Thursday, September 29 | Research and Annotation

As groups begin to understand who they are, regarding practices, personalities, and projects it's important to continue incorporating gatherings where students can articulate their thinking and commitments to their projects and intent. 

The continued focus this week is on research and annotation. Please use your group norms and emphasize the importance of documenting thinking: studio goals and reflections, annotations, concept maps, definitions, sketches, prototypes, professional models and thinking routines. Keep it all.

Please take attendance using the spreadsheet.

DO NOW: Professional Model (continued from yesterday, optional)
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.
Staff can choose from any of these possibilities, or explore your own:

• Solipsism
• Cymatics
• Kinetic Art

GATHERING: Sentence Starts

Purpose: Share and reconnect with the larger vision of the project and Habits of Learning.
Circle up and complete the following sentence by taking turns.

• "When I become famous because of this project, it will be because..."
• "Something that I need to gain an in-depth understanding of, in order to do this project well is..."

STUDIO TIME: Replicate your agreed upon norms for setting and documenting goals, generating/suggesting studio time activities, and reflection at the end of the time.

1. Students with year long projects: check Erin’s blog: Year Long Projects Blog
2. All students: communicate with advisors, document, document, document your thinking.
3. Staff: add notes to the spreadsheet, for helpful ideas on possible advisor moves.

REFLECTION: Share out a key word from your research and its definition.

NOTES:

1. All students will be doing an annotated bibliography this semester. The deadline is next Friday, October 7th.
2. Some reading and annotating may need to take place outside of project block time.
3. Check it: If you can't stop thinking about your project because you are so intrigued by its potential to solve, change, impact, express something important to you, then reading should be something you want to do. 
4. If this is not the case, what do you need to do to modify your project focus?

Monday, February 8th | Community, Organization & Refinement

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

Staff are reminded to pick up folders in Kimberly's room before school and take attendance using the new Attendance | Research Phase | Spring 2016 document.

DO NOW: Relocate
Purpose: Locate disciplinary groups. 

• Group lists are available above and student email.
• Students who are not listed in a group should go to the office.
• While waiting for everyone:
• Share IDEAS Block folder with staff member
• Open proposal document 
• Read your own proposal and prepare to share project idea/question

GATHERING: Metaphor (found objects)

Purpose: Get to know the other people and projects in the group.

• 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

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) and in Jupiter. 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 to 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

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.

CLOSING: Two Word Wave

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

Week of February 8th - 12th | Proposal Clarity & Research Phase

This week (Tuesday at 7pm) we will go in front of the Board of Education to renew our charter school contract. As we contemplate the significance of having a choice in our education, it seems appropriate that we are in the process of designing our own projects!

We will be meeting in project disciplines this week. The student-staff parings 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.  [Student List] [Staff Annotations]

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 Attendance | Research Phase | Spring 2016 document.


OBJECTIVES THIS WEEK

• Build community within disciplinary groups - learning about each other as wonderers and project managers.
• Refine project ideas and articulate through 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>>

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>>

Make connections to the Indie Lens film, as a professional model. Reading and conferencing day.

FRIDAY>>

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

IMPORTANT

Annotated Bibliographies are due on Friday, February 19th 

All students/groups with year long projects should schedule panel discussions with staff in the next two weeks. We will want to know your specific project plans for the semester, how you are building meaningfully on first semester, and who would be good professionals for you to work with.

 

February 1st | Organization, Ideation, & Proposals

Today it is important to cover the items on the agenda, but please look for opportunities to tie up or connect to the work of your groups last week. Students and staff are encourages to read the Week 1 and Week 2 overviews as a reminder of why we do what we do in Project Block. 

To ensure effective communication between students and staff during proposal week, please read directions carefully and document all thinking. Today's organization will help.

Please take attendance using the Spring 2016 | P-Block Ideation Attendance spreadsheet.

DO NOW : Organization [10:00 - 10:10am]
Purpose: Establish a common organizational system that will ensure clear communication and house evidence of learning.

• Create a folder in Google Drive for this Semester called :  Firstname Lastname | IDEAS Project Block | Spring 2016
• Inside the folder create a blank document called : Firstname Lastname | Habits of Learning 1 | Spring 2016
• Inside the folder create a blank document called  :  Firstname Lastname | Proposal | Spring 2016

DO NEXT : Habits of Learning Reflection [10:10 - 10:20am]

Purpose: Reflect on how the Habits of Learning apply to the ideation process and development of project proposals.

• Use your document called Firstname Lastname | Habits of Learning 1 | Spring 2016 to write an informal paragraph about how you used each Habit of Learning in the process of creating or revising example remix projects last week, in the process of ideation, and in the process of becoming a group member. Which Habit of Learning is your strength? Which is most challenging to you?
• Habit of Learning : 1) Approach tasks with an open mind
• Habit of Learning : 2) accept challenges
• Habit of Learning : 3) seek to understand when we do not understand
• Habit of Learning : 4) use evidence to document learning
• When you are done writing. Turn to the person next to them and share out your strengths and weaknesses. 

