NEXT: Color. Shape. Line (reversed)

The purpose of this is establish strong research platforms as well as share project insights with the group. 

Using the search term, generate a color, shape, and line that is appropriate for the term. Then create a representation to share. (Note, as a group, you can decide if you'd like to do this during research and share at the end.)

Example: Cosmopolitan Distribution is a term used to describe crane migration.
It means that they tend to live in all regions on the plant where there is appropriate habitat. This is important to understand, so that I can compare factors affecting the habitats in different parts of the world. 

COLOR: Rose Why? It is a warm color, indicating where the habitats are welcoming and safe.
SHAPE: m Why? It looks like a bird flying. I first created a flying V for migration and then showed that the "m"s move all over, like the cranes on the planet.
LINE: Curly Why? This shows that their is variation in the migration patterns and that the birds have to be flexible to find habitats.

CONTINUE SEARCHING and RESEARCHING:
Take the temperature of the group regarding confidence on finding, reading, annotating, publishing to EasyBib using a fist-to-five. Students can pair up to provide support, groups can review as a whole, or advisors can meet with small groups, depending on what is needed. If there is a lot of confidence, have students share tips and tweaks that they've discovered in the research process.

• For those searching anew, revisit last Monday's plans
• For those returning to a groove, read on (and annotate)
• All should publish citations and annotations to EasyBib, one source at at time.

REFLECTION:

1. Share out Color. Shape. Line from beginning of the period.
   OR
2. Share out one source from reading and HOW you know it is credible, providing at least three reasons.

REMINDERS
Annotated Bibliographies with at least five sources are due Friday, February 20th.
(Note...we will continue to add to these even after the 20th)

Year-long projecteers need to schedule a meeting with panels and writing conferences with Addie.

The Week of February 17-20 | Research Phase

This week all students will be meeting in disciplinary groups. Advisors should continue to use the spreadsheet for attendance and use Jupiter (Trimester 3) for reporting on proposals. Addie and Kim will be dropping in to provide research support throughout the week. Please use Google Hangouts to flag us during the period.

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 >>

No School President's Day. Students should be independently reading and possibly annotating a source located last Friday.

Focus: Engage in academic research

TUESDAY >>

Reconnecting - students will re-introduce their projects to the group by interpreting one of their research terms. Students who have spent the majority of last week on proposals may need their peers to re-teach what has been covered regarding research and annotation.

Foci: Building community in disciplinary groups; Clarifying research expectations and research; Reading and annotating a source

WEDNESDAY >>

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

Foci: Engaging in academic research; Representing thinking effectively in writing

THURSDAY >>

Reading day. Revisit the health of your working environment, and establish norms, visual supports, or anything else necessary. Use feedback to revise annotations.

Foci: Providing effective feedback; Revising annotations to represent close-reading; Reading and annotating a source 

FRIDAY >>

Reading day. Annotated bibliography with five sources is due at the end of the period.

Foci: Reading and annotating a source; Preparing academic writing for publication according to Language Arts standards 

REMINDERS
Year-long project panel and writing conference deadline this week. 

Semester 2 proposal grades to Jupiter, Trimester 3.

Semester 2 Annotated Bibliography due Friday, February 20th.

Friday, February 13 | Reading Day

Who are we as an intellectual community?
What does academic research feel like? How can it enrich my proposed project?

We've all started something new this week, and now it's time to tighten up using the instruments of academic research that have been introduced this week: effective searching and sourcing, close reading, and professional annotation. When you are done with your research you should be able to figuratively "dance just as good as [you] walk" - meaning that the expertise you gain through your project should become part of who you are. Look that closely. (And don't forget to take dance breaks.)

Please continue to integrate new disciplinary group members by revisiting the plans from earlier in the week when needed. At this point there should be students who can share models and stories from their developing projects.

DO NOW: Prepare materials, tabs, and intentions for today.

GATHERING: Circle up! Each person in the group will provide at lease one unique response to the following question: How do we know if we have had a successful week in project block? (Share and document these.) The result will be a list of experiences and evidence that the group can use as evidence of progress and introduce new students to the research process as it will be experienced in the discipline. Share examples when needed.

SEARCHING and RESEARCHING: Challenge yourself to find at least one new source to read, reread, and begin to annotate today. If you get to the point of annotation, compose your citation and annotation paragraph. Then, find one more source to read, reread, and begin to annotate over the weekend.

TICKET OUT: What will you read this weekend? Over three days, how will you continue your search for understandings and awes regarding your project?

Thursday, February 11 | EasyBib Set Up & Reading

Who are we as an intellectual community?
How do we analyze and share our academic research?

The proposal focus groups are getting smaller and smaller. We hope that exciting discoveries are being made through research and annotation in disciplinary groups. Today's focus is on documenting academic research, professionally using EasyBib. Also reading...

DO NOW: Prepare materials, tabs, and intentions for today. You will specifically need the citation material and annotation notes+ for your first source.

