Note: Please mark attendance on the spreadsheet. Help students who were absent find a home. Add their names. Please be mindful of group sizes. How can we improve our Super Natural world? Who are we as a community of thinkers, innovators?
DO NOW: (7:55-8:15)
Review roles in EOL and rehearse!
DO NEXT (8:15-8:30)
IF LOCATION IS ON SCHOOL SITE:
Last minute tweaks, adjustments, revisions and maybe a second run of the presentation
IF LOCATION IS OFF SITE, THEN THIS IS WALKING TIME.
Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
GATHERING: Circle up! Start by revisiting the criteria for a quality appreciation, from Advisory/Town Hall last week. In a go-around, share an appreciation from mini-project exhibitions on Friday. Students are encouraged to share an observation of another group, rather than something from their own group.
COMPASS POINTS: To make the transition from mini-projects to independent projects, go through the process of developing compass points and discussing/addressing specific points in a conversation.
E - Knowing that you have the opportunity to choose and design your own project, what are you most Excited about?
W - What are you worried about?
N - What do you need to know, before moving forward or to be able to envision the semester?
S - What suggestions to experienced students have for the semester? For ideation?
IDEATION: As a group, review the approaches to ideation that we have looked to in the past weeks and semesters. Also, see if there are other ideas or experiences or suggestions for ideation out there. Capture and share new ideas.
Suggestion: Begin with lists or mind maps of passions, interests, skills, and transformative experiences.
TICKET OUT: Headline: If someone was writing an article about you during ideation today, what would their headline be?
Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
This week we will reflect on our mini-projects and begin ideation for independent, self-directed projects. Groups will shift from collaboration and consensus-building to more personal explorations, with advisors as guides. Advisors will help facilitate some brainstorming and some looking at model projects, but each student must commit to ideation in order to explore, expand, and then narrow thinking in the direction of a project. Students who have a project already in mind will also be expected to participate in all aspects of ideation.
MONDAY>>
We will reflect on mini-project week and anticipate year-long projects, using compass points. Experienced students will share out from their experiences with ideation in other projects, and we will get started with brainstorming lists and mind maps.
TUESDAY>>
Brainstorming continues, exploring and expanding possibilities for projects.
WEDNESDAY>>
Advisors will curate a single model project or a gallery, and guide students through a Think. Puzzle. Explore. thinking routine as an introduction to disciplines.
THURSDAY>>
Ideation continues, with efforts to identify specific topics. We will introduce structures for initial research and creating driving questions..
FRIDAY>>
Students will begin developing proposals, meeting with advisors, getting feedback, and beginning research.
STAFF PROPOSAL REVIEW WILL BE AT 4:30pm on SEPT 22nd
Note: Please mark attendance on the spreadsheet. Please note that some students and Dan will be at the Lakeland convocation today.
How can we improve our community?
Who are we as a community of thinkers, innovators?
Today's objectives are to complete the project and to prepare for Exhibitions. Please see what can be done to make sure that each person is making a meaningful contribution to the project. DO NOW: Each person should claim what they will personally need to do today, first step. A student who has emerged as a leader in this mini-project should provide an overview of progress so far and help facilitate a projection for how time will be used today. Who will do what? For how long? What are your own expectations for quality?
CREATION PHASE - COMPLETE!
Based on yesterday's outcomes and intentions for today, create and carry out a plan for completing the project. Remember to balance the need to also prepare for an exhibition. There will be no time for planning tomorrow (Friday).
---> Someone from each Project Block group should email Kimberly a short summary of the project and what you will need for your Exhibition: Space? Technology?
EXHIBITION PLANNING
Mini-Project Exhibitions are tomorrow!
Time: < 10 minutes (Do Not Exceed)
Goal: An exhibition of learning communicates your group's ideas, question, process, and creative choices in order to engage the audience in a new way of thinking about the topic of "community."
Include:
What is the problem/question that you are trying to solve or address?
Define your focus for the project. What is the solution or claim you are able to make, after doing research?
Share some of the the research that influenced you.
Explain who is affected by your project. Also, try to connect it to what you know about the audience.
Explain how you arrived at your final project AND highlight the specific, intentional choices made to develop the project.
**Bonus: If you are clever with communication and time-management, engage the audience in a thinking routine or feedback/response of some kind.
Assign Roles for Exhibition! Practice!
11:15 - Dismiss for "Open Lunch" - All students are reminded to to make positive choices that represent our school well while in the community and return promptly at 11:50 a.m., so that they are on time for Advisory.
Note: Please mark attendance on the spreadsheet. Help students who were absent find a home. Add their names. Please be mindful of group sizes.
How can we improve our community?
Who are we as a community of thinkers, innovators?
Based on conversations yesterday after IDEAS Project Block, many groups are still in the research phase. Since research is an important part of our creative process, there is a suggestion to begin delegating tasks and roles in order to maintain the research but also begin creating. Please use judgement to determine whether significant research is needed prior to planning the details of a product or whether research and creating can meaningfully progress concurrently. The goal is to create something that communicates/interprets ideas and research. DO NOW: Each individual should organize their thinking and research citations, notes, and links.
