Studios

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:

Past studio descriptions:

Deadlines, Timelines, Studio Extensions

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.

Independent Work/Blocks

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.

How to Design A Studio

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!

Ideal Studio Development Timeline

• 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

Studio Assessments

• 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.

Closing out a studio

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)