EasyBib SETUP: As a group, go through the Account and Project Setup steps using your first source.

• Entering a source into EasyBib is a detail oriented process. It is important to be as specific and complete as possible to get professional results. So, for example, if EasyBib does not recognize the author based on the URL you provide, it is your responsibility to look for an author and enter it yourself. 
• Entering an annotation into EasyBib is publication, which means that the annotation should already be synthesized from the questions responding to the text and written into a paragraph, like this example.

SHOW and TELL:  When you are finished with your first citation and annotation in EasyBib, have an advisor or peer look it over for detail and professionalism. 

CONTINUE research and annotation. If you need help finding sources, please inquire.

TICKET OUT: Extension - What was one thing you read today that extends your thinking about your topic?

Wednesday, February 11 | Reading Day

Who are we as an intellectual community?
What is academic research? How can it enrich my proposed project?

If we could, we'd have disciplinary groups sitting at lamp-lit tables in that perfect cafe alcove, you know, the one with the view of Lake Michigan, a wall of relevant books, a fireplace, coffee... If we're honest, we're actually not that far off. Please use the hour you have with your group today to first re-group and then sink into the research. Proposal focus groups will continue to meet as well, under somewhat less cozy conditions as deadlines loom. 

DO NOW: Prepare materials, tabs, and intentions for today.

GATHERING: Students just joining the group should introduce their driving question and a possible search term to kick off their research. Add their ideas to any group documentation that has started. Students who started research on Monday should retrace the parts and purposes of their week so far - sharing details of their own projects as well as essential resources. They should make a recommendations for starting off strong.

SEARCHING and RESEARCHING: Challenge yourself to find one quality source to read, reread, and begin to annotate today.

REFLECTION: Share the story of how you found what you read today. (What did you search for? Why? Where did you search? How did your search morph? Who is the author...is s/he credible?)

Tomorrow, EasyBib overview and expectations.

Tuesday, February 10 | Annotation Workshop

Who are we as an intellectual community?
What is academic research? How can it enrich my proposed project?

We will continue to meet in disciplinary and proposal focus groups. (Advisors, remember to use the spreadsheet for attendance and notes.) Disciplinary groups will continue the focus on getting to know one another's questions and project ideas. Additionally, we are kicking of academic research rather aggressively. Today, the aim is to look specifically annotation. Note: Drew's group will partner with the Engineers in the Engineering room, as Tim is out today. Proposal focus groups will meet with Kim (Writing Room) or Beckah (Cafeteria or Treehouse).  Note: Addie is also out today.

Some students will be filtering out of proposal focus groups to disciplinary groups. As part of the transition, please take time at the beginning of the period to acclimate new people to the progress that has been made regarding understanding and engaging in academic research. For example, share from your group Word. Phrase. Sentence. or share driving questions. Some students might share a "story" of how their searching lead them to one single source.

DO NOW: Arrange your physical and digital workspaces so that you can access your proposal document or email draft, Driving Question Workshop with open and closed questions, search terms, and the source(s) that you located yesterday.

ONE WORD+ WAVE: Share out one of your key search terms (STEP 2 from yesterday) and your definition of that word in the context of your project. Document these in the room.

(Example: "Grassroots" is an approach to political or community change that is driven by community members rather than politicians. I will need to find examples of successful grassroots efforts in mid-sized cities.)

ANNOTATION MODEL: The following is an excerpt from an academic source Veiling and Blogging: Social Media as Sites of Identity Negotiation and Expression among Saudi Women

>> Read to understand.
(Note: Hyperlinks were added to help show how texts can prompt new closed questions and will almost always require you to define or clarify terms.)

Women in the Middle East in general, and Saudi Arabia in particular, have been portrayed frequently in the Western media as passive, submissive and an oppressed lot. These portrayals have been challenged by many feminists who rightly argued that these portrayals conceptualize non-Western cultural identities as static and ahistorical and only served to reinforce the illusion that Middle Eastern patriarchal institutions are unchanging and untiring (Abu Lughod, 2002; Mohanty, 1988; Narayan, 1997; Oyewumi, 2003). Indeed, women have strived to play an active role in the Saudi Arab public sphere (Karolak, 2013) and the blossoming of the new communication technologies may offer further opportunities for changes to women realities in such societies. Unlike other media, where gatekeepers play a role in what message will be broadcasted, the Internet creates an open space with no gatekeepers. Internet access grants anybody the opportunity to communicate to the masses without control.  

