Spring 2018 | Reflection

Description

A reflective essay/interview is a formal analysis of an experience. The goal of a reflective essay/interview is to evaluate the learning that happened during this experience as well as consider how that learning can affect future experiences. This reflection should be written/stated in first person because it represents you. Include specific examples and explain what those examples represent within your learning. Remember, the individuals reading/listening your reflection will have experienced hundreds of projects. They will not understand what you mean if you write/say things like “while writing my thesis statement I learned,” because they may not remember your individual thesis statement. Instead, be specific, such as “I began my research journey with the thesis statement: Life becomes a dangerous game of self-destruction when individuals are denied the opportunity to be themselves in a restrictive society.”

Reflection Questions

↑ Intent: Thinking about initial thoughts, questions, expectations.

• What topic did you study during Project Block this semester? Why did you choose this topic?
• What were your initial thoughts about the topic?
• What were your initial expectations?

← Process: Thinking of what happened in the research phase.

• What research did you do? What new information did you encounter because of this research?
• What did you learn about your topic that you did not know before this semester?
• How did your views of the topic change based on your research?
• How were your views of the topic affirmed based on your research?

← Product: Thinking of what happened when everything came together.

• What did you create? Why did you choose this type of creation?
• What decisions did you have to make before you began this process?
• What decisions did you have to make during the creation phase?
• How does your creation represent your topic? What you learned during the creation phase?
• What is the strongest part of your creation? Why?
• What is the weakest part of your creation? Why? How could you change this portion of the creation?
• What would you do differently if you could redo the creation phase? Explain.
• How did you collaborate with others in this stage of the project journey? What did you learn by working with other individuals?

→ Intent: Thinking of future learning.

• What would you keep, repeat, change in your project?
• How did you prepare for your exhibition? How could you better prepare for exhibition in the future?
• Was your exhibition successful? Why or why not.
• If you could change one aspect of your exhibition, what would it be and why?
• How did you collaborate with others in this stage of the project journey? What did you learn by working with other individuals?
• What were your successes this semester? Why were these successes?
• What were your obstacles? How did you overcome these obstacles?
• What new skills did you obtain this semester? How did you obtain those skills?
• What skills can you use next semester, in other classes, in the future?

EoL Schedule, Technology Form, Volunteer Sign Up, Professionalism Prep

Hi All,

Please find important links for Exhibition of Learning preparation:

Official Schedule Website

Technology Submission Form

Volunteer Sign Up

Professionalism Presentation

Rehearsal Notes and Exhibition Schedules

Good Morning All,

This week is the beginning of rehearsals for our Exhibitions of Learning, coming up next week.

Please review the schedule carefully, so that you know how to prepare for the weeks ahead. You will want to note when your responsibilities are and when you plan to be available to support friends. Please do this early in the week, when there is extra time after rehearsals, for example. Please plan to volunteer and/or provide feedback during your open times. Remember that Exhibitions of Learning are required school days that run from 1-8pm.

CLICK HERE FOR SCHEDULES

If there are significant circumstances preventing you from sharing your EoL at your scheduled time, please try to resolve them. If the only solution is to change the schedule then you must send a professional email to your project advisor, Kimberly, Zoe, and Sara B. In your email, explain the conflict and your proposed change. These will be reviewed on Wednesday. No changes can be made after Wednesday.

Thank you!

Kimberly

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Notes on Rehearsals

• Each room should designate a timer
• Thinking Routines during an EoL should be engaged in as if audience members. These are not feedback on the EoL, they are intended for engagement in the project idea.
• There should be a clear stop to the EoL rehearsal, and a clear beginning to feedback. For example, someone might say - "we are now transitioning to feedback on the EoL".
• Remember that feedback should be focused on clear communication of the project. Feedback is generally not on the project itself, unless incomplete. 
• Write down your feedback, so that you can make changes before next week. 

Outline Your Exhibition of Learning

Hi all,

Exhibitions of Learning are upon us! This week should focus in on creating an plan for how you will communicate your project and ideas to an audience of your peers, friends, family, and the public. It is important to consider different perspectives, ignite curiosity, and provide clear information. Below are some basic components of an Exhibition of Learning, however your disciplinary project advisor may have specific tools and suggestions to help your Exhibition of Learning best match what you have created.

