Friday, February 16 | Annotated Bibliographies Due Today

DO NOW:  [10 min]
Select the source and annotation you are most proud of or that was most helpful to you.
DOCUMENT: a word that is powerful and strong within your writing, a phrase that summarizes the source, and a sentence that you wrote that shows a connection back to your topic and your research.

GATHERING: WHIP AROUND [5 min]

Share out 2 of the elements you documented in the do now.

RESEARCH MODEL PRESENTATIONS [3 min each]

STUDIO TIME: ANNOTATED BIBS [10:20-11:10]

• What is your research goal for today? What do you want to learn and how will you use your habits of observation, reasoning/interpreting and self-discipline to obtain this information?
  (Document this in your studio time journal or whatever way your P-Block has decided to collect daily goals) 
• 1-2 Annotations?
• Find the answer to -- questions...?
• Share out your goal for studio time.
• Follow your group norms, being respectful of the learning environment and remaining within your P-Block space.
• Reflect on your goal and set a home learning goal for yourself.

TICKET OUT [11:10-11:15]

• Submit your Annotated Bib to G. Classroom (If you have to make revisions, please unsubmit it. Do not email Addie to give it back to you)
• Show your advisor.

Thursday, February 16 | Annotated Bibliographies

DO NOW: PREPARE YOURSELF [2 min]
Do what you need to do to be ready to be productive today. Be ready to listen to the research models and then dive into your annotations.

RESEARCH MODEL PRESENTATIONS [3 min each]

GATHERING: WEATHER REPORT [10 min]

What is the status of your annotated bib?

STUDIO TIME: ANNOTATED BIBS [10:15-11:10]

• What is your research goal for today? What do you want to learn and how will you use your habits of observation, reasoning/interpreting and self-discipline to obtain this information?
  (Document this in your studio time journal or whatever way your P-Block has decided to collect daily goals) 
• 1-2 Annotations?
• Find the answer to -- questions...?
• Share out your goal for studio time.
• Follow your group norms, being respectful of the learning environment and remaining within your P-Block space.
• Reflect on your goal and set a home learning goal for yourself.

TICKET OUT [11:10-11:15]

• Set a calendar invite for yourself with the time and goal for tonight's home learning based on you progress today. 

Wednesday, February 15 | Annotated Bibliographies

DO NOW: DRIVING QUESTION SHARING [2 min]

• 78 students still need to complete the question on G. Classroom. Please do so today. You can always go back and edit it later if it changes. 
• If you have submitted your question, please set your goal for studio time using whatever documentation technique that was determined by your P-Block. 

RESEARCH MODEL PRESENTATIONS [3 min each]

STUDIO TIME: ANNOTATED BIBS [8:05-8:40]

• What is your research goal for today? What do you want to learn and how will you use your habits of observation, reasoning/interpreting and self-discipline to obtain this information?
  (Document this in your studio time journal or whatever way your P-Block has decided to collect daily goals) 
• 1-2 Annotations?
• Find the answer to -- questions...?
• Share out your goal for studio time.
• Follow your group norms, being respectful of the learning environment and remaining within your P-Block space.
• Reflect on your goal and set a home learning goal for yourself.

TICKET OUT [8:40-8:45]

• Set a calendar invite for yourself with the time and goal for tonight's home learning based on you progress today. 

**TOWN HALL AT 8:45**

Week of October 24-28 | Start of Creation Phase

The last few weeks in IDEAS Project Block have been focused on crafting arguments in the form of research papers. (Some students are completing alternative writing assignments, which have been determined collaboratively with a Language Arts teacher.) This week, a complete draft of that research paper is due. Addie would like these papers printed and turned into her office mailbox on Friday.

Based on our recent schedules and conversations, it is clear that each IDEAS Project Block group is in a different place with regard to developing research papers. Please review last week and the week before for resources, expectations, and suggestions regarding research papers. Students are encouraged to set up writing conferences to develop and refine arguments.

Research Phase Attendance Sheet

New Attendance Sheet for Creation Phase

INDIVIDUAL PROJECTS

Students need to Self-Check and manage the following:

• Language Arts evidence
  Annotated Bibliography, Extended, Research Paper, Revisions
• Creative Intent
  At this point, you should be able to articulate what you are going to create, why - what are the parts and purposes of those parts in communicating your research, who will be impacted by the creation, and how you will go about creating it.
• Project Calendar hard copy or Gantt Chart
  Each person will have a hard copy calendar (provided by advisor) to plan and track project progress each day. Start by mapping out a plan, using the Project Block and IDEAS School calendars as a starting place. Best practice is for each calendar square to have two parts 1) An intention for the day 2) Actual progress/activity for that day.
• Exhibition of Learning vision
  In the next two weeks we will be requesting your vision for an Exhibition of Learning - Including your project 1) Title 2) Driving Question 3) Short Description 4) Exhibition Format/Venue
  