IDEATION: Studio Time [10:20 - 10:30am // 10:30 - 11:00am]

Purpose: Generate project ideas that connect with the personal interests, preoccupations, passions, and feelings of students. Provide time and space for discussing project ideas with possible staff advisors.

• 10:20 - 10:30 >> As a group, recall past experiences and use the ideation page to create a Menu of Ideation Options. Students should share out what has helped in the past that might also help others come to a project idea? If you are going to remix, where can you discover your inspirations?
  (Note: My personal preference is to make lists that help me remember things about myself. For example, just listing my favorite places or smells reminds me of so many ideas. I also love galleries. When I look at other people's art, I try to think about how I connect, so I might look at Stuart's curated Pinterest boards, or use Google's Cultural Institute to visit global galleries, or look at TEDxTeen for idea starters.)
• Each person should identify what forms of ideation they think will help them most, and list them on the outside of their Manilla folders. Even if they don't get to them today, they will be there for tomorrow.
• 10:30 - 11:00 >> Studio Time and Staff Conferences. Students are encouraged to use this time to use an ideation method from the menu of options and/or start a conversation with a staff member or potential project group. In order for this to be productive, students should set a goal for this time. This goal should be written in a new digital document in the newly created Google Folder or by hand on Manilla folders. Examples:
• I am going to talk to Mike about videos use zombies to pose solutions to environmental problems. I will have a list of videos to watch and research when I get back.
• I am going to create a list of my favorite aspects of camping, because I realize that camping is a topic and I'm not sure how to make it into a concept or project idea. I just need to understand it better as a project idea. I might talk to Beckah about this, because I know she like to camp.
• I am going to talk to my friends to figure out if we still want to do the project we talked about last month. If we do, then we need to make sure that the project is really a project that addresses a problem or expresses something meaningful. How can we get it to meet the expectations we talked about last week?
• Staff should engage in 1:1 conferences with their group members while balancing the students who may visit and need assistance. 
• All students should return to their groups at 11:00am.

TICKET OUT : Reflection [11:00 - 11:15am]

Purpose: Document thinking and progress. Identify next steps outside of Project Block time and for tomorrow.

• Students should write and share reflections on their studio time goals. How effective was the choice for how to use time today? How do you know? What will be necessary tomorrow? 

...

If you haven't already shared project ideas from last week, please give them to Kimberly.

Week of February 1st - 5th | Ideation & Proposals

Remember last week? Please take the time to recall the experiences and their purposes. As a community, we are developing our Habits of Learning and studying inspirational work, so that we can create projects that represent our thoughts, ideas, and contentions in even more creative and innovative ways than we have in past projects. 

Ted added the conversation about what makes an important, memorable project in Town Hall last Wednesday. He posed the questions of "What problems do you want to solve?" and "What ideas, thoughts, feelings, or stories do you want to express?" He also shared a project from the Boston Arts Academy, and asked all to consider what makes an interpretation creative or innovative.  Look for more on creativity from Ted in your inboxes this semester. 

The example projects we proposed and revised as groups last week are important reminders of how an openness to seeing beyond what we already know and holding ourselves to high project expectations can lead to better ideas. One example that resonated was a project that began with the topics of "coffee" and "my little pony." The question posed was "How does our taste change with age?" and the project idea was something along the lines of looking at how taste buds develop as we age, photographing tongues as part of the art form. Then we nudged this idea. Through discussion and continual asking of "so what" problem does this really address, we came to the conclusion that the real problem was about the concept of satisfaction. "How can we use our understanding of taste and nutrition to ensure that every eating experience has optimal taste?"  While we might be able to change the biology of our tongues as a project we can change the way that we look at, prepare, and talk about food. If Allison Wood can make sound real, what would it look like to make taste real and responsive to our development? Remix!

This week! This week, we will focus on developing our own project ideas through remembering, reflection, and refinement. Proposals are due on Thursday. Staff is encouraged to prioritize time for students to ideate during project block. 1:1 conferences are the reason we have such small groups. Some questions to guide 1:1 conferences:

• What are you working toward as a person, a professional, an artist?
• What inspired you to do, say, write this?
• How did you get to this idea? 
• How would this idea be different if we remixed it to one of the concepts in the hallway?
• Why is this project more meaningful, impactful than existing work on this topic by you or other people in the world?
• Who could you talk to stretch or strengthen your thinking about this idea?
• So what?

We will continue to make thinking visible throughout the ideation process, 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 the manilla folders we started last week. 


OBJECTIVES THIS WEEK

• Accept the challenge of stretching projects toward greater extents of innovation an more profound creativity.
• Reflect on Habits of Learning: As part of our lifelong pursuit of learning, in the face of unprecedented technological, global, and professional changes that will require continual learning, we strive to...
• APPROACH TASKS WITH AN OPEN MIND
• ACCEPT CHALLENGES
• SEEK TO UNDERSTAND WHEN WE DO NOT UNDERSTAND
• USE EVIDENCE TO DOCUMENT LEARNING
• Apply and name Habits of Mind through the creative process
• Analyze and select professional models and inspirations related to a particular concept in academic content or creative form.
• Develop generative and focused questions.
• Engage in open dialogue with peers and professionals about project ideas.
• Make Thinking Visible in order to understand details of passions, skills, interests, etc that might seed incredible projects. 

