Project initiation-
How the project and student first connect. Six A's - Authenticity, Adult Relationships. Question to frame your thinking - How did the planning process create clarity for introducing students to the project and communicating how students would understand what they were going to do and why? Here are some aspects you might consider: 1. Project launch (introduction and purpose of project) 2. Client, partner, or intended audience initial introduction, connection, research, investigation, etc. Use a maximum of 500 characters with spaces
While we were unable to collaborate with USD this year, we focused our project in English and History classes to begin laying the foundation of various systemic inequalities. In English, we began reading and researching oppression in America. In History students focused around the theme of systemic inequalities that have deep historic roots in our country. Students were also introduced to the project, writing a speech focused on systemic oppression, at the start of the year.
Project Exploration and Development *
How teaching and learning produce outcomes. Six A's - Authenticity, Academic Rigor, Applied Learning, Active Exploration, Adult Relationships, Assessment. Question to frame your thinking - What did students learn and produce throughout the production of the project? Here are some aspects you might consider: 1. Standards-based learning through content specific classes 2.Team development 3. Interdisciplinary connections 4. Student reflection 5. Deliverables 6. Exploration through field trips and guest speakers 7. Interaction with client, partner, or intended audience. Use a maximum of 800 characters with spaces
Students explored and produced their systemic inequality projects in both English and History classes. In History, students were given several famous historical speeches (with particular emphasis on the inclusion of historically marginalized voices) to close read and analyze throughout the course of the year. Additionally, students analyzed the elements of persuasive writing. Students were eventually asked to write a speech focused on one particular group of oppressed people that resonated most with them. In English, students produced posters, poems or drawings to voice the issues that are faced in today’s society to the community. They worked with peers to get feedback and improve their work.
Project Revision and Exhibition *
How students revise, reflect and share their learning. Six A's - Assessment, Adult Relationships. Question to frame your thinking - In what ways did students have opportunity for revision/ reflection and exhibition and/or what was the plan for revision/reflection and exhibition? Here are some aspects you might consider: 1. Opportunities for revision 2. Student reflection / presentation of learning 3. Project exhibition. Use a maximum of 500 characters with spaces.
Students will be given an opportunity to showcase their learning through their presentations of their speeches and systemic inequality projects. They will present their learning to their parents during their Student Led Conferences, as well as present through an online forum to other students and community members. Students will also take part in self and peer revision, as well as an overall reflection after the exhibition.