DISCIPLINARY GROUPS

Establish and use daily  routines for the following:

• Sharing out intentions and clarifying steps for studio time
  (Example: Any period of studio time will begin with the group physically circled up, and intentions will be documented on students' personal planning tools as well as a public whiteboard.)
• Documenting and reflecting on progress
  (Example: Engineers use physical notebooks - every engineer has an engineering notebook, where there is a page per-day that is dated, signed off, and documenting progress.)
• Identifying needs, supports, experiences
  (Example: Any period of studio time will conclude with the group physically circled up, and progress will be shared aloud and documented on the public whiteboard. There will be one area of the board marked "parking lot" where students will identify needs, like "looking for an example of how different artists draw eyes" or "looking for a 20 minute conference with someone who has created a production schedule before.")

Establish and use weekly routines for the following:

(Examples from last semester)

• Analyzing professional models
  (Example: Every Monday we will spend 30 minutes looking at a professional model and analyzing the choreographer, dancer, and/or audience perspective. Sometimes Molly will choose the model and facilitate, but students might also take this role - especially when the model is one they've studied as an extension of their project.)
• Facilitating workshops on disciplinary skill or process
  (Example: Each Wednesday we will have a 15 minute exploratory do now where in we will try something new in our or a related discipline.)
• Preparing for and facilitating feedback
  (Example: Each Tuesday we will have small group feedback, using the ladder of feedback to structure and document feedback. Each Friday we will have whole-group feedback, using a plan created by the project creator or group and facilitated with the assistance of an Advisor. There will be a schedule.)
• Additional disciplinary needs
  (Example: Schedules for using computers in editing room or dance studio.)

MONDAY >>

Focus on writing down and sharing out creative intent for all projects, to make sure that each student is with the right advisor for their project and learning needs. Publish creative intent in the form of a color, shape, line; headline; or other format; these can be revisited throughout creation phase. Students may still have writing and revisions to wok on, however the best use of time is to begin making arrangements for creation: calendars, materials, etc. Writing should occur on your own time now. The one exception is that you may use this time for writing conferences with Addie and Heather. (Feedback will be written on hard copies and returned to students. Additional feedback will be in Skyward. Hard copies are needed for revision conferences and submission.)

TUESDAY >>

Take time to discuss either daily or weekly routines needed. Continue the process of identifying creative intent if needed. Students should seek and pair share professional models. (Who do you have a creative crush on?)

Check out these professional models:

• The mothers who set up a radiation lab   

• 1,250 Paintings Compose a Stunning Dance Video

• On Lesbos, Dutch Volunteers Teach Migrants to Turn Boats into Backpacks   

• Be Amazed by This Marvelous Music Machine, Powered by 2,000 Marbles
• Fold up Wheel Barrel Design

WEDNESDAY >>

Look at a professional model chosen by a student. Use a thinking routine to reflect on it - considering the steps and time taken to create what they created. Continue individual project planning and/or the development of weekly routines.

Some students will be pulled during  GWT for Annotated Bibliography and Research Paper conferences. (Check the GWT schedule)

THURSDAY >>

Review, tweak, and commit to routines and ways you will document progress individually and as a group. Perhaps Compass Points will offer clarity on this: What is needed? What are the worries? What suggestions to people have? What are we excited about?  Establish a weekly routine based on models of previous years.

REMINDERS

Research Papers were due on October 21st. Print.

FRIDAY >>  Fall Recess. No school.

Friday, October 7 | Annotated Bibliography Deadline

Annotated Bibliographies are due for all students TODAY  Friday, October 7.

Please follow the directions below to submit your annotations. 

The steps in this process are:

(I) Prepare (review, export, organize)

(II) Compose (set up, content)

(III) Send

(I) PREPARE

(i) EasyBib : Review your project in EasyBib

• Are all of the sources you read cited?
• Are all of the sources you cited annotated?
• Have you proofread all annotations?
• How well do your annotations convey content?

(ii) EasyBib : Export

• Open your project in EasyBib
• In the upper right corner of the project, click "Export" and then "Google Docs"

(iii) Google Docs : Organize

• Change the name of your new Google document to Firstname Lastname | Annotated Bibliography | Fall 2016
• Change the title of your new Google document from "Works Cited" to "Annotated Bibliography" (Remember that a Works Cited consists of just the sources you cite in an essay. A Bibliography consists of all the sources you considered throughout your project; it should continually grow. An Annotated Bibliography is the same as a bibliography but each source has an annotated paragraph with it.
• Move your new Google Document into your Project Block folder in Google Drive
• Change sharing settings to "Anyone with the link can comment."