MONDAY>>

We will remain in the same groups as last week. We will begin by establishing our digital organization system for the semester and reflecting on our Habits of Learning. Today's primary focus will be on generating project ideas. There will be time to visit with collaborators and staff. A gallery of project suggestions will live in the hallway.

TUESDAY>>

 Continued ideation toward project proposals. Students will collect inspirations from their own experiences and from staff suggestions. Initial project ideas will be tested against the criteria established for creative and innovative projects.

WEDNESDAY>>

Focus on questions. Students will sift through ideation notes, narrow their project focus and begin developing open and closed questions to guide their projects. All of this is done with an emphasis on proposing a project that addresses a meaningful problem and/or expresses an essential idea, feeling, or thought.

THURSDAY>>

Write project proposals. They are due today! All students will share documents with Kimberly. Staff will gather after school to determine project advisors and provide feedback. 

FRIDAY>>

Students will review feedback on their proposals and make revisions, clarify details. We will be in disciplinary groups next Monday. 

 

Thursday, January 27th | Remix continued...Professional Model & Project Ideation

At the discretion of the staff member (with feedback from the group) continue the work from yesterday. It will be helpful if everyone uses the template; there are green copies in the office. When the project ideas are ready to share with others in the school, please give them to Kimberly.  We will use these on Friday or Monday.

Today we will look at the professional models staff have selected and look at them through the lens of the questions that Ted posed to the school at Town Hall: What problems do you want to solve? What ideas, thoughts or emotions do you want to express? We will also begin to brainstorm ideas for our own projects. 

Please take attendance using the Spring 2016 | P-Block Ideation Attendance. Today's agenda is printed and in the office. 

DO NOW: Professional Model [10:00 - ??]
Purpose: Staff members select and share a professional model that represents a remix in order to examine the parts and purposes of a creative and innovative project. To some extent, the aim is to work backwards from a product to better understand the seeds of the project and how the creator(s) got from idea to product. 

• Revisit Copy. Transform. Combine. 
• We are also looking at what problem is being solved and/or what the creator/artist wants to express.
• Discuss which thinking routine would be helpful. Choose one. (Suggestion Below)
• Share professional model. (Example Below)
• Debrief with thinking routine. Also discuss what problems you think the creator/artist wanted to solve and what s/he wanted to express. Make the thinking visible, by taking notes during the thinking routine and recording the responses to the questions. 

....

Professional Model Example:

For this professional model, it makes sense to use a Think. Puzzle. Explore. thinking routine because it is a project that has future implications. In other words, it is a project that is still evolving and the creator ends with questions. Prior to watching the video, I'd share these prompts with students and ask them to take notes.

• What did the artist think was a problem? What did she think was important? What kinds of thinking was necessary to create the project?
• What questions did the artist have to ask herself throughout this process? What questions would you ask of her, if she were here presenting this idea to you?
• What elements of this project would you like to explore? Habits? Processes? Possibilities? 

"Making it Real" by Allison Wood TEDxTeen

...

(OPTIONAL) REMIX continued... [you decide]

Purpose: Build off of the discussion of the professional model, connect to previous days' discussion, and finish what was started.

• Finish remix project ideas from Wednesday.
• Continue conversations about Copy. Transform. Combine. and/or Town Hall

IDEATION: brainstorm [?? - 11:05am] 

Purpose: Reflect on personal interests, passions, preoccupations and generate seeds for personal projects. Resist closure. 

• Begin with problems you want to solve. Staff might begin by modeling this, and then create an environment where students can think and write independently. This writing will be kept as evidence in their folders. It's important that, despite any preconceived or ongoing projects, students engage this this openly. What keeps you up at night?
• What problems do you want to solve in your school?
  [Example: Despite opportunities to do in depth projects and think time, I still feel rushed]
• What problems do you want to solve in your community?
  [Example: Tons of sewage just dumped into Lake Michigan; this makes me angry]
• What problems do you want to solve in your state/nation?
  [Example: Very few college students are studying to become teachers.]
• What problems do you want to solve in the world?
  [Example: How can European countries support refugees?]

During this process, staff should visit each student and push for details about the problems and reasons why the problems are important to the individuals. For example, if  I am feeling rushed at school I should also explain when I feel rushed, how it affects me, why it worries me...

TICKET OUT share [11:05 - 11:15am]

Purpose: Understand the interests and preoccupations of group members. 

• Share out one problem you are most passionate about solving.

Wednesday, January 27th | Remixing

Today we are going to experiment with generating ideas and remixing them. Both of these processes are important for the ideation of our own projects. 

Please take attendance using the Spring 2016 | P-Block Ideation Attendance spreadsheet. Remember that there are printed materials and agendas in the office. Today you'll need small pieces of paper or post it notes (I prepared some and put them in the office) and a project suggestion template.