Don't forget that we have some examples online: Click Here

Next week everyone will have an opportunity to do a full Exhibition of Learning rehearsal and get feedback for improvement.

Everyone should bring a copy of their EoL outline to Advisory on Thursday, for reflection on professional public speaking.

Fondly,

Kimberly

Exhibition Presentation

Presentation Outlines There are five components to success when it comes to exhibition presentations: connection, knowledge, action, audience interaction, preparation. Connection: While it may not always be relevant to include a personal connection to your topic in the research paper, it is extremely important to include in your presentation. Begin your presentation by addressing the following questions:  What is your topic?  Why did you choose this topic?  Why is this topic important to you as an individual? To the community as a whole?  Knowledge: It is important to provide enough background information about your topic to establish your credibility as an authority figure. This information should come directly from your Bridge Paper, do not reinvent the wheel. It is equally important to describe how you incorporated your topic into your creation, this should come from the Artist Statement. Some information to consider in this portion of the presentation:  Provide a definition of the topic with a brief history.  Provide your thesis statement.  Paraphrase the argument you constructed in your Bridge Paper. Include evidence, examples, quotes to support this information; however, your voice should be louder than the sources you researched.  What did you create?  How is your topic/argument portrayed in this creation?  Action: How many of you have ever read an essay or book and thought why did I just read that? The question was probably accompanied by disappointment. As a presenter, you do not want to leave your audience disappointed. Conclude your presentation by answering So what? Tell your audience why this is an important topic for them to know and understand, and explain what actions they can take in order to participate within the topic.  Audience Interaction: Engage your audience in a conversation about your presentation by including a thinking routine. Prepare for this thinking routine by determining which routine your would like to use. Then consider potential responses to this routine by your audience in order to consider your responses. Also, come up with a backup plan if your audience does not respond. Preparation: Presentations can be negatively and positively remembered. The key to a positively remembered presentation is preparation. When well prepared, you will not only have the four keys to a successful presentation, but you will also be more confident and professional. In order to prepare for your presentation:  Type your answers to the components above.  Place those answers on note cards to practice and memorize.  Practice your presentation in front of a mirror.  Be aware of time. If your presentation is extremely short, you are probably not providing your audience with enough information. If your presentation is too long, you are probably providing your audience with too much information and confusing them. Gallery Presentations The same five components exist within the gallery presentations. It is even more important for gallery participants to prepare, memorize, and practice these components, because you need to be prepared to present this information at any time and in any order to your audience, based on their needs.

Please Complete Project Survey

Dear students and staff,

Please click on the following link to a survey for a student project. The survey asks about personal information and personal experiences.  Please know that your information will not be shared or tied to you specifically in any way. All are encouraged to participate thoughtfully.

CLICK HERE TO TAKE SURVEY

Thank you for your consideration.

Kimberly & Devin

Exhibitions of Learning - Scheduling - Wednesday, May 2nd

Dear Students and Staff,

Exhibitions of Learning will take place May 22nd - 25th at the John Michael Kohler Arts Center. Our student intern team is busy planning out the details, and we will be seeking student input on scheduling on Wednesday, May 2nd.

This means that each of you should check with your families and friends, to see which times work well for those who will be supporting you. Take the steps to do this in advance. It is very difficult to change the schedule after you sign up.

SIGN UP - WEDNESDAY - One person from each project report to Étude Studios at this time.

8:00am - Grade 12
8:15am - Grade 11
8:30am - Grade 10
8:45am - Grade 9

Here's what you need to know to plan. Come in with a first and second choice already determined when you sign up:

Tuesday, May 22nd
20 min time slots
Exhibitions in presentation format
Matrix or Theatre
1:00 - 4:00
*Middle school students will be in attendance from 1:00 - 2:45pm - content of these must be appropriate for this audience
5:00 - 8:00
*Public invitations are going out for these times. You are committing to having a complete, rehearsed, and professional EoL that may be published by interns or the press.