(II) COMPOSE

(i) Gmail : Set Up

• Create a new email
• In the To: field, enter Addie’s email address,  adegenhardt@etudegroup.org
• In the CC: field, enter the email address of your IDEAS Project Block Advisor (and Beckah, if appropriate).
• In the Subject field, enter your firstname lastname | Annotated Bibliography | Fall 2016
• Example: Addie Degenhardt | Annotated Bibliography | Fall 2016
• Note: Addie will be reviewing all of the annotated bibliographies from IDEAS Academy. In order to enhance efficiency in this process, please follow the naming guidelines diligently. 

(ii) Gmail : Content & Guidelines

• Create a greeting to Addie
• In the first paragraph, explain that the purpose of the email is to turn in your Annotated Bibliography. Provide a description of the status of your Annotated Bibliography: Is is completed to your own expectations? Is it partial or incomplete? Explain what the factors are and communicate your plan for completion, including your expectations for quality and a timeline.
• In the second paragraph, share an overview of your research process so far. Tell us about how well you feel the sources you read match up with the intention of your project. Give specific details about especially enlightening sources or challenging sources. If they don't match up well, tell us what you feel is missing from your research. (We would like to help you find what you are looking for.) Finally, include any specific questions you have or feedback that you would like. 
• In the third paragraph, share a reflection on your Habits of Learning throughout this first portion of the Research Phase. What are your strengths as a learner? What is your area of growth as you approach writing a research paper?
• Hyperlink your Annotated Bibliography Google Doc into your email. 
• (Note: This is how you are turning in the evidence of learning.)
• End your email with a closing and your name.

(III) SEND

• Gmail : Check
• Double check your email setup
• Proofread your email
• Make sure you have included a hyperlink to your Annotated Bibliography Google Doc
• Send
• Note: We sincerely appreciate your attention to detail and the thought you put into your email. Please send only one email. We will do our best to get back to everyone in a timely fashion. If you submit your work late, be patient in getting a response.

Wednesday, October 5 | Read, Research, Annotate

Annotated bibliographies are due on Friday, October 7.  Instructions will be posted then on how to submit them professionally to Addie.

See an outstanding example that has already been submitted:
Superior Annotated Bibliography

Tuesday, October 4 | Reading, Researching, Annotating

Annotated bibliographies are due on Friday. Addie has already started grading ones that have been submitted early.


DO NOW: View an outstanding example of superior work.

Senior Level Annotated Bibliography



STUDIO TIME: Read, research, and annotate.


Schedule an appointment with Addie if you need help.

Writing Center


Students with year long projects, check Erin's blog.

Year Long Projects 2016-2017

Week of October 3-7 | Annotated Bibliographies

This is a reading week. We'll search and re-search...

...Research is a recursive process that allows for the rethinking, rephrasing, reimagining, and reframing of an idea. It involves careful searching and, as the idea becomes more clear and simultaneously more complex, more and more searching. Successful research will create an enormous gap between what you knew at the beginning and what you understand at the end. This understanding can only be accomplished through reading; real reading means immersing yourself in the ideas and experts surrounding the original idea. You should even go beyond this by thinking in new and divergent ways about your idea, by allowing the inevitable spiral of questions to emerge, by searching laterally for topics next to your ideas, and by persisting. Research is adventure.

This is also a writing week. We'll compose our analysis and responses to what we find in our searching.

Annotated Bibliographies should show a range of sources:

• foundational scholars and artists (like if I'm studying cubism in visual art, I better annotate a writing and/or painting by Picasso or if I'm studying Buddhism, I should definitely look at Siddhartha...am I right!)
• contemporary discussions of the ideas, including opposing perspectives (like if I'm looking at immigration, I better annotate a speech by President Obama and an article or op-ed by Donald Trump)
• personal inspirations for the project (like if I've listened to Run DMC since I was 8 and now I'm making a Hip Hop Opera, I should include "My Adidas" as a source and professional model)

Our Research Page has supporting materials for research and annotation. Deadline for turning in Annotated Bibliographies to Addie is Friday, October 7th. 

We strongly suggest annotating a source right after reading it.  (Do not wait until you've read all of your sources and then go back and annotate.) 

Each disciplinary group should determine the conditions for research this week. Incorporate, gatherings, do nows, studio goals, reflections, feedback, professional models at your discretion. We are all still working toward the same things: building an intellectual community within our groups, developing our habits of mind and applying our habits of learning, practicing academic research, developing creative and innovative projects that are relevant to ourselves and our communities that we will share them with.

Please continue to use the attendance sheet.


MONDAY>>  Reading day.

TUESDAY>>  Reading and annotating day.

WEDNESDAY>>  Reading and annotating day.

THURSDAY>>  Reading and annotating day.

FRIDAY>>  Reading and annotating day. DEADLINE for Annotated Bibliography

Note: All students with year long projects need to check Erin’s blog daily.

Year Long Projects 2016-2017

Wednesday, September 28 | Revisions and Research

Please be patient with students finishing proposals and those needing to join or leave your group to get individualized support. Our goal is to get everyone in the right spot by Friday morning.