DO NOW: Generate [7:55 - 8:05am]
Purpose: Students will generate a range of ideas in order to share some of their interests and to seed the remix.

• Right away, take 5 small pieces of paper or post it notes. 
• On each of the pieces of paper, write an idea that might be part of a project. Ideas can be large (like "competitive sports") or specific (like "pickling onions"). Choose ideas that are somehow related to what you know and care about.
• Regroup, circle up, share out two of your ideas aloud with the group. Then put all five of each person's ideas in to a bowl, hat, or pile. 

DO NEXT: Discussion [You decide]

Purpose: Continue or revisit conversation from yesterday in order to refresh understanding of the definition of creativity presented by "Everything is a Remix."

• Continue Connect. Extend. Challenge. conversation, if incomplete from yesterday.
• Review connections, extensions,  and challenges, but try to clarify examples of Copy. Transform. Combine. 

CREATE: Combine... [8:20 - 8:50am]

Purpose: To test a theory of creativity in a low-stakes setting, applying Habits of Learning to the Creative Process. 

• Each person should choose one idea from the pile.
• Each person creates a mind map for that idea. [3 minutes]
  (A mind map is placing the idea in the center of a page and making a web of related ideas and questions extending out from the center.)
• Each person is randomly paired with another person.
  (You can do this by counting off or assigning them to the person directly across from them in the room/circle. They should not work with the people directly next to them, because they may have overheard or helped with mind mapping.)
• Pairs of people are challenged to come up with a project idea that combines the two ideas. Each pair should decide and write down the following to share with the rest of the school. It needs to be readable. (Note: These are project ideas, not projects anyone is required to do.)
• Develop a driving question or two. (Make sure it is a true driving question.)
• Identify the research that would be necessary for this project. (Do the best you can.)
• Describe the project idea. (Parts and purposes...)
• Explain what would make this project truly innovative if done to the maximum of its potential awesomeness. (No limits!)
• Connect the project idea to at least one larger concept. (Contrast, Metamorphosis, etc)

TICKET OUT: Share [8:55 - 9:00am]

Purpose: Create a gallery of student project ideas.

• Each pair should present their project idea to the group.
• Staff should collect the project idea sheets and give them to Kimberly

...

Reminder to staff to prepare a professional model for tomorrow. Students will begin ideation of their own projects tomorrow as well.

Tuesday, January 26th | Creativity : Everything is a Remix

Today we will continue to build the group and strengthen our intellectual opportunities through sharing ideas. The goal is to share the air, every voice promoted and valued. We want to get the most out of our surrounding people and environment as possible, because everything is a remix...at least we are going to explore that everything could be a remix today. Again, Habits of Learning are needed for optimal ideation.

Yesterday we were challenged to create in-depth, group-specific definitions of concepts. How did that feel? Was there motivation to get it right? Fear of defining it wrong? Our results (7 of 11 concepts and definitions are posted):

Balance: Optimal combination of life-related elements that creates harmony and stability
Flexibility: The ability to adapt
Metamorphosis: A scientific and/or philosophical process living and non-living things go through, typically characterized by physical change but can also include non-physical change
Resilience: Not giving up, continuing persisting or rebelling when things get hard or tough in a physical or mental way
Migration: The process of moving an object or idea from one destination to another
Equity: Bringing of people to a similar level so that people have what they need
Contrast: Showing the difference between two or more things to make them stand out together
Divergence: deviation from existing systems and societal norms through actions and thoughts.

Staff please take attendance using Spring 2016 | P-Block Ideation Attendance. Remember that there are printed agendas and materials in the hanging file folders in the office. Today you'll need Connect Extend Challenge graphic organizers with film outline on back, copies of the concept definitions, and manilla folders for each student. 

DO NOW : Folder Creation [10:00 - 10:10am]
Purpose: Develop an organizational tool for ideation. Personalize to build the group.

• Each student should take one manilla folder.
• Write names clearly on the tab.
• On the back of the folder, create a sketch (no words) that captures the concept that your group defined yesterday. Try to recall the discussion and represent as many ideas as you can remember, not just your own. Be thoughtful, you'll have to look at this for two weeks or more.
• Share out sketches and reasons.

DEFINING CREATIVITY : Because, what is it? Is everything really a remix? [10:10-11:00am]

Purpose: Engage with an existing and widely discussed definition of creativity in order to build some context for this semester's challenge toward more innovative projects. 

• Distribute Graphic Organizer for Connect. Extend. Challenge.
• Show "Everything is a Remix"while students note their connections, extensions, and challenges.
• Follow with a discussion, every voice sharing at least one connection, extension, and challenge. Staff can decide if this is done through a mix-and-mingle, rounds, or another total participation strategy. 
• Capture key ideas from the discussion to display in the room for later reference. 
• Students should keep their own Graphic Organizer in their folders.