Wednesday, May 23rd
Exhibitions in either gallery or roundtable format
Space will be determined for you, but tell us of any special considerations regarding size, technology, etc
Before Lunch (Exact Times To Be Determined)
After Lunch (Exact Times To Be Determined)

Thursday, May 24th
20 min time slots
Exhibitions in presentation format
Matrix or Theatre
1:00 - 4:00
*Middle school students will be in attendance from 1:00 - 2:45pm - content of these must be appropriate for this audience
5:00 - 8:00
*Public invitations are going out for these times. You are committing to having a complete, rehearsed, and professional EoL that may be published by interns or the press.

SPECIAL EXHIBITIONS
Put these on your calendars
May 8th - Michael and Maxim's Musical - 7pm North High School
May 25th - Sofi (12:00pm), Casey & Zoe (2:00pm) JMKAC
May 25th - Caleb (6:00pm) - a church within walking distance of JMKAC.
TBD - Xavier & Simon

Survey for Student Project

Hi all,

Please take a few moments to complete the survey below. Your input is important to the validity of the project and your time is valuable as a member of this learning community.

Click here for survey link.

Thank you for your consideration,

Kimberly

EXHIBITION PREPARATION (Form Due Wednesday)

The Exhibition of Learning planning team is hard at work preparing for May! They have considered your feedback, and they need your help in making arrangements.

THIS FORM must be completed for each project.

The deadline for completing this form is Wednesday, April 18th.

Please note that your project title and driving question will be published for community members to read, as they decide which Exhibitions of Learning they would like to attend.

Project Participation Request

Hello again,

Please take a few minutes to complete this student survey. The purpose of this survey is to provide data to a student studying how social factors and language influence one another.

Thank you for being an engaged community member!

Kimberly

Project: Seeking Student Participation

Hi everyone,

Please take a few minutes to complete this survey for a student project. This survey has been prepared carefully to give Yannie the data she needs to move forward with her work. Thank you.

If you have a survey you would like to get feedback on and have shared with the school to fill out, please send a copy of it and a request to kjohnson@etudegroup.org.

Happy making everyone. There are about two months left until Exhibitions!

Kimberly

Project: Seeking Student Participation

Artist in Residence: Jacob Olmedo

Jacob Olmedo is a designer and artist who focuses on sustainability and the future of fashion through textiles and garments. He was awarded the Designer of the Year; Future Textiles Award in 2017 from Parson School of Fashion, the Role Models Competition from the Healthy Materials Lab, and was a finalist for the International Dorothy Waxman Talking Textile Award for his work integrating fashion and plant life. Jacob practices in-depth research, experimental material development, user testing, and garment construction. All as a part of his continuing design work And The World Will Be As One. And The World Will Be As One showcases an array of important relationships we as humans have with our clothing and our natural world.  

Jacob Olmedo is a 2013 graduate of Étude High School (IDEAS Academy) and a 2013 recipient of the Ruth DeYoung Kohler Scholarship for Artistic Excellence.

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Jacob Olmedo MAKER Break Residency

February 19

10:00 - 11:00 am

Town Hall Presentation of Work

All Étude High School students and staff

3:15 - 5:15 pm

Imagining and Creating with Fashion Workshop

Open to all Sheboygan Area School District Middle and High School Students (Sign Up Required)

February 20

10:00 - 11:15 am

Co-working and Convo Session

Étude High School Students

5:00 - 7:00 pm

And The World Will Be as One Workshop

Open to all Sheboygan Area School District Middle and High School Students (Sign Up Required)

February 21

2:15 - 5:15 pm

From Old to New Workshop

Open to all Sheboygan Area School District Middle and High School Students (Sign Up Required)

February 22

10:00 - 11:15 am

Co-working and Convo Session

Étude High School Students

5:00 - 7:00 pm

Imagining and Creating with Fashion Workshop

Open to all Sheboygan Area School District Middle and High School Students (Sign Up Required)

February 23

10:00 - 11:00 am

Town Hall Presentation of Work

All Étude High School students and staff

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Jacob Olmedo MAKER Break Workshops

Imagining and Creating with Fashion
Imaging, Sketching, and Imagination
2 Hour Workshop
Students will imagine the future of clothing. Through drawing and collaging students will illustrate looks while pairing them with physical fabric swatches. Like in the real world each fabric has a long story, each swatch will have its fabric story. Through making students will be on a mission to create a low impact look through textiles and stories. Collaboratively together all participants will have designed a sustainable Maker Break collection.
This workshop is to move students to think about each action while making. Everything has an impact, and as thinkers and makers it is our job to think about the consequences of those actions.

