Week of Jan 2-5 | Exhibition Rehearsals and Preparations

PROJECT BLOCK SCHEDULE:

Tuesday, January 2:

• 10:00 - 11:00am Exhibition Rehearsals*

Wednesday, January 3:

• 8:00 - 9:00am - Exhibition Rehearsals*
• 9:00 -10:00am - Town Hall Overview of EoLs

Thursday, January 4: (No Seminars)

• 7:55 - 9:40am - Exhibition Rehearsals* 
• 9:40 - 9:55am - Walk to JMKAC with Advisor
• 9:55 - 11:45am - Indie Lens: I am not your negro
• 11:45 -12:24pm - Open Lunch
• 12:24 - 1:07pm - Project Block (Reflect/Revise + Make Up Rehearsals)
• 1:10 - 2:05pm - Period 5
• 2:07 - 3:06pm - Period 7

Friday, January 5: (Short Seminars)

• 7:55 - 8:43 - Seminar 1 (shortened)
• 8:48 - 9:35 - Seminar 2 (shortened)
• 9:40 - 10:40am - Exhibition Rehearsals*
• 10:45 - 11:15 - Town Hall (Alumni)
• 11:15 - 11:50 - Lunch
• 11:50 - 12:30 - Advisory (youngers) & Alumni Panels (olders)
  *Period 6 will be slightly shortened

REHEARSALS: [FULL SCHEDULE]

• PROJECT ADVISOR SCHEDULE: Please use green (complete), yellow (modified/rescheduled), red (incomplete/no information) and comments to indicate who has completed rehearsal. 

*GENERAL NOTES*

ATTENDANCE: Prior to attending Exhibition Rehearsals each day, check in with your Project Advisor for attendance. This is the responsibility of the student.

REHEARSAL: Exhibition Rehearsals should be treated as actual Exhibitions of Learning by the presenter and audience. The Project Block Advisor in each room will clearly state when an EoL begins and ends. If there is time at the end of an EoL, then there may be warm/cool feedback on the EoL (not the project but the Exhibition of Learning, the quality of how the project is communicated).

PLANNING: As Exhibition Rehearsal audience members, you will choose one room and stay there for the day. The only exception to this is if you are a performer in another student's project. Please clearly communicate your plan to exit at the beginning of the period. 

EXHIBITIONS OF LEARNING:

• Volunteer Sign Up
• Roundtable Sign Up AM - Tara, Molly, Dan, and Tim Project Blocks
• Roundtable Sign Up PM - Mike, Stuart, Drew Project Blocks
• Schedule of Student Exhibitions
• Monday: Regular school day. Last Day of Project Block, Gallery Walk Projects must be matted and have an artist statement and other requirements determined by P-Block Advisor complete by 11:30am. We will need volunteers to set up at JMKAC from 2:30-4:00pm. 
• Tuesday: School day is 1:00-8:00pm All students required to attend all day. Breakfast and Lunch will be available at school, for those who'd like it prior to EoLs. Dinner break at 4:00pm
• Wednesday: School day is 7:55am - 2:00pm. EoLs begin at 10:15am. 
• Thursday:  School day is 1:00-8:00pm All students required to attend all day. Breakfast and Lunch will be available at school, for those who'd like it prior to EoLs. Dinner break at 4:00pm
• Friday: Regular school day.

Exhibitions of Learning | Volunteer Sign Up

Students! Makers! Volunteers! Exhibitions of Learning cannot happen without your help facilitating the events. Please take time to review the Student Schedule and then sign up to volunteer during your available time. We are asking that you sign up to volunteer in only one place, for now, in order to allow more students to participate.

Sign Up to Volunteer

Exhibitions of Learning | Some Need to Know Information

Thank you to all who shared thoughtful compass points during Town Hall yesterday. We are excited to share some of the Exhibition of Learning details in your "Need to Know" quadrant.

Exhibitions of Learning | Schedule Overview Below | Student Presentation Schedule Link*

Monday, January 8th :

• 10:00 - 11:15am --- Final Touches on Projects
• 2:30-4:00pm  --- Gallery Set Up at JMKAC Matrix

Tuesday, January 9th :

• 12:45pm --- Check in with Project Advisor at JMKAC (All students.)
• 1:00pm --- Exhibitions of Learning Begin at JMKAC
  (Étude Middle School Students Audience)
• 4:00pm --- Begin Dinner Break
• 4:50pm --- Check in with Project Advisory at JMKAC (All students.)
• 5:00pm --- Exhibitions of Learning Begin at JMKAC
• 8:00pm --- End of Exhibitions of Learning (End of required school day.)

Wednesday, January 10th : (Times are approximate)

• 10:00am --- Gallery Walks at JMKAC & Roundtables at Mead Library
• 11:15am --- Lunch
• 12:15pm --- Gallery Walks at JMKAC & Roundtables at Mead Library
• 1:30-2:00pm --- Clean up at JMKAC & Mead. Return to School. Dismissal. 

Thursday, January 11th : 

• 12:45pm --- Check in with Project Advisor at JMKAC (All students.)
• 1:00pm --- Exhibitions of Learning Begin at JMKAC
  (Étude Middle School Students Audience)
• 4:00pm --- Begin Dinner Break
• 4:50pm --- Check in with Project Advisory at JMKAC (All students.)
• 5:00pm --- Exhibitions of Learning Begin at JMKAC
• 8:00pm --- End of Exhibitions of Learning (End of required school day.)

Exhibitions of Learning | Program and Scheduling

This week, we will need to collect your project information in order to plan Exhibitions of Learning - These are public events that require a lot of planning. Your attention to details and deadlines is very much appreciated.

