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.
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:
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:
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.
