Project: Continue the Vision - Writing Project

Step Description Expected Student Results
1 Idea Generation, a Letter of Introduction and Essential Questioning:
IDEA GENERATION:

Teacher’s Role: Prior to communicating with mentors, the Gifted & Talented Teacher will brainstorm topics of interest with students as they prepare to choose one area for their investigation. During the first week, the Gifted & Talented Teacher will instruct students in the first step of the idea generation process, asking students to consider “What is your Passion?” The teacher will spend time collaborating and encouraging students to consider how they might incorporate their gift(s), talent(s) and passion(s) to create a “Passion Project.” The ideal goal is for students to be thinking of how they could employ their gift(s), talent(s) and passion(s) to make an impact and/or tackle a real world issue. Most essentially, students should be developing their approach and concept for their Passion Project in this initial phase.

LETTER OF INTRODUCTION:

Student’s Role (First Message): Students share their interest in the project and why they've chosen to participate. Student shares a commitment to meet the minimum requirements of the program. These include: communication with mentor at least two times a week, using the project tracker, notifying teacher proactively when communication two times a week isn't possible, conducting and writing about independent research, and submitting a final survey. Student also shares which days of the week the mentor can expect a message. The first step of the project will focus on researching their area of passion and how they might develop a “Passion Project” that reflects excellence. This is a great place for students and mentors to begin collaborating.

Mentor Role: Mentor will brainstorm with student to identify possible topics of research and questions/issues of professional or personal interest. The goal is to draw students to consider provocative questions rather than researching "animals" or "war." Student may pursue an issue they would like to change (raise awareness and provide ways for people to get involved and help bring about change), or research something they are curious about and be willing to find an authentic audience in which to share information. In other words, if a student’s “Passion Project” topic is art, encourage the student to find a way to make an impact or raise the caliber of their project development to a level of excellence. For example, last semester I had two ladies who used their shared passion of art to collaborate and curate an authentic art exhibition during our town’s art walk. They created, collected, and organized art from the school in order to create the show. They also considered media marketing when developing a Facebook page to advertise for their event. All artwork sold this night was donated to a charity. This is a situation in which a student used their passion, gifts and talents to make an impact in the real world.

Mentor shares an eagerness to meet the minimum requirements
as well as the best days for posting and reading messages.

Additional Comments: It is important that the student understands the responsibilities and benefits of the program, as well as the requirement for the student to find
an audience that cares about their issue/topic, one that
goes beyond friends, family and their teacher. If you can help connect them to resources and professionals for real point of contact, this will surely make a difference in the quality of experience.

ESSENTIAL QUESTIONING:

Teacher’s Role: Next the teacher will instruct students in the second step of this process, by giving them a series of reflection based questions and will begin to guide students toward resources for the chosen topic of study.

Student’s Role (Second Message): Student will respond thoughtfully to a series of “Essential Questions.” These questions will serve as a foundation for a conversation of topic between mentor and student.

Mentor’s Role: The mentor will reply with an introduction and thought provoking questions or suggestions regarding possible resources for the project idea as well as possible redefinitions of the essential questions. The student and mentor will further explore the background information necessary to understand the topic chosen by the student.
 1. The student will write a letter of introduction to the
mentor explaining his/her interests and activities in and
out of school
2. Student will collaborate with their mentor about the
nature of the project for their "Passion Project" and
student will write a paragraph to share that
problem/interest with mentor. If student has not yet
decided on a problem to research, he/she will ask the mentor for help choosing the project from a list of topics the student has generated.
3. Student will respond to a series of essential questions composed by the Gifted & Talented teacher.
4. Student will send all of the above information to
mentor for feedback.
2 CONDUCT GENERAL RESEARCH:

Student task: The student will share research topics based on personal interests. Student will use the Internet or other resources to research a current issue relating to their community or region. The word “issue” can encompass an idea or concept as well. For example, a student interested in writing a book, might research the ways in which a book gets published, how to publish or bind their work (using Blurb, E-book, a book publishing source or by creating a blog/website), etc… Another example might be student who hopes to arrange an art show based on a compilation of personal work. Their issue may look like finding a gallery or business willing to donate their space for a night, marketing for the event, researching conceptual and/or aesthetic themes for their art, etc…

Student and Mentor Task: Student and Mentor exchange letters in which they discuss community issue to be researched.

