Thursday, December 15, 2016 | Feedback Session & Ladder of Feedback Protocol

Yesterday, you ran through feedback with a partner. Today is an opportunity for the group to practice on intentional feedback as we prepare for exhibitions.  Approach feedback with a growth mindset and look for ways to help others grow.  Keep your language focused around helping them to grow and make their artistic intent well communicated.

DO NOW
Choose one Artist Statement from the group to workshop.  Someone who is seeking more complete feedback.  Complete the ladder of feedback protocol with their artist statement.

• Review/Clarify Outcomes 
• Presenter will review outcomes for the team. At this time, presenter will identify what changes are being made and what feedback those changes are based upon.  (5 minutes)
• Review of relevant documents
• Class will review relevant documents being presented on. Members should have already read through these, but this time is for an additional read-through with outcomes in mind. Presenter will review and reflect on documents with team. (5 minutes)
• Ladder of Feedback
• Clarifying Questions (5 minutes)
• Only questions necessary for understanding documents or outcomes.
• Values (2 minutes)
  Go around the room twice
  “I hear you saying….
  “I see…”
  “I value…”
• Concerns/ Suggestions towards specific outcomes (10 minutes)
  Probing questions, real suggestions, keeping both the immediate foci and the larger picture of the work in mind.
• Identify Next Steps 
• Presenter will identify what is standing out with the concerns and suggestions and identify what will be discussed at next team meeting and initial next steps. Communication plan will be identified with each step. (2 minutes)

Studio Time | Set a Goal for Your Artist Statement Revisions. A stretch goal of running through the C|E|CH process again with a new partner is reasonable. Also, finish your emails to parents, professionals, and family members.


Ticket Out | A completed, revised draft of your Artist Statement and shared high quality feedback with another student.

Week of November 7-11 | Creation Phase & Responding to Professional Models

Research papers and revisions are still rolling back and forth between students and Language Arts teachers. This is a friendly reminder to look at Jupiter for communication about this evidence of learning.

This week, we look forward to seeing project plans, sketches, drafts, and prototypes come together. Please keep all evidence of your process. All the ideas and possibilities generated. All of the versions. Successes. Failures. All of it shows your thinking and will reveal to you (and others) how you make choices in your creative process.

The other days this week should be dedicated to moving project forward according to group norms and agreements. Please see last week's post for recommendations and reminders.

Tim and Molly will be following up on Exhibitions of Learning Vision Forms and Stuart would like Art Supply Requests.

Please check Skyward for Missing Assignments in IDEAS Block. Proposals are being graded by your Research Phase Advisors.  If you have questions about IDEAS Block grades, please contact your advisors for IDEAS Block, not Molly or Tim.

Before leaving for break at the end of the week, create a plan for what you need to read, sketch, make in the next week. Your project should be part of you, not part of school, meaning it should continue despite taking a break from school.

Attendance Sheet

MONDAY

• (Ritualized week Model) Professional Models
  A ritualized week will be modeled for new IDEAS Block Advisors starting with professional models on Monday.
  

TUESDAY

• (Ritualized week Model) Work-shopping and Extended Studio Time
  Workshop someone’s project as a project block
  Fill out studio time journals, breaking up studio time into halves.
  

WEDNESDAY - Sophomores at MSOE/MIAD.

• (Ritualized week Model) Extended Studio Time
  Fill out studio time journals, breaking up studio time into halves.

THURSDAY

• (Ritualized week Model) Work-shopping and Extended Studio Time
  Workshop someone’s project as a project block
  Fill out studio time journals, breaking up studio time into halves.
  

FRIDAY

• (Ritualized week Model) Feedback Friday
  Gain valuable feedback on your project from someone else in the room.
• Evidence Check #1 Occurs Today - IDEAS Block Advisors will look over your current evidence of creation and give you feedback based on where you are in your process.

Tuesday November 1st, 2016 | Workshopping and Extended Studio Time

Guiding Questions:

• What do you need to know to continue creation?
• What do you need for materials?
• What have you created already?
• What are you struggling with in this phase?
• What are you rocking this phase?

Announcements

• Review and establish daily or weekly routines before next week.
• Review, tweak, and commit to routines and ways you will document progress individually and as a group.
• Fill out the Materials Request Form for Stuart (If he is graciously still taking responses)
• Mark Attendance

Do Now (5 minutes) Prepare for Workshopping

• Prepare as though you are presenting your project today based on the evidence you have right now.  What have you created thus far?
• 
  

Do Next (15 minutes)

• Workshopping Method
• Circle up - Choose someone to present their project components. Take 8 minutes to present your project.
• Feedback - Others complete their feedback on a slip of paper or postit note.  Write down Warm/Cool/Suggestions for feedback.  Remember to keep feedback specific and think about what kind of feedback you would want. When you are done with a piece of feedback, crumple it into a ball and toss it into the middle of the circle for a Trash Talk.  When the presentation is complete, everyone grab a piece of feedback from the middle and share out responses from the paper.

