Today's class crushed it Cardboard Challenge style. We ran a version of a design sprint: a way of running through our design process while focusing on user needs, generating ideas, and getting feedback in a hurry.
Remember we are using the DEEPdt design process.
DISCOVER.
EMPATHIZE.
EXPERIMENT.
PRODUCE.
Today we focus on EMPATHIZE & EXPERIMENT.
EMPATHY Phase. We started with Empathy Interviews. Here's a list of questions that were generated last week and a couple of pictures from the's interviews with Mrs. Howatt's classes.
EMPATHY Phase. From here we came back to the room and unpacked our interviews using Post-It notes to look for trends and insights.
This led to our 8 Box-ing. 8 ideas in 4 minutes.
We then created 3 panel storyboards from the ideas that resonated the most with the design team members.
We laid out our storyboards on a few tables and used LEGO bricks to provide non-verbal feedback.
Next class we start making our low-res prototypes out of manila folder material and some other cardboard we have. These are due Friday. A low-res prototype MUST BE COMPLETED before I provide your two pieces of official cardboard. Finished Prototypes for Users: DUE NEXT THURSDAY & FRIDAY, Oct 27 & 28.
These are just some of the ideas that emerged . . .
We brought these ideas around to Mrs. Dalloway and made a number of connections between the poem and the novel, as well as to Cunningham's The Hours. Most importantly we uncovered some of Woolf's intentions -- her use of allusions, her use of stream of consciousness -- as well as Cunningham's.
We also decided to hold a Dallowinian Party. You can see the planning notes from an earlier AP Lit class here. We will hold this roleplay listening/speaking/reading assessment event next Thursday, October 27th, just in time for Halloween.
OUT OF CLASS WORK.
Read. Mrs. Dalloway. Finish the Book.
Due. Friday 10.21.16
Blog. Two Posts.
Critical Creativity Post. A Mrs. Dalloway employs color in meaningful, powerful ways. Perhaps you have noticed this, perhaps you have not. (Pay particular attention to flowers, foods, skies, clothing and faces.)
Use Colourlovers.com to create a custom palette of at least three colors relating to meaning in Mrs. Dalloway. You will need to name the palette and each color within it. Be certain to choose purposeful names and push your self to go beyond the concrete. (Concrete: "blue sky" because the sky was blue.)
Share your palette on your blog w/ explanations of your choices.
Analytical Post. The Hours & Mrs. Dalloway. Discuss the evidence of Woolf's influence on Cunningham. Consider not only plot points and characters, but perhaps also structure, language, theme and more.
ROOTS 3. (10 Minutes) Go to the link in the sidebar for Roots & Quizlet. Find the Roots 3 Quizlet and get familiar with the new words by using the various review tools and games there. There will be an activity early next week to help you know them better. There will be a quiz over Roots 1-3 on Wednesday/Thursday.
Choose one of these articles to read and complete a Notice/Wish/Wonder organizer. You will find that organizer in the English 9 OUT Folder in Google drive. It is due today in class. This is a reading assessment.
BLOG.
We are going to hold off on blogging right at the moment. It's a little chaotic. There's a lot of moving parts and pieces and I want to be sitting here to help us get on track with it. It's totally okay. Nothing is going to count against you. We just need to be doing it consistently and on a schedule and that's on me. Not a big. We'll get back to it.
PERIOD 4G: I'd like you to prepare for your empathy interviews (to be conducted on Monday) by coming up with the four or more questions your design team (groups of 1, 2 or 3 members) will ask your user to help find out what problems they could use a solution to, what might bring them joy, or what might entertain them.
PERIOD 2B & 4B: Today I'd like you to take a single piece of paper, fold it into 8 Boxes, and doodle/note, work up 8 different ideas for what you might make to meet the needs/solve the problem/entertain/bring joy to your user. You are in Experiment mode. A really good time to mess around and try new things. It isn't time to commit yet. Take a picture of your 8 Box and put it in your Google Drive English IN folder.
1st NARRATIVE WRITING ASSESSMENT (EMPATHY & ADVOCACY) There's a rubric in your Google Drive IN folders. (Remaining Time in Class.)
I'd like you to practice your sketchnote skills by sketchnoting your ideas for your writing assessment. You might use index cards, you might want to use scrap paper or photo copy paper. You might want to use your design kits. Take pictures of your sketchnotes. Put them in your Google Drive English IN folder.
OUT OF CLASS WORK.
Work on your Writing Assessment.
Due Next Thursday/Friday.
Work on designs/prototypes of Cardboard Challenge.
We started this week by attending a hip hop culture workshop.
I misread our week schedule and thought I would be seeing you folks later this week, but I am not. I'm presenting at the statewide educational technology conference, ACTEM, on Thursday. (I'll be sharing some of the work we've been doing with making to demonstrate our understanding.)
