February 1st | Organization, Ideation, & Proposals

Today it is important to cover the items on the agenda, but please look for opportunities to tie up or connect to the work of your groups last week. Students and staff are encourages to read the Week 1 and Week 2 overviews as a reminder of why we do what we do in Project Block. 

 To ensure effective communication between students and staff during proposal week, please read directions carefully and document all thinking. Today's organization will help.

 Please take attendance using the Spring 2016 | P-Block Ideation Attendance spreadsheet.

 DO NOW : Organization [10:00 - 10:10am]
Purpose: Establish a common organizational system that will ensure clear communication and house evidence of learning.

  • Create a folder in Google Drive for this Semester called :  Firstname Lastname | IDEAS Project Block | Spring 2016
  • Inside the folder create a blank document called : Firstname Lastname | Habits of Learning 1 | Spring 2016
  • Inside the folder create a blank document called  :  Firstname Lastname | Proposal | Spring 2016
DO NEXT : Habits of Learning Reflection [10:10 - 10:20am]
Purpose: Reflect on how the Habits of Learning apply to the ideation process and development of project proposals.
  • Use your document called Firstname Lastname | Habits of Learning 1 | Spring 2016 to write an informal paragraph about how you used each Habit of Learning in the process of creating or revising example remix projects last week, in the process of ideation, and in the process of becoming a group member. Which Habit of Learning is your strength? Which is most challenging to you?
    • Habit of Learning : 1) Approach tasks with an open mind
    • Habit of Learning : 2) accept challenges
    • Habit of Learning : 3) seek to understand when we do not understand
    • Habit of Learning : 4) use evidence to document learning
  • When you are done writing. Turn to the person next to them and share out your strengths and weaknesses. 
IDEATION: Studio Time [10:20 - 10:30am // 10:30 - 11:00am]
Purpose: Generate project ideas that connect with the personal interests, preoccupations, passions, and feelings of students. Provide time and space for discussing project ideas with possible staff advisors.
  • 10:20 - 10:30 >> As a group, recall past experiences and use the ideation page to create a Menu of Ideation Options. Students should share out what has helped in the past that might also help others come to a project idea? If you are going to remix, where can you discover your inspirations?
    (Note: My personal preference is to make lists that help me remember things about myself. For example, just listing my favorite places or smells reminds me of so many ideas. I also love galleries. When I look at other people's art, I try to think about how I connect, so I might look at Stuart's curated Pinterest boards, or use Google's Cultural Institute to visit global galleries, or look at TEDxTeen for idea starters.)
  • Each person should identify what forms of ideation they think will help them most, and list them on the outside of their Manilla folders. Even if they don't get to them today, they will be there for tomorrow.
  • 10:30 - 11:00 >> Studio Time and Staff Conferences. Students are encouraged to use this time to use an ideation method from the menu of options and/or start a conversation with a staff member or potential project group. In order for this to be productive, students should set a goal for this time. This goal should be written in a new digital document in the newly created Google Folder or by hand on Manilla folders. Examples:
    • I am going to talk to Mike about videos use zombies to pose solutions to environmental problems. I will have a list of videos to watch and research when I get back.
    • I am going to create a list of my favorite aspects of camping, because I realize that camping is a topic and I'm not sure how to make it into a concept or project idea. I just need to understand it better as a project idea. I might talk to Beckah about this, because I know she like to camp.
    • I am going to talk to my friends to figure out if we still want to do the project we talked about last month. If we do, then we need to make sure that the project is really a project that addresses a problem or expresses something meaningful. How can we get it to meet the expectations we talked about last week?
  • Staff should engage in 1:1 conferences with their group members while balancing the students who may visit and need assistance. 
  • All students should return to their groups at 11:00am.
TICKET OUT : Reflection [11:00 - 11:15am]
Purpose: Document thinking and progress. Identify next steps outside of Project Block time and for tomorrow.
  • Students should write and share reflections on their studio time goals. How effective was the choice for how to use time today? How do you know? What will be necessary tomorrow? 
...

If you haven't already shared project ideas from last week, please give them to Kimberly.


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Week of February 1st - 5th | Ideation & Proposals

Remember last week? Please take the time to recall the experiences and their purposes. As a community, we are developing our Habits of Learning and studying inspirational work, so that we can create projects that represent our thoughts, ideas, and contentions in even more creative and innovative ways than we have in past projects. 

 Ted added the conversation about what makes an important, memorable project in Town Hall last Wednesday. He posed the questions of "What problems do you want to solve?" and "What ideas, thoughts, feelings, or stories do you want to express?" He also shared a project from the Boston Arts Academy, and asked all to consider what makes an interpretation creative or innovative.  Look for more on creativity from Ted in your inboxes this semester. 

 The example projects we proposed and revised as groups last week are important reminders of how an openness to seeing beyond what we already know and holding ourselves to high project expectations can lead to better ideas. One example that resonated was a project that began with the topics of "coffee" and "my little pony." The question posed was "How does our taste change with age?" and the project idea was something along the lines of looking at how taste buds develop as we age, photographing tongues as part of the art form. Then we nudged this idea. Through discussion and continual asking of "so what" problem does this really address, we came to the conclusion that the real problem was about the concept of satisfaction. "How can we use our understanding of taste and nutrition to ensure that every eating experience has optimal taste?"  While we might be able to change the biology of our tongues as a project we can change the way that we look at, prepare, and talk about food. If Allison Wood can make sound real, what would it look like to make taste real and responsive to our development? Remix!