Goal Setting (13 minutes)

• (3 minutes) - Completed on Studio Time Journal following Smart Goal format.  Pair and Share Goals
• (5 minutes) - Goal Sharing: Quick 3-5 words
• (5 minutes) - Get set up and started based on goal. Do you understand what you need to do?  Do you have any frustrations or setbacks?

Studio Time (37 minutes) Return to classroom spaces by 11:00 if working in the hallways!

• 15 minutes: Start studio time with directed purpose behind what you are accomplishing. Last 5 minutes clean up the room if studio time involved building materials or art supplies
• 2 minutes: Circle up and check on progress in studio time.  What did you accomplish? What are you struggling with?
• 15 minutes: Continued studio time
• 5 minutes - Take time to Pair-Share your accomplishments and quick feedback before you write your reflections.

Ticket Out (5 minutes)

• Complete studio time reflections completed on Studio Time Journal sheets
• Fill out the Materials Request Form for Stuart.

Monday, September 26 | Proposal Revision and Initial Research

Today we will meet in disciplinary groups for the first time. In this transition it is important to be attentive to details and communication.

DO NOW: Gathering in Ideation Groups [10:00-10:10]
Purpose: Transition from Ideation Groups to Disciplinary Groups.

• Check proposals for feedback from new advisors
• Disciplinary Group lists are in the advisor’s tabs on the spreadsheet.
• Transition to new Disciplinary Groups

DO NEXT: Another GATHERING : Now in new groups [10:10-10:20]
Purpose: Get to know the other people and projects in the group.
Metaphor:

• Each person should choose an object from the room that represents their project idea/question. Take a few minutes to choose something meaningful and prepare an explanation of what problem you are trying to solve or what emotion, thought, or idea you are trying express through your project.
• [Example: My project is like an old photo of sturgeon fishermen, because I am taking on the heavy concept of institutionalized racism. I want to harpoon it by pulling racism out of systems, exposing it like this man with his fish above the ice. I also want to anthologize important stories and perspectives from the past.]
• Circle up and share these metaphors.
• After everyone has shared, debrief the gathering by discussing patterns and connections.

STATUS UPDATE: Compass Points [10:20-10:30]
Purpose: Students will look closely at the evidence of their thinking and learning, in order to create a detailed summary of their progress and identify next steps.

• Independently, all students should look at their feedback on their documents (physical and/or digital). Staff should respond to or collect clarifying questions.
• Independently, all students should complete a detailed compass points for their project or their role in their group project. Emphasis on detailed! This can be digital or on paper.

N >> What do you need to know? Clarifying questions you have for staff or about your own topic? What are your priorities going into research?
E >> What are you most excited about now and in the near future?
W >> What are you worried about? What specific obstacles are you facing in your project?
S >> What are your immediate next steps? What does your feedback suggest that you need to do? What suggestions do you have for yourself?

• Students should share these with at least one other student, getting feedback, additional suggestions, and adding more detail.

STUDIO TIME: Next Steps [10:30-11:05]
Purpose: Students will refine proposals or begin research, according to the next steps identified above. Staff will check in with each student, giving emphasis to students who do not have completed or approved proposals.

• Identify a studio time goal. Share it.
• (Note: This will become a routine. Where will students in your group document studio time goals and progress? How and when will reflection take place? Tomorrow's gathering will be focused on this.)
• Staff will set priorities for conferencing during studio time.
• Reflection on studio time.

YEAR LONG PROJECT BLOG

Students who are working on Year Long Projects should clink on the link above today, and conference with Erin tomorrow.


CLOSING: Two Word Wave [11:05-11:15]
Purpose: All voices share a reflection on their studio time.

• Circle up
• Think Time: What is one word to describe how you feel about the transition to research today? What is one word to describe your next step tomorrow?
• Share two words

Wednesday, June 1st | Feedback

Today's agenda focuses on processing the feedback from audience members as well as staff members. Please keep in mind that staff members may give you feedback via rubrics on Thursday and Friday as well. We are also looking for feedback on Exhibitions as a whole....always working toward improvement. 

AGENDA

GATHERING : What was the high and low of your own Exhibition of Learning?

REVIEW INDIVIDUAL FEEDBACK :  (Feedback forms are in staff mailboxes.)
In an individual reflection, use color or another form of annotation tool to review and respond to the feedback on peer feedback forms as well as staff rubrics.

• Use three colors to highlight what you see: Use one color to highlight areas that you CONNECT with or agree with. Use another color to highlight areas that EXTEND your thinking about your project or yourself. Use a third color to high light areas that CHALLENGE your thinking about your project.  Write your own notes on these feedback forms, so that you can keep track of your thinking to share in your written reflection or staff conference.