PROJECT MANAGEMENT: Once everyone is organized, reconnect with the question/proposal/ideation, and then take proposals for how the group should proceed, given the timeline and intentions. Remember, today's time should include creation. Determine a course of action, making sure that each person has a role.
STUDIO TIME: Make roles and goals visible to all!
Where will you be by the end of today as individuals and as a group?
REFLECTION: Set a check in time in the middle of studio time and/or plan to conclude studio time with measuring progress on goals.
Does the project plan need to be modified so that it can be completed?
What will we have to accomplish tomorrow, if we are going to be successful?
Note: Please mark attendance on the spreadsheet. Help students who were absent find a home. Add their names. Please be mindful of group sizes.
How can we improve our community?
Who are we as a community of thinkers, innovators?
Today's objective is to establish a clear direction for the group and begin a research process that explores both open and closed questions related to the topic. Another aspect of research for this project will be to identify at least one professional model that is in conversation with the subject and discipline. Since research provides credibility and support for the project, it will be essential to look carefully at carrying out this process meaningfully and anticipating how the research will be communicated to the audience. DO NOW: Circle up! "Word Whip" Go around the circle having each person to share the one word that stands out to them when they think about last week's project and ideation. Discuss questions, concerns.
IDEATION: Spend a few minutes clarifying the topic(s) and question(s) that the group decided on last week Friday. What direction are you going? Make the initial plans, thoughts, ideas visible in the room.
QUESTIONS: To begin the research process, generate lists of CLOSED and OPEN questions that you and/or your audience needs to know. Document these.
CLOSED Questions: Closed questions represent the questions you need answered in order to understand the background information about your project topic. These answers are easily found in research.DefinitionsFacts and statisticsOne correct answersExample: What is the Declaration of Independence?
OPEN Questions: Open questions are answered using knowledge of the topic (closed questions) and in-depth analysis. These questions are based on concepts rather than tangible information.Based on concepts or ideasRequires background information on the topicIncludes analysis of the topicHas at least one correct answerExample: Why is the Declaration of Independence a persuasive document?
RESEARCH: As a group, determine the best way to approach research: Individual tasks? Research groups? Begin studio time with each person stating a goal/direction. Keep in mind that it is necessary to have quality sources, annotations representing the reading, and model projects.
SYNTHESIS: Come back together so that each person has an opportunity to report out on their research. What can we say, now that we have done research? Revisit the original topic, open questions, and closed questions to determine what has been resolved or needs to be revised. What is essential? Brainstorm project details....creating tomorrow!
How can we improve our community?
Who are we as a community of thinkers, innovators?
This week we launch into mini-projects and the beautiful chaos of collaborative project-management and interpreting ideas in creative disciplines. These projects serve as a common experience in the creative process and continued exploration of the theme "community" as a way of provoking and informing divergent thinking. I have already heard students say "I know what my project is." This is great, however please encourage them to remain open to revisions, redirections, and transformations. Project proposals will be due next week...not now. MINI PROJECT "Community" & CREATIVE PROCESS
TUESDAY>>
Reconnect with the day-long project reflection as well as the ideas that emerged from ideation last week. We will establish expectations for quality research, then students can work independently or in teams to research different aspects of the group's focus or question. It will be essential to document resources and capture notes.
WEDNESDAY>>
Advisors will prepare model projects in the discipline that intersects with the group's ideation, so far. The group will then envision the details and intentions of their "final product," articulating a clear plan. There will then be studio time to collaboratively create, assuring that each person has a role.
THURSDAY>>
A reflection on progress, groups will look at the quality of their work (so far) as a way to identify next steps and plan for the exhibition. Consideration will be given to how the research is communicated to the audience through the project and exhibition.
How can we improve our community?
Who are we as a community of thinkers, innovators?
Today's objectives are to explore the creative process within. Even though we have just completed a collaborative project and we will beginning another one for the next five days, it is important for students to self-select an art form that they are connected to. Through the DO NOW / GATHERING and the experience of TASK (which is a little social too), we will interpret a number of prompts through the forms available, because they are comfortable, happy, or a good fit. We will then reflect on our own creative choices and use that as a basis for selecting new groups for the next project. In disciplinary groups, we will spend time getting to know the discipline, looking at a model project, and beginning the ideation for a week-long project.
PEOPLE AND PLACES (beginning) Tim's Advisory in Engineering Room Beckah's Advisory in Music Room Addie's Advisory in Visual Art Room Kimberly's Advisory in Board Room Timi's Advisory in Science Room Mike's Advisory in Drama Room Molly's Advisory in Dance Studio Dan's Advisory in 21st Century Lab (?) Erica's Advisory in Spanish Room (?) Becky's Advisory in Writing/Math Room Erin's Advisory in Music Room (?) PHONES IN BIN OR LOCKERS!!