 This week! This week, we will focus on developing our own project ideas through remembering, reflection, and refinement. Proposals are due on Thursday. Staff is encouraged to prioritize time for students to ideate during project block. 1:1 conferences are the reason we have such small groups. Some questions to guide 1:1 conferences:

  • What are you working toward as a person, a professional, an artist?
  • What inspired you to do, say, write this?
  • How did you get to this idea? 
  • How would this idea be different if we remixed it to one of the concepts in the hallway?
  • Why is this project more meaningful, impactful than existing work on this topic by you or other people in the world?
  • Who could you talk to stretch or strengthen your thinking about this idea?
  • So what?


 We will continue to make thinking visible throughout the ideation process, so that we can see how our thinking changes, what influences us, what challenges us, and how we use our community and resources to learn and create. Keep group thinking alive in the room. Keep individual notes in the manilla folders we started last week. 
OBJECTIVES THIS WEEK

  • Accept the challenge of stretching projects toward greater extents of innovation an more profound creativity.
  • Reflect on Habits of Learning: As part of our lifelong pursuit of learning, in the face of unprecedented technological, global, and professional changes that will require continual learning, we strive to...
    • APPROACH TASKS WITH AN OPEN MIND
    • ACCEPT CHALLENGES
    • SEEK TO UNDERSTAND WHEN WE DO NOT UNDERSTAND
    • USE EVIDENCE TO DOCUMENT LEARNING
  • Apply and name Habits of Mind through the creative process
  • Analyze and select professional models and inspirations related to a particular concept in academic content or creative form.
  • Develop generative and focused questions.
  • Engage in open dialogue with peers and professionals about project ideas.
  • Make Thinking Visible in order to understand details of passions, skills, interests, etc that might seed incredible projects. 

MONDAY>>
We will remain in the same groups as last week. We will begin by establishing our digital organization system for the semester and reflecting on our Habits of Learning. Today's primary focus will be on generating project ideas. There will be time to visit with collaborators and staff. A gallery of project suggestions will live in the hallway.
TUESDAY>>
 Continued ideation toward project proposals. Students will collect inspirations from their own experiences and from staff suggestions. Initial project ideas will be tested against the criteria established for creative and innovative projects.
WEDNESDAY>>
Focus on questions. Students will sift through ideation notes, narrow their project focus and begin developing open and closed questions to guide their projects. All of this is done with an emphasis on proposing a project that addresses a meaningful problem and/or expresses an essential idea, feeling, or thought.
THURSDAY>>
Write project proposals. They are due today! All students will share documents with Kimberly. Staff will gather after school to determine project advisors and provide feedback. 
FRIDAY>>
Students will review feedback on their proposals and make revisions, clarify details. We will be in disciplinary groups next Monday. 
 


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Friday, January 29th | Remix & Ideation

Staff should use the following agenda as it pertains to the progress of your group this week. There is a goal to spend at least half of the time in ideation of students' own projects. Proposals are due next Thursday at 3:00pm. Students are reminded that the focus of ideation is to arrive at an intersection with an idea that keeps them up at night and/or an art form...thinking and brainstorming over the weekend is needed.

Please take attendance using the Spring 2016 | P-Block Ideation Attendance. Today's agenda is printed and in the office. There are also project suggestion templates, Beane Protocols, and paper for brainstorming.

 DO NOW: Exhibition of Learning Feedback [10:00 - 10:10am]
Purpose: Applied feedback and total participation to improve Exhibitions of Learning.



 DO NEXT: Re-Remix-Revisions [10:00 - 10:30]
Purpose: Revise remixed project ideas in the context of project proposals, in order to develop shared criteria for creative and innovative projects.

  • As a whole group, generate a list of qualities of memorable, impactful, creative, and innovative projects. [Optional....an opportunity to look at a professional model. Discuss qualities. Add them to the list. Be mindful of time.]
  • Distribute project suggestions from other p-blocks to groups of two or three. One project per group. 
  • Each group of two or three should:
    • Identify the strengths of the project.
    • Identify the weaknesses of the project, using the criteria established this week and the list of qualities. What is it missing?
    • Determine key suggestions or needs for revision. What will make this project even more innovative? Does it address a meaningful problem? What important idea, thought, or feeling can be expressed through this project? What does it need?
    • Make revisions to the driving question, project idea, and any other part of the suggestion. It might feel wrong, but you are literally taking over this project as if it were your own. Cross things out. Rearrange. Tweak. Transform. Connect.
    • Complete a final draft of the Project Suggestion Template
    • Present a before and after of the project to the group. 
  • Debrief: How did this feel? What was difficult? Were their breakthroughs?
GATHERING: Sentence Starts [10:30 - 10:35am]
Purpose: Open lines of communication and share ideas to support ideation.
  • Go around the circle, each person completing the following sentences that begin...
    • I know I am inspired when...
      [Example...when I don't realize that hours have passed.]
    • I've seen people discover good project ideas when they...
      [Example...when they read the news.]
    • I know someone else is inspired when...
      [Example...when they can't stop talking about the thing they keep talking about.]
    • ....
IDEATION: brainstorm... [10:30 - 11:00am]
Purpose: Reflect on personal interests, passions, preoccupations and generate seeds for personal projects. Resist closure. 

