2 left: Special Ed and Professional Expectations!!
Studios are the learning opportunity types that often feel most familiar to new staff and students. They are larger group learning opportunities, often designed by an MC2 staff member, and they occur during the Studio Blocks on Mondays, Wednesdays and Fridays. Sounds familiar? That said, we intentionally call them studios and NOT classes for a few reasons.
Classes in traditional schools are the primary method for students to learn and earn credit. Credit and grades are tied to classes. In studios, teachers define a course of study through which students learn and earn competency and demonstrate habits. Studios are smaller and more agile- they often change from term to term. Students do not have to complete a certain battery of studios to earn their MC2 diploma. In fact, a few students have graduated from MC2 with a significantly low percentage of their checklist credit being earned via studios. Studios are merely one more vehicle for projects and practice in learning.
Studios change each term, so students and families are given a menu of the upcoming available studios before the Doc Week prior. They discuss their studio selections with their learning team, often after an exhibition. The staff then attempts to give every student their first choice studios, giving priority to upper phase students if necessary.
Another focus of studios is habit development. Habits are explicitly separated from the academic competency expectations, and so every studio is an opportunity for the student to demonstrate both habit competency and essential knowledge competency. Some students will enroll in a studio because they love the subject and want to practice habits, even if they do not need the essential knowledge.
In short, a studio can look like a traditional class but has other defining characteristics that are drastically different from traditional classrooms:
MC2 Studios
Can be taken in any order
Are open to any phase
Use heterogeneous grouping
Require completion of all the expected work for competency
Encourage interdisciplinary connections
Are selective about which competencies are connected
Facilitate flexibility, deadlines are guiding (see timeline below)
Traditional Classes
Have a prescribed sequence
Assigned to specific grade levels
Often tracked by perceived ability levels
Can "D-" your way to a passing grade
Often separated by subject area
"Cover" an entire subject area
Firm deadlines/timelines for the whole group
Past studio descriptions:
Studios are a coordinated opportunity for students to complete projects that are aligned with essential knowledge competencies and checklist items. It's the completion of projects and activities that earns credit. Students and staff keep track of which competencies are aligned to each project through a credit update sheet.
The Credit update sheet is a spreadsheet that teachers will use to track progress and assessment of assignments and projects in their studios. Advisors will have master copies of their credit update sheet which will include the names of the students. This master copy can be shared with staff.
Students, parents and learning teams often rely on the credit update sheet to track their progress as well. When sharing the credit update sheet with students and learning teams, use a seperate anonymous credit update sheet that does not include the names. They may be given their corresponding letter column to track their progress in the studio. The student/anonymous copy can be created to pull the data from your master copy. View the video below for directions on how to setup a credit update sheet and the anonymous copy:
A studio is a proposed series of projects, with a clear timeline, for a group of students. Teachers plan studios with the understanding that if students complete all the work, then all the proposed credit will be demonstrated and earned. Students are under no obligation to earn or attempt all of the projects in any given studio, and can often negotiate a more personalized experience.
One example of personalizing a studio is when a student proposes a "spin off project." This is where the student designs a new project to meet the studio competencies, in lieu of the project the teacher designed. These projects help students show off their creativity and interest in the subject, and often is more engaging than the original project. Spin off projects can be proposed independently (link indy project form) or with the help of the MC2 staff, but ultimately will need to be approved by the studio teacher.
Studio deadlines are intended to pace out the work in a reasonable and logical pace. Students always have the opportunity to create their own deadlines independently within a studio. Ultimately, though, the expectation is that the work is all due by the end of the studio. Students always have the opportunity to finish incomplete work during that Doc Week. If students have kept up with studio deadlines, though, they don't' need this extra time.
If a student does not complete all the work expected for a studio project, they can ask the teacher for an extension. MC2 has a Project Expiration Policy that states that students can reasonably expect to have one additional term/trimester to finish old work. After that, however, teachers cannot be expected to be responsible for coaching any projects older than this. Often the projects are very timely or community-based, and some of the authentic resources and partners are no longer available.
If a student exceeds the extension timeline, they can always use whatever work they do have completed and use it as the basis for a new personal project.
When school is in session (not vacation, not remote learning), and students have no need for the studios offered, or if they have another project in process, they can apply for an Independent Block. This negotiation allows students to have control over their time, location, and output. Students apply for an independent block by making sure they meet the requirements, and then also draft a plan for their work with their advisor.
To earn an Independent Block, students must demonstrate the following:
Proficient EODs (End of Days)
Current ILP, referencing
Last Exhibition was Exemplary or better
Exemplary Ownership
Exemplary Self-Direction
Exemplary Collaboration
Exemplary Quality Work
Exemplary Decision Making
Exemplary Information
Exemplary Technology
Exemplary Management
Exemplary Communication
Proficient Character
Proficient Problem Solving
Proficient Curiosity and Wonder
Additionally, a student will need to have a clear plan with benchmarks, to communicate the goals for the independent work. All independent blocks are approved and determined by the staff when they set studio rosters.
I either start with a project and connect competencies OR start with competencies and create a project. This is not a linear process. Many people do these in a non-order.
Make a learning window/ create Essential Question (identify what is most important for students to get out of this studio)?
Create the project in Project Foundry- add the students, competencies and habits
Look at what other people are doing.
Look at competencies that are involved and connect them to real world projects and assignments. - Link to Derek's comp doc
Create a variety of activities (up and moving, hands on, reading, discussing, etc). Try and do several different types during each lesson.
Include some type of assessment in each lesson.
The less talking I do in a lesson the better the lesson, but it takes more prep!
Design a 4MAT learning wheel to identify how you're navigating the learning cycle
Add Learning window doc
Talk to your peers about ideas and help!
Identify the Essential Knowledge needs of the community, prioritizing the checklist gaps for Phase Three and Four students,
Brainstorm studios to target those competencies as a team,
Plan next Quarter learning studios a month before Doc week; start planning next quarter learning studios two weeks before Doc week; have signup descriptions ready for Doc Week
Set up first week of Learning Studios in Project Foundry before start of quarter; draft other major tasks
Habit assessments - When designing studios it is important to identify what habits learners will be demonstrating throughout the studio. Habits are assessed in Project Foundry for all learners every two weeks of Habit assessments (participation, observables, etc) no artifacts needed
Project assessments- assess based on rubric/ guidelines for the project. Either give revisions or check off in credit update sheet.
At the end of the trimester the studio will need to be closed out for a final assessment. To close out a studio the project in Project Foundry must be evaluated. Through this process 'credit' is officially assessed on the emerging to life long scale (proficient or higher is required to earn the competency). Comments are also left to describe the student's progress in the studio and a final habit assessment is done. (*note: studios closed out in Project Foundry can still be evaluated and updated for students completing work after the initial closing date)
Add these resources:
Learning Windows
Course selection form
Studio Evaluations