🗓️ Before Class: Teacher Prep
- Gather/set out: Notes/records from this semester's studio jobs, Retrospective template (chart paper or shared Doc).
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
🧑🏫 Substitute Teacher Guide
A scripted, step-by-step runsheet for today's class -- hand this to anyone covering the room who doesn't know the daily routine.
- Day 1: 📋 Open Substitute Guide
- Day 2: 📋 Open Substitute Guide
🎯 Essential Question
- Looking back at how our studio has operated this semester, what's working and what should change?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Evaluate the studio's systems (intake, triage, approval, production, delivery) for strengths and weaknesses.
- Propose at least 2 specific, actionable improvements.
- Present recommendations to the class.
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- CDOS 1 — Career Development -- students will be able to explain the range of career choices, and identify personal interests, skills, and aptitudes that relate to those choices.
- CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
- CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
- CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).
📚 Key Vocabulary
- Retrospective
- A structured look back at how a process worked, used to find specific improvements for next time.
- Actionable
- Specific and doable enough that someone could actually act on it, not just a vague complaint.
🧰 Materials & Tools
- Notes/records from this semester's studio jobs
- Retrospective template (chart paper or shared Doc)
🧠 Do Now (Warm-Up)
Think of one moment this semester when a studio job got stuck or confusing. What caused it?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Evaluating the Systems | Do Now (5 min, above). Mini-lesson (5 min): what a retrospective is and why real teams do them. Independent/team evaluation (30 min): evaluate each studio system stage (intake, triage, approval, production, delivery) for what worked and what didn't. Share (5 min). |
| Day 2 | Proposing Improvements | Do Now (5 min). Team work (25 min): propose at least 2 specific, actionable improvements with reasoning. Present (15 min): present recommendations to the class. |
✅ Assessment & Exit Ticket
Recommendations scored with a rubric: specific, actionable, grounded in a real example from this semester.
Exit Ticket: Name the one improvement you most want the studio to make next year.
📊 Pull up the anonymous Class Check-In for students to fill out before they go.
🧩 Differentiation & Accommodations
English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.
🔗 Resources & References
- None beyond this lesson's materials.