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.)
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.
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?
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.
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.
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?
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.
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:
Share out one specific question that you need to answer today. (For example, it might be a closed question for your research.)
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.
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.
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.
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.
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.
For example:
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.
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.
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
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.
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
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.
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.
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 communicate my ideas?
INTRODUCTION: Today, students will travel to two different disciplines to engage in observing and thinking about a professional model in those disciplines. Students are encouraged to visit disciplines other than the one that they were in for the mini-project week. Everyone should be mindful that this is an exploration, not a commitment to a discipline.
8:05 - Transition to first discipline for professional model.
8:30 - Transition to second discipline for professional model.
9:00 - Town Hall begins
-----------
An approach to looking at model projects:
SEE: What do you see? What choices can you see the artist(s) make?
THINK: What do you think the artist(s) value? What did the artist(s) think about in order to create their piece?
PUZZLE: How does the work puzzle or challenge you? What questions would you ask the artist(s) if they were standing in front of you?
EXPLORE: What did you see or hear that you would like to explore more through a project or process of your own?
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?
What's possible?
DO NOW: Locate your brainstorming from yesterday. Take a different color font or ink, and highlight the words, phrases, concepts that stand out to you. Turn and talk. Tell at least two other people about the ideas that stand out do you. Discuss connections. A few people share out to the whole class.
IDEATION: As a group, clarify the purpose of ideation. Remember that everyone and every project benefits from brainstorming first, because it allows us to see new and many possibilities. What is the best way to proceed? Decide. It is helpful to know all that is happening in the room we are thinking in, in case we need help thinking or changing our thinking.
Try a mind map. Use one of the ideas, phrases, concepts that you selected in the "do now" and expand your thinking. Spend 20 minutes filling the page, before inviting someone else to view your mind map and share their connections. You can choose if you'd like to include their connections or now. Continue connecting, expanding possibilities.
When a mind map feels full or complete (somehow), use post-it notes to begin generating questions. Place the questions on the areas of the map that connect to them. Remember, right now, anything is possible. Imagine. Wonder.
If something sticks to you, try the Beane Protocol next...
Keep all notes, possibilities, options for future reference!
TICKET OUT: Is there an art form that is emerging in your thinking, envisioning? What is it?
Tomorrow, students will have the opportunity to view model projects in different disciplines.
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?
GATHERING: Circle up! Start by revisiting the criteria for a quality appreciation, from Advisory/Town Hall last week. In a go-around, share an appreciation from mini-project exhibitions on Friday. Students are encouraged to share an observation of another group, rather than something from their own group.
COMPASS POINTS: To make the transition from mini-projects to independent projects, go through the process of developing compass points and discussing/addressing specific points in a conversation.
E - Knowing that you have the opportunity to choose and design your own project, what are you most Excited about?
W - What are you worried about?
N - What do you need to know, before moving forward or to be able to envision the semester?
S - What suggestions to experienced students have for the semester? For ideation?
IDEATION: As a group, review the approaches to ideation that we have looked to in the past weeks and semesters. Also, see if there are other ideas or experiences or suggestions for ideation out there. Capture and share new ideas.
Suggestion: Begin with lists or mind maps of passions, interests, skills, and transformative experiences.
TICKET OUT: Headline: If someone was writing an article about you during ideation today, what would their headline be?
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?
This week we will reflect on our mini-projects and begin ideation for independent, self-directed projects. Groups will shift from collaboration and consensus-building to more personal explorations, with advisors as guides. Advisors will help facilitate some brainstorming and some looking at model projects, but each student must commit to ideation in order to explore, expand, and then narrow thinking in the direction of a project. Students who have a project already in mind will also be expected to participate in all aspects of ideation.
MONDAY>>
We will reflect on mini-project week and anticipate year-long projects, using compass points. Experienced students will share out from their experiences with ideation in other projects, and we will get started with brainstorming lists and mind maps.
TUESDAY>>
Brainstorming continues, exploring and expanding possibilities for projects.
WEDNESDAY>>
Advisors will curate a single model project or a gallery, and guide students through a Think. Puzzle. Explore. thinking routine as an introduction to disciplines.
THURSDAY>>
Ideation continues, with efforts to identify specific topics. We will introduce structures for initial research and creating driving questions..