TASK and MINI PROJECT IDEATION
DO NOW / GATHERING: Circle up! Ask each person to spend one minute silently thinking of a dream that they have had. (This can be a daydream or a dream while sleeping.) Encourage the focus on details of one specific dream. After a minute has passed, challenge everyone to come up with a movement that represents the dream. Then, go around the circle sharing movements one at a time in a format where each person shares their movement and everyone else mimics the movement. There should be no discussion or explanation.
After the do now, ask students to turn and talk to the person next to them about how it felt to be part of this experience. What was fun? What was challenging? Were there patterns in the movements? Have a few people share out.
...
The next experience is something designed to allow for creative exploration and play. Just as the gathering required students to interpret an image, memory, story, dream through the art form of movement, participants in TASK will be required to interpret prompts, which are called tasks. However, they are not limited to movement as an art form or form of expression. Tasks can be interpreted in any form available to the imagination and space/time constraints.
Once a task is selected, it must be completed.
There is no wrong way to complete a task.
Tasks must be completed with only the materials in the room.
With the exception of drawing/paper, materials must be returned to their original place, function, state at the end of the exercise.
Everything that is created, moved, or changed must be done with decency and trust.
If you wonder if it is okay to use or do something, ask.
Noise must be location-appropriate.
This is not a competition.
This is not about speed.
After a task is completed (according to the person doing it), a new task must be created before you choose a new task to complete.
What is TASK?
...
TASK: Begin TASK by going over the information above. (The video is for advisors, and not necessary to show.) Set up a space for NEW TASKS and a place for USED TASKS. Set up a space with paper and writing utensils, so that new tasks can be created. Set up a space with disposable materials...the more random and grabby the better. Set the timer for 25 minutes.
TASK Reflection:
THINK - What art forms do you think you are most comfortable with? Most interested in? How did this experience reveal that?
PUZZLE - What puzzles or challenges did you face during this experience? How did you overcome them?
EXPLORE - As a thinker, innovator, and community member, what do you want to explore further as a result of this experience?
CHOOSE AN ART FORM: Students will self-select an art form for the next week. This can be an art form where they feel they have strengths and interests or an art form that is a challenge or stretch. To select an art form, students will write down three choices, and explain their reasoning.
Choices -
Engineering/Design/Math (with Tim and Erin in Engineering Room)
Music (with Drew in Music Room)
Visual Art (with Stuart in Visual Arts Room)
Theater/Drama/Film (with Mike in Drama Room)
Dance/Movement (with Molly in Dance Studio)
Creative Writing (with Becky and Kimberly in the Writing/Math Room)
Science/Social Science (with Timi and Dan in the Science Room)
Advisors will collect written choices and enter into the selection Spreadsheet. When a group reaches 25 students it will be considered full, and a student will be placed in a second or third choice.
10:15 a.m. MOVE TO NEW ADVISOR
DO NOW (again): When students enter, ask them to develop a response to the question ..... Why interpret ideas through ______(your art form)______Circle up! As for a student to volunteer as a scribe and document responses from ALL in the room as you call the names on your list, and use the spreadsheet to mark attendance for today.
IDEATION (again): Today is ideation for the week-long project, which will continue the exploration into the theme of "community." Choose a protocol from below. Do not hesitate to draw from experiences, questions, ideas already explored this week. Document all thinking in the room, so that it can be revisited on Tuesday.
Beane Protocol (done individually)
What concerns do you have with your role in your community?
What concerns do you have with the Sheboygan community?
What concerns do you have with Sheboygan’s role in the state, greater world, etc.?
Once each student has had a chance to share their personal insight for all three questions, have them “turn and talk” to the person next to them, sharing their responses. Then, as a whole group, start recording the concerns students had. Place “stars” or “tallies” by the concepts that repeat. Those with high repetition will be the concepts of concern to dive deeper into.
Mind Maps (can be done individually or as a group)
Write the word “community” in the middle of paper.
Draw lines from “community” and radiate out-- share personal experiences, questions, topics, etc. that relate
Make new connections by branching out from the key concepts
If mind maps are done individually: Take a moment for students to participate in a “gallery walk”. Have each mind map spaced out so students can rotate around and view each map. As students participate in the “gallery walk”, they can provide feedback to their peers (on the mind map, or using post-it notes).
If a mind map is created as a whole group: Take a moment for students to quietly view each other’s responses. Make marks on the concepts of those that are of most importance or valued.
Generate-Sort-Connect-Elaborate (done in a group)
Generate a list of ideas and initial thoughts that come to mind when you think about “community”
Sort your ideas according to how central or tangential they are. Please central ideas near the center and more tangential ideas toward the outside of the page.
Connect your ideas by drawing connecting lines between ideas that have something in common. Explain and write in a short sentence how the ideas are connected.
Elaborate on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend or add to your initial ideas about “community”
Continue to generate, connect, and elaborate new ideas until you feel you have a good representation of
your understanding.
TICKET OUT: Before students leave the room, have each share one word that summarizes an anticipation, vision, or hope for the next week of developing the project.