Please take attendance using the spreadsheet. A friendly reminder to read proposals of your group members and provide feedback.

DO NOW: Revisit Norms
Purpose: Provide an opportunity for all students to have voice in and to commit to norms.

• Take some silent think time to observe yesterday's chalk talk or other products from norms discussion
• Clarifying questions?
• Values? 
• Concerns? (Things you can't live with?)
• Suggestions? (Missing things you can't live without?)
• Vote

STUDIO TIME: Reading Day
Purpose: All students should refine proposals to the extent possible, organize research resources and plans, and get to a point of reading today.  Use established norms for setting and communicating studio time goals.

Possible Studio Activities:

• Refining proposals, establishing clear project expectations between students and staff
• Set up EasyBib project for Annotated Bibliography
• Identify reading list, search terms, open/closed questions to answer
• Locate a source
• Read
• Annotate

Reflect on and communicate progress on studio time goal

PROFESSIONAL MODEL: Staff Selected (if time...this could also be a Do Now for tomorrow)
Purpose: Look closely at professional work in order to gain insight on how the creative process is used to fulfill an intention; gain inspiration for projects; discuss how professional models serve as part of academic research.

• Introduce professional model
• Share model
• Thinking Routine
• Together, try creating a citation and annotation for this model as a piece of academic research. Annotate it as you would any article or book. Do this in a discussion format to expose the kinds of thinking involved.

Week of September 26-30 | Proposal Clarity & Research Phase

We will be meeting in project disciplines this week. The student-staff pairings are based primarily on student proposals, some of which are still being revised and completed. If changes need to be made to disciplinary groups, they will be made collaboratively starting on Wednesday and concluding on Friday morning.

It is a priority to make thinking visible throughout the research phase, so that we can see how our thinking changes, what influences us, what challenges us, and how we use our community and resources to learn and create. Keep group thinking alive in the room. Keep individual notes in manilla folders and Google Drive.

Please take attendance using the spreadsheet.

OBJECTIVES THIS WEEK

• Build community within disciplinary groups - learning about each other as wonderers and project managers.
• Refine project ideas and articulate thorough proposals.
• Engage in Academic Research and utilize the IDEAS Language Arts Research and Annotation Guide to 1) Locate credible sources for projects, 2) Read and annotate sources, 3) Manage an EasyBib project. 
• Analyze and select professionals models and inspirations related to a particular concept in academic content or art form.
• Reflect on Habits of Learning.

MONDAY>>
Start with ideation groups, then we will meet in disciplinary groups for the first time today. We will get to know the people and projects in the groups in order to begin building community. Students will identify specific needs, refine proposals, and begin research.

TUESDAY>>
Groups will establish norms for research in their space and with their resources. This will be a reading and conferencing day - working toward Annotated Bibliographies.

WEDNESDAY>>
Staff will share a professional model, establishing structures for collecting professional models as part of research. Adjustments to disciplinary groups, if needed.

THURSDAY>>
Reading and conferencing day.

FRIDAY>>
Reading day. Students will share Annotated Bibliography drafts for feedback and recommendations.


As we enter the research phase of IDEAS Block, consider these elements of our learning community:

Freshmen: All freshmen complete an extended bibliography during Fall 2016 semester. During the Spring 2017 semester, freshmen complete a traditional annotated bibliography along with a traditional research paper.

Research Paper: All sophomores, juniors, and seniors need to complete a research paper UNLESS they have had another formal writing component pre-approved by Addie based on the needs of their project. In order to receive this pre-approval, students need to set up a formal writing conference with Addie in The Writing Center.

Unfortunately, students have tried to use other writing endeavors in order to "get out" of truly demonstrating writing standards. Summaries of projects or "persuasive" arguments that merely supply the student's opinion are NOT accepted.

Acceptable formal writing endeavors are listed under the Academic Writing tab on the Humanities website.

Friday, February 19th | Annotated Bibliography Deadline

Annotated Bibliographies are due for all students on Friday, February 19th. Please follow the directions below.

PREPARE

• EasyBib : Review your project in EasyBib
• Are all of the sources you read cited?
• Are all of the sources you cited annotated?
• Have you proofread all annotations?
• How well do your annotations convey content?
• EasyBib : Export
• Open your project in EasyBib
• In the upper right corner of the project, click "Export" and then "Google Docs"
• Google Docs : Organize
• Change the name of your new Google document to Firstname Lastname | Annotated Bibliography | Spring 2016
• Change the title of your new Google document from "Works Cited" to "Annotated Bibliography" (Remember that a Works Cited consists of just the sources you cite in an essay. A Bibliography consists of all the sources you considered throughout your project; it should continually grow. An Annotated Bibliography is the same as a bibliography but each source has an annotated paragraph with it.
• Move your new Google Document into your Project Block folder in Google Drive
• Change sharing settings to "Anyone with the link can comment."

