Outcomes
Do Now | Quick Jot (3)As you enter the space, quietly contemplate the following question and write a response to share out in your engineering notebook:
Do Next | Turn & Talk with table partners (3)Share out | Share out responses based each Table sharing (4)Thinking Routine| Review Engineering Technical report (10)Read through the engineering technical report document linked above. Write down a Think-Puzzle-Explore Thinking routine in your engineering notebook. (10 Minutes)
Share out Thinking Routine | Random response from class on each section (10)Studio Time | Start Writing Introduction (30)Check In | Share what you have with a partner (20)Find a partner in the classroom to exchange chromebooks with your ETR introductions. What do you value about their introduction and what do you wonder about it? Are there any key definitions of disciplinary language missing? Write Values and wonders in your engineering notebooks for future reference. Studio Time | Start Writing Introduction (30)Check In | Share what you have with a partner (20)Find a new partner in the classroom to exchange chromebooks with your ETR introductions. What do you value about their introduction and what do you wonder about it? Are there any key definitions of disciplinary language missing? Write Values and wonders in your engineering notebooks for future reference. Ticket out | Reflection in your engineering notebook (5)What did you accomplish today on the ETR introduction? What are your next steps?
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Outcomes
Do Now | Quick Jot (3)Write your response in your engineering notebook:
Do Next | Mix & Mingle (3)Share out | Share out something someone else talked about (4)Professional Model | Connect - Extend - Challenge (15)
Studio Time | Research into experimentation (25)Ticket out | What was a beneficial source you found and what did you find? (3)Outcomes
Do Now | Quick Jot (5)Write your response in your engineering notebook:
Do Next | Share out Responses as a group (5)Mini Lesson | Using BadgerLink (10)Studio Time 2 | Find at least one source in BadgerLink (14)Ticket Out | Reflect on your studio time (4)Outcomes
Do Now | Quick Jot (3)As you quietly enter the space, write a response to the prompt below in your engineering notebook:
Do Next | Turn & Talk with people at your table (3)Do Next | Share out Responses with group (4)Studio Time | Find a Source (25)Search for a source today to share out. Feedback Session | Share out your sources for Feedback (20)Evaluate each other's source. Is it a BS (bad source)? Mini Lesson | Review someone's source as a group (25)As a class, Gather Clarifying Questions, Values, Concerns, and Suggestions for looking at the source with a volunteer. Write them down in your engineering notebook. Studio Time | Taking notes on sources (25)Feedback Session | Share out your source notes with a partner (25)Gather Clarifying Questions, Values, Concerns, and Suggestions for looking at the source with your partner. Write them down in your engineering notebook. Ticket Out | Reflect on today's outcome and your studio time (3)
Outcomes
Do Now | Check In on Elevator Pitch (3)Check over your proposal and establish your talking points for your 1 minute elevator pitch in random spaces! Do Next | Intro to Structure and Groups (3)In random rooms, 1 minute to pitch, and 2 minutes to get warm + cool feedback. Teachers, record feedback for the students' sake. Transition | Head to Location (4)Elevator Pitches (35)Complete elevator pitches for project ideas. Collect Feedback for Warm and Cool feedback from audience. Teachers will take notes for the feedback and give a piece of paper back to the presenter to use in revising their proposal and/or project idea if necessary. Ticket Out | Share your most valuable critique of your project idea/proposal (3)Share your response on the way out the door.
Outcomes
To submit proposal, complete the form below. DO NOT submit your proposal BEFORE Thursday, February 13, 2020. If you feel you are done with your proposal, have a project block advisor review it and give you feedback. Then work on revising your proposal based on this feedback. Do Now | Quick Jot (3)Write your responses in your engineering notebook:
Do Next | Turn & Talk with a partner (3)Share out | Share out either your word, phrase, or sentence (4)Studio Time | Complete your proposal (20)Turn in your Proposal (5)Studio Time | Develop your Elevator Pitch (15)Ticket Out | What will you do to prepare to pitch your idea tomorrow? (3)Outcomes
Do Now | Quick Jot (3)Write your responses in your engineering notebook:
Do Next | Turn & Talk (3)Sharing | Share out Responses as a group (4)Workshop 1 | Read Proposal and Gather Feedback (20)Studio time | Develop Proposal Further (30)Workshop 2 | Read Proposal and Gather Feedback (20)Studio time | Develop Proposal Further (30)Workshop 3 | Read Proposal and Gather Feedback (20)Ticket Out | What is your next step? (5)Outcomes
Do Now | Quick Jot (5)Write your responses in your engineering notebook:
Mini Lesson | Developing a Project Proposal (15)Model a project proposal as a group. (Driving Question Creator) Studio Time | Proposal writing (15)Check in | Fist to 5 (4)Studio Time | Proposal writing (10)Ticket Out | Reflect on your studio time (3)Step 1: Review definitions of Closed and Open Questions
You will begin the research process by creating a driving question. A driving question helps guide your research while still allowing you the ability to expand and build upon your project topic. It encourages you, as the researcher, to look beyond the surface level of your topic. A good driving question will not be answered during the research process. In other words, you will not find the answer on the Internet or in some book. Instead, after completing the research and gaining an understanding of the topic based on the found research, you will develop an answer grounded in your experience. Question Types 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.
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.
DRIVING Question: After considering a series of both closed and open questions in regards to your topic, you are able to create a driving question to focus your research. A strong driving question will combine the tangible information from closed questions with a more focused look at an open question.
Step 2: Generate-Sort-Connect In order to practice constructing different types of questions, the students will complete the Generate and Sort portion of the thinking routine in response to the question: What do you know about your topic? They will put one word per sticky note. For example if my topic was global climate change, I might put down the following words as notes of things I know about the topic: pollution, greenhouse effect, Earth is getting hotter, Earth is getting colder, sea levels are changing, hole in the atmosphere, Al Gore Step 3: Elaborate After the students have completed step one, they will consider the different types of information present on the post-it notes. They will answer the question: What questions do they need to ask in order to determine if their initial thoughts represent a truth? Students will elaborate on the topic by creating questions on the Driving Question Graphic Organizer, organizing these questions into the Closed and Open boxes. Example: What do you know about global climate change? Sample responses sorted into connections.
Closed Questions
Open Questions
Driving Question
Outcomes
Do Now | Quick Jot (3)As you enter the space, take a Post-It to write down a response quietly on your own:
Do Next | Turn & Talk (3)Share out | Share responses with group (4)Professional Model | Creative Questions (13)
Mini Lesson | Open & Closed Question (10)Studio Time | Open & Closed questions (17)Ticket out | Share an open and a closed question on your way out (3) |
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March 2020
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