WHIPAROUND : One word that captures the essence of the feedback you received

STUDIO TIME : Students may be engaged in any one of the following.

• Write the formal reflection essay for this semester. Please take time to review the assignment on the language arts website, organize your thinking, be honest with yourself, and write the essay. Please keep in mind the expectations are modified for our shortened timeline. While we would like you to address all four pieces of the reflection, we are only looking for about 300 words or one page of writing. Published to your blog. Due Monday. (Optional outline.) 
• This is something that you should begin planning today and be able to finish in the time allotted for Project Block on Thursday....one hour!
• Conference with your advisor to review the details and annotations on your rubrics, to discuss opportunities for and experiences of growth, to expose and distill all that you accomplished through your project and exhibition. SENIORS first!!
• Contribute to group reflection on quality projects and quality Exhibitions of Learning. Somewhere in the room, whiteboard or large paper, set up a space for the following lists:
• KEEP : What should absolutely stay the same about projects, exhibitions?
• CHANGE : What should absolutely change? In what specific ways could they be improved?
• SUPPORT : What (existing or needed) resources are essential to this process? 

Week of March 7th - 11th | Catching Up & Final Drafts

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 and Kimberly would like these papers printed and turned into their office mailboxes 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. 

ANNOUNCEMENTS:

• Each student should take this survey on Tuesday, March 8th.
  (Your feedback is important. Other students with surveys they would like to distribute to the school should coordinate with Erin, Becky, and Kimberly.)
  
• In two weeks, students will have the opportunity to participate in a mini-creative retreat at the Arts Center. Kimberly is looking for students (and staff) interested in designing and planning that retreat (Future educators, curators, artists, leaders, facilitators, etc, this is an opportunity for you!) We will get a tour of new exhibits and work with Arts Center staff to plan on Tuesday, March 15th during IDEAS Project Block. Please email Kimberly if you (students and staff) are interested in helping to plan.
  

Thursday, January 28th | Part 2 - Exhibition of Learning Feedback

Staff and Students: Please complete the following form to provide feedback on Exhibitions of Learning. The more specific, constructive feedback you can provide the more helpful the responses will be. This form will be open until Friday, January 29th.

Wednesday, Sept 23rd | Proposal Revisions

Please take attendance using the spreadsheet. (Add days.) We may shift groups on Friday or Monday, depending on progress of the proposals.

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 does the world work relative to my project?
How can (and do) my values, beliefs, skills, and bias interact with the world, my project?

DO NOW:

• Check Jupiter to determine whether or not your submitted proposal was correctly shared and communicated to advisors for review last night. 

REMINDERS:

1. Proposal overview
2. Year Long Project overview
3. Submission by form only
4. Addie and Beckah are available by appointment only! 

DO NEXT: We received 106 proposals. Almost all need some revision, which advisors will provide some specific direction for. Some proposals are missing.

• 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?

STUDIO TIME: Document/share goals. Make it all happen!

CLOSING CIRCLE: Wave-around! (Again) Share one way that you added insight, complexity, detail, clarity, focus, or otherwise to your project today.

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.

 

 

 

Friday, March 20th | Thematic Statement (and...)

Who are we as a community of thinkers, innovators?
What's the theme of my project?

Please use today to create thematic statements and to continue developing a ritualized week in disciplinary groups. In addition to feedback (from Thursday), consider the who, what, when, where, why, and how of workshops, professional models, exploration and play, and other weekly needs of the group.  Groups will be sharing out the details of their ritualized week next Wednesday.

DO NOW: What is the generative topic within your project? Share out to the group.
(Note - This is the beginning of a thematic statement)

THEMATIC STATEMENTS: Each student should will create a Thematic Statement and include it in their Google Drive folder for Project Block and Language Arts. These statements are good fuel for the creation phase and titling your projects. Moreover, they provide a greater context for what makes your work meaningful beyond the project and for your audience.

Fill out Materials Request Form for Stuart!

As a group, determine the best use of remaining time. Do students need more time to create a library of professional models? Should there be more conversation about the expectations and commitments to feedback? It is a good time to outline that ritualized week? What will be part of that week, based on what we need for our discipline and our projects?

Advisors should plan to look at a professional model of choice on Monday.

Thursday, March 19th | Generating Norms and Routines

Who are we as a community of thinkers, innovators?

The purpose of today's conversation is to establish norms and routines for seeking and providing feedback in disciplinary groups. In the spirit of feedback, Addie and Advisors are working on feedback for research papers. Remember that revision is an option for those seeking a better understanding of how to represent their ideas in academic writing. 