REFLECTION: Remix [11:00 - 11:15am]

Purpose: Experiment with the concept of "remix" by applying it to your own interpretation

• Turn your attention to the back of folders, where sketches were created.
• Review the definitions created by other groups about other concepts.
• Choose one.
• Transform your sketch so that it also reflects another concept in addition to your original concept. For example, if you started with "metamorphosis" you will now add "balance" or "equity" or "divergence". (You are taking an existing definition, combining it with ours, and transforming your sketch)

Leave Folders with P-Block teachers for evidence of learning.

Monday, January 25th | Building the Group & Concept Ideation

Today is designed to build community in new, randomized groups. We will use of Habits of Learning to strengthen the Intellectual Community by sharing ideas and looking closely at an intangible concept. We will then be sharing these with the school community for the purposes of ideation. 

Please review the week to gain an understanding of where we are headed as a creative community. All are challenged to go beyond what we know we can do toward more innovation and creativity. This is the reason that we are starting this semester the way that we are. 

STAFF each day, materials for IDEAS Project Block will be available in the office. For Monday, you will need a roster, Habits of Learning posters, and Graphic Organizers for Concept Brainstorming. Agendas are also available in the office, along with larger white paper for notes. You will also need to collect one of the giant post it notes from the Balcony Gallery. Please use markers and smaller post it notes from your classrooms.

AGENDA

Students should find their new IDEAS Project Block Groups by looking at yellow posters in the hallway outside of the cafeteria, Stuart's room, and in the Balcony Gallery. We would like to make it very clear that these groups are intentionally random and all students enrolled in projects are in these groups through February 5th.

DO NOW: Chalk Talk [10:00-10:10am]
Purpose: To begin a conversation about Habits of Learning

• Post 8.5x11 inch posters of the Habits of Learning around the room.
• As students enter the room, this will take some time because of re-sorting into new groups, have them write examples of each in our school and in the professional world. Ideally, each student will write one example on each poster.
• These will be revisited throughout the next two weeks.

GATHERING [10:10am - 10:25am]
Purpose: To discover connections between individuals in a new group.

• The group should circle up - standing - so that everyone can be seen and hear directions.
• Give Directions: "In a moment I will provide you with a prompt that asks you to find a group of at least three people who have _________ in common. This is called Diversity Rounds, so we know that you might all answer the prompt differently, the challenge is to accept that despite what is different there are still some things in common. This will require an openness to sharing ideas in a conversation."
• Prompt 1: Find a group of at least two other people (three or more total) who are wearing something in common with you. (This is an easy one because it is partially observable.)
• After groups are formed, they should share out what they have in common.
• Prompt 2: Find a group of at least two other people (three or more total) who have done similar projects for Project Block any past semester. 
• After groups are formed, they should share out what their projects had in common.
• Prompt 3: Find a group of at least two other people (three or more total) who have similar goals for this upcoming semester in Project Block.
• After groups are formed, they should share out what their projects had in common.
• Debrief: Circle up as a whole group again. Did anything surprise you in this gathering? What was one new thing you learned about someone in the room? Connections to Habits of Learning? What is exciting about this particular group? 

INDIVIDUAL IDEATION [10:25 - 10:30am]

Purpose: To document individual thinking prior to collaboration. Strengthen intellectual community.

• Do not discuss concept prior to individual thinking, other than to share it. Chromebooks, books, and other reference material should not be used.
• Students should use graphic organizers to document their thinking about the concept.
• Personal Definition...push for clarity, details, extended definition.
• Connections to personal observations and experiences
• Questions

COLLABORATION [10:35 - 11:00am]

Purpose: Discuss the context for this semester's challenge toward greater creativity. Collaborate to create a definition of an abstract concept. Practice generative ideation. Resist closure on project ideas.

• Students should copy their personal definitions onto a post it note. Take turns sharing their definitions to the group while posting the post it note in a public space. They can sort them or connect related definitions as they go. (Similar to Generate. Sort. Connect.)
• Identify key words or phrases used in the definitions. These are words that represent EVERYONE's thinking and MUST be in the final version of the definition.
• In rounds/waves/whips, share out one unique connection from each person. Have someone document these on a piece of white or construction paper for the group. 
• In rounds/waves/whips, share out one unique question from each person. Have someone document these on white or construction paper for the group. 
• What other key words or phrases emerge?
• Write the whole list of key words and phrases on another piece of white or construction paper for the group. Do any of them need more clarification? If so, clarify them.

• Collaboratively draft an in-depth, group-specific definition of your concept that includes at least the key words and phrases that you've identified. As a group, determine what else to include. What makes an effective definition? What will make it in-depth? What will make it group-specific?
• When a draft is complete and all can agree with it, designate someone from the group to write it neatly on the top half of the giant post it note. 

• Return the post it note to the Balcony Gallery. Make sure it sticks to the wall or cork. Make tactful use of masking tape if necessary.

CLOSING [11:00 - 11:15am]

Purpose: Distill experience and anticipate the week.

• I used to think....Now I think... (on the concept your group worked with today). What or who changed your thinking? How?
• Read the weekly overview. Send questions and suggestions through staff or designated student to Kimberly. Then, watch for revisions and clarifications.

