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<h2 class="hd hd-2 unit-title">NuVu: Supporting Creative Learning</h2>
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<p><a href="https://cambridge.nuvustudio.com/" target="_blank">NuVu</a> (Cambridge, Massachusetts, USA) is a school for middle and high school students that operates on a studio model of two-week, multidisciplinary design projects. It is important to note that <span style="font-family: 'Open Sans', Verdana, Geneva, sans-serif, sans-serif;">NuVu is not subject to as many constraints as typical schools and often partners with more traditional schools. </span></p>
<p><span style="font-size: 1em;">In this video, educators and students from NuVu share the iterative design process at the core of students' studio experience and how the role of a coach differs from that of a teacher (2:23). They then talk about why a strong critique culture helps students develop a designer mindset (4:15). </span></p>
<p><span style="font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif;">As you watch the video, keep the following questions in mind. </span></p>
<ul>
<li>In your classroom, how are you like a teacher and how are you like a coach? Which role do you prefer? What might it look like/feel like/sound like to be more of a coach than a teacher? </li>
</ul>
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<h3 class="hd hd-2">NuVu: Supporting Creative Learning</h3>
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<h2 class="hd hd-2 unit-title">NuVu: Prototyping & Iteration</h2>
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<p>Andrew Todd Marcus (a coach and Chief Academic Officer) and Sam (student) share the process of prototyping and iterating students use when developing projects. Andrew and Saeed Arida (Founder) explore how students learn about both critiquing and reflecting on their own projects as well as others' (2:37). </p>
<p><span style="font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif;">As you watch the video, keep the following questions in mind. </span></p>
<ul>
<li>Do you ask your students to critique each other? How do they feel about being critiqued or revising their work? How might you help them be more comfortable with critique?</li>
</ul>
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<h2 class="hd hd-2 unit-title">Step 5: Activity Plan (Prototype) and Peer Feedback</h2>
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<h3 style="background-color: #2c2256; font-size: 20px; color: #2c2256; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><strong><span style="color: #ffffff;">Goal</span></strong></h3>
<p>Create a shareable representation of your learning activity. Then give feedback to your peers.</p>
<h3 style="background-color: #2c2256; font-size: 20px; color: #2c2256; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><strong><span style="color: #ffffff;">Instructions</span></strong></h3>
<p>In Step 5, you will first develop an Activity Plan. You will then share your plan with your peers in the forum and give feedback to at least two other course participants. Your Activity Plan will be your prototype for this unit. <span style="color: #ff0000;"><span style="color: #000000;">We invite you to take a look at some sample Activity Plans from previous learners (</span><a href="/assets/courseware/v1/f08ec274cc76223300ff0b73863f1f6e/asset-v1:MITx+11.155x+1T2019+type@asset+block/Unit_2_Assignment_Prototype_-_Exam_Preparation_Activity__Featuring_the_Discover_Stage.pdf" target="_blank">Exam Prep</a> <span style="color: #000000;">and</span> <a href="/assets/courseware/v1/d77f0f167e2ef8f84acf08da8388302d/asset-v1:MITx+11.155x+1T2019+type@asset+block/Unit_2_Assignment_Prototype__How_to_design_a_home_for_worms.pdf" target="_blank">Worm Homes</a><span style="color: #000000;">)</span></span>. The examples are not intended to be templates; please use the format that works for you. For more help with prototyping, refer to the <a href="/assets/courseware/v1/3f93694b684fe7e73e3fc9fbd74184a6/asset-v1:MITx+11.155x+1T2019+type@asset+block/Design_Process_Tips_2018.pdf" style="text-decoration: none;" target="[object Object]"> Design Process Tips</a>. Make sure to include the following:</p>
<ol>
<li><strong>Your “How might I….?” question from Step 1.</strong></li>
<li><strong>2-3 sentence overview of the activity.</strong> What are your students learning? How does the design skill being practiced fit with the content? Why is this activity a good way to practice the design skill?</li>
<li><strong>Context of the activity.</strong> Where will this activity take place? In a classroom? In a class garden? What steps will students have completed prior to this activity? What background knowledge should they have when beginning this activity, if any?</li>
<li><strong>Flow of the activity. </strong>What will the facilitators and students do and for how long?</li>
<li><strong>Student instructions and materials.</strong> Will students receive a handout or worksheet? Will you need to provide instructions? Do you need a paragraph or two of background, a short video, or presentation to get the students started? Maybe students will need markers or other art supplies. It may not be possible to create all instructional materials; if needed, summarize the student instructions and/or materials in a paragraph.</li>
<li><strong>What does awesome look like?</strong> What criteria would have to be met to make this activity successful? What do students who are engaged in and excited about the activity look like and sound like? Will you at some point try to assess student understanding of the specific skills or content? How does that assessment factor into your vision of awesomeness? Also think about implementation of