Today, sketchnotes over Mrs Dalloway were due.
I don't want you to keep reading Woolf without an opportunity to discuss, to get clarification, to work with the text.
Here's what we'll do . . .
Thursday, you will start with a brief test prep. We didn't get an opportunity to discuss your last essays, so we will focus only on multiple choice this time around.
Then you will use the power of your laptops record a discussion of your sketchnotes and Mrs Dalloway and work together to create a unified sketchnote "map" of the novel so far. What are the big ideas Woolf has introduced so far? Who are the major characters? How are they connected? What images, colors, objects are getting repeated? What patterns seems to be emerging?
You may want to use a markerboard for your sketchnote map. (Any of the projector side of the room boards are fair game.)
Upload the video to one of your school YouTube accounts and send me the link; send me photos of the sketchnote as well.
OUT OF CLASS WORK.
READ. Mrs. Dalloway to pg 82. Re-read if you were confused prior to the discussion and found clarity in the conversation.
DUE. Monday 10.17.2016
READ. Your choice text. Design challenge due Thursday, 10.27.2016
BLOG.
Analytical Post. Read How to Read Lit Chapter 5 (Where Have I Seen Her . . .) and apply one of Foster's arguments to Mrs. Dalloway and/or The Hours. Where have you seen Clarissa Dalloway or Septimus before? Since? Mrs. Brown? Virginia Woolf? Choose any character of significance from either text to discuss.
Creative Post. Messaging Septimus; Tweeting Dalloway. Using Simitator.com, create an exchange two or more characters of Mrs. Dalloway would have on social media, were it available to them back in the day. How many layers of intention might you add? Consider the topic of conversation, profile picture, handle/username, etc. What sorts easter eggs (hidden references) might find their way into your exchange. How many messages? That's up to you. Have fun with it.
Due. Friday. 10.14.2016.
INDIE BOOK PROJECT. How might we solve a problem in your choice text?
Due. Thursday. 10.27.2016.
This Friday and next Monday we will hold our first debate of the semester.
THE RESOLUTION: Music education should be eliminated from the public school budgets.
Half of the class will argue in favor of this position (cut music education) a.k.a the affirmative team
Half of the class will argue against this position (keep music education) a.k.a. the negative team
HOW IT WILL ALL GO DOWN.
1. This Wednesday and Thursday, you will have all class to get together with your teammates to come up with your arguments, find support for those arguments in the form of reliable evidence, and design a team slide deck to support your position.
Criteria for Your Team.
a. At least 3 Arguments in Support of Your Position.
Think: What Is the Argument and What Are the Reasons WHY That Argument?
b. At least 3 Pieces of Evidence from Reliable Sources in Support of Your Position.
Need citations of your sources. Use http://www.easybib.com/ to make sure your get all of the information you need.
c. At least 3 Well Designed Slides to Present Your Position.
Think: How might we use our slide deck presentation to prove our case even before the discussion begins?
d. All Team Members Must Be Prepared to Debate. Select one to two presenters to deliver the slide deck at the beginning.
e. Taking Purposeful Notes During the Debate May Serve as Evidence of Meeting the Standard.
HERE ARE SOME TIPS ON FINDING RELIABLE INFORMATION.
2. On Friday and Monday, we will start class with each side presenting its slide deck. We will start with the affirmative team sharing its slide deck and making its case. This will be followed by the negative sharing team its slide deck and presenting its case.
3. Then we will go into a fishbowl formatted debate, with participants coming and going with arguments and support. Teammates will be able to support one another, but only four people total -- two from each side, can be present at once in the fishbowl.
HERE'S HOW THE FISHBOWL WILL WORK.
4. How You Will Be Assessed . . .
There is a rubric on its way. This will be a Presentation assessment that requires evidence that you can listen well, speak well, and deliver information well.
Each team member must make two meaningful contributions to the debate to meet the standard.
A meaningful contribution may be presenting new arguments, supporting arguments with new evidence, refuting arguments with logic or evidence. Taking detailed notes to demonstrate listening may be enough evidence to meet the standard, but not exceed.
OUT OF CLASS WORK.
This week, you also have a blog post to do. You have three choices -- all surrounding music education and all related to creating a visual that demonstrates evidence of your thinking.
OPTION 1. Design a slide deck of at least six slides your own that demonstrates your personal position -- whether for or against music education -- and your reasons why. Be truthful. Be reflective. Be visual. Use as few words as possible.
OPTION 2. Design a slide deck of at least six slides that tells the story of your experiences with music education, whether good or bad. Be truthful. Be reflective. Be visual. Use as few words as possible.
OPTION 3. Design a slide deck of at least six slides that summarizes an article, video or podcast you watched in preparation for the debate.
DESIGN CHALLENGE: MUSICAL SOLUTIONS.
How might we solve a problem with music OR solve a problem in the music industry?