Mentor Task: Mentor researches topic and sends student some search terms and/or websites related to the topic.


Student Role:

1. By leveraging Internet resources as well as other resources identified by the teacher, mentor, parents, and others, students will identify both the research topics and the individuals who are conducting the research or making the discoveries.
2. Student and mentor will use resources to identify major experts in the field of study.

3. Student will create a list of at least five experts or professionals who they could possibly network with in the area of interest they have chosen.

Mentor Role: Mentor will assist student in creating a list of major experts in the field. A document (MSWord, etc) will contain any biographical information and contact information available on the web or through other resources.


 Student will respond to mentor message and confirm what
community/regional "issue" they plan to research.

Student will begin researching the topic using the Internet
and will find at least ten Internet sources that have
information on the topic. Student will copy each of the
sources and upload the list to the mentor.

1. Identify resources/research for topic.
2. Document contact information for experts.
3 TASK LIST AND IMPLEMENTATION:

The Gifted & Talented Teacher will instruct student in the next step of the process, “Develop Task List and Implementation,” and will guide student in organizing a developed topic of study. The project will include a clear definition of: concept, plan, approach (task-list, medium/material), and conclusion. Some students may have already begun the project at this point.
Student’s Role: The student will write the procedure for his/her project and send this to his or her.
Mentor’s Role: The mentor and the mentor will guide this process. The student will e-mail the mentor to discuss the effectiveness of the procedure and the mentor will suggest revisions to the procedure. The mentor will help student determine the different elements of the project, and suggest resources that will enhance the level of excellence. Mentor will aid student in identifying reliable sources of information on the topic identified.

 1. The student will share his or her "Project Plan" with mentor (This will include a Task List and Project Procedure)
2. The student will further develop project plan with mentor
4 COMPOSE INTERVIEW QUESTIONS FOR PROFESSIONAL INTERVIEW:


Teacher’s Role: The teacher will instruct students through a “Professional Interview” assignment, in which students must locate a professional prating the students’ field of interest, issue or Passion topic and conduct an interview.
Student Role: The student will compose a list of 5-10 interview questions for the experts. This list will be discussed with the mentor and refined.
Mentor Role: Mentor will aid student in editing and composing interview questions. Mentor will help students identify experts and act as a liaison between students and the experts/institutions if student does not already have a professional connection. Student presents findings from the interview to the class in a creative format.
Additional Comments: Students should identify experts with a range of experience. Some of the best experts are retirees or community volunteers who have even more time and energy to devote to the cause or avocation than they did when they were working in the field.
Compose Interview Questions for Professional Interview
Teacher’s Role: The teacher will instruct students through a “Professional Interview” assignment, in which students must locate a professional prating the students’ field of interest, issue or Passion topic and conduct an interview.
Student Role: The student will compose a list of 5-10 interview questions for the experts. This list will be discussed with the mentor and refined.
Mentor Role: Mentor will aid student in editing and composing interview questions. Mentor will help students identify experts and act as a liaison between students and the experts/institutions if student does not already have a professional connection.
Additional Comments: Students should identify experts with a range of experience. Some of the best experts are retirees or community volunteers who have even more time and energy to devote to the cause or avocation than they did when they were working in the field.


1.Student creates a series of at least 10 interview questions
2. Student conducts professional interview
3. Student presents findings to the class in a creative format.in the field
5 CREATE PLAN FOR PRESENTING “PASSION PROJECT”:

Student Role:
1. Student will create plan for identifying the best method
to present “Passion Project,” research findings, and interview results.

2. Student will send outline of ideas to mentor.

3. Students are further developing Passion Project considering mentor input.

Mentor Role: Mentor will assist student in identifying the
best format to present the research findings.
Outline for presentation
6 WRAPPING UP THE PASSION PROJECT:

Student’s Role:
The student will fully develop the culminating presentation to share the investigation and results with audience. Student will complete a self-evaluation of the project investigation.

Student will write a letter to mentor. The subject of the letter will be a self-evaluation of the project, including what the student did well, what he or she would like to have done to improve upon the project, and what the mentor contributed to the process.

Student will complete the Telementor Survey. Mentor will respond to student’s self-evaluation with comments and suggestions.

Mentor’s Role:
The mentor will assist student in finalizing the investigation and organizing the culminating “Passion Project.”

Mentor will complete the Telementor Survey.
 The student will finalize and share presentation