From Old to New
Making, Prototyping, and Documentation
3 hour Workshop
In this workshop students work in teams sculpting new garments of already existing ones. By taking apart of clothes and through sculpting the students will discover new shapes and forms in clothing while also be fitting their new garments on a fit model— to see their new creations in action.
This workshop shows students that old can be new. That value of our belongings is important. Textile waste is one of the biggest problems in the fashion industry, I hope to encourage students to think differently about all materials in their making.

And The World Will Be As One.
2 hour Workshop
Pulling from Jacob Olmedo’s debut award-winning collection in NYC this spring, students will be transformed into thinking outside of the box. Through written exercise and reflection on the humans broken relationship with nature, students will be creating a bridge in that relationship with fashion. Students will be taught about soilless growing systems for plants and how we can incorporate them into their own clothing. Students will have the opportunity to take their own growing plants home to incorporate on their Jackets and Backpacks.
Students will learn basic sewing skills, plant knowledge, and open thinking about creating and creative juxtapositions.  —Students must bring a backpack or jacket to sew onto.

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MAKER Break is a free community makerspace program for children and young adults in Sheboygan, WI. We recognize the value of hands-on learning and work to provide equitable access to experiences that empower young people through problem solving, divergent thinking, and resilience.

MAKER Break is part of The Étude Group’s educational program, working in conjunction with schools of The Étude Group and Sheboygan Area School district. We also partner with community organizations including the John Michael Kohler Arts Center and Mead Library.

MAKER Break’s Artist In Residency program is funded in part by a generous grant from Kohler Foundation Inc.

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Pitch Follow Up & Ritualized Weeks

The majority of students pushed through the challenge of pitching a project idea! Congratulations, you have some traction toward a project. Even if you change your mind about some of the details, after reviewing feedback, or if you have to pivot to a new idea entirely, you have gotten past the starting line!

Those who have gotten the green light to continue with the project pitched will be entered into Skyward as confirmation. Those still struggling to identify a project idea or direction, will continue to  ideate and conference with staff.

As a reminder to students and project advisors, please account for gatherings, documenting process in process journal, professional models, critique/feedback, and keeping track of daily goals, progress, and evidence at the end of each period. Advisors are further reminded to connect with Addie and Heather about ritualized days for them to support ELA in your project block.

MONDAY
Complete any pitches that were left over from last week Friday. Then, students should review their feedback from peers and project advisor rubric. Create a written reflection on patterns. What will you keep? What will you change? What questions do you have after reading the feedback? All of this documentation should be kept in the room or designated folder. Circle up and share out some of these reflections as a way of clarifying new thinking and honoring feedback from peers.

TUESDAY
As a group, identify the components of a ritualized week in your space and collectively discuss the characteristics of each type of ritualized component and/or day. For example, if you are going to spend a day each week looking at professional models...Who will choose them? Where will they be kept for later reference? What routines will be used to analyze them? How much time should given? What are the expectations for participation? How will you know the routine is effective/helping to improve projects?

Please keep in mind that research and creating will happen simultaneously this semester. In addition to a weekly routine, you may want to look at the weeks available in the semester and set some check ins for both research and creation.

WEDNESDAY
Continue with first Wednesday of your ritualized week. Juniors should be dismissed at 8:30am to the Board Room to complete the non-secure portions of the ACT answer booklet (courses taken, interests, college choices, etc).

THURSDAY & FRIDAY
Continue with your ritualized week. As students continue to clarify projects or pivot to new projects, Fridays are a good day to re-pitch project ideas to meet the requirements and get new feedback.

*Next Monday, students with year-long projects will meet with Kimberly at 10:30am in the Treehouse. They should have a brainstormed list of potential community members for their panel.

Ideation & Pitch Proposal

Last week in Town Hall there was a reminder to flex your creative thinking and your social expectations, and consider alternative disciplines and spaces when determining a project. We hope you have been engaged in ideation and exploration, in order to develop expansive possibilities for projects this semester. This week, it will be important to start narrowing down your ideas and potential projects. On Friday, students will pitch their projects for feedback, approval, and potential movement of project block spaces.