It'll be just like the last one. And if you've been studying, you'll likely crush it in the face. Hard.
MANILA FOLDER CHALLENGE.
We'll be tackling this big ol' question: "How might we bring joy to others?" following Mary Cantwell's DEEPdt design process. We'll be using DEEPdt all year long to practice empathy fueled, human centered problem solving.
Your creative constraints for this challenge?
1 manila folder.
4 paper clips.
Design kits (tape, scissors, markers, colored pencils glue, etc.).
DISCOVER. What brings joy/what takes joy away.
EMPATHY. Interview a partner. What brings them joy? What takes their joy away? Ask for a story.
EXPERIMENT. Doodle possibilities. Make. Make. Make.
PRODUCE. Deliver a prototype. Get feedback. Bask in the joy.
And all of this . . . in 20 minutes.
We'll see where we are at the end of this to figure out how we'll use the rest of class. There's a number of things we need/can/should/might do.
OUT OF CLASS WORK.
BLOG. Document your manila folder challenge.
What did you learn about others? How did they respond to your design? What did it feel like to design for another? What was successful about your design? What would you change?
AND
What was it like to have someone design for you? How did they do meeting your needs?
If you haven't turned this in.
Write a one page letter in which you ask a teacher, a parent/guardian, a friend, a coach or some other specific individual for help. Explain what it is you need help with, why you need that help, and how specifically that person might help you.
OR Empathize with an individual struggling with one of the challenges we've explored in class. Adopt that person's point of view and write a letter in which that person asks for help from a teacher, parent/guardian, friend, coach or some other specific individual for help. Explain what it is they need help with, why they need that help, and how specifically that person might help them.
OR Empathize and advocate for an individual struggling with one of the challenges we've explored in class. Ask one of their teachers, parent/guardians, friends, coaches or another specific individual to help that person. Explain what it is they need help with, why they need that help, and how specifically that person might help them.
You might take a listen to this podcast about Grooveshark, a now defunct streaming service.
And this story of Macklemore & "Thrift Shop"
SHOW YOUR THINKING.
Blog. Imagine you are an aspiring musician. What path would you take to making a living with your music? Which streaming service would you use? Would you stay independent or sign with a label? Use information from the above articles and any other research you'd like to conduct to support your decision. Include text evidence and/or links to video/audio that helped you come up with your decision
DUE. Friday. 10.7.2016
You'll spend just a little time jumping into those articles on your own. Get a sense of what an answer to that question might be.
And then we're going to dive into your next design challenge and how we might use music to solve problems.
DISCOVERY Phase.
I'll be sharing examples of real world solutions that fit our criteria. (LiveAID and "We Are the World" to "Same Love" and Lemonade, Walkmans and Discmans to iPods and Spotify and more . . .) And from there we will have time in class to brainstorm and ideate, to identify possible users, and generally get our design process underway.
Here's the rubric that is also available in the Pop Culture Fall 2016 OUT folder.
Pop Culture Fall 2016: Musical Solutions Single Point Rubric
How might we use music to solve a problem? Personal? Local? National? Global?
OR
How might we solve a problem in the music industry? Creative? Business? Delivery?
Creative Constraints:
Your prototype must be visible and shareable, but it does not need to be physical
You must document your process (Discovery (Research/Problem Finding), Empathy (User Needs), Experiments (Brainstorming/Ideating/), Products
You must submit a written or recorded explanation of the intentions behind your prototype.
Criteria
Evidence of Exceeding the Standard (clever, insightful, unique, powerful, creative, meaningful, professional)
What Meeting the Standard Looks Like
Evidence of Needs for Improvement (gaps, missing pieces or evidence, incomplete thoughts)
Musical Solution Prototype
(MEDIA)
I like how your prototype presents an effective solution to the identified problem. I like how every aspect of your prototype seems purposeful. I like how I only have to ask minimal questions to understand your solutions.
Design Process Documentation
(MEDIA)
I like how your design documentation shows that you have identified a problem, considered the users needs, explored several solutions, and worked up a prototype. I like how you organized your photos/video/notes/sketches in a way that it is easy to see your thinking.
Written Explanations
(WRITING)
(OPTION A)
I like how your details are specific and make it clear to me what you intended with your prototype. I like how well organized your writing appears and how it seems to show your voice. I like how I get a strong sense of how your prototype will solve the problem.
Vocal Explanations
(SPEAKING)
(OPTION B)
I like how articulate your explanations come across because your details are specific and you make it clear to me what you intended with your prototype. I like clearly you speak with a deliberate pace. I like how I get a strong sense of how your prototype will solve the problem.
Mechanics, Usage, Grammar, Spelling
(MUGS)
I like how your work is nearly error free in terms of MUGS. There may be one or two minor errors but you generally show control of your writing.
Timeliness
(HABITS of WORK)
The final product is turned in within 24 hours of the agreed upon due date.