Continue Beane Protocol from yesterday. 

AND/OR

Generate Lists:
What are you passionate about?
What are your purposes and intentions in life?
How do you play?
What ideas do you most want to express?

During this period, staff should be circulating in order to press students to fill their pages with ideas, reasoning, details, extensions, and possibilities. If a student is stuck to one idea, encourage them to begin a mind map that includes where they first interacted with the idea and possibilities for where they might take the idea. Brainstorm possible remixes.

REFLECTION: quick draw [11:00 - 11:15am]
Purpose: Envision a nascent project idea and reflect on Habits of Learning.
  • Identify a place on the manilla folders. Write the date. Sketch an ideas that came out of brainstorming today. Choose something you were not thinking about when you walked in the room today, but something that resonates.
  • Share out the sketch and the idea. 
  • Evidence of thinking and learning from this week should stay inside the folder for the weekend.



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Thursday, January 28th | Part 2 - Exhibition of Learning Feedback

Staff and Students: Please complete the following form to provide feedback on Exhibitions of Learning. The more specific, constructive feedback you can provide the more helpful the responses will be. This form will be open until Friday, January 29th.
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Thursday, January 27th | Remix continued...Professional Model & Project Ideation

At the discretion of the staff member (with feedback from the group) continue the work from yesterday. It will be helpful if everyone uses the template; there are green copies in the office. When the project ideas are ready to share with others in the school, please give them to Kimberly.  We will use these on Friday or Monday.

 Today we will look at the professional models staff have selected and look at them through the lens of the questions that Ted posed to the school at Town Hall: What problems do you want to solve? What ideas, thoughts or emotions do you want to express? We will also begin to brainstorm ideas for our own projects. 

 Please take attendance using the Spring 2016 | P-Block Ideation Attendance. Today's agenda is printed and in the office. 

 DO NOW: Professional Model [10:00 - ??]
Purpose: Staff members select and share a professional model that represents a remix in order to examine the parts and purposes of a creative and innovative project. To some extent, the aim is to work backwards from a product to better understand the seeds of the project and how the creator(s) got from idea to product. 

  • Revisit Copy. Transform. Combine. 
  • We are also looking at what problem is being solved and/or what the creator/artist wants to express.
  • Discuss which thinking routine would be helpful. Choose one. (Suggestion Below)
  • Share professional model. (Example Below)
  • Debrief with thinking routine. Also discuss what problems you think the creator/artist wanted to solve and what s/he wanted to express. Make the thinking visible, by taking notes during the thinking routine and recording the responses to the questions. 
....

Professional Model Example:

For this professional model, it makes sense to use a Think. Puzzle. Explore. thinking routine because it is a project that has future implications. In other words, it is a project that is still evolving and the creator ends with questions. Prior to watching the video, I'd share these prompts with students and ask them to take notes.
  • What did the artist think was a problem? What did she think was important? What kinds of thinking was necessary to create the project?
  • What questions did the artist have to ask herself throughout this process? What questions would you ask of her, if she were here presenting this idea to you?
  • What elements of this project would you like to explore? Habits? Processes? Possibilities? 

"Making it Real" by Allison Wood TEDxTeen

...

(OPTIONAL) REMIX continued... [you decide]
Purpose: Build off of the discussion of the professional model, connect to previous days' discussion, and finish what was started.
  • Finish remix project ideas from Wednesday.
  • Continue conversations about Copy. Transform. Combine. and/or Town Hall
IDEATION: brainstorm [?? - 11:05am] 
Purpose: Reflect on personal interests, passions, preoccupations and generate seeds for personal projects. Resist closure. 
  • Begin with problems you want to solve. Staff might begin by modeling this, and then create an environment where students can think and write independently. This writing will be kept as evidence in their folders. It's important that, despite any preconceived or ongoing projects, students engage this this openly. What keeps you up at night?
    • What problems do you want to solve in your school?
      [Example: Despite opportunities to do in depth projects and think time, I still feel rushed]
    • What problems do you want to solve in your community?
      [Example: Tons of sewage just dumped into Lake Michigan; this makes me angry]
    • What problems do you want to solve in your state/nation?
      [Example: Very few college students are studying to become teachers.]
    • What problems do you want to solve in the world?
      [Example: How can European countries support refugees?]
During this process, staff should visit each student and push for details about the problems and reasons why the problems are important to the individuals. For example, if  I am feeling rushed at school I should also explain when I feel rushed, how it affects me, why it worries me...

TICKET OUT share [11:05 - 11:15am]
Purpose: Understand the interests and preoccupations of group members. 
  • Share out one problem you are most passionate about solving.

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Wednesday, January 27th | Remixing

Today we are going to experiment with generating ideas and remixing them. Both of these processes are important for the ideation of our own projects. 

 Please take attendance using the Spring 2016 | P-Block Ideation Attendance spreadsheet. Remember that there are printed materials and agendas in the office. Today you'll need small pieces of paper or post it notes (I prepared some and put them in the office) and a project suggestion template.