MONDAY & TUESDAY
Year Long Projects - Meet with Kimberly in Treehouse at 10:30am today.
Mike's Project Block - Back to the Drama Room
Tara's Project Block - Back to the Science Room
Follow the plans that were created as a group last week. What are the next steps in your ideation process? Be sure to check in at the beginning and end of the period to make sure that the choices, processes, and ideation in general is helping everyone get to project ideas. Some groups may choose to take some time to orient Juniors who were not with you last week.

WEDNESDAY
All high school students will take the Youth Truth survey, providing important feedback about school experiences and culture.

• 7:55 - Start the day in the Drama Room for Town Hall (Mike Hosts)
• 8:15 - Return to Project Block spaces to complete the Youth Truth Survey. Take as much time as needed. This information is important for the school.
• 9:00 - Town Hall in the Drama Room (Becky's Advisory Hosts)

THURSDAY

Project Block will be after lunch today, due to the Indie Lens schedule. Write your pitch today. Plan for 1-2 Minutes. Your pitch should include anything your project advisor asks for AND the following requirements:

• WHAT is a project idea that you have? Describe it. What question or interest does is further explore?
• WHY is the project important to you? Why do you think it will become important to other people? In other words, who is your audience and why will they care about what you are doing?
• HOW will you go about beginning this project? How do you think you will communicate the ideas you discover through an art form? (Be specific....not just "I will make a dance" but "I will use movements like....because....")

FRIDAY

Students will pitch their project ideas in front of their project block groups. Advisor rubric will be completed. Here's what it can look like in class:

• TIMER: Designate a timer who will set a clock for 2 minutes for each pitch. 
• VIDEOGRAPHER: Designate a videographer who will use an iPad to capture each pitch on an iPad for later reflection and consideration by other staff members.
• FEEDBACK: All audience members should complete feedback forms for their peers. Feedback should be submitted to Project Advisors today, and will be returned to students next week. Feedback should be focused on the potential of the project, not on the delivery of the pitch.

Required Evidence:

• Written Pitch Submitted to Project Advisor
• 2 min Verbal Pitch Given to Project Group
• Pitch Video Recorded
• Feedback Provided to at Least 50% of Peers
• Project Journal Started
• Project Advisor Determined (Changes must be approved by current and future advisors, who will then communicate changes to Kimberly.)
• Project Approval

Process Journal | Journaling Your Journey

As you journey through Ideation Phase (and the remainder of your project), be sure to continue recording your ideas in your process journal. The process journal is a generative text that documents your evolving thinking about a project. It is the place where innovators record brainstorming, successes, missteps, changes in ideas, thoughts on end product. While it is important that reflection takes place in the written language, it also happens through images.

This journal can take many forms based on your topic, your creation, your discipline. In general, the process journal is:

• A place to plan and brainstorm - mind maps, open + closed questions, written pitches
• A place to record interactions with sources - research, annotations, notes from educators + peers, thinking routines
• A place to explore creation - storyboards, sketches, poetry, quotes, choreography
• A place to document academic discipline - proposal outline, science reports, engineering logs, historical research, writing process
• A place to reflect on goals, learning

Project Block | Semester 2 Begins! | Monday, January 22

It might feel like a long road back to ideation, but arriving here could be refreshing! Being so near the end of your prior project, means that you can begin your next project with the end in mind. A project provides an opportunity to learn something new, deepen interest or technique, connect ideas that haven't been previously together, communicate something of yourself to the world. A project starts with you and turns into something for others to share in.

This is the first week of ideation for new projects (or part two of an existing project for those doing year-long projects). It will be important to say "yes!" in order to maximize the possible projects that could come to mind. Say yes to opportunities to do micro-projects in one day. Say yes to collaborating with people you haven't collaborated with before. Say yes to spending some time alone, thinking in silence. Say yes to new puzzles. Say yes to feedback. Say yes to experimentation. Ideation is an expansive process, at first.

Build a mountain of possible project ideas.

...

