# data[].attributes.body
Our authentic learning in the CNA classes involve working with the residents in the Nursing Homes.
Step 1: Complete all skills on the skills checklist. (They are not able to go to clinical until this is done)
Step 2: Must have background check done.
Step 3: Review clinical rules/ expectations
Step 4: Orientation to Nursing Home
Step 5: Students spend 44 hours at the clinical site working hands on with residents
Step 6: After students have completed their hours, they take the state exam. If they pass they are Certified and their name goes on the the state registry for CNA's. If they fail, they are able to try 2 more times (3 attempts total) If they fail 3 times they must take the course over.

# data[].attributes.body
What are the elements of launching an authentic project from start to finish?

Mental Health PSA for Waterloo Youth City Council.
Step 1: Students had to listen and take notes on the client's needs and determin the project scope -(what are the deliverables and what are the steps to get from here to there.

Step 2: Students met with a local radio producer to brainstorm ideas and come up with pitches to send the client.

Step 3: Was to pitch the ideas to the client and get feedback (rinse and repeat unitl client sign-off)

Step 4: Procure voice talent and record multiple VO parts.

Step 5: students assembled several versions of the PSA and sent to the client for review. They had to revise to the client request

Step 6: Send final versions to the radio DJ for review and final edits.

# data[].attributes.body
Purpose - What the project must accomplish is discussed, standards and curriculum. Brainstorming then occurs. Students will decide which idea works best for their schedules.
Pitch - Have a meeting with school admins about the project.  Make a final decision.
Plan - make a timetable to accomplish the project.  Have students assign roles and determine when check-ins will occur.
Implement - put the plan in action
Evaluate - How did it go? What went well, what didn't work.

# data[].attributes.body
First, the students need to identify a project/problem to work on. Then they have to brainstorm ideas and work through those ideas to find the best one. Once they have landed on a solution, they will need to develop their ideas into action steps. Being willing to accept guidance and feedback from community partner is a must, and understanding that failure will be a part of the process will be key. Making sure to see failure as a necessary step to a better solution. Students must be willing to persist through the tough times, invest their time and collaborate with others is a key to success. Follow through and always look for ways to improve and grow.

# data[].attributes.body
First, the students have to be excited and committed to the project. Then you have to get others on board and see that it is a good idea with purpose and educational value. Getting support, funding, location, and a timeline of the project , is probably the next elements. Funding by getting community partners is a great way to connect the project with the community and to give the business some advertising. Using the scrum process is a great way to breakdown the the big idea and to assign manageable tasks.

# data[].attributes.body
An authentic problem must be identified by the students. This will take brainstorming from the students and the community. Once the students have decided on a project they will need to find a partner or partners within the community. The students will need to do some research on funding and gain support from the community to continue with the project. They will also need to be able to accept failure along the way and make changes as they go along.

# data[].attributes.body
One of the first steps is determining a problem, idea, or purpose.  I am planning on some brainstorming sessions to find projects around the areas of leadership, citizenship, financial literacy and 21st century skills for my class. One project my encompass all four of these aspects.  Students will be able to use their unique skills in completing the project.
Next would be partnering with the school and/or community.  This could involve ideas for projects and/or funding for projects.
My role will be as a facilitator and hopefully allow the students to take the leadership.  I would use a SCRUM board to complete tasks.
Time and effort will be a consideration since I am working with middle school students, and I do not live in the same community.

# data[].attributes.body
The number one element are the students. Students with a drive and desire to make a difference. Students also have a variety of skills and can adapt and solve problems.
The number two element is the support. Support comes from the school, community, AEA, and a teacher to facilitate the project.
Next there is the research. By breaking the project down into smaller tasks the students do the work.
A huge element is funding. Asking for money is hard for anyone, but with a positive goal it is possible.
Finally, the presentation. To promote your goals in order to get approval and financial support.

# data[].attributes.body
1. Know the problem and find a purpose
2. Develop a way to track the steps and monitor progress
3. Brainstorm the ideas and pitch the best one -- remember to consider the financial side
4. Maintain contact with supervisor to revise project as you go
5. Be willing to put in the extra time and effort to present a quality project

# data[].attributes.body
1. Have an established way to keep track of progress towards a finished project. This process should be created and understood prior to taking on any projects to ensure efficiency.
2. Identify a need or project request.
3. Create pitch including financials.
4. Get pitch approval from partner and any other parties involved.
5. Create & revise project as needed.
6. Submit/present/enact final project

# data[].attributes.headline
Marci Dunlap-1)authenticity of the problem; 2) commitment of the stakeholders, selves, and educators (and district); 3) understanding of the critical nature of the pitch; 4)identification of audiences who need to hear the pitch; 5) necessity of an organizing tool (Xello); 6) ability to view technology as a tool and NOT the learning; 7)ability to learn a process in addition to the project details; 8) the critical nature of a recurring vision statement; 9) compare and contrast recursive vs. linear sequential process.  Overall, students have to be internally motivated and buy in to the project.  If the educator(facilitator) does not front load a lot of the work in terms of how to train the kids to interact (conduct in feedback sessions, concision in writing in Xello, problem-solution language) the final products will miss the mark.  Also, the educator must be strong enough to stand back and allow kids to struggle-I know that will be difficult because of the community involvement piece.  