 DO NOW: Generate [7:55 - 8:05am]
Purpose: Students will generate a range of ideas in order to share some of their interests and to seed the remix.

  • Right away, take 5 small pieces of paper or post it notes. 
  • On each of the pieces of paper, write an idea that might be part of a project. Ideas can be large (like "competitive sports") or specific (like "pickling onions"). Choose ideas that are somehow related to what you know and care about.
  • Regroup, circle up, share out two of your ideas aloud with the group. Then put all five of each person's ideas in to a bowl, hat, or pile. 
DO NEXT: Discussion [You decide]
Purpose: Continue or revisit conversation from yesterday in order to refresh understanding of the definition of creativity presented by "Everything is a Remix."
  • Continue Connect. Extend. Challenge. conversation, if incomplete from yesterday.
  • Review connections, extensions,  and challenges, but try to clarify examples of Copy. Transform. Combine. 

CREATE: Combine... [8:20 - 8:50am]
Purpose: To test a theory of creativity in a low-stakes setting, applying Habits of Learning to the Creative Process. 
  • Each person should choose one idea from the pile.
  • Each person creates a mind map for that idea. [3 minutes]
    (A mind map is placing the idea in the center of a page and making a web of related ideas and questions extending out from the center.)
  • Each person is randomly paired with another person.
    (You can do this by counting off or assigning them to the person directly across from them in the room/circle. They should not work with the people directly next to them, because they may have overheard or helped with mind mapping.)
  • Pairs of people are challenged to come up with a project idea that combines the two ideas. Each pair should decide and write down the following to share with the rest of the school. It needs to be readable. (Note: These are project ideas, not projects anyone is required to do.)
    • Develop a driving question or two. (Make sure it is a true driving question.)
    • Identify the research that would be necessary for this project. (Do the best you can.)
    • Describe the project idea. (Parts and purposes...)
    • Explain what would make this project truly innovative if done to the maximum of its potential awesomeness. (No limits!)
    • Connect the project idea to at least one larger concept. (Contrast, Metamorphosis, etc)
TICKET OUT: Share [8:55 - 9:00am]

Purpose: Create a gallery of student project ideas.
  • Each pair should present their project idea to the group.
  • Staff should collect the project idea sheets and give them to Kimberly
...

Reminder to staff to prepare a professional model for tomorrow. Students will begin ideation of their own projects tomorrow as well.

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Tuesday, January 26th | Creativity : Everything is a Remix

Today we will continue to build the group and strengthen our intellectual opportunities through sharing ideas. The goal is to share the air, every voice promoted and valued. We want to get the most out of our surrounding people and environment as possible, because everything is a remix...at least we are going to explore that everything could be a remix today. Again, Habits of Learning are needed for optimal ideation.

 Yesterday we were challenged to create in-depth, group-specific definitions of concepts. How did that feel? Was there motivation to get it right? Fear of defining it wrong? Our results (7 of 11 concepts and definitions are posted):
Balance: Optimal combination of life-related elements that creates harmony and stability
Flexibility: The ability to adapt
Metamorphosis: A scientific and/or philosophical process living and non-living things go through, typically characterized by physical change but can also include non-physical change
Resilience: Not giving up, continuing persisting or rebelling when things get hard or tough in a physical or mental way
Migration: The process of moving an object or idea from one destination to another
Equity: Bringing of people to a similar level so that people have what they need
Contrast: Showing the difference between two or more things to make them stand out together
Divergence: deviation from existing systems and societal norms through actions and thoughts.
Staff please take attendance using Spring 2016 | P-Block Ideation Attendance. Remember that there are printed agendas and materials in the hanging file folders in the office. Today you'll need Connect Extend Challenge graphic organizers with film outline on back, copies of the concept definitions, and manilla folders for each student. 

 DO NOW : Folder Creation [10:00 - 10:10am]
Purpose: Develop an organizational tool for ideation. Personalize to build the group.

  • Each student should take one manilla folder.
  • Write names clearly on the tab.
  • On the back of the folder, create a sketch (no words) that captures the concept that your group defined yesterday. Try to recall the discussion and represent as many ideas as you can remember, not just your own. Be thoughtful, you'll have to look at this for two weeks or more.
  • Share out sketches and reasons.
DEFINING CREATIVITY : Because, what is it? Is everything really a remix? [10:10-11:00am]
Purpose: Engage with an existing and widely discussed definition of creativity in order to build some context for this semester's challenge toward more innovative projects. 
  • Distribute Graphic Organizer for Connect. Extend. Challenge.
  • Show "Everything is a Remix"while students note their connections, extensions, and challenges.
  • Follow with a discussion, every voice sharing at least one connection, extension, and challenge. Staff can decide if this is done through a mix-and-mingle, rounds, or another total participation strategy. 
  • Capture key ideas from the discussion to display in the room for later reference. 
  • Students should keep their own Graphic Organizer in their folders.
REFLECTION: Remix [11:00 - 11:15am]
Purpose: Experiment with the concept of "remix" by applying it to your own interpretation
  • Turn your attention to the back of folders, where sketches were created.
  • Review the definitions created by other groups about other concepts.
  • Choose one.
  • Transform your sketch so that it also reflects another concept in addition to your original concept. For example, if you started with "metamorphosis" you will now add "balance" or "equity" or "divergence". (You are taking an existing definition, combining it with ours, and transforming your sketch)
Leave Folders with P-Block teachers for evidence of learning.
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Monday, January 25th | Building the Group & Concept Ideation

Today is designed to build community in new, randomized groups. We will use of Habits of Learning to strengthen the Intellectual Community by sharing ideas and looking closely at an intangible concept. We will then be sharing these with the school community for the purposes of ideation. 

