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

........

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.
  1. 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? 
  2. 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? 
  3. 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. 
  4. 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.
  5. 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
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