Saudi Arab society is regarded as largely conservative. Given its status as the birthplace of Islam, religion plays a central role in the Kingdom’s culture, and “[Islam does] not only shape people’s attitudes, practices, and behaviors, but also shape the way they see and do things and perceive their lives” (Alsaggaf & Williamson, 2004, para 5). Saudi society observes a strict segregation between genders. Women are not allowed to mix with unrelated men in public. Most educational institutions, banks, restaurants, and work places have separate divisions for males and females. For instance, until recently women education have been governed by a separate entity “to ensure that women’s education did not deviate from the original purpose of female education, which was to make women good wives and mothers, and to prepare them for ‘acceptable’ jobs such as teaching and nursing” (Hamdan, 2005, p. 44). The need for such segregation is most often legitimized by citing Islamic teachings although some scholars challenge this notion (Hamdan, 2005). It is important to note that some Saudi Arab religious scholars, among others, Sheikh Abdullah al-Mutlaq, stress the need for the gender segregation to be enforced also on social media portals.

Citation: Guta, Hala and Karolak, Magdalena (2015). Veiling and Blogging: Social Media as Sites of Identity Negotiation and Expression among Saudi Women. Journal of International Women's Studies, 16(2), 115-127. Available at: http://vc.bridgew.edu/jiws/vol16/iss2/7

>> Together, reread and annotate according to several questions in Addie's Research and Annotation Guide. Use the links to investigate the authors, publication source, date, etc.

>> Reflect. Which habits of mind and professionalism are essential to this process?

ANNOTATION PRACTICE: Use the remaining time to continue searching for a source to start with and annotating the source.

REFLECTION: Document and share steps taken and obstacles.

TICKET OUT: Going back to the Word. Phrase. Sentence from Monday, which word on that list best fits with your experience so far? Star, underline, circle, initial, or somehow indicate.

Monday, February 9 | Disciplinary Groups & Introduction to Research

Who are we as an intellectual community?
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 students to new locales and take attendance using the spreadsheet.) Disciplinary groups will be focused on getting to know one another's questions and project ideas as well as kicking off academic research. Proposal focus groups will meet with either Addie (Treehouse), Kim (Writing Room), or Beckah (Cafeteria) to finish or revise proposals. 

DO NOW: Find disciplinary or proposal focus group and check in. Get ready to learn by opening proposal document or email draft on Chromebook. Review driving question. Locate this blog and bookmark it! (Advisors, verify that you have access to each proposal.)

GATHERING: Choose an object from the room as a metaphor for introducing your project and question to the group.

(Example: My project is like a jellyfish preserved in a jar, because I will be starting my project by looking at multiple perspectives on a single event in history,  then dissecting it to determine how the parts and purposes contribute to current events. I will interpret my understanding into a 3D installation that...)

DO NEXT: 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.

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 today, as you begin reading.

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 >> Print, 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 and share the steps taken and obstacles.

...

Reminders:

• Driving Question Workshop due to LA Folder
• Annotated Bibliography due February 20th

The Week of February 9-13 | Research Phase

We will be meeting in IDEAS Block disciplines starting this week. The student-advisor parings are based primarily on student proposals and habits of professionalism. Our collective goal is to have all students matched with an advisor and engaged in research by the end of the week. Attendance lists and Jupiter (Trimester 3) will be updated prior to 10:00am each morning.

Objectives:

• Disciplinary groups will come to know each other as wonderers and project managers.
• Students will become familiar with the definition of Academic Research.
• Students will use the IDEAS Language Arts Research and Annotation Guide to 1) Locate credible sources for their project, 2) Read and annotate the source,s 3) Enter into EasyBib project.
• Students will reflect on their experience and approach to research, identifying needs.

MONDAY >>

We will meet in disciplinary groups starting today. Those who need to complete or revise proposals will meet with Addie (Treehouse), Kim (Writing Room), or Beckah (Cafeteria). Students should check with an advisor to find out where to go.

Foci: Build community in disciplinary groups; Introduce research definitions and resources

TUESDAY(Juniors at LTC) >> 

Reading day. Collectively establish an environment that will work for everyone in the group. Students should have at least one source to read and annotate as part of their time today.

Foci: Continue to clarify research definitions and resources; Reading and annotating a source

WEDNESDAY >> 

EasyBib workshop and continued research.

Foci: Setting up EasyBib; Reading and annotating sources; Identifying obstacles in the research process and creating plans

THURSDAY >> 

Reconnecting - at this point most or all students should be in their disciplinary groups. Students who have spent the majority of the week working on proposals may need their peers to re-teach what has been covered this week.

Foci: Building community in disciplinary groups; Clarifying research definitions and resources; Reading and annotating a source

FRIDAY >> 

Reading day. Students will share out their new questions and understandings, being pushed to articulate the authors' points of view regarding the texts they are reading.

Foci: Revisiting annotation; Reading and annotating a source.

REMINDERS

Year-long project panels and writing conferences this week.
Semester 1 IDEAS Project Block grades are final as of Tuesday, February 10th at 8:00am

Semester 2 Proposals were due via email Friday, February 6th

Semester 2 Driving Question Workshop was due via LA folder Friday, February 6th

Semester 2 Annotated Bibliography is due Friday, February 20th