Week of January 25th - 29th | New Semester Begins | Our Intellectual Community & IDEATION

January 25th is the beginning of our second semester of IDEAS Project Block. Through reflections and feedback, we have determined that the strength of recent projects and the creative potential in our community warrants a challenge for even more innovative and creative projects. 

IDEAS Project Block is a learning opportunity that is unparalleled in the world. Really. Very few young people are given the authority, time, and support to determine their own course of study based on individual interests, passions, questions, and skills. Take a moment to celebrate that. 

The purpose of this week is to engage in research-based practices that foster innovation and creativity. We hope that doing this collaboratively will nudge new and on-going projects beyond what we already know we can do. Our Habits of Learning will be essential to this process. Staff and students alike will need to approach tasks with an open mind, accept challenges, seek to understand when we do not understand, and use evidence to document learning. We will work together. 

One pitfall of this week could be previous attachments to project ideas or topics. It is not dangerous to have them and no one is saying that they are not possible projects, however these attachments can prevent divergent thinking. They can prevent seeing new possibilities that might help you or someone else in our community. A suggestion for avoiding this pitfall is to write down the ideas or topics you have in a google doc or notebook, and literally put them aside until next week.  

It will be important to capture collaborative and individual thinking this week.

OBJECTIVES THIS WEEK

• Accept the challenge of stretching projects toward greater extents of innovation and more profound creativity.
• Reflect on Habits of Learning: As part of our lifelong pursuit of learning, in the face of unprecedented technological, global, and professional changes that will require continual learning, we strive to....
• APPROACH TASKS WITH AN OPEN MIND
• ACCEPT CHALLENGES
• SEEK TO UNDERSTAND WHEN WE DO NOT UNDERSTAND
• USE EVIDENCE TO DOCUMENT LEARNING
• Apply and name Habits of Mind through the creative process.
• Analyze and select professional models related to a particular concept in academic content or creative form.
• Develop generative questions.
• Envision what has never been envisioned before.
• Making Thinking Visible in order to understand details of passions, skills, interests, etc that might seed incredible projects!

MONDAY>>

All students, regardless of year-long projects, will find their new ideation groups. These groups were selected randomly. We will use a gathering called Diversity Rounds to build connections in new, diverse groups. Groups will engage in collaborative ideation through a concept to model and promote divergent thinking. This will draw on our Habits of Learning. Thinking will be made visible and shared with the school in the Balcony Gallery. (8th grade students from Mosaic will be shadowing IDEAS Students.)  

TUESDAY>>

Everything is a Remix. Groups will discuss the video "Everything is a Remix" and then experiment by taking their Monday concept and remixing it with a concept from another group in order to generate original project ideas. Copy. Transform. Combine.

WEDNESDAY>>

Continued exploration of collaborative concept remix. We will create interpretations to share at Town Hall. Students will start associating with specific concepts and aspects of concepts for their own projects.

THURSDAY>>

Staff will provide a professional model in a related discipline that shows the concept of remix as well as meaningful aspects of the discipline. [Example Danielle Clough, who I found on Creator's Project and Colossal...good places to find professional models.) We will brainstorm project ideas, extensions through thinking routines, Beane Protocol, mind mapping, lists, and more. 

FRIDAY>>

Staff will provide another professional model. [Example, my cousin's project, Great Northern Knits] Continued brainstorming and project ideation.

IMPORTANT DATES [Calendar]

February 4th - Proposal Deadline 3:00pm

February 4th - Staff Proposal Review 4:00-6:00pm 

February 8th - Disciplinary Groups

February 19th - Annotated Bibliographies Due

May 24th - 26th - Exhibitions of Learning!

IMPORTANT CHANGES TO THIS SEMESTER

• Students will receive some (not all) writing support within Humanities classes, meaning that both Kimberly and Addie will be setting up expectations and providing feedback for Infused Language Arts. 
• Students will be documenting their projects and process through the creation of a website. This will also be facilitated through Humanities, but all staff and students will need to become familiar with the technology and resources. 

Week of October 19th - 23rd | Revisions, Envisioning, and Planning

Researching and designing an argument for your topic through a Research Paper and Annotated Bibliography 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 the individuals and groups will continue to interpret plans for their needs and continue a discussion of 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, Work, and Self-Discipline.
• Students will observe and analyze professional models in related disciplines.
• Students will create and share connections between their research and art form.
• Students will envision a process for their creation, including accountability in the form of feedback, deadlines, and publishing.

MONDAY>>

All will complete Self-Assessment 1 on Habits of Work and Self-Discipline - by making a copy of the document, renaming it to include individual names, and moving it to personal IDEAS Block folders in Google Drive. The status of the group will drive the week. Writing and revising are a must for the majority of people. Before leaving today, determine and share out the status of each project, so that a multi-faceted work environment can be created for the rest of the week.

