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 Super Natural world?
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.
How can we improve our Super Natural world?
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: (7:55-8:10)
Sentence Starts:
Sentence Starts:
- The question that best embodies our project is…
- We can best solve our problem by...
- The disciplines that we can readily use to solve our problem are...
AN INTERDISCIPLINARY APPROACH: (8:10-8:15)
As your group is developing possible solutions to the problem, think about how you can bring this problem out into the community and take action. What would this look like as a service learning project? Great examples of projects that were interdisciplinary projects are:
- The Alzheimer Dance Project
- This project has continued beyond its intended semester and even school year. These students not only created a dance, but turned it into a service learning experience where they brought the dance to individuals affected by this disease. Connected with the Spark! Program at the John Michael Kohler Arts Center, this dance has been performed at various local events/fundraisers, supporting the families and friends of individuals with Alzheimer’s. Also, the dance has been recognized on a National level and still has time to make global impact. Just recently, the dance was performed at the screening of the documentary “Alive Inside”. The audience participated in conversations with the producer and director, discussing what action can take place here in Sheboygan. These students never imagined their dance to have such an impact on many individuals across the United States. (Included Disciplines: science, dance, communications, and writing)
- This project was a project that grew into an interdisciplinary nature. A majority of the students who participated were not engineering students. This project required research into homelessness and statistics. Architecture students who led this project used a variety of media to communicate their solution, from using communication skills in meetings, making computer aided renderings of designs, concept sketches, and professional writing. These students have made an impact on quality of life of many future homeless veterans and built up connections for IDEAS Academy that will extend beyond the project.
- Your Mini Project
- How will you make an impact on our community?
- What are you doing to create your own, unique solution?
- If you’re bringing awareness, what are you taking out of our school and into the community?
- How are you an advocate for change?
- How are you committing an act of civil duty? Civic duty?
- How will your project advance a variety of communities?
BRAINSTORM ROLES: (8:15-8:45)
What roles exist within your group? What needs to be done and what type of roles exist with this?
If you are creating a dance, who are your experienced dancers who can choreograph the dance? How can you apply the skills of visual artists in your solution? How can the mindset of engineers be made valuable? How can creative writers be able to use language to their advantage in your solution? How do musicians influence the emotions of your audience? There may be a single product or a culmination of products into a single solution. A single product is not always the best solution for a problem.
Example: Engineering teams typically take a team approach to their solutions. They attack a problem by using their strengths in individual teams such as business, marketing, CAD design, industrial design, and a core leadership group. Interdisciplinary teams can take similar approaches.
DO NEXT (8:45-9:00)
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! (9:00 - 11:00)
Based on today'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 Tim (tpasche@etudegroup.org) a short summary of the project and what you will need for your Exhibition: Space? Technology?
EXHIBITION PLANNING (11:00-11:15)
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.
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! (9:00 - 11:00)
Based on today'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 Tim (tpasche@etudegroup.org) a short summary of the project and what you will need for your Exhibition: Space? Technology?
EXHIBITION PLANNING (11:00-11:15)
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.