TODAY: Complete the form below.

WEDNESDAY: Complete a survey for a student project.

FRIDAY: We will call groups of students into Étude Studios to sign up for Exhibition dates and times. Please check in with your families, to make sure they are available to attend.

• 10:00 - Class of 2018
• 10:15 - Class of 2019
• 10:30 - Class of 2020
• 10:45 - Class of 2021

Monday, November 20th & Tuesday, November 21st | Exhibition Planning & Project Planning

All students must complete the following form prior to November 22nd. The form provides important information for planning and coordinating Exhibitions of Learning. It gives students voice in the format for sharing their learning for public exhibition and also for assessment. It may be frustrating to have someone else make these decisions on your behalf.

Friday, November 17th | Seminar Previews

Today's Schedule:

10:00 - All students report to Project Block
(Confirm seminar preview sign ups - Those who completed the online form will all go to their first choice option. Staff have lists.)

10:10 - Those students who did not complete the online form will check in with Kimberly at the Botany table.  (Previews for Rock Band and Animation are full for Seminar 1. Preview for Acting is full for Seminar 2.)

10:15 - All students transition to preview for Seminar One
- Ballet
- Design It Yourself
- Rock Band (Preview Full)
- Advanced Writers
- Animation (Preview Full)


10:20 - Seminar Preview Begins

10:40 - All students transition to preview for Seminar Two
- African Dance
- Acting (Preview Full)
- Music Technology 1
- Writing for Publication : Journalism
- Visioning

10:45 - Seminar Two Preview begins

11:05 - All students transition back to Project Block
(Think, Puzzle, Explore....(or another thinking routine) as a reflection on the seminar previews.)

Seminar Preview Selection Form

Please complete the following form to select your seminar preview choices THURSDAY.

All students will participate in seminar previews during Project Block on Friday, November 17th. The purpose of previews is to provide an opportunity to experience the course, ask questions, and reflect on your choice....before committing to a whole trimester.

Course selections will take place during Advisory on Friday, November 17th. Preference will be given to older students and students who complete the form before the end of the day on Friday.

Week of November 13th - 17th | Process Essay & Exhibition Envisioning

Process Essay

As part of the English Language Arts requirement for Étude Project Block, students have been working on creating a process journal. The journal is a place where the thinking, questioning, justifying, analyzing, and planning has been taking place. In order to synthesize the process and learn what and how learning is taking place in Project Block, students will use their process journal to write a process essay. The Process Essay is a requirement. The details of the essay and specific expectations will be communicated by the English Language Arts teacher assigned to your Project Block: Heather, Addie, or Kimberly.

Exhibitions of Learning will be the week of January 8th.

• STEP 1: Take off of work for the week - Exhibitions of Learning need your attention, your effort, and you'll want some rest. Inform your family and friends that you are not available, though, they are invited. Cancel your dentist appointments and all your other appointments. Do not go on vacation. This is a big deal.
  
• STEP 2: While you are revisiting your process journal to write your process essay, and while you are creating your amazing, innovative projects, please consider the format that would best suit your project and audience:
  
• A Presentation: This is the best way to reach a large audience at one time. In most cases, presentations are 20 minutes long and take place in the JMKAC Theatre or Matrix, where you are standing at a microphone and sharing your learning/making process with an audience. Your goal is to share with them but also engage them by getting them interacting with your project and/or your project ideas. Presentations are important for projects where it is necessary to perform a dance, show a film, or share a detailed process including phases, data, and more. The majority of projects take place in this format. 
• Click Here for an Example
  
• A Gallery Walk: This is the best way to have your audience physically interact with your work, as is done in an art gallery on an opening night. You will stand with your project with notes, prepared to engage the audience in a thinking routine or another way of interacting with your project. You will be there to share your research and process, while trying to convey the overall purpose of you project and the message you want the audience to take with them. Gallery Walks usually span for 45-60 minutes and the gallery is shared with other students, while the audience rotates form project to project. Fewer projects will fit into the gallery format.
• Click Here for Overview
  
• A Roundtable: This is the best way to get public input, specific feedback, or have a critical conversation about your project and related topics. You will facilitate a 20 minute roundtable up to 3 times with different audiences. Fewer projects will fit into the gallery format. 
• Click Here for Overview

Project Supplies | Order by November 16th

Dear Students,

If you are in need of supplies for your project, please complete the following form by November 16th. If you do not complete this form, we will not be able to get the materials you need and you will have to find, recycle, improvise materials for your project. If you do not complete this form, you may have to change the vision you have for the project you are creating. Please complete the form. Please complete the form by November 16th.

The Form: Click Here

Sincerely,

Stuart and Project Team

October 26th | Outline Your Ideas for Process Essay

Use the following prompts to develop your thinking, as you prepare for writing your process essay. Please recall the largest part of your Process Pie (from yesterday) as you focus in on specific research and evidence.

PART TWO of PROCESS PIE: OUTLINE
Evidence

• What have you learned? What research do you have that demonstrates this learning? (research, analysis, critical review, persuasion) 
• What do you want your audience to understand through this research? 

Creation

• What is the purpose of your creation and how does the evidence relate to it?

Reflection

• What have you learned about yourself as a scholar, creator, innovator?

October 25th | Creative Process Pie

Please reserve 15-20 minutes of your Wednesday to complete this week's Process Journal. There will be an extension of this in Project Block on Thursday, October 26th.

Create a Pie Chart: Respond to the following question using a pie chart. Show how much emphasis you have put on each part of the creative process so far.

How has your process and/or creation come together?