TUESDAY>>

UPDATE CHROMEBOOKS! Advisors will facilitate the observation and analysis of a model project in the discipline. If research is complete, today's goal is to develop/clarify approaches for collecting and interacting with professional models. How will models be selected? Where will we keep our thoughts about professional models? In a ritualized week during Creation Phase, when will we look at professional models as a group? Students still envisioning their own projects are encouraged to look at many, many professional models and use a Think/Puzzle/Explore thinking routing to capture their thoughts.

WEDNESDAY>>

UWM trip for Grade 9. Today is studio time for revisions. If complete, then students are working toward creating a connection between research and art forms. Some may be ready to make materials lists and create (physical...yes physical) calendars for the creation phase.

THURSDAY>>

Here's that conversation about feedback. As a disciplinary group, generate formats, conditions, and timelines for feedback. These ritualized weeks will be shared out to other groups. (Examples from last year.)The planning, timelines, and making will begin to take shape, so that we can begin on Monday. Addie is available for drop in conferences. Physical copies of calendars are available in the office.

FRIDAY>>

Given all of the thinking, planning, envisioning....what is the essence of your project? Time to make it public. Addie is available for drop-in conferences. The deadline for revisions is now Tuesday, October 27th.

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!

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.

Friday, September 24th | Preparing for Academic Research &

STAFF NOTES:

• Attendance: Please take attendance using the attendance spreadsheet. Add days, if needed. Sam is requesting that we update the sheet within the first 15 minutes.
• Disciplinary Groups: On Monday, we will rearrange students into their disciplinary groups and launch formal research. Prior to Monday, please review all proposals of students entering your discipline for the semester and consider recommended reading for their research.
• Revised Proposals: As you work with students on their proposal revisions, please update the Jupiter assignment for "Proposal - Wondering" (A 3 is an approved proposal, please use comments to update/clarify any details, reminders for the student.) Also, update the "IDEAS Project Block | Proposal Submission (responses)" document, so that we know which disciplinary group students should be placed in.
• Appointments: Please note that Addie is not available today and Beckah will communicate about the students she is meeting with in advance. Please do not send any students.

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?

GATHERING: Habits of Learning - Wave-around!
Read the Habits of Learning posted in the room. Share out the aspect of this habit most important for you today or the preparation to move to a new group/environment on Monday...and why.

REMINDERS:

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

GOALS: 

• 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!

• Advisors should try to meet briefly with each student to find out the status of their proposal, project, and course of initial research. 
• Students beginning research are encouraged to review the Academic Research page on the Humanities Website for a definition and the Research and Annotation page for specific sources and guidelines for keeping track of what is being read. (Note: There will be specific lessons to support this next week.)

CLOSING CIRCLE: Wave-around! (Again) What are you looking forward to in your research?

Thursday, Sept 24th | Proposal Revision & Reading

STAFF NOTES:

• Attendance: Please take attendance using the attendance spreadsheet. Add days, if needed. Sam is requesting that we update the sheet within the first 15 minutes.
• Disciplinary Groups: On Monday, we will rearrange students into their disciplinary groups and launch formal research. Prior to Monday, please review all proposals of students entering your discipline for the semester and consider recommended reading for their research.
• Revised Proposals: As you work with students on their proposal revisions, please update the Jupiter assignment for "Proposal - Wondering" (A 3 is an approved proposal, please use comments to update/clarify any details, reminders for the student.) Also, update the "IDEAS Project Block | Proposal Submission (responses)" document, so that we know which disciplinary group students should be placed in.
• Appointments: Please note that Addie is only available by appointment and Beckah will communicate about the students she is meeting with in advance. Please do not send any students.

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:

• Share out one specific question that you need to answer today. (For example, it might be a closed question for your research.)

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: 

• 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!

• Advisors should try to meet briefly with each student to find out the status of their proposal, project, and course of initial research. 
• Students beginning research are encouraged to review the Academic Research page on the Humanities Website for a definition and the Research and Annotation page for specific sources and guidelines for keeping track of what is being read. (Note: There will be specific lessons to support this next week.)

CLOSING CIRCLE: Wave-around! (Again) Share one thing that is challenging you about your proposal or research.

Tuesday, Sept 22nd | Proposal Deadline

Please take attendance using the spreadsheet. (Add days.)

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:

• Prepare resources for a day of questioning, initial research, and proposal writing. 

REMINDERS:

1. Proposal deadline is today at 3:00 p.m.
2. Year Long Projects  have additional expectations
3. Submission by form only

DO NEXT:

• Set a goal for studio time: What will you complete 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?
• Set a stretch goal for studio time: If you finish your goal, what will you do next?

GATHERING: Wave-around! Share out / document studio time goals.

STUDIO TIME: Make it all happen!

CLOSING CIRCLE: Wave-around! (Again) Share one work that captures the essence of your proposed project!

Monday, Sept 21st | Questions & Proposal

Please take attendance using the spreadsheet. (Add days.)

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: Prepare resources for a day of questioning, initial research, and proposal writing.