COMPOSE

• Gmail : Set Up
• Create a new email
• In the To: field, enter the email address of your Humanities/Language Arts teacher (Addie or Kimberly)
• In the CC: field, enter the email address of your IDEAS Project Block Advisor and Beckah, if appropriate.
• In the Subject field, enter your Initials | Annotated Bibliography | Project Title
  (Example:  TT | Annotated Bibliography | Neither Rock nor Refuge)
  (Note: Project titles are an important indicator of your interest in your project and your developing understanding)
• Gmail : Content & Guidelines
• Create a greeting to Addie or Kimberly
• In the first paragraph, explain that the purpose of the email is to turn in your Annotated Bibliography. Provide a description of the status of your Annotated Bibliography: Is is completed to your own expectations? Is it partial or incomplete? Explain what the factors are and communicate your plan for completion, including your expectations for quality and a timeline.
• In the second paragraph, share an overview of your research process so far. Tell us about how well you feel the sources you read match up with the intention of your project. Give specific details about especially enlightening sources or challenging sources. If they don't match up well, tell us what you feel is missing from your research. (We would like to help you find what you are looking for.) Finally, include any specific questions you have or feedback that you would like. 
• In the third paragraph, share a reflection on your Habits of Learning throughout this first portion of the Research Phase. What are your strengths as a learner? What is your area of growth as you approach writing a research paper?
• Hyperlink your Annotated Bibliography Google Doc into your email.
  (Note: This is how you are turning in the evidence of learning.)
• End your email with a closing and your name.

SEND

• Gmail : Check
• Double check your email set up
• Proofread your email
• Make sure you have included a hyperlink to your Annotated Bibliography Google Doc
• Send

Note: We sincerely appreciate your attention to detail and the thought you put into your email. Please send only one email. We will do our best to get back to everyone in a timely fashion. If you submit your work late, be patient in getting a response.

Week of October 12th - 16th | Synthesizing Research in Writing

Who are we as a community of thinkers, innovators? What do I need to know about myself and my community, in order to develop an argument? How does the world work? How do the needs of my community and audience influence my research and writing?

This week we all make the transition from exploration and analysis to synthesis and assertion in the research phase, and, while this does not look the same for each thinker or project, we share the same intellectual challenge of crafting logical arguments in academic writing. 

Advisors, please make sure that there are goals set for studio time and structures for reflecting on habits of work and self discipline each day. 

We will continue to use the spreadsheet for attendance. Some students will still move this week, with communication coming from either Beckah or Kimberly. Please use Jupiter for approving and noting feedback on proposals. Additional evidence will be added this week as well.

Students proposing year long projects must have full documentation and approval by November 1st.

Objectives:

• Disciplinary groups will collaboratively interpret the language and expectations of academic writing in the context of projects. 
• Students will maintain academic research practices in order to revise and build on to Annotated Bibliographies. 
• Students will engage with models throughout the writing process, advocating for themselves by using the Writing Center and advisors.
• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original thesis and supporting claims.
• Students will reflect on Habits of Learning:

Habits of Learning: Learning is a lifelong pursuit. Students today will face unprecedented technological, global, and professional changes that will require them to be continuous learners. At IDEAS Academy, we strive to...

...approach tasks with an open mind

...accept challenges

...seek to understand when we do not understand

...use evidence to document our learning

MONDAY>>

All students should look ahead to their next step of synthesizing their research. Grade 9 students and those proposing year-long projects and have not been in the Introduction Workshop for Extended Annotated Bibliographies will attend the workshop with Addie in the cafeteria. Other students should begin work on Research Papers, beginning with a focus on Thesis work. The example with Creative Hunt posted on October 8 is an important resource as well.

TUESDAY>>

Each group should take time to reflect on their Habits of Learning by creating a list of evidence that aligns with each of the components listed above. The rest of the time should be studio time for writing and conferencing. Reminder to all that some of this work may need to be done outside of designated Project Block time.

WEDNESDAY>>

Studio time for writing. Extended Annotated Bibliography Conclusion workshop with Addie. Advisors should conference with students to nurture habits, studio goals, and progress.  

THURSDAY>>

Extended Annotated Bibliography Conclusion workshop with Addie. More studio time for writing and conferences.

FRIDAY>>

Deadline: Extended Annotated Bibliography AND Complete Research Paper Drafts. (Google Classroom)

 

Thursday, Oct 1st | Reading Day & Evidence of Learning

Who are we as a community of thinkers, innovators?
What is academic research? How can it enrich my proposed project?

Today we will begin in Disciplinary Groups. (Advisors, please be prepared to direct student to new locales and take attendance using your tab on the spreadsheet.) Addie will be meeting with all students who have not yet met with her for the Annotation and Inference workshop. Please, please work to review proposals and update Jupiter. We are looking forward to having ALL approved proposals!!