 Please review the week to gain an understanding of where we are headed as a creative community. All are challenged to go beyond what we know we can do toward more innovation and creativity. This is the reason that we are starting this semester the way that we are. 

 STAFF each day, materials for IDEAS Project Block will be available in the office. For Monday, you will need a roster, Habits of Learning posters, and Graphic Organizers for Concept Brainstorming. Agendas are also available in the office, along with larger white paper for notes. You will also need to collect one of the giant post it notes from the Balcony Gallery. Please use markers and smaller post it notes from your classrooms.

 AGENDA

Students should find their new IDEAS Project Block Groups by looking at yellow posters in the hallway outside of the cafeteria, Stuart's room, and in the Balcony Gallery. We would like to make it very clear that these groups are intentionally random and all students enrolled in projects are in these groups through February 5th.

DO NOW: Chalk Talk [10:00-10:10am]
Purpose: To begin a conversation about Habits of Learning

  • Post 8.5x11 inch posters of the Habits of Learning around the room.
  • As students enter the room, this will take some time because of re-sorting into new groups, have them write examples of each in our school and in the professional world. Ideally, each student will write one example on each poster.
  • These will be revisited throughout the next two weeks.

GATHERING [10:10am - 10:25am]
Purpose: To discover connections between individuals in a new group.

  • The group should circle up - standing - so that everyone can be seen and hear directions.
  • Give Directions: "In a moment I will provide you with a prompt that asks you to find a group of at least three people who have _________ in common. This is called Diversity Rounds, so we know that you might all answer the prompt differently, the challenge is to accept that despite what is different there are still some things in common. This will require an openness to sharing ideas in a conversation."
  • Prompt 1: Find a group of at least two other people (three or more total) who are wearing something in common with you. (This is an easy one because it is partially observable.)
    • After groups are formed, they should share out what they have in common.
  • Prompt 2: Find a group of at least two other people (three or more total) who have done similar projects for Project Block any past semester. 
    • After groups are formed, they should share out what their projects had in common.
  • Prompt 3: Find a group of at least two other people (three or more total) who have similar goals for this upcoming semester in Project Block.
    • After groups are formed, they should share out what their projects had in common.
  • Debrief: Circle up as a whole group again. Did anything surprise you in this gathering? What was one new thing you learned about someone in the room? Connections to Habits of Learning? What is exciting about this particular group? 
INDIVIDUAL IDEATION [10:25 - 10:30am]
Purpose: To document individual thinking prior to collaboration. Strengthen intellectual community.
  • Do not discuss concept prior to individual thinking, other than to share it. Chromebooks, books, and other reference material should not be used.
  • Students should use graphic organizers to document their thinking about the concept.
    • Personal Definition...push for clarity, details, extended definition.
    • Connections to personal observations and experiences
    • Questions
COLLABORATION [10:35 - 11:00am]
Purpose: Discuss the context for this semester's challenge toward greater creativity. Collaborate to create a definition of an abstract concept. Practice generative ideation. Resist closure on project ideas.

  • Students should copy their personal definitions onto a post it note. Take turns sharing their definitions to the group while posting the post it note in a public space. They can sort them or connect related definitions as they go. (Similar to Generate. Sort. Connect.)
  • Identify key words or phrases used in the definitions. These are words that represent EVERYONE's thinking and MUST be in the final version of the definition.
  • In rounds/waves/whips, share out one unique connection from each person. Have someone document these on a piece of white or construction paper for the group. 
  • In rounds/waves/whips, share out one unique question from each person. Have someone document these on white or construction paper for the group. 
  • What other key words or phrases emerge?
  • Write the whole list of key words and phrases on another piece of white or construction paper for the group. Do any of them need more clarification? If so, clarify them.
  • Collaboratively draft an in-depth, group-specific definition of your concept that includes at least the key words and phrases that you've identified. As a group, determine what else to include. What makes an effective definition? What will make it in-depth? What will make it group-specific?
  • When a draft is complete and all can agree with it, designate someone from the group to write it neatly on the top half of the giant post it note. 

  • Return the post it note to the Balcony Gallery. Make sure it sticks to the wall or cork. Make tactful use of masking tape if necessary.
CLOSING [11:00 - 11:15am]
Purpose: Distill experience and anticipate the week.
  • I used to think....Now I think... (on the concept your group worked with today). What or who changed your thinking? How?
  • Read the weekly overview. Send questions and suggestions through staff or designated student to Kimberly. Then, watch for revisions and clarifications.







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Week of January 25th - 29th | New Semester Begins | Our Intellectual Community & IDEATION

January 25th is the beginning of our second semester of IDEAS Project Block. Through reflections and feedback, we have determined that the strength of recent projects and the creative potential in our community warrants a challenge for even more innovative and creative projects. 