For example:

• Personal Fall 2015 Google Drive folder for IDEAS Project Block 
• Firstname Lastname | Driving Question | Fall 2015
• Firstname Lastname | Question Sorts | Fall 2015
• Firstname Lastname | Ideation/Brainstorming/? | Fall 2015
• Your Project on EasyBib (Beginning of Research and Annotated Bibliography)
• Humanities Website

GATHERING:  Weather Report
Each person should share a weather report that represents how they are feeling about their project at this time.

For example:

• It is a calm and sunny afternoon, but there is rain in the forecast, bringing a flood of ideas. (This represents a feeling of stasis, because people and cats like to nap on sunny afternoons. Perhaps the project is a little stuck or sleepy right now. In this case, rain is a good thing; it represents an optimistic feeling that good ideas are coming soon.)

INTRODUCTION TO PROPOSAL

Definition: The proposal is partially a showcase of your current understanding of your topic and your self. It is also an appeal to your project advisors, requesting their support and permission for your project. A student's goal is to provide a detailed vision of a project that convinces readers that the proposal will lead to a project that is original and thought-provoking. 

Format: Proposals are professional documents that must be typed in MLA format, with name, group members' names, and the date in the upper left corner, title in the middle of the page, and complete paragraphs.

Submission: Every individual is responsible for turning in a typed proposal. Title the document Firstname Lastname | Proposal | Fall 2015 (Example : Fiona Collin | Proposal | Fall 2015). Change sharing settings to "Anyone at The Étude Group with the link" > can edit. Use the submission form  to submit your proposal prior to 3:00 p.m. on Tuesday, September 22nd. 

Required Elements:

• Formal Project Proposal
• An outline (optional)
• Year Long Projects 

STUDIO TIME:
For studio time, students should identify specific goals and steps. Self-Direction and Habits of Learning are key to IDEAS Project Block progress. The ability to identify next steps is not only essential for making the most of our time in IDEAS Project Block but also in developing effective project proposals, plans. For today, please have each student state their goals and steps. Capture it on a whiteboard or shared google document. Knowing what others are doing, can provide guidance to those who are unsure or need new direction.

Examples of Goals with Steps below: 

• By the end of the period today, I hope to have definitions for all of the keywords in my driving question.
• Reread and add to Open and Closed questions.
• Revise Driving Question
• Get feedback from a peer and an advisor on Driving Question
• Revise Driving Question again
• Identify keywords
• Find definitions (multiple) for each keyword
• Document sources in EasyBib
• By the end of the period today, I hope to have a draft of my proposal complete.
• Find a table to work at alone
• Organize ideation, questions, and feedback
• Read the Proposal assignment page
• Create a document for my Proposal
• Make a list of things I have and things I need
• Identify needed initial research
• Research (20 minutes)
• Document research in EasyBib
• Start writing proposal (11:45 goal for start time)

TICKET OUT: Report out progress on Studio Time goals/steps along with identifying a next step to get started with right away tomorrow.

...

REMINDERS

Writing Center Appointments Available

Proposal Deadline : Tuesday, September 22

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.

 

 

 

Week of April 20-24 | Professional Models and Habits

At the end of this week we will be one month from Exhibitions of learning! This is "gut-check" week! The week you ask yourself: "What do I have to do to make this project happen? to meet the expectations that I set for myself? to create a high quality interpretation in order to engage an audience in new thinking about my topic?"

Habits of Professionalism:

• EARLY WEEK: Revisit your Habits of Learning Conversation from early in the semester (connecting it to the creation phase now) and/or Habits of Work Paper Sculptures (giving the opportunity for revision or remaking, as a reflection on the creative process). Everyone should have the intention of organizing or maintaining evidence for their Evidence Check on Friday.
• MID WEEK: Professional Models are always important, there are two significant experiences to consider this week. How will the Lexicon of Sustainability (Re: Karen Mead Library on Wednesday) and Camille Brown (Grades 9 and 10 at JMKAC on Wednesday) CONNECT/EXTEND/CHALLENGE your project?
• FRIDAY: Evidence Check. As a disciplinary group, you will follow through on your evidence plan for this semester. Advisors are encouraged to have a whole group, small group, or 1:1 conference to review evidence and connect the evidence to Habits. This evidence check will be reported to Jupiter to give students, parents, and everyone an indicator of how projects are progressing. 

Exhibitions of Learning: 

• If you have not completed the form to sign up for an Exhibition space, please see Molly's email and do so as soon as possible. 
• Exhibitions are on May 26th and 28th. Please take off of work and plan accordingly.

Research Paper Redux:

• Communicate and meet with Addie to make sure that your completed or revised Research Papers are reviewed.

UPCOMING PROFESSIONAL MODELS:

(Please adjust your calendars, as these will take place during P-Block.)

APRIL 29th - Colleen Machut and the Huzzah Theater Troop will be performing as a professional model for the creative process and for an Exhibition of Learning. This will be at IDEAS. (We are looking for a staff volunteer to cover Coleen's first class.)

MAY 14th - Louder Than A Bomb is a documentary about young spoken word poets showing at the JMKAC. They are just beginning a residency that will continue into the fall. They are doing a special showing of the film for us.