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Establishing Norms: Students brainstormed ideal teamwork conditions and acceptable ways to handle conflict productively

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Establishing Norms: Students brainstormed ideal teamwork conditions and acceptable ways to handle conflict productively

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Students generated ideas and the teacher summarized and displayed them

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Entry Event: Playing a model game to see one solution to the problem 

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Entry Event: Playing a model game to see one solution to the problem 

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This model game was made by the teacher to show how circuits work. Students played with it to see how they could master the challenge

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Students were put in teams and given specific tasks to help them understand the project at hand. The main resource they used was an entry doc (document that anchors the goals, requirements, timeline, and constraints of the project). After reading it in groups, they posed questions to the teacher (in lieu of an outside authentic audience due to time and Covid restrictions). The teacher clarified questions, taking the viewpoint of an outside stakeholder (peer from another science class, science teacher, or administrator).

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Press question mark to see available shortcut keys

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Students used model games, cardboard, batteries, and holiday string lights to build functional electronic games. They had to incorporate review questions for an upcoming test. Building the circuits that made the games function helped them solidify their understanding of why electricity flows and how batteries store energy. The review questions embedding in the games helped them make connections and practice content before the assessment. That also told the teacher and other students where everyone was at in terms of understanding and mastering content.

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Press question mark to see available shortcut keys

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Students used the critical friends protocol to help check each other's progress and provide feedback. This helped steer off-track students back toward success and affirmed / inspired those who were already making great progress. The process makes sure that everyone makes growth (with the help of some very deliberate coaching on the part of the facilitator).

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Press question mark to see available shortcut keys

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Students presenting their games to others and asking for likes, wonders, and ideas for improvement

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To share our work, we hosted an Open House and invited behavior specialists, office staff, principals, peers, and upperclassmen to visit and give critical feedback through "likes", "wonders", and "ideas". Criteria for the project were posted on the whiteboard for all to see and protocols for making feedback constructive help set a positive and professional tone for the experience.

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With the shortened timeline of the project, some successful models were identified by the teacher and students and then posted to help everyone see multiple ways the challenge could be approached

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Press question mark to see available shortcut keys

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The go-to document for students outlining the expected outcomes of the project

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xx Project Electronic Review Game Entry Doc

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Slides the teacher used to guide student work through the project. Broken-down by days and stages from the futurePREP'd Creative Sequence