 IDEAS Project Block is a learning opportunity that is unparalleled in the world. Really. Very few young people are given the authority, time, and support to determine their own course of study based on individual interests, passions, questions, and skills. Take a moment to celebrate that. 

 The purpose of this week is to engage in research-based practices that foster innovation and creativity. We hope that doing this collaboratively will nudge new and on-going projects beyond what we already know we can do. Our Habits of Learning will be essential to this process. Staff and students alike will need to approach tasks with an open mind, accept challenges, seek to understand when we do not understand, and use evidence to document learning. We will work together. 

 One pitfall of this week could be previous attachments to project ideas or topics. It is not dangerous to have them and no one is saying that they are not possible projects, however these attachments can prevent divergent thinking. They can prevent seeing new possibilities that might help you or someone else in our community. A suggestion for avoiding this pitfall is to write down the ideas or topics you have in a google doc or notebook, and literally put them aside until next week.  

 It will be important to capture collaborative and individual thinking this week.

OBJECTIVES THIS WEEK

  • Accept the challenge of stretching projects toward greater extents of innovation and more profound creativity.
  • Reflect on Habits of Learning: As part of our lifelong pursuit of learning, in the face of unprecedented technological, global, and professional changes that will require continual learning, we strive to....
    • APPROACH TASKS WITH AN OPEN MIND
    • ACCEPT CHALLENGES
    • SEEK TO UNDERSTAND WHEN WE DO NOT UNDERSTAND
    • USE EVIDENCE TO DOCUMENT LEARNING
  • Apply and name Habits of Mind through the creative process.
  • Analyze and select professional models related to a particular concept in academic content or creative form.
  • Develop generative questions.
  • Envision what has never been envisioned before.
  • Making Thinking Visible in order to understand details of passions, skills, interests, etc that might seed incredible projects!

MONDAY>>
All students, regardless of year-long projects, will find their new ideation groups. These groups were selected randomly. We will use a gathering called Diversity Rounds to build connections in new, diverse groups. Groups will engage in collaborative ideation through a concept to model and promote divergent thinking. This will draw on our Habits of Learning. Thinking will be made visible and shared with the school in the Balcony Gallery. (8th grade students from Mosaic will be shadowing IDEAS Students.)  
TUESDAY>>
Everything is a Remix. Groups will discuss the video "Everything is a Remix" and then experiment by taking their Monday concept and remixing it with a concept from another group in order to generate original project ideas. Copy. Transform. Combine.
WEDNESDAY>>
Continued exploration of collaborative concept remix. We will create interpretations to share at Town Hall. Students will start associating with specific concepts and aspects of concepts for their own projects.
THURSDAY>>
Staff will provide a professional model in a related discipline that shows the concept of remix as well as meaningful aspects of the discipline. [Example Danielle Clough, who I found on Creator's Project and Colossal...good places to find professional models.) We will brainstorm project ideas, extensions through thinking routines, Beane Protocol, mind mapping, lists, and more. 
FRIDAY>>
Staff will provide another professional model. [Example, my cousin's project, Great Northern Knits] Continued brainstorming and project ideation.

IMPORTANT DATES [Calendar]

February 4th - Proposal Deadline 3:00pm
February 4th - Staff Proposal Review 4:00-6:00pm 

February 8th - Disciplinary Groups
February 19th - Annotated Bibliographies Due
May 24th - 26th - Exhibitions of Learning!

IMPORTANT CHANGES TO THIS SEMESTER

  • Students will receive some (not all) writing support within Humanities classes, meaning that both Kimberly and Addie will be setting up expectations and providing feedback for Infused Language Arts. 
  • Students will be documenting their projects and process through the creation of a website. This will also be facilitated through Humanities, but all staff and students will need to become familiar with the technology and resources. 


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Week of January 19th - 22nd | Reflection

We will conclude our semester of IDEAS Project Block with reflection. This whole week, regardless of your past, present, or future projects, will be dedicated to processing the experiences you've made and had since September. Please resist the temptation to envision a new project or move on to a new phase in a year-long. We will explore and play next week; we promise! 

 Reminder to Staff: Please pick up student reflection forms from Beckah on Tuesday morning, before school. Please continue with the plans from Friday. Each project advisor will have to determine a schedule for individual conferences this week and support reflection writing. 

 A DO NOW: Mix and Mingle
Two minutes to think and maybe write on the questions below:
  • What is the most beautiful thing or experience in your life?
  • Why does it stand out to you?
  • What would it take to share that beauty with others?
Mix and Mingle (4x partners)

Debrief by sharing out a few examples, especially the last part...what would it take to share that beauty with others. Transition into a conversation about projects and motivation, then habits. 


