Students began their individual SPARK project by identifying their leading interest and providing an explanation of why they found the topic fascinating. Students then participated in a ‘walkabout’ (sharing and discussing each chosen SPARK topic), for peer feedback on the chosen topics. Students positively challenged each other to “dig deeper and find what you are searching for.” Key topics that led to deeper discussion were:
Each student discovered some of their personal common themes that showed throughout the class. Some examples of this were: being with others; discovering something new; movement; safety, comfort and happiness. These personal themes will often drive decision making in the choices they make in life. What's your personal theme?
Students identified key images and symbols to represent their SPARK choice of topic and created story boards containing notes and the concepts of motivation, inspiration, and excitement and what drives their curiosity. This drove discussions about motivation and inspiration.
Students worked on identifying and locating experts and resources for the chosen SPARK topic.
By planning their SPARK experiences, students practiced bridging bigger picture thoughts and breaking them down into specific critical details they believe would be required for the project to be successful.
Students sent out letters to experts such as Gordon Ramsey, top chef for grilling; astronauts Don Pettit and Jeffrey A. Hoffman, for weightlessness in space; The jabbawockeezs for Hip Hop Dancing and Diana Reiss, a physiologist expert specializing in behavior and communication with dolphins.
Next students independently created interview questions to communicate with potential contacts. This challenged students to ‘think forward’ and plan, working on executive functioning skills.
SPARK was closed with a Circle of Gratitude dialogue. Students delivered one thank to another and the receiver practiced mirroring back what they heard. This technique is taken from Imago therapy. The focus of the classroom exercise is to practice taking in and holding on to positive information that’s delivered from another individual.
- Intuition: what is intuition, how it works and what it tells us.
- Your brain in a creative state vs. an execution state - it can’t truly do both well at the same time – so we stayed in our creative, thought dumping space.
Each student discovered some of their personal common themes that showed throughout the class. Some examples of this were: being with others; discovering something new; movement; safety, comfort and happiness. These personal themes will often drive decision making in the choices they make in life. What's your personal theme?
Students identified key images and symbols to represent their SPARK choice of topic and created story boards containing notes and the concepts of motivation, inspiration, and excitement and what drives their curiosity. This drove discussions about motivation and inspiration.
Students worked on identifying and locating experts and resources for the chosen SPARK topic.
By planning their SPARK experiences, students practiced bridging bigger picture thoughts and breaking them down into specific critical details they believe would be required for the project to be successful.
Students sent out letters to experts such as Gordon Ramsey, top chef for grilling; astronauts Don Pettit and Jeffrey A. Hoffman, for weightlessness in space; The jabbawockeezs for Hip Hop Dancing and Diana Reiss, a physiologist expert specializing in behavior and communication with dolphins.
Next students independently created interview questions to communicate with potential contacts. This challenged students to ‘think forward’ and plan, working on executive functioning skills.
SPARK was closed with a Circle of Gratitude dialogue. Students delivered one thank to another and the receiver practiced mirroring back what they heard. This technique is taken from Imago therapy. The focus of the classroom exercise is to practice taking in and holding on to positive information that’s delivered from another individual.
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