# data[].attributes.subject
Marci Dunlap-1)authenticity of the problem; 2) commitment of the stakeholders, selves, and educators (and district); 3) understanding of the critical nature of the pitch; 4)identification of audiences who need to hear the pitch; 5) necessity of an organizing tool (Xello); 6) ability to view technology as a tool and NOT the learning; 7)ability to learn a process in addition to the project details; 8) the critical nature of a recurring vision statement; 9) compare and contrast recursive vs. linear sequential process.  Overall, students have to be internally motivated and buy in to the project.  If the educator(facilitator) does not front load a lot of the work in terms of how to train the kids to interact (conduct in feedback sessions, concision in writing in Xello, problem-solution language) the final products will miss the mark.  Also, the educator must be strong enough to stand back and allow kids to struggle-I know that will be difficult because of the community involvement piece.  

# data[].attributes.body
They found a need and then created a purpose of how to solve that need. They had school backing. They had a teacher that was supporting their efforts. I liked how they used the scrum process to list projects and divide up who was going to work on the projects. They had a lot of community/business financial support. They also had at least four individual students who are willing to put in extra time for the success of the project.

# data[].attributes.headline
The Important thing is to create the purpose, relevance and focus for the students. Allow the student to succeed or fail in their actions. But with direction, success is most likely. 

# data[].attributes.subject
The Important thing is to create the purpose, relevance and focus for the students. Allow the student to succeed or fail in their actions. But with direction, success is most likely. 

# data[].attributes.body
The biggest thing is finding students that are willing to buy into the idea and put in the extra time. It's easy when it is part of a class but the hard part comes after the class is over and there is still work to do. I liked how they used the scrum task board and how they identified the steps they need to accomplish to make it work and that they didn't just give up with there first idea of a store didn't work.

# data[].attributes.body
Problem ID = Purpose
Project Management/SCRUM
Generate Concepts
Design a Solution
Client Presentation = Pitch
Business Plan
Rejection/Resilience
Construct/Build Prototype
Evaluate Solution/Re-design
Presentation = Pitch

# data[].attributes.body
Identified a need in the community.
Worked with community partners to secure financial support.
Used failure as an opportunity to learn.
Created a strong plan using SCRUM, delegated responsibility and accountability.
Commitment to seeing their plan through.

# data[].attributes.body
Students need supervision and guidance. Ag students this would not be much different than the supervised agricultural experience projects they already complete. The purpose and proposal are huge. Creating committees within to help tasks get done and focus of the group is done in an efficient manner will be important. Knowing students can ask for help and partner with businesses to solve a problem is important. Trying to provide problem solving, leadership, and communication skills for all students as well as many others skills will be critical. The the to do list format must have check points that are completed by a committee that include the partnering business leaders as well as school officials. Business plan concepts are a huge overall aspect that in action for this authentic learning.

# data[].attributes.body
Before they got started they worked through the SCRUM process, creating their vision/timeline for the project.
The students had to come up with their purpose based off of the vision.  From there they went and presented their proposal/ideas to various stake holders.

# data[].attributes.body
A real need in the real world
A committed educator and community partner
scaffolds and support project process,
classroom policies and routines to support collaboration
technology access for communications
school support and potentially access to matching funds
Flexibility from parents for doing things differently - homework looks very different.

# data[].attributes.body
students need to know that failure is a part of the authentic learning. They need to know that sometimes a community business doesn't agree with their proposal, but they should also know that this is a tiny step backwards and regroup to try again.

# data[].attributes.body
Purpose - Brainstorming ideas with vision
Pitch - Admin, school board, community leaders
Present - peers, teachers, community members
Scrum Process - Help organize ideas, assign pieces, freedom and accountability.

# data[].attributes.body
purpose/ideas
Pitch/approval/buy-in
reach out and present
scrum process

# data[].attributes.body
purpose
approval
present
scrum

# data[].attributes.body
Vision of idea
Pitch
Administration buy-in
Community Support
Student support and buy-in
Sell products
Attend meetings
Use of scrum, played to teammates strengths

# data[].attributes.body
accept/approve the purpose
present their idea
use the scrum process