PERSONAL REFLECTION
Each individual student will engage in a formal reflection about their own project and habits this semester. This process has three distinct parts that will occur over the next 5 days:
  • Review the feedback sheets completed by your peers and the rubrics completed by staff members. In doing this, use three colors to highlight what you see: Use one color to highlight areas that you CONNECT with or agree with. Use another color to highlight areas that EXTEND your thinking about your project or yourself. Use a third color to high light areas that CHALLENGE your thinking about your project.  Write your own notes on these feedback forms, so that you can keep track of your thinking. (NOTE: While not required, it is recommended that you do this prior to the other steps.)
  • Write the formal reflection essay for this semester. Please take time to review the assignment on the language arts website, organize your thinking, be honest with yourself, and write the essay.  (Due Friday.) (Optional outline.) USE Your headline and questions from Friday, to help shape your essay.
  • Conference with your advisor to review the details and annotations on your rubrics, to discuss opportunities for and experiences of growth, to expose and distill all that you accomplished through your project and exhibition. 
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Friday, January 15 | Reflections on Exhibitions


Congratulations! Exhibitions of Learning are an intense and remarkable experience for us as individuals and as a community. We will take an entire week to reflect meaningfully on the experience.

DO NOW: Quick Write

In your studio journal for Project Block or in another designated place for reflection, spend 5 minutes writing out your responses to the Think. Puzzle. Explore. below. (Give more time, if needed.)
  • THINK > Describe a project exhibition that you think embodies what IDEAS Block is all about. Explain your choice.
  • PUZZLE > Describe a project exhibition that raised important academic, creative, or other questions for you personally. Explain your choice.
  • EXPLORE > Describe a project exhibition that makes you want to explore something new about an idea, an art form, or something else. Explain your choice. 
Share out in rounds. Everyone share thinks, first. Then everyone share puzzles. Then explores.

DEBRIEF: What patterns to you notice? What do we as a group value in projects? 

HEADLINE: Relative to the previous discussion about patterns and values, create a headline that represents your own project and exhibition. Remember that headlines include action verbs and meaningful subjects; they often communicate the plain truth even when that truth is complex. Students are encourage to admit and recognize where there were obstacles or weaknesses in the project or Exhibition.
Example: "Johnson's passion for sustainability leaves audience wanting more out of design"
  • Take several minutes to generate
  • Share out in pairs, explaining reasoning behind headline
  • Revise headline
  • Share out to group
GENERATE QUESTIONS: Use the headline to generate 10-15 personal reflection questions. 

Example:
  1. What about the exhibition showed my passion? How do I know that they saw it?
  2. What was the weakness of the design?
  3. How could I have made it stronger?
  4. What prevented me from doing so?
  5. Was design the right art form for this project?
  6. How did the audience respond?
  7. What should I have said that I didn't say? Why didn't I say it?

PERSONAL REFLECTION
Each individual student will engage in a formal reflection about their own project and habits this semester. This process has three distinct parts that will occur over the next 5 days:

  • Review the feedback sheets completed by your peers and the rubrics completed by staff members. In doing this, use three colors to highlight what you see: Use one color to highlight areas that you CONNECT with or agree with. Use another color to highlight areas that EXTEND your thinking about your project or yourself. Use a third color to high light areas that CHALLENGE your thinking about your project.  Write your own notes on these feedback forms, so that you can keep track of your thinking. (NOTE: While not required, it is recommended that you do this prior to the other steps.)
  • Write the formal reflection essay for this semester. Please take time to review the assignment on the language arts website, organize your thinking, be honest with yourself, and write the essay. 
  • Conference with your advisor to review the details and annotations on your rubrics, to discuss opportunities for and experiences of growth, to expose and distill all that you accomplished through your project and exhibition. 

Week of January 11th - 15th | Exhibitions of Learning

RESOURCES
Exhibitions of Learning Website
A place of schedules and updates. #IDEASEoL #EnduringEd
Exhibitions of Learning Schedule
The official schedule of people and places.
Our community's commitments to professionalism.
Audience Schedule
Attendance at round tables and galleries requires sign up ahead of time.
Student commitments.
[Attendance Sheet for Staff]
Designate places for check ins.




MONDAY>>

  • 7:55am - Paradigm Annex Gallery Installation
    The following students will meet with Stuart, Dan, and Beckah to prepare gallery items, load Stuart's vehicle and then walk to Paradigm.

  • 10:00am - IDEAS Project Block
    GET YOUR OWN PROJECT READY:
    > How was your rehearsal? What tweaks do you need to make, based on the feedback? Make those changes and practice.
    > What materials do you need for your Exhibition of Learning? What is your plan for getting them to the right place at the right time. PRINT ARTIST STATEMENTS TODAY!
    PLAN AHEAD:
    > Use the resources at the top of this page to plan your week: Volunteer, Audience, Check Ins, Etc. There are paper copies of the planner already printed in the office. We need more volunteers and more people to serve as audience. 8 TOTAL FEEDBACK FORMS!
    CHALLENGE YOURSELF:
    > Ticket Out - What Habit of Professionalism will be your focus for this week? How will you know you are utilizing this habit effectively for yourself and your community? (Show evidence of this on Friday.)
  • 3:30pm - Staff Set Up at John Michael Kohler Arts Center
    Student volunteers welcome. Please contact Kimberly before 3:15pm for a task.
TUESDAY>>
  • 11:50am - Exhibitions of Learning | John Michael Kohler Arts Center & Jake's Cafe
    Arrive at venues to check in with IDEAS Project Block advisor at predetermined location for attendance. Remember that you are responsible for being in the right place at the right time for your volunteer or audience obligations.
  • 4:00pm - Check Out for Dinner
    Check out with IDEAS Project Block advisor at predetermined location for attendance. Students may eat at the JMKAC Cafe, walk to a local establishment, or walk to school to eat food brought from home or ordered for delivery.
  • 4:55pm - Check In at John Michael Kohler Arts Center
    Check in with IDEAS Project Block advisor at predetermined location for attendance. Be effectively present as a presenter or audience member at 5:00pm, so we can start on time.
  • 8:00pm - Check Out and Go Safely HomeCheck out with IDEAS Project Block advisor at predetermined location. See you Wednesday, for a regular school day.
WEDNESDAY>>
  • 7:55am - Exhibitions of Learning | IDEAS Academy
    Check in at regular IDEAS Project Block class. Choose a rome to be an audience member. All students (except some interns) will be audience members for Exhibitions of Learning taking place in school. 