DO NOW: Prepare all materials, tabs, notes, links, and wonders for today. Begin setting your studio time goal and plan for the day.

ORGANIZATION...how do you do?: In pairs or small groups, share out your strategies for organizing your questions, readings, notes, annotations, and more for the research phase. Do you have a notebook? Document? All in EasyBib? What's your workflow? After sharing in small groups, collect the best strategies (the ones you want to steal) for the good of the group.

STUDIO TIME GOAL SETTING:

• Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today? [Suggestion: Read and annotate one source.]
• Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use? [Suggestion: See yesterday's steps.]
• Set a stretch goal for studio time: If you finish your goal, what will you do next? 

REFLECTION: Create a short list of information from your research that should engage an audience in thinking about your topic/question/project. A list of three "things" and where they came from would be lovely. "Things" might include statistics, historical events, quotes, headlines, theories, definitions, and more. 

Example - According to a 2011 Rolling Stone biography Run-D.M.C. is responsible for taking "hardcore hip-hop from an underground street sensation to a pop-culture phenomenon." 

TOMORROW: We will spend time reporting out on our research findings!

Wednesday Sept. 30th | Reading Day

Who are we as a community of thinkers, innovators?
What is academic research? How can it enrich my proposed project?

Today we will begin in Disciplinary Groups. (Advisors, please be prepared to direct student to new locales and take attendance using your tab on the spreadsheet.) Addie will be meeting with another group. Please, please work to review proposals and update Jupiter. We are looking forward to having ALL approved proposals!!

DO NOW: Word. Phrase. Sentence. Read the Academic Research Page and the introduction paragraph for the research section of the Research and Annotation Guide. (Below) Select a word, phrase, and sentence that best resonates with your developing understanding of Academic Research. Record and share these.

INTRODUCTION to ACADEMIC RESEARCH: Before searching can begin, it is important to identify search terms and disciplines. We know that we cannot simply put our driving questions into Google and expect to be reasonably satisfied with the response.

STUDIO TIME GOAL SETTING:

• Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today? [Suggestion: Read and annotate one source.]
• Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use? [Suggestion: See steps below.]
• Set a stretch goal for studio time: If you finish your goal, what will you do next? 

STEP 0 >> Eliminate as many distractions as possible. Get excited about your project, and only that.

STEP 1 >> Organize yourself so that you can see your open, closed, and driving questions. You may add to them, as you read.

STEP 2 >> Identify search terms and academic disciplines that are relevant to your topic and questions. (For example, you may be looking at biology...but more specifically zoology.)

STEP 3 >> Identify relevant resources from the list Addie provides in the Research and Annotation Guide.

STEP 4 >> When you are ready to dig in, commit to a resource. I suggest starting with Digital Commons Network for some mind-blowing perspectives.

STEP 5 >>  Identify one viable source...It is on or near topic. It has a credible author. It has substance.

STEP 6 >> Download, copy/paste, or whatever you need to do to take ownership of the text. Read it. Reread it to understand.

STEP 7 >> Begin responding to the Annotation Questions and documenting your responses.


REFLECTION: Document progress and share the steps taken and obstacles.

Tuesday, September 29th | Beginning Research

Who are we as a community of thinkers, innovators?
What is academic research? How can it enrich my proposed project?

Today we will meet in disciplinary groups or proposal focus groups. (Advisors, please be prepared to direct student to new locales and take attendance using the spreadsheet. Groups will be comprised of the following:

1) Students who have complete proposals and have met with Addie - ready to begin research!
2) Students who have project experience but have not met with Addie because they were at WEF yesterday - ready to begin research, but may not have annotations set up; these students could review the annotation resources independently today, knowing they will work with Addie on Thursday.
3) Students who are new to projects and may not have proposals that are ready for research - should continue to revise proposals and find research to respond to closed questions. These students will meet with Addie tomorrow.

Disciplinary groups will focus on getting to know one another's questions and project ideas as well as working to get everyone to or past the beginning point of academic research. 

DO NOW: Students and staff work together to get into disciplinary groups and into Addie's workshop for today. Once students arrive, get ready to share project ideas by opening proposal documents on Chromebooks and reviewing driving questions.

TIMI (Science Room)
MOLLY (Dance Studio)
TIM/ERIN (Engineering Room)
MIKE (Drama Room)
STUART (Visual Art Room)
KIMBERLY (3307)
DAN (Writing Room)
DREW (Music  Room)
ADDIE (Cafeteria)

GATHERING:  Circle up! Take turns sharing out driving questions and project ideas! (Even if a student is not quite ready with a complete proposal, they should share out ideas.) At the end of the sharing out, identify topics, characteristics, goals that projects have in common. Document these in the room.

RESOURCES: As a group, identify a list of essential resources for the week. List each one on a whiteboard and discuss/note their importance for different goals.

Example: This blog! Important for knowing what is going on on a daily basis - helping us know whether we are on track, get important links, and find out if we've missed anything while away.