MONDAY:

- All Juniors should go to assigned rooms for ACT practice. Those taking Reading & Writing sections need to be in the Science Room at 9:45am. Math practice will be in the Drama Room at 10:00am.
(Junior Student Lists - Here : Teachers have access to the document.)
- Students who have not signed up for a Project Block should report to the Cafeteria.
(Project Block Student Lists - Here : Teachers have access to the document.)
- Tara's Project Block will be with Tim in the Engineering Room
- Mike's Project Block will be with Mike in Beckah's Room

• Get to know the other people who have selected your discipline through a gathering where you share the artists, makers, writers, thinkers who you most admire/follow/seek to be at the moment.
• Create a list of your favorite brainstorming tools, idea generation experiences, and sources for project ideas. Evaluate them through discussion. Decide which ones you will engage in as a group in the next two weeks.
• Mind Maps
• Group Projects that take 2-3 days, but go through the whole process of a project.
• Small scale practice projects that are only one day long. They are sometimes bad projects that become good ideas for something more long-term.
• Games or challenges that challenge you to solve a problem or think of problems that make good project ideas.
• Playful interactions within the discipline. No pressure. Just playing for the purpose of exposure and thinking.
• Engage in some kind of making or look at a professional model.
• Create a plan for this week that is agreed upon. (Juniors will be joining you on Wednesday)

****Note: Proposals will be due next Friday, February 2nd. In order to be approved by your Project Block Advisory, they must include "What," "How," and "Why." The goal is to do a verbal project pitch (about 2 minutes long) to your group for feedback. These may be recorded for later reflection. You must also have your pitch in writing for your Advisor. 

****Note: Projects designed as year-long projects will meet on Monday, January 29th in Beckah's Room. You will need to share your plan for the semester in as much detail as possible and have an idea of who from the community you would like to have on a panel for feedback. 

****Note: If you would like to switch Project Block groups, that can be done between Monday, January 29th and Monday, February 5th. You will need a written project proposal pitch to make that request and the approval of both Advisors. Advisors will inform Kimberly of the change for attendance.

Semester Transition | Preparing for Next Week

Today is the last day of Semester 1 in Project Block! It is the last day to turn in Evidence of Learning, the last day to make up an EoL, the last day to reflect in writing or conference with advisor according to their expectations.

All students should take time to consider which discipline they would like to participate in to start the next Semester. After reflecting on your own project, Exhibitions of Learning by other students, and your current curiosities and interests, where would be a good place for you.

COMPLETE THIS FORM TO INDICATE YOUR INTEREST

This must be completed on Friday, January 19th

New groups will meet beginning on Monday, January 22nd

TODAY: If you have completed all of your reflection responsibilities and you have an interest in film production or making a living in the film industry, we have an Alumni guest who will share his experiences with students and answer questions. Kyle Arpke is a 2007 graduate of Étude High School and you can read about one of his award-winning projects here. This will take place in the drama room from 10:15 - 11:00am. Students will begin and end the period with their own Project Block Advisor and group.

Friday, January 12th | The Reflective Process

It has been an inspiring week of Exhibitions of Learning. Thank you for sharing your projects, and for the thoughtful audience engagement. There was a wide range of projects,  showing different levels of expertise, connectivity, and innovation.

GATHERING: Headlines - Write a headline to summarize the events of the last week as if they were on the front page of a newspaper. (Include an action verb!) Share the headline as if you were trying to sell the newspaper on the street corner....shout it out!


CONSIDER EXHIBITIONS OF LEARNING AS AN EVENT: As a group, provide feedback to inform future Exhibitions of Learning. We did this informally on Wednesday, but we would like you to think about how we can improve the experience for the spring.

• Keep - Create a list of characteristics about the EoL event that you believe should be kept the same in future events. 

• Change - Create a list of suggested changes for future events. Be specific and provide rationale for how you feel the change will improve the experience.
  
• Support - Create a list of areas where students need more support, in order to make the EoL event more successful. Describe what that support might look like. 

*Document the Keep, Change, Support for the planning team to consider. Share with Kimberly, Zoe, and Jackson.

FEEDBACK - If feedback forms are available, they will be distributed and reviewed. Students should read their own feedback and annotate with three different colors (highlighters work well for this). 