STEP 1: What % of your emphasis/time in Project Block have you spent on the following:

___% Ideation: mind mapping and reflection
___% Research: professional models, academic research, interviews, survey, personal process journal
___% Creation: sketches, prototypes, drafts, choreography, sounds
___% Feedback: presentations, conferences with advisor, peers, and ELA advisor
________________________
100%


STEP 2: Create Pie Chart:

• Create a circle in your process journal. 
• Divide the circle up into four parts that represent the percentages you wrote above.

STEP 3: Write Pie Chart Reflection:

What is the largest part of your pie chart? Why do you think this is the case for this project? What piece of evidence best exposes this?

• For Example: The largest portion of my pie chart is ideation. I spent a long time working on my mind map, trying to choose a topic that I would be interested in. My mind map started with the word “plastic waste” at the center. Over the course of three weeks working on it, the lines and new ideas spilled onto two more pieces of paper. I talked to my peers and my advisor in the process. I finally ended up with the topic of “oil spills in the ocean.” I’m glad I took the time to identify something I really cared about. 

What is the smallest part of your pie chart? Why do you think this is the case for this project? What piece of evidence best exposes this?

• For Example: The smallest piece of my pie chart is feedback, because I haven’t created any sketches or drafts yet. It took me so long to decide on a topic, that I have spent my time since then reading about historic oil spills in the ocean. The only evidence I have of feedback is in my process journal, where I wrote down my science teacher’s suggestions about which oil spills to look at.

Friday, October 20, 2017 | Process Journal + Research

Needs

• materials for a Parking Lot

Gathering (no more than 15 minutes)

Headlines: Create a headline that publicizes your thoughts on the topic you have been researching the past several weeks. Publicly document headlines for reference later in project block. Whip Around to share headlines.

Writing Studio (30 minutes)

Journal Prompt

As many types of research continues to happen in project block (professional models, scholarly journals, media articles, etc.), reflect once again on the learning that is happening through this research.

Respond to the prompts below directly in your process journal. While there is not one way to write or approach these prompts, you should use specific details in order to make your reflection clear and your ideas understandable. Remember that you will be looking back at this writing and thinking in order to create your essay.

• What makes you say that? What is your current understanding of the topic? What are your individual ideas about the topic? What makes you say (or in this case write) that? 
• I Used To Think...Now I Think? How did the research change your perspective about the topic? 
• So What? Based on your current research, why is your topic important? What is important for your audience to learn from your topic? What are your next steps in the research process?

ELA Standard
Today’s reflection standard is SO WHAT?

Last week we asked you to consider the evidence you were recording throughout the research process. This week, please answer so what?. What understanding do you now have because of the research, that goes beyond the research? What has the research helped you understand about….topic, culture, problem-solving, society, human nature (just pick one!).

Week of October 16th-20th | Research & Techniques

Students should be seeking project approval from a combination of peers and advisors. By the end of this week, all students should communicate evidence that they have a vision and plan for their project. Advisors will provide feedback on and report evidence of the following in Skyward:

• Proposal: Have you clearly communicated the What, How, and Whys of your project? Have you written this in a formal proposal? If not, what steps do you need to take to get there?
• Driving Question: What is the central wonder that makes your project interesting to you and to others? What are you trying to do or figure out?
• Scale of Project: There are two and a half months of making left in this semester. How will you maximize this time to create something that has never existed before?

BEYOND THE PROPOSAL

Project already approved? Great. Continue your reading and figuring things out. Specifically, focus some time this week on techniques you are considering applying to your project. During making time at the beginning of the semester, we spent a whole day exploring a technique by looking at a professional model, analyzing its parts and purposes, and trying to make something. Do this. 

1) Search for a professional model

2) Analyze its parts and purposes

3) Identify the characteristics/style or specific technique used

4) Commit a day to playing with this technique. It does not have to be specific to your project (yet). Just test it out playfully.

5) Reflect on the relevance for your project. 

6) Document this experience in your process journal 

REMINDER

Research and Creation Phases are running concurrently this semester, meaning that they are both on-going at the same time. Individuals need to manage their time devoted to each of these. The project must have academic and creative substance. Do not spend the entire semester just reading or just creating. Document all your thinking, testing, playing, reading, etc in your Process Journal. 

THIS WEEK

Suggestions below. Advisors may re-arrange as is relevant to ritualized week. Each day should include short gatherings, goal setting, documentation, reflection.

Monday:

• Review proposal expectations, deadlines, and everything required to achieve approval of the project. 
• Review Process Journal writing prompts. All students should have 3 complete. If not, please spend time writing today.
• Research plan....what is yours? On Friday, everyone identified at least two immediate next steps. Take them.
• Research resources here.

Tuesday:

• Look at "Beyond the Proposal" above as a whole group. As individuals or in small groups, begin identifying professional models and following the steps above.

Wednesday:

• Juniors & Seniors will attend a required presentation by LTC. The presentation will define what a technical college is and compare it to other future options.
• Sophomores & Freshmen will be able to get individualized support from Project Advisors. Challenge: Prepare flash (2 min) talks about 1) what they made yesterday OR 2) their project in general.

Thursday:

• Juniors & Seniors at Wisconsin Education Fair from 9:00-11:00am
• Opportunity for all Freshman & Sophomores to get completely on track with projects, providing all required evidence for project approval & ELA Process Journals.

Friday:

• Process Journal #4

Friday, October 13, 2017 | Process Journal + Research

Needs:

• Mini-Sticky Notes

Gathering (no more than 15 minutes)

PREP List

Write down your To Do List for the research phase on the sticky notes provided. Only write one task per sticky note. Review and rework your To Do List using the PREP method.