THURSDAY>>
  • 11:50am - Exhibitions of Learning | John Michael Kohler Arts Center & Paradigm
    Arrive at venues to check in with IDEAS Project Block advisor at predetermined location for attendance. Remember that you are responsible for being in the right place at the right time for your volunteer or audience obligations.
  • 2:30pm - All Students Return to John Michael Kohler Arts Center
  • 4:00pm - Check Out for Dinner
    Check out with IDEAS Project Block advisor at predetermined location for attendance. Students may eat at the JMKAC Cafe, walk to a local establishment, or walk to school to eat food brought from home or ordered for delivery.
  • 4:55pm - Check In
    Check in with IDEAS Project Block advisor at predetermined location for attendance. Be effectively present as a presenter or audience member at 5:00pm, so we can start on time.
  • 8:00pm - Check Out and Go Safely HomeCheck out with IDEAS Project Block advisor at predetermined location. See you Wednesday, for a regular school day.
FRIDAY>>
  • 10:00am - IDEAS Project Block

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Week of January 4th - 8th | Dress Rehearsals & Exhibition Details

Welcome to prep-week for Exhibitions of Learning!

We will organize our ideas, our energies, and our time, all while reminding each other to accept the challenges and personal growth that come with synthesizing our work and sharing it with a public audience. Students are strongly encouraged to attend to details this week, in order to be prepared for personal Exhibition of Learning and be effectively present as a volunteer and audience member for others.

Volunteers & Gallery/Roundtable Audience Commitments
During transitions or extra time after rehearsals this week, please sign up to be a volunteer or an audience member for Gallery Walks or Roundtables. We still need volunteers. If interested, please contact Madison O'Brien or Kimberly. Thank you.

Only students who sign up for Gallery Walks and Roundtables in advance will be admitted to these venues due to space considerations. To sign up, please ask a staff member to add your name to the Gallery Walk & Round Table Sign Up document. Remember to write down where and when you have committed to being; we will be expecting you!

Schedule
Because there are so many details, you might choose to use our digital or paper planner (available in office). Then, please, enter your choices and responsibilities into your google calendar and create reminders for yourself. Doing this not only gives you a reference point, should you forget what you planned to do and where and when your responsibilities are, it also reinforces your memory.

Information
This blog as well as the Exhibitions of Learning Website will be kept up to date. If you have a question or miss a detail, these are the places to look. Don't forget to share details with parents. They are welcome at Exhibitions of Learning.


MONDAY>>
Volunteers who will be helping at Jake's Cafe should check in with their Project Block Advisor for attendance and then meet outside the office. You will be walking to Jake's Cafe for a tour and overview of responsibilities: Madison OB, Jessica B, Sarah W, Val A, Chance H, Elizabeth G, Jacob F. (Note: We still need 3+ volunteers to help at Jake's. If you are interested, please contact Kimberly via email or in the Dance Studio.) 
Preparations for Dress Rehearsals and Exhibitions of Learning. Today is the last day comb through the details, ask clarifying questions, practice, tweak, etc. Consider the following as tasks for the group or individual studio choices:

Review Exhibitions of Learning Schedule, Volunteer Schedule, and Sign Up to be Gallery Walk & Round Table Audience.
Plan your schedule using our digital or paper planner (available in office). Use your Google Calendar to make it official.
Practice your Exhibition of Learning.  Identify the kind of feedback that would be most helpful during Rehearsal week. Consider a self-assessment using the EoL or Disciplinary Rubric.
Revise your Artist Statement. If presenting in Gallery or Round Table formats, print your final copy. 


TUESDAY>>
Dress Rehearsals, feedback, planning.
WEDNESDAY>>
Dress Rehearsals, feedback, planning.
THURSDAY>>
Dress Rehearsals, feedback, planning.
FRIDAY>>
Dress Rehearsals, feedback, planning.

ALL students who are part of the Gallery at Paradigm Theatre Annex will need their printed Artist Statement and Art Form in their hands and at school on Monday, January 11th for the Gallery Installation. Volunteer curators will also attend installation.

STAFF folders are available in the office. These include the following:

  • A printed Dress Rehearsal Schedule to post in your space.
  • Exhibition Rubrics to use as you see fit.
  • Student feedback forms to distribute as your or students desire.
  • Jupiter reporting goals for this week.
  • Suggested agendas for Rehearsal days.
Sets of disciplinary rubrics are also available in the office, if you need to make copies for your assessments or for student self assessments.  



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