• Use one color to highlight areas of the feedback that you CONNECT or agree with.
• Use another color to highlight areas that EXTEND your thinking about your project or yourself.
• Use a third color to highlight areas of feedback that CHALLENGE your thinking about your project.
• Write your own notes on the feedback forms, so that you can use specific evidence in your written reflection or conference with your project block advisor next week. 

REFLECT - If feedback forms are not available or there is time remaining, students should silently reflect on the following in their Process Journals. It is not necessary to create a written or formal response to every question, but students should organize their thoughts and prepare evidence from the process journal and project.

↑ Intent: Thinking about initial thoughts, questions, expectations.

• What topic did you study during Project Block this semester? Why did you choose this topic?
• What were your initial thoughts about the topic?
• What were your initial expectations?

← Process: Thinking of what happened in the research phase.

• What research did you do? What new information did you encounter because of this research? 
• What did you learn about your topic that you did not know before this semester? 
• How did your views of the topic change based on your research?
• How were your views of the topic affirmed based on your research?

← Product: Thinking of what happened when everything came together.

• What did you create? Why did you choose this type of creation?
• What decisions did you have to make before you began this process?
• What decisions did you have to make during the creation phase?
• How does your creation represent your topic? What you learned during the creation phase?
• What is the strongest part of your creation? Why?
• What is the weakest part of your creation? Why? How could you change this portion of the creation? 
• What would you do differently if you could redo the creation phase? Explain.
• How did you collaborate with others in this stage of the project journey? What did you learn by working with other individuals?

→ Intent: Thinking of future learning.

• What would you keep, repeat, change in your project?
• How did you prepare for your exhibition? How could you better prepare for exhibition in the future?
• Was your exhibition successful? Why or why not.
• If you could change one aspect of your exhibition, what would it be and why?
• How did you collaborate with others in this stage of the project journey? What did you learn by working with other individuals?
• What were your successes this semester? Why were these successes? 
• What were your obstacles? How did you overcome these obstacles?
• What new skills did you obtain this semester? How did you obtain those skills?
• What skills can you use next semester, in other classes, in the future?

.....

NEXT WEEK

- Advisors will communicate their expectations for individual reflections on this semester. 

- Students who did not complete their Exhibition of Learning and would like an opportunity to do so, will need to schedule that with their Project Advisor and make sure that it takes place before Thursday.

- The final week of the semester. All evidence is due on Friday, January 19th. No evidence will be accepted after that.

WEEK of JANUARY 22nd

- Students will experience some creative play and a micro-project within a discipline of their choice

- Students who already have project ideas and students with year-long projects, will have an opportunity to pitch that project idea -- >  What? How? Why?

- Juniors will learn more about the ACT during project block time

Wednesday, January 10th

Hi all! Thank you for an inspiring first day of Exhibitions of Learning. We are reminded of the caring and critical community that makes up our school, the level of engagement, feedback, and support that you all share is something that simply doesn't exist at other schools. Neither do projects like yours. There are always ways to improve on our professionalism and self-discipline, but I hope we are moving into Wednesday with continued enthusiasm.

7:55 - 10:00am - Project Block

All students will attend Project Block in the morning.

• In an extended gathering of your choice, share highlights of Tuesday's Exhibitions. Be specific about what you appreciated, learned, and/or how you might build on that for today. (Perhaps a Perceive, Know, Care about for your favorite project)
• GWT! Set up in your Project Block space for some Academic GWT. It should be a quiet work environment, with specific and meaningful goals to carry out. This is a great time to think about those academic classes that you haven't had since last Friday and make sure you are read for this Friday (Even Classes). If you haven't had your EoL yet, you may want to go over it one more time, tweak some details, revise to make it even more engaging. 
• 9:30am - Everyone check to see where you should be today and when. Do you know which roundtables you signed up for? Who are you going to write feedback for?
• 9:45am - All morning Gallery Walk presenters are dismissed to JMKAC. They open at 10:00, which is when you need to be there with your project and set up. 
• 10:00am - Go together to your assigned location for this morning.

At the end of the day, GWT locations include Humanities East, High School Science Room, Ray Bradbury Room.

Submit Digital Files for Exhibitions of Learning

Please use the following form to submit your presentation files and any other digital files that you may need during your Exhibition of Learning: Click here.

EoL Expectations