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League of Women Voters - Spring 2026.MOV

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Show through pictures, videos, examples of student work to reflect on the check ins done throughout the project.  How did students reflect throughout the process? How did student critique and revise?

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We met with the team from Wildman to do Critical Friends. Each team pitched their initial ideas and received feedback from the other.

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How can we efficiently engage and empower young people to participate as informed voters?

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Please list speakers and business partners you encountered throughout your journey.

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Please add quotes from students, parents, authentic audience, and any business/community members you utilized. Please use first names only.

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Show through pictures, videos, examples of student work, links to reflect how your students built empathy, determined Need to Knows, and uncovered important information to solve their driving question.

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Show through pictures, videos, examples of student work, and written documentation to reflect how teams were built, how students uncovered and understood the driving question, the standards covered, and the launch into the project.

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Show through pictures, videos, examples of student work to reflect how your students came up with multiple ideas.

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Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

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Take time to reflect on what went well. What will you change for next year? What feedback did you get from students, the business partner, the authentic audience that can help make this project even better?

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Show through pictures, videos, examples of works to reflect on how students narrowed their ideas, determined their best solution, and developed the solution.

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Our team got to know each other on Launch Day at GRCC. We did several protocols this day, including "Unboxing" and "Hopes, Fears, Norms".

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Students had time to look through the program folder and ask questions. They did some self-reflection before going to meet our business partner.

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The ambassadors from the League of Women Voters arranged for some team building activities for us. Here we are participating in a paper airplane contest.

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After gaining some understanding of our business partner, we created a stakeholder map to identify which groups/individuals are most impacted by our Driving Question.

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After identifying our stakeholders, we created empathy maps for some of the stakeholders we felt were of greatest importance.

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Another team building activity we did was building snowmen out of marshmallows with only our non-dominant hands.

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Students narrowed down which ideas they felt were of most value with the $100 test.

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Students helped narrow down ideas by conducting a NUF test for 9 of their favorites.

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Students gave elevator pitches to summarize their research into potential solutions.