• Prioritize: Sort the tasks into three groups in your Process Journal under the labels Research, Creation, People - Place the tasks that are essential to your research under the Research label. Place the tasks that are essential to your creation under the Creation label. Place the tasks that require you to communicate with other individuals (i.e. pblock advisor, ELA advisor, partner, professional, etc.) under the People label. 
• Reorganize: Predict how much time the two most important tasks will take to complete (doesn’t matter which labels these task are under). Write in a day of the week on those two sticky notes. Separate those sticky notes in your Process Journal. These are the two things next week you will make sure you do by the day you just wrote on the sticky note. 
• Eliminate: Separate two sticky notes that are either unrealistic expectations for the week or things that won’t have a negative impact on your life if they don’t get done. Place these sticky notes under a long-term To Do’s label.
• Plan Ahead: Forecast three important To Do’s that you know you will need to schedule time for in the weeks to come. Also, place these sticky notes under a long-term To Do’s label.

Share out the two most important research tasks you will focus on next week in a Whip Around.

Writing Studio (30 minutes)

Journal Prompt 
Respond to the prompts below directly in your process journal. While there is not one way to write or approach these prompts, you should use specific details in order to make your reflection clear and your ideas understandable. Remember that you will be looking back at this writing and thinking in order to create your essay.

What makes you say that? What is your current understanding of the topic? What are your individual ideas about the topic? What makes you say (or in this case write) that?

I Used To Think...Now I Think? How did the research change your perspective about the topic? 

So What? Based on your current research, why is your topic important? What is important for your audience to learn from your topic What are your next steps in the research process?

ELA Standard
Today’s reflection standard is EVIDENCE.

• How did you gather evidence about your topic? What mediums did you use and why?
• How did you use the evidence you gathered? (i.e. define of topic, summarize topic, support argument, suggest a solution, etc.)

Friday, October 6th | Process Journal 3

Gathering: For today’s gathering, students will reflect on their habits using three “Are you more like…” prompts. Begin each prompt by collaboratively discussing the characteristics of each bullet point. Students then move to the side of the room designated by the bullet point they identify most with. Discuss with others. Share out reasons why.

Are you more like….

Sustain focus - goal is to find a project that engages and motivates

• Hunting dog….laser focused on a specific goal
• Sloth….vulnerable and slow moving without a purpose

Work independently- goal is to be self-directed and feel confident and comfortable in your project direction

• Taking the stairs….developing plans independently
• Taking the escalator….developing plans with some assistance and some independence
• Taking the elevator….developing plans by relying solely on outside influences

Seek to understand - goal is to eventually have clear boundaries for your project.

• Puddle….thinking has been small and shallow
• Lake….thinking has been deep but shorelines provide boundaries
• Ocean….thinking has been deep, vast, endless

Journal Prompt

Respond to the prompts below directly in your process journal. While there is not one way to write or approach these prompts, you should use specific details in order to make your reflection clear and your ideas understandable. Remember that you will be looking back at this writing and thinking in order to create your essay.

• THINK: about your use of time...
• What have you spent the majority of your time working on this week? (ideation, research, creation, etc.)
• How successful have you been with your use of time? Why?
• EXPLORE: consider the learning that took place...
• What have you learned about yourself as a learner these past weeks?
• How can you connect what you are learning about yourself to your process? To your life? To your audience?
• PUZZLE: explain future investigations...
• What new questions do you have based on your work these past weeks?
• What are your top priorities in the coming weeks?

ELA Standard

Today’s reflection standard is COMMUNICATING.

What does it mean to communicate?

What does good communication look like? Sound like? Feel like?

How did you communicate your ideas within your process journal? What did you do to make sure your ideas were clearly explained?

Week of October 2nd-6th | Innovation & Project Proposals

At this point, all students should have process journals that they are using each day. Notes from their gatherings, goals for studio time, notes from their reading and professional models, source information, sketches, etc. It should all be in one place. Process Journal entries should also be going into that place each Friday.

Each project block should have developed or started to develop rituals or routines for their weeks. Please revisit those decisions at the beginning of this week, and evaluate the effectiveness of those procedures so that they can be adjusted to meet the needs of the group. It is important to make individual student expectations clear.

This week is all about narrowing down all of the possible projects to a single project that is personally engaging and relevant to others. Remember that a project has to contribute to an ongoing conversation not be the same as an ongoing conversation. It has to be innovative. Groups should explore the following through their gatherings, reflections on professional models, and feedback:

What does it mean to be innovative?

What is the goal of the project?

Discuss what it means for a project to: Contribute, comment on, 

respond to, interpret, question, correct a misconception, 

uncover, amplify, correct, complicate, etc in various contexts.

What are the open and closed questions that must be explored in this project?

What is the driving question at the center of this project?

Recall making time themes. Where are the connections? What techniques are involved? How can we remix this?

*Note: The resources under the proposal tab will be updated this week, to include a catalog of formerly used workshops for driving questions, staff generated "must haves" for proposals, and more. Please look there for whole group and individual ideas. Project Advisors who have proposal expectations//directions specific to their groups should send information to Kimberly to be posted there. 

Process Journal #2

Process Journal #2

Week of September 25-29

Please take attendance in Skyward. If the list is incorrect, please send an email stating the correction to Beckah on Monday.

PROPOSAL

This week, students should be forming, testing, and proposing project ideas. Some may have fully developed plans and others may have plans for how they will begin exploring; either way it is important to make a commitment to one version of what, why, and how. Project Advisors will place specific constraints and expectations on written proposals.