DO NOW: Write down a list of ten words, concepts, ideas related to feedback. Then, circle up. Each person should share one unique word, concept, idea with a short explanation.
(Each person should contribute something unique. They should build on or extend from others, not repeat what has already been said. This is a simple gathering to focus thinking around feedback and begin thinking about how varied the notion of feedback can be.) 

EXPLORE: Look at what Grant Wiggins identifies as 7 Essentials to Effective Feedback, then connect, extend, envision what feedback should look like for your group.

1. Divide into 7 groups.
2. Assign each group 1 of the 7 Feedback Essentials
3. Each group should read their section and prepare a Connect. Extend. Envision. (below)
   
   CONNECT - How does this connect with the brief discussion in the Do Now or other experiences you've had with feedback?
   EXTEND - How does this extend your thinking about feedback? What would you add to what is written, based on your unique project or specific discipline?
   ENVISION - What will you propose to your disciplinary group? What should feedback look, sound, feel like in your group?
   
   (Example: I propose that each person keeps a file/folder of all the feedback from their peers and advisors throughout the semester. This will show who and what affected revisions.)
   
4. Each group should share out their Connect. Extend. Envision. 
5. Discuss, clarify, and vote on the proposals for what feedback will look like for your group.
   (Advisors should make sure that the proposals will fit the discipline and format of P-Block.)
6. Finally, generate a list of commitments, resources, procedures, and roles that will be necessary for the group to follow through on these proposals.

...

THINKING AHEAD

The next step will be to develop a weekly routine as a disciplinary group. To begin thinking about what this might look like, consider this MTW example for creative writing:

MONDAY: Each Monday we will spend time looking at a professional model or mentor text. The advisor might choose the texts to start the semester and analysis may take up to 30 minutes. We will keep track of the writer's moves that we love and want to steal and, sometimes, we will do some writing based on the model even if it is unrelated to our individual projects. The remaining time will be studio time, but the end of studio time on Mondays MUST result in a clear, detailed plan for the week.

TUESDAY: Studio day. We'll start with sharing our detailed plans for the week with a peer who will hold us accountable. Students can also sign up for individual conferences about their writing. These conferences are about 10-15 minutes long. Students end studio time with a reflection on their progress, in their studio journal

WEDNESDAY: Whole-group feedback. Students can plan ahead and sign up for this, or the Advisor will randomly call upon them to share their progress and get feedback. For whole-group feedback, we will use the ladder of feedback. The writer will facilitate, but someone else will take notes for them and give them the notes after. If the writer would like to use a different thinking routine, to get a different kind of feedback, they are welcome to plan ahead to do that. 

THURSDAY...

FRIDAY...

The Week of March 16-20th | Transition to Creation Phase

Researching and designing an argument for your topic through the Research Paper should prepare you with the intellectual fuel for the creation phase of your project. Of course, it is not as simple as this. Some researching, revising, and envisioning is still needed. Some is ongoing. With the hope that individuals and groups will interpret plans for their needs and continue a discussion on Habits of Learning, this week is designed to give everyone the contemplation and accountability needed for this transition. 

Objectives:

• Students will use reasoning to synthesize their research for themselves and a specific audience, creating an original argument, thesis, and claims.
• Students will reflect on their Habits of Learning and Work.
• Students will observe and analyze professional models in related disciplines.
• Students will create and share connections between their research and art from.
• Students will envision a process for their creation phase, including accountability in the form of feedback, deadlines, and publishing.

MONDAY>>

The status of the group will drive the week. Determine and share out the status of each project. Develop plan to make multi-faceted work environment work. Writing and revising is a must for the majority of people. Utilize the writing center, and not just during Project Block.

Foci: Reasoning to synthesize research; Reflecting on habits; Envisioning a process

TUESDAY>>

Today is about approaches for collecting and interacting with professional models, as a one step toward the creation phase. Time for soul-searching, for those who are still envisioning their own art forms.

Foci: Observing and analyzing professional models; Connecting research and art form; Envisioning a process

WEDNESDAY>>

This is the absolute deadline for bridge papers. As disciplinary groups, we will use questioning to realize some new and challenge existing connections between research and art forms.

Foci: Observing and analyzing professional models; Connecting research and art form; Envisioning a process

THURSDAY>>

Here's that conversation about feedback. Disciplinary groups will generate formats, conditions, and timelines for feedback. These will be shared out to other groups. The planning, timelines, and making will begin to take shape.

Foci: Connecting research and art form; Envisioning a process

FRIDAY>>

Thematic statement workshop. Given all of the thinking, planning, envisioning...what is the essence of the project? These statements will be a driving force for the creation phase.

Foci: Solidifying the connections between research and art forms

REMINDERS

Research Paper was due on March, 13th
Writing Center is open. Schedule appointments.

Give your project a meaningful title.

Molly will collect EoL details soon! 

EoLs are May 26th and 28th!