FRIDAY>>
Students will begin developing proposals, meeting with advisors, getting feedback, and beginning research.
STAFF PROPOSAL REVIEW WILL BE AT 4:30pm on SEPT 22nd
Note: Please mark attendance on the spreadsheet. Please note that some students and Dan will be at the Lakeland convocation today.
How can we improve our community?
Who are we as a community of thinkers, innovators?
Today's objectives are to complete the project and to prepare for Exhibitions. Please see what can be done to make sure that each person is making a meaningful contribution to the project. DO NOW: Each person should claim what they will personally need to do today, first step. A student who has emerged as a leader in this mini-project should provide an overview of progress so far and help facilitate a projection for how time will be used today. Who will do what? For how long? What are your own expectations for quality?
CREATION PHASE - COMPLETE!
Based on yesterday's outcomes and intentions for today, create and carry out a plan for completing the project. Remember to balance the need to also prepare for an exhibition. There will be no time for planning tomorrow (Friday).
---> Someone from each Project Block group should email Kimberly a short summary of the project and what you will need for your Exhibition: Space? Technology?
EXHIBITION PLANNING
Mini-Project Exhibitions are tomorrow!
Time: < 10 minutes (Do Not Exceed)
Goal: An exhibition of learning communicates your group's ideas, question, process, and creative choices in order to engage the audience in a new way of thinking about the topic of "community."
Include:
What is the problem/question that you are trying to solve or address?
Define your focus for the project. What is the solution or claim you are able to make, after doing research?
Share some of the the research that influenced you.
Explain who is affected by your project. Also, try to connect it to what you know about the audience.
Explain how you arrived at your final project AND highlight the specific, intentional choices made to develop the project.
**Bonus: If you are clever with communication and time-management, engage the audience in a thinking routine or feedback/response of some kind.
Assign Roles for Exhibition! Practice!
11:15 - Dismiss for "Open Lunch" - All students are reminded to to make positive choices that represent our school well while in the community and return promptly at 11:50 a.m., so that they are on time for Advisory.
Note: Please mark attendance on the spreadsheet. Help students who were absent find a home. Add their names. Please be mindful of group sizes.
How can we improve our community?
Who are we as a community of thinkers, innovators?
Based on conversations yesterday after IDEAS Project Block, many groups are still in the research phase. Since research is an important part of our creative process, there is a suggestion to begin delegating tasks and roles in order to maintain the research but also begin creating. Please use judgement to determine whether significant research is needed prior to planning the details of a product or whether research and creating can meaningfully progress concurrently. The goal is to create something that communicates/interprets ideas and research. DO NOW: Each individual should organize their thinking and research citations, notes, and links.
PROJECT MANAGEMENT: Once everyone is organized, reconnect with the question/proposal/ideation, and then take proposals for how the group should proceed, given the timeline and intentions. Remember, today's time should include creation. Determine a course of action, making sure that each person has a role.
STUDIO TIME: Make roles and goals visible to all!
Where will you be by the end of today as individuals and as a group?
REFLECTION: Set a check in time in the middle of studio time and/or plan to conclude studio time with measuring progress on goals.
Does the project plan need to be modified so that it can be completed?
What will we have to accomplish tomorrow, if we are going to be successful?
Note: Please mark attendance on the spreadsheet. Help students who were absent find a home. Add their names. Please be mindful of group sizes.
How can we improve our community?
Who are we as a community of thinkers, innovators?
Today's objective is to establish a clear direction for the group and begin a research process that explores both open and closed questions related to the topic. Another aspect of research for this project will be to identify at least one professional model that is in conversation with the subject and discipline. Since research provides credibility and support for the project, it will be essential to look carefully at carrying out this process meaningfully and anticipating how the research will be communicated to the audience. DO NOW: Circle up! "Word Whip" Go around the circle having each person to share the one word that stands out to them when they think about last week's project and ideation. Discuss questions, concerns.
IDEATION: Spend a few minutes clarifying the topic(s) and question(s) that the group decided on last week Friday. What direction are you going? Make the initial plans, thoughts, ideas visible in the room.