• What will be required in the proposal?
• What format should it be in? 
• How will it be submitted?
• When will it be due?
• How will the feedback, revision, and approval process look?
• What makes a project a project: Scale? Innovation? Personal learning? Public purpose? Etc?

RITUALIZED WEEK

Advisors will facilitate the development of a ritualized week, meaning there will be some aspects of the week that are consistent from week to week. (For example, the beginning of class on Friday is already ritualized with ELA Process Journal Reflections) Consider the following to start:

• How and when will you look at professional models in your discipline? 
• Who will select them? How?
• How will the thinking about the model be documented?
• How much time should be allotted for this?
• Where will examples be stored, to revisit later?
• What else?
• How and when will students receive/give feedback on projects?
• What formats of feedback are most effective?
• How often will this occur?
• How can a student request feedback from the whole group, from a peer, from their advisor, or someone who is not in the room?
• What else?
• How and when will there be studio time?
• What are the Project Advisor's expectations for documenting daily goal setting, evidence, and reflection in process journals?
• How will studio time begin and end? 
• What should the environment look and feel like?
• What are the procedures for requesting materials, meetings, movement to other spaces in the school?
• What else?

RESEARCH

Most students have already started research, since research includes being inspired by professional models, looking up definitions, reading news about a topic, watching YouTube videos, and more. It is important to document all of these sources right away, by setting up an EasyBib project or using another designated space.  All sources must be cited.

Friday, September 22nd | Process Journal & Elevator Pitch

ATTENDANCE: Please continue updating the spreadsheet.

PROCESS JOURNAL: We will begin today by completing the first reflection in and for the Process Journal. Please keep in mind that this is a piece of writing intended to synthesize thinking, decisions, research, and all of the experiences that have influenced your project this week.

PROCESS JOURNAL #1 (educators)
PROCESS JOURNAL #1 (innovators)

Copy the document linked above digitally or into your physical journal.

ELEVATOR PITCHES:  The intention of this exercise is to rapidly test out an idea....most importantly, you will learn whether or not the "why" resonates with you enough to move forward with the idea for the rest of the semester.

• Take about 5-10 minutes for practice or rehearsal (depending on time available). 
• Select a timer, who will set a 1 minute timer with a noise of some kind to indicate the end of time. 
• One by one, have each individual share their 1 minute elevator pitch: Sharing what, how and why for one project idea. 
• This is difficult. Celebrate everyone for doing the best possible version of this they can. We are just beginning to build these skills. Please do not provide critical feedback for each individual...there is not time...and in this case the most valuable feedback is the experience of seeing/hearing many of these all at once. 
• At the conclusion of all of the 1 minute elevator pitches, reflect:
• Identify patterns. What trends did you notice across all of the pitches?
• What was especially effective? (Example: Sharing a personal story related to the topic.)
• What stands out as an area of concern for the projects in the room? What suggestions do you have for the group to address the area of concern? (Example: I noticed a lot of people talked about creating projects, but very few talked about how their project would be innovative or different from projects that already exist in the world. I think we should define innovation and make it part of our proposal criteria.)

Thursday, September 21st | Proposals Ahead

ATTENDANCE: Please take attendance here.

NOTE - We will not be completing 1 minute videos, pitching the What, How and Why of a project idea. This is simply due to the technology limitations. However, you will still give a one minute elevator pitch for the What, How, and Why of a project idea live, and in person on Friday. 1 minute is very short. Write notes.

PROJECT ADVISORS - If you haven't already guided the process of developing an organizational system for students to capture their daily goals, notes, ideas, resources, research, etc. Please take time to do that today.

ACTIVATOR: What do you think: Can a paper airplane be a p-block project? Why or why not?

• Move to the front of the room if "yes"
• Move to the back of the room if "no"
• Must choose one or the other for one reason or another. 
• Discuss and share reasoning.

PAIR & SHARE: What about this? Is this a project? Explore the link to discover What, Why, How.

1. What is the project? What is the question or interest he pursues?
2. Why did this person create this project? Why should other people pay attention to this project? 
3. How did the project come to be? How did the project get created?

So, is this a project? If not, what would it take to make it one?

How should we go about determining the right "size" or "scale" for our own projects?

WRITE YOUR ELEVATOR PITCH:

• You will have one minute. Timed. 
• What, How, and Why does not have to happen in order in your elevator pitch.
• Prompts:
• What is a project idea that you have? What question or interest does it explore?
• Why is it important to you? Why will it become important to other people?
• How will you go about beginning this project? How will you try to communicate the ideas you discover through this art form?

PRACTICE YOUR ELEVATOR PITCH 3x! 

*Remember this isn't your formal proposal, but it is an essential exercise in focus. By the end of today, you will know whether or not this project is one you want to continue with or if you should go home and write a new elevator pitch for tomorrow. 

*You will write a formal proposal soon. What else do you need to get to a project idea that really matters? 

Wednesday, September 20th | Questioning

ATTENDANCE: Please continue updating the spreadsheet.
*At this point students should not be moving. All of the making experiences and group-building have been setting students up for successful projects in the discipline they originally chose.

Addie will be in Drew's room and Heather will be in Tim's room for the first 30 min, to introduce the ELA Process Journal. (Kimberly will be in Tara's room on Thursday)

DO NOW: On a post it note, write a topic that you are interested in doing a project on or one that you would be interested in if someone else did a project on it. Be general or specific. (Example: Tree Climbing. Example: Tree Climbing as Protest for Deforestation in Pacific Northwest)

• Choose one of the topics as a whole group. This will be a sample.
• Use the Question Sorts document to discuss types of questions: (A) 
• Provide 5 minutes of silent generate time: On additional post it notes, have each student generate at least five questions on the topic chosen as the whole group.
• For each type of question start, have each person who chose that 'start' share their questions one at a time and post them in groups by type of question start. (What if... Why... etc)
• Reflect on the similarity or range of questions

GOAL SETTING:

• Identify a whole group or individual goal for studio time. Write down specific steps, how you know you are successful, and why you think this will help you get to a specific project idea.

