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Issue 11, Spring 2014
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Education, Expanded,
   Cameron Ishee
Students as Experts in Professional Development,
   Ben Krueger
A Humbling Lesson in Listening,
   Ashley DeGrano
Teaching, Learning, and Relationships,
   Student Panel
A Reel-y Authentic Project,
   Daisy Sharrock & Elizabeth Perry
Growth Through Reflection,
   Georgia Hall
Making Critique Work,
   Briony Chown
Permission to Wonder: Using Art to Deepen Learning,
   Philip Yenawine
What Does it Mean to Think Like a Teacher?,
   Cindy Meyer Sabik


Cards:
1: Building a Better Athlete
2: Airwaves of Identity
3: #Hashtag Film Project
4: Understanding Habits of Heart and Mind through Our Community
5: Jambox Project
6: LEGO Carnival
7: What’s the Story – an Art Project
8: Raptors for Rodents
9: Re-inventing Romeo and Juliet
10: In Sickness and In Health
11: Water We Doing?
12: Creating Ripples with Underwater Robots
13: A Picture is Worth 1000 Words


Airwaves of Identity

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Airwaves of Identity focused on the media’s effect on cultural thinking and action. Students wrote and produced live radio shows on topics that were deemed important by them (music, pop culture, politics, etc). Students reached out to businesses in our local community for donations, advice, and participation in the event. We partnered with local radio station 102.1, KPRi in order to learn from working professionals in the business. To document the process, students kept weekly blogs that allowed them to post pictures of each week and reflect along the way. Students had a job that was developed and carried out by them for the entirety of the project, including host, script writer, director, DJ, and social networking guru.

Teacher Reflection
Airwaves of Identity built in a tremendous amount of student voice and choice. The students were motivated throughout this project, reaching out to members of the community and pushing each other to meet deadlines and perfect their live shows. The design, process, and products were completely student driven. The final products reflected the students’ dedication and pride for the project.

Student Reflections
I had many doubts going into the project about how we were going to pull it off, but after our first meeting with our group I gained a lot of excitement towards our exhibition. I felt comfortable being able to choose what role I wanted to be in. There was no point where we weren’t using communication in order to complete our jobs and end the project as a collaborating radio show team. —Ashley S

The project taught me more than I realized. We didn’t just learn history and literature, we learned to appreciate one another and look past everyone’s flaws. Unexpectedly, the whole project brought life to the classroom culture. No student was outcasted, and we became a family. —Leni A

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