QUESTIONS: To begin the research process, generate lists of CLOSED and OPEN questions that you and/or your audience needs to know. Document these.
CLOSED Questions: Closed questions represent the questions you need answered in order to understand the background information about your project topic. These answers are easily found in research.DefinitionsFacts and statisticsOne correct answersExample: What is the Declaration of Independence?
OPEN Questions: Open questions are answered using knowledge of the topic (closed questions) and in-depth analysis. These questions are based on concepts rather than tangible information.Based on concepts or ideasRequires background information on the topicIncludes analysis of the topicHas at least one correct answerExample: Why is the Declaration of Independence a persuasive document?
RESEARCH: As a group, determine the best way to approach research: Individual tasks? Research groups? Begin studio time with each person stating a goal/direction. Keep in mind that it is necessary to have quality sources, annotations representing the reading, and model projects.
SYNTHESIS: Come back together so that each person has an opportunity to report out on their research. What can we say, now that we have done research? Revisit the original topic, open questions, and closed questions to determine what has been resolved or needs to be revised. What is essential? Brainstorm project details....creating tomorrow!
How can we improve our community?
Who are we as a community of thinkers, innovators?
This week we launch into mini-projects and the beautiful chaos of collaborative project-management and interpreting ideas in creative disciplines. These projects serve as a common experience in the creative process and continued exploration of the theme "community" as a way of provoking and informing divergent thinking. I have already heard students say "I know what my project is." This is great, however please encourage them to remain open to revisions, redirections, and transformations. Project proposals will be due next week...not now. MINI PROJECT "Community" & CREATIVE PROCESS
TUESDAY>>
Reconnect with the day-long project reflection as well as the ideas that emerged from ideation last week. We will establish expectations for quality research, then students can work independently or in teams to research different aspects of the group's focus or question. It will be essential to document resources and capture notes.
WEDNESDAY>>
Advisors will prepare model projects in the discipline that intersects with the group's ideation, so far. The group will then envision the details and intentions of their "final product," articulating a clear plan. There will then be studio time to collaboratively create, assuring that each person has a role.
THURSDAY>>
A reflection on progress, groups will look at the quality of their work (so far) as a way to identify next steps and plan for the exhibition. Consideration will be given to how the research is communicated to the audience through the project and exhibition.
How can we improve our community?
Who are we as a community of thinkers, innovators?
Today's objectives are to explore the creative process within. Even though we have just completed a collaborative project and we will beginning another one for the next five days, it is important for students to self-select an art form that they are connected to. Through the DO NOW / GATHERING and the experience of TASK (which is a little social too), we will interpret a number of prompts through the forms available, because they are comfortable, happy, or a good fit. We will then reflect on our own creative choices and use that as a basis for selecting new groups for the next project. In disciplinary groups, we will spend time getting to know the discipline, looking at a model project, and beginning the ideation for a week-long project.
PEOPLE AND PLACES (beginning) Tim's Advisory in Engineering Room Beckah's Advisory in Music Room Addie's Advisory in Visual Art Room Kimberly's Advisory in Board Room Timi's Advisory in Science Room Mike's Advisory in Drama Room Molly's Advisory in Dance Studio Dan's Advisory in 21st Century Lab (?) Erica's Advisory in Spanish Room (?) Becky's Advisory in Writing/Math Room Erin's Advisory in Music Room (?) PHONES IN BIN OR LOCKERS!!
TASK and MINI PROJECT IDEATION
DO NOW / GATHERING: Circle up! Ask each person to spend one minute silently thinking of a dream that they have had. (This can be a daydream or a dream while sleeping.) Encourage the focus on details of one specific dream. After a minute has passed, challenge everyone to come up with a movement that represents the dream. Then, go around the circle sharing movements one at a time in a format where each person shares their movement and everyone else mimics the movement. There should be no discussion or explanation.
After the do now, ask students to turn and talk to the person next to them about how it felt to be part of this experience. What was fun? What was challenging? Were there patterns in the movements? Have a few people share out.
...
The next experience is something designed to allow for creative exploration and play. Just as the gathering required students to interpret an image, memory, story, dream through the art form of movement, participants in TASK will be required to interpret prompts, which are called tasks. However, they are not limited to movement as an art form or form of expression. Tasks can be interpreted in any form available to the imagination and space/time constraints.
Once a task is selected, it must be completed.
There is no wrong way to complete a task.
Tasks must be completed with only the materials in the room.
With the exception of drawing/paper, materials must be returned to their original place, function, state at the end of the exercise.
Everything that is created, moved, or changed must be done with decency and trust.
If you wonder if it is okay to use or do something, ask.
Noise must be location-appropriate.
This is not a competition.
This is not about speed.
After a task is completed (according to the person doing it), a new task must be created before you choose a new task to complete.
What is TASK?
...
TASK: Begin TASK by going over the information above. (The video is for advisors, and not necessary to show.) Set up a space for NEW TASKS and a place for USED TASKS. Set up a space with paper and writing utensils, so that new tasks can be created. Set up a space with disposable materials...the more random and grabby the better. Set the timer for 25 minutes.
TASK Reflection:
THINK - What art forms do you think you are most comfortable with? Most interested in? How did this experience reveal that?
PUZZLE - What puzzles or challenges did you face during this experience? How did you overcome them?
EXPLORE - As a thinker, innovator, and community member, what do you want to explore further as a result of this experience?
CHOOSE AN ART FORM: Students will self-select an art form for the next week. This can be an art form where they feel they have strengths and interests or an art form that is a challenge or stretch. To select an art form, students will write down three choices, and explain their reasoning.
Choices -
Engineering/Design/Math (with Tim and Erin in Engineering Room)
Music (with Drew in Music Room)
Visual Art (with Stuart in Visual Arts Room)
Theater/Drama/Film (with Mike in Drama Room)
Dance/Movement (with Molly in Dance Studio)
Creative Writing (with Becky and Kimberly in the Writing/Math Room)
Science/Social Science (with Timi and Dan in the Science Room)
Advisors will collect written choices and enter into the selection Spreadsheet. When a group reaches 25 students it will be considered full, and a student will be placed in a second or third choice.
10:15 a.m. MOVE TO NEW ADVISOR
DO NOW (again): When students enter, ask them to develop a response to the question ..... Why interpret ideas through ______(your art form)______Circle up! As for a student to volunteer as a scribe and document responses from ALL in the room as you call the names on your list, and use the spreadsheet to mark attendance for today.
IDEATION (again): Today is ideation for the week-long project, which will continue the exploration into the theme of "community." Choose a protocol from below. Do not hesitate to draw from experiences, questions, ideas already explored this week. Document all thinking in the room, so that it can be revisited on Tuesday.
Beane Protocol (done individually)
What concerns do you have with your role in your community?
What concerns do you have with the Sheboygan community?
What concerns do you have with Sheboygan’s role in the state, greater world, etc.?
Once each student has had a chance to share their personal insight for all three questions, have them “turn and talk” to the person next to them, sharing their responses. Then, as a whole group, start recording the concerns students had. Place “stars” or “tallies” by the concepts that repeat. Those with high repetition will be the concepts of concern to dive deeper into.
Mind Maps (can be done individually or as a group)
Write the word “community” in the middle of paper.
Draw lines from “community” and radiate out-- share personal experiences, questions, topics, etc. that relate
Make new connections by branching out from the key concepts
If mind maps are done individually: Take a moment for students to participate in a “gallery walk”. Have each mind map spaced out so students can rotate around and view each map. As students participate in the “gallery walk”, they can provide feedback to their peers (on the mind map, or using post-it notes).
If a mind map is created as a whole group: Take a moment for students to quietly view each other’s responses. Make marks on the concepts of those that are of most importance or valued.
Generate-Sort-Connect-Elaborate (done in a group)
Generate a list of ideas and initial thoughts that come to mind when you think about “community”
Sort your ideas according to how central or tangential they are. Please central ideas near the center and more tangential ideas toward the outside of the page.
Connect your ideas by drawing connecting lines between ideas that have something in common. Explain and write in a short sentence how the ideas are connected.
Elaborate on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend or add to your initial ideas about “community”
Continue to generate, connect, and elaborate new ideas until you feel you have a good representation of
your understanding.
TICKET OUT: Before students leave the room, have each share one word that summarizes an anticipation, vision, or hope for the next week of developing the project.