STUDIO TIME:

• Use Question Sorts (A) or (B) to begin brainstorming questions surrounding a topic you are considering for your project. Use Brainstorming rules...don't hold back...ask a peer to generate some questions with you, offer to generate some for them. 
• After a lot of questions have been generated, reflect on the most compelling questions. Try to imagine what it would look like to pursue one of the questions as a project....what would your next step be? what would you need to know? how would you go about figuring it out?

CHECK IN:

• Circle up
• Share exciting/surprising questions

Tuesday, September 19th | Ideation

Groups should approach today as an opportunity to get what they need to brainstorm, to expand project possibilities before narrowing them down.

Addie will be in Dan's room and Heather will be in Mike's room for the first 30min of Project Block today, to introduce the ELA Process Journal.

...

ATTENDANCE: Please continue using the spreadsheet to take attendance.
*At this point students should not move from one p-block to another. All of the making experiences up until this point, support students in developing a project in the discipline they originally chose.

GATHERING: Storytelling Connections "Innovations"

• Think Time: What is your favorite innovation? Why?
• One person holds a ball for tossing, and begins by talking about their favorite innovation. 
• The speaker will continue to share until another student hears something that they connect to in some way, and raises a hand. (The connection should be related to favorite innovations)
• When a hand is raised, the speaker will wrap up their current thought (quickly!), and then toss the ball to the raised hand.
• The students who now has the ball will share the connection they made, and continue to talk about their connection and other innovations until another student is ready to connect and raises a hand. 
• Repeat. 

GOAL SETTING:

• Identify a whole group or individual goal for studio time. Write down specific steps, how you know you are successful, and why you think this will help you get to a specific project idea.

STUDIO TIME:

Advisors will circulate and conference with each student about their ideas, providing suggestions and direction. Please document these conferences for future reference.

• Move forward as a group on something in progress.
• Continue making mind-maps
• Generate some sample What, Why, How ideas for specific projects
• Try the Beane Protocol- generate ten+ possibilities for each category.

CHECK IN: 

• Circle up.
• Go around, share discoveries and questions/frustrations.

Project Block Advisors: Although, written proposals are no longer an English Language Arts requirement, please spend some time planning out how you would like students to formally propose their project ideas to you for feedback, revision, and approval. Please consider adapting the resources used last year to meet your disciplinary specific needs.

Monday, September 18th | Ideation

Please continue with aspects of brainstorming that were in process last week. Continue with today's plans, when appropriate for your group.

ATTENDANCE: Very important. Make it happen. Here.

ELA Introduction for the first 30 min in STUART and MOLLY's ROOMS TODAY.
(Tuesday>>Dan, Mike | Wednesday>>Drew,Tim, Tara )

GATHERING: Project Pitfalls >> Guess the card taped to your back.

• Each student should write down a specific project pitfall on an index card or scrap paper. Be specific and write something meaningful. (EXAMPLE: When the project is so obscure that no one can relate to it) They should be able to recall these from prior experience and conversations. 
• Collect them. 
• Tape one to the back of each person, without letting them see it. 
• Students can take turns asking each other ONLY "yes or no" questions about what is on their own back. Other gestures are allowed, but not words. Continue until everyone has guessed the "project pitfall" that is on their back. 
• Debrief: As we brainstorm, what can we do to avoid pitfalls? (Talk to people about your project idea. Search the world for similar, related projects in lots of different industries/disciplines....etc) 
• Identify one approach for avoiding pitfalls, that you will attack today. 

GOAL SETTING: 

• Identify a whole group or individual goal for 30 minutes of studio time. Write down specific steps, how you know you are successful, and why you think this will help you get to a specific project idea. 

STUDIO TIME: 30 minutes

CHECK IN: 

• Circle up. 
• Go around, share discoveries and questions/frustrations. 

EXAMPLE Exhibition of Learning: 

*Note this is an EoL, the PROJECT is everything done in order to get to this Exhibition. 

• Watch the Exhibition (select a thinking routine to structure discussion after)

• Discussion (use thinking routine)
• Identify the VERY SPECIFIC what? how? why?: What is the claim/impression she makes? How does she achieve that through her art form(s)? Why is this claim/impression relevant to her? to others?

LOOKING AHEAD TO FRIDAY: All students will be asked to create a one minute, unedited video of themselves sitting in front of their chromebook camera talking about the "what" "how" and "why" of a possible project idea or "the" project idea you want to work with next week. You are allowed to write a script and read it in the video, but that is not necessary. 

Friday, September 15th | Ideation

Pick up where you left off yesterday. Fill those 8.5x11 pages with mind maps. Brainstorm with abandon.  Next week we will learn more about the English/Language Arts components and take the first steps in our individual projects.

ATTENDANCE: Project Advisors, please find your tab on the bottom of the attendance spreadsheet and take attendance.  Fill in attendance from previous day and Making Time.

GATHERING: Share your "nerd crush" in this discipline. What is a project or person in this discipline that you kind of nerd-out about? Share the details and what makes them interesting to you. (Example (science, social science, engineering): Amelia Earhart....a pioneering woman in aviation, also part of a global on-going mystery...overall amazing.