STUDIO TIME:

• Set a goal for studio time: What will you complete/revise by the end of IDEAS Project Block today? 
• Write a work plan for studio time: What steps will you need to take, in order to complete your goal? What resources will you use? 
• Set a stretch goal for studio time: If you finish your goal, what will you do next? 

***Advisors should try to work 1:1 with students who do not have complete proposals. Try to update Jupiter to reflect the current state of approved project proposals and those still needing revision. Please use comments to provide insights.

REFLECTION: Share out successes from today's studio time.

Week of September 21st - 25th | Proposals & Research

Who are we as a community of thinkers, innovators?
What do I need to know about myself, in order to develop a project?
How does the world work?
How can (and do) my values, beliefs, skills, and biases interact with the world?

This is an exciting week in project block! We will aim our thinking and planning toward a specific project, write the details of what we wonder and envision, and then engage in dialogues with advisors and experts about is known in the world and what is possible in the projects. Seriously, exciting stuff to be creating our own courses of study! 

MONDAY>>

It is important for students to have a primary project topic (and at least one back up option) that they can begin to develop plans for research. By the end of the day, there should be a draft of a document with OPEN, CLOSED, and (maybe) a DRIVING QUESTION(s). There should also be a document created for a proposal, perhaps some drafting complete for feedback.  Writing Center is open.

TUESDAY>>

The writing and completing of proposals. Today is the deadline for proposals. (Submission Form) Staff will begin proposal review at 4:30pm. Students can expect feedback and direction from project advisors. The more information and clarity in the proposal, the more the project will grow.

WEDNESDAY>>

Proposal revisions. Everyone.

THURSDAY>>

Some students will be called out of seminar classed for one-on-one conferences about project proposals. All students will set up research structures and practice annotation. It should be noted that we are accelerating the research timeline, in order to better reflect the experience of research and writing in post-secondary education. Moreover, there will be more time to create and plan for exhibitions.

FRIDAY>>

The goal is to have proposals approved by today and all students engaged in research. There is a possibility that student groups will shift today. Research (reading and annotating) will need to take place during project block as well as outside of this time.

REMINDERS

Monday & Tuesday JMKAC Design Experience
Half of the students will go each day.
The other half will remain in school and receive research support.

Research Deadline : October 2

Students should have more than 5 credible sources

read and annotated by this day. This research should be 

professionally communicated to advisors and Addie in

an annotated bibliography.

Writing Deadline : October 12

Please prepare for scaffolded expectations for writers. Addie will

work with students in small groups to set up appropriate

expectations for students. Again, students will be 

writing different kinds of papers based on their projects 

and areas of growth in language arts.

Revision Deadline : October 22

The use of the Writing Center is required for students, who will have

feedback on their writing from Addie as well as feedback on 

their ideas from their project advisors. Final drafts should be

publishable.

 

 

 

Tuesday, March 10th | Reconnecting

What do I need to know in order to write?
How will I represent my thoughts and research in academic writing?
Who am I as a writer?

Our research paper deadline is this Friday, March 13th. Today's focus is reconnecting with what we have researched and written in recent weeks. Finally, it is essential to identify needs as a group and address them as soon as possible.

DO NOW: Silently, read your research paper draft AND your entire annotated bibliography. Then, share out a Connect. Extend. Challenge:

• CONNECTIONS [made]: Identify the strongest connections between your annotations and your argument.
• CONNECTIONS [needed]: Which source/annotation most needs to be connected to the argument by being included in the paper, but might not be included yet or is included ineffectively? Why is it important?
• EXTEND: How will the source/annotation extend the existing argument? 
• CHALLENGE: What challenges does this particular source/annotation present to you as a writer or to the argument? 

REVISE: Write a claim, use the source/annotation as evidence, and explain how the claim and source/annotation connect to the thesis and other claims in the research paper.
(Note: If you already have a 'complete' draft of your paper, choose one paragraph to dissect in order to ensure that it effectively represents the research/annotation, follows in-text citation, and has a meaningful explanation. Share your example.)

STUDIO WRITING TIME

COMPASS POINTS: Students should use post-it notes to build a Compass Points. They should generate as much as they'd like as a "ticket out." Staff will review these needs and groups will revisit at the beginning of the period on Wednesday.

SCHEDULE A WRITING CONFERENCE!

The Week of March 10-13 | Drafting, Revising, Arguing

This week we reach our Research Paper deadline of March 13th! This is an exciting point in the writing process, where the relationships between research and ideas come together in compelling ways through writing. This does not come easily or without strong Habits of Learning. All are encouraged to see the opportunities and constraints of academic writing as just one way that we come to know the nuances of our project and experience the freedom of being able to communicate with the world outside our minds. 