CONTINUE: Pick up where you left off yesterday. When you get to the part about generating project ideas (for someone, anyone, maybe even you), sort them into categories as a group, and then do the next step....

PAIR UP (group new students with experienced students, if possible): Each pair should select one of the brainstormed project ideas or categories and develop a rough project proposal. Go big. Go weird. Go toward innovation. This is practice, not your actual project....nothing to lose, only great ideas to gain.

• Spend 10 minutes doing some very rapid research related to the project idea
• Look for the topic in the news (What makes it relevant?)
• Look for definitions on wikipedia (Do you know what you are talking about?)
• Find out a little backstory (Where did this stuff come from?)
• Spend 5 minutes formulating a more specific project idea....now that you did a little research, what would be ONE possible way to turn it into an exploratory/innovative/original/relevant project. (Again, this isn't necessarily YOUR project...but it's a project idea.)
• Spend 5 minutes developing a quick pitch for this project:
• What is the project idea?
• How would a person go about doing/making this project?
• Why in the world would anyone care about this project?

*If the group needs more support with this, revisit the example projects from yesterday. Watch them again and talk about the "what,"  "how," and "why" of those. 

CIRCLE UP: Share out the project ideas to the whole group. 

REFLECTION: 

• Use this experience, the two example projects, and prior knowledge to generate a list of characteristics for what makes a good project AND what makes a not so good project. Be specific. (Example: Good projects about about something I care about and they get other people to care about it too. Not so good projects are too obscure for other people to relate to or too common that they are uninteresting.) 
• As a whole class, select one of the practice project ideas that is (by your own criteria) a great project idea. 
• Have one person send the "what,"  "how," and "why" AND the explanation for why you chose it to Kimberly kjohnson@etudegroup.org

CLOSING: Students should look at their own written reflections from the conclusion of Maker Time. Use a highlighter to mark the most important aspects of that reflection for moving forward. Use post-it notes to clarify any details for Project Advisors. 

Students should leave mind maps, reflections, and any other evidence of thinking and development with their Project Advisor, so they can review it over the weekend. 

Everyone's home learning is to continue brainstorming. Look into the things you are interested in. If you already have a project idea, tell the people in your life about it...find out what connections they have and explore those....get ready to share your "what,"  "how," and "why."

Thursday, September 14th | Ideation

For the past week, we have been exploring our choice of disciplinary form: music, dance, visual art, engineering, drama, science, social science. Today is the transition from general exploration to more individualized ideation. First, we will clarify of what we mean by a P-Block project, by analyzing some examples. Then, we will begin ideation with the expansive process of brainstorming.

ATTENDANCE: Please find your group's attendance tab at the bottom of the spreadsheet, and enter attendance for today. Fill in previous days according to your notes. Skyward will be set up soon.

CIRCLE UP: Acknowledge that today is different from previous days this year, just as the beginning of this year is different from the beginning of past school years. As a school, we are constantly collecting feedback and making improvements. This semester, Project Block will be slightly different and we will roll out those changes in the next few weeks. The important thing for students to focus on is that commitment they are making to themselves by investigating possible topics, forms, and messages that they truly care about and contribute to. The semester will still end with a final project. For new students, we'll be taking a look at some of those. For returning students, we'll be taking a look at some of those.

PROJECT EXAMPLES:

Think. Puzzle. Explore.

(Make this thinking visible on chart paper or a whiteboard.)

What do you think you know about what a Project Block project is?

What questions of puzzles do you have about Project Block projects?

What do you want to explore further in terms of your own project?

...

Connect. Extend. Challenge.

Make this thinking visible.

How does this project connect to your assumptions about what Project Block project is?

How does this project extend your thinking?

How does this project challenge your thinking?

...

Keep the thinking visible in the room. 

All of these ideas are valuable and useful in the process of brainstorming.

Advisors, do not feel like you need to answer every question or challenge.

...

BRAINSTORMING: It's the process of generating expansive possibilities. Creating a landscape you can see, so that you know where it is most meaningful to focus your attention for an entire semester. (IDEO's rules for brainstorming.)

1. MIND/CONCEPT MAPPING

> Discuss what a mind map is and its basic parts and purposes.

> Individually create a map of the most interesting topics and questions within the discipline TO YOU. It is important to focus on your interests here.

> Fill up an entire 8.5x11 piece of paper.

2. GALLERY WALK

> Silently walk around and observe everyone's map. 

3. GENERATE PROJECT IDEAS

> Using the brainstorming rules, no one should feel constrained.

> These ideas are for the good of the group. 

> Based on the gallery walk, come up with at least two BIG TIME, OUT THERE, AMAZING project ideas for someone to do sometime, somewhere.

> Write them on post it notes.

> Post them as ticket(s) out or, if there's time, post them to a shared space and begin sorting by theme. 

Tuesday, May 30, 2017 | Reflections

Exhibitions of Learning for the 2nd Semester IDEAS Block portion of the 2016-2017 school year are completed!  Projects were amazing to view and entertaining to watch performances.  As many students pointed out, we are here to support one another and reflection is one of the best parts of finishing a project.  Think about the progress you have made in your project development skills.  This semester, we want to emphasize the reflective process. Be ready to meet with your creation advisors.

Year-Long Project Announcements

• Panels must be scheduled this week for next Monday at the latest. This is an opportunity to, again, demonstrate Habits of Professionalism and follow up on the expectations set by the panel initially.  

Announcements

• Feedback forms are counted and scores are located on Skyward under IDEAS Block.
• This week, teachers will be sharing feedback forms from EOL's and your rubrics from last week.  As they share them, grades will also be entered on Skyward.  If you are not seeing grades coming up for you, please contact your creation advisor.  DO NOT EMAIL MOLLY OR TIM!
• Grades are final on Friday.  Any missing evidence of learning will not be accepted beyond Friday for this semester.  Please be in contact with Addie, Heather, and your creation advisor if there are gaps in your gradebook.  They can resolve any issues or inform you about what you need to do.  Friday grades are final for the semester.

The Plan for the Week

Tuesday 

• Disciplinary group Reflections (IDEAS Block advisors will have the plans separately and not posted on the blog).

Wednesday

• Indie Lens with GSA Town Hall

Thursday

• Seniors Last Day (Senior Conferencing with IDEAS Block Advisors)

Exhibitions of Learning | Wednesday Announcements

• Please take the time to look over where you will be going at specific times on the Exhibition Page of the Blog based on your IDEAS Block group. 
• Please look at the two Session pages for where you need to go for Round tables when your group is at Jake's Cafe.
• Session One (10:00-11:00)
• Session Two (11:00-12:00)
• Session Three (1:00-2:00)
• Session Four (2:00-3:00)
• Remember to be at Nic Daniel's Exhibition in the IDEAS Science room with the Bee's of IDEAS.

Time	Presenters
10:00 - 12:00	Samantha Ottman Cameron Dilbeck Alex Martinez Briana Kraus Alex Koopman Taylor McCarthy Gavin Ahlborg Tatiana Fierro Jacob Folz Brian Koch Alex Burg Mary Colvin, Yessina Lopez & Alexis Dittbrender Robert Fellerer

Time	Presenters
1:00 - 3:00	Étude Engineers Lydia Waniorek Cassie Grande & McKenna Shimkoski Roni Williams Aeris Severson Tayler Spoden Mayka Romero Alex Heiberger Jaime Lopez Hope Houseye Belen Garcia-Flores Sam Lohse Toby Bursinger Sierra Mayeur

Exhibitions of Learning Week | Spring 2017

Announcements 

• Reminder to everyone who wants to use a projector for EOLs.  Files were due to Tim on Friday.  Last second entries will be taken TODAY only.  Nothing will be taken tomorrow, so fill out the form to upload your documents. [Exhibitions Presentation/Technology Form]
• Exhibitions of Learning Schedules for this week and each day are located on the Exhibition tab of the blog.  Please find the documents there.  You may choose to print your own document copies based on what Molly has shared with you as well.  
• Remember, Tuesday and Thursday are school days for you that shift your school day from 1 PM until 8 PM.  If there are conflicts, they must be cleared through IDEAS Block advisors with notes from coaches or doctors.  Also, Wednesday starts at 8:30 AM until 3:00 PM.
• 8 Exhibitions Feedback forms are expected from each and every IDEAS student.  Please plan ahead on your forms.
• All Gallery Walk presenters will be going to the JMKAC for setup today at 10 AM.  Please stop in the Art Room today during seminars to mat your Artist Statements.  Print them out!

Friday, May 19, 2017 | Rehearsals and Town Hall during Advisory

Town hall will not occur during IDEAS Block today, it will happen during Advisory.  You will have the opportunity to make more progress on your presentations based on the feedback shared with you

Announcements

• Thursday Rehearsal Schedule
• Technology Submission Form
• Volunteer Jobs for EOLs

Thursday, May 18, 2017 | Rehearsals

Announcements

• Thursday Rehearsal Schedule
• Technology Submission Form
• Volunteer Jobs for EOLs

Wednesday, May 17, 2017 | Rehearsal Schedule

Please choose a space to be an audience member if you are not assigned to a gallery group.

	Music Room / Drew
8:00 - 8:20	Jordan Vlachos - Music Presentation
8:20 - 8:40	Kade Byrand - VA Presentation
8:40 - 9:00

	Engineering Room / Timi
8:00 - 8:20	Xavier Weigand - Website
8:20 - 8:40	Paige Levisen - VA [4 Easels, Projector]
8:40 - 9:00	Sam Sharp - VA Presentation

	Dance Room / Molly
8:00 - 8:20	Caroline Judnic, Isabel Cerda & Sydney Fetterer - Dance Performances
8:20 - 8:40	Jonesha Detiege, Kaniya Crump & Aureanna Crump - Dance & Music Performance
8:40 - 9:00

	Writing Room / Dan & Becky
8:00 - 8:20	Xavier Petry & Michael Covey - Film
8:20 - 8:40	Jared Gill - VA Presentation
8:40 - 9:00	Sara Bartol - Public Reading

	VisArt Room / Stuart & Erin
8:00 - 9:00	Étude Engineers
	Samantha Ottman
	Lydia Waniorek
	Cassie Grande & McKenna Shimkoski
	Cameron Dilbeck
	Alex Martinez
	Roni Williams
	Aeris Severson
	Briana Kraus
Audience:
8:05 - 8:30	Mike
8:35 - 9:00	Molly

	Drama Room / Mike
8:00 - 9:00	Tayler Spoden
	Alex Koopman
	Taylor McCarthy
	Mayka Romero
	Alex Heiberger
	Gavin Ahlborg
	Jaime Lopez
	Tatiana Fierro
	Jacob Folz
	Hope Houseye
Audience
8:05 - 8:30	Drew
8:35 - 9:00	Mike

	Science Room / Tim
8:00 - 9:00	Belen Gracia - Flores
	Sam Lohse
	Brian Koch
	Toby Bursinger
	Alex Burg
	Robert Fellerer
	Mary Colvin, Alexis Dittbrender & Yessina Lopez
	Sierra Mayeur
Audience
8:05 - 8:30	Molly
8:35 - 9:00	Drew