Objectives:

• Disciplinary groups will collaboratively interpret the language of and expectations for academic writing within the context of projects
• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original argument, thesis, and claims.
• Students will reflect and act on their Habits of Learning, advocating for themselves as learners by scheduling writing conferences and seeking feedback.

MONDAY>>

Home learning and thinking. No Project Block due to Presentations of Learning.

TUESDAY>>

Today is about reconnecting and shaping a plan for the remaining pieces of the argument that is emerging in each paper. We will dive into research using a connect, extend, challenge. It is also important to share an awareness of compass points.

Foci: Engaging in the writing process; Reasoning to study and create research-based arguments 

WEDNESDAY>>

So what? Before anyone is finished with a paper of any kind, it is essential to anticipate and address "So what?" questions that may leave a reader disengaged, confused, or (worse) indifferent about your topic. This is a form of feedback.

Foci: Engaging in the writing process; Reflecting on the relationship between the argument and the reader; Revising to build context through explanation in an argument.

THURSDAY>>

Reverse outlining is a practice that exposes the parts and purposes of an argument, showing how claims, evidence, and explanations relate to the thesis and to each other. This will be the writer's justification to publish. don't forget a works cited page.

Foci: Identifying the parts and purposes of an argument; Revising to strengthen an argument

FRIDAY>>

 Deadline. Make it happen. Students will write a one paragraph "entry slip" to reflect on their Habits of Learning related to writing before turning in a publishable final draft.

Foci: Interpret expectations for academic writing; Reflect on Habits of Learning in writing; Submit publishable work on time

REMINDERS

Evidence for Language Arts

Driving Question Workshop
Annotated Bibliography

Thesis Workshop

Research Paper

Schedule a Writing Conference 

Monday, March 2nd | Accountability & Drafting

What do I need to know in order to write?
How will I represent my thoughts and research in academic writing?
Who am I as a writer?

We are going to start today with a look at how we are holding ourselves accountable to our argument and intentions for writing. This involves how we document and share our thinking in the writing process. Then, we will spend the majority of today's time writing. 

DO NOW: Organize all materials, intentions, and tabs for writing. Today, this also includes Jupiter and Google Drive folders for LA and Project Block.

After five minutes, or once everyone is organized, please share out the following:

• Considering your research and writing, how do you keep yourself organized?
  (This can be done as pairs first and then shared with the whole group.)
• What do you need to have done by the end of Project Block today? What steps will you take?
  (This can be done as pairs first and then shared with the whole group.)

As a group, summarize the effective organizational strategies used and the intentions of each person for the day. 

REMINDERS:

• Annotated Bibliographies are OVER due. Even if you have gotten feedback and it is recorded in Jupiter. All new reading and research should be added to your Annotated Bibliography throughout your project.
• Research Papers are DUE on March, 13th. Please schedule writing center appointments with Addie. You will need your Thesis Statement Planning Sheet and a draft/outline to facilitate these writing conferences.

STUDIO WRITING TIME

REFLECTION: Share out your progress on your intention for today. Create a plan for tomorrow. 

If there are questions about expectations, resources, or other aspects of the research paper, please communicate those through project Advisors. 

The Week of March 2-5 | Drafting

This week we continue the work of synthesizing our research and thinking as an argument, then representing it in academic writing. It is important to remember and revisit habits of learning, as individuals and groups engage in drafting research papers. 

Objectives:

• Disciplinary groups will collaboratively interpret the language and expectations of academic writing in the context of projects.
• Students will maintain academic research practices in order to revise and build on to an Annotated Bibliography.
• Students will engage with models throughout the writing process, advocating for themselves by using the Writing Center and advisors.
• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original thesis and supporting claims.
• Students will reflect on their Habits of Learning in the context of writing.

MONDAY>>

Accountability is an important place to begin a week of writing. We will take time today to make sure that documents are present, complete, labeled, and shared in a way that creates clear communication between students, advisors, and writing supports. Thesis completion and revision are primary. 

Foci:  Reasoning to study and create research-based arguments; Maintaining academic research practices; Writing

TUESDAY>>

A writing day. Students will briefly workshop one body paragraph of their research paper. (Juniors are taking the ACT. Mike will have a sub. Beckah, Kim, and Addie will not be available.)

Foci: Interpreting the language and expectations of academic writing; Engaging with models; Maintaining academic research practices; Writing   

WEDNESDAY>>

A writing day. (Juniors are taking the WorkKeys. Beckah, Kim, and Addie will not be available.)

Foci: Reasoning to study and create research-based arguments; Maintaining academic research practices; Writing

THURSDAY>>

A writing day. Works cited workshop.

Foci:  Reasoning to study and create research-based arguments; Maintaining academic research practices; Writing

 REMINDERS

Evidence for Language Arts 

(These should be documents shared with Addie, as they 

are evidence of the writing process and valuable in 

writing conference.)

Driving Questions Workshop

Annotated Bibliography

Thesis Workshop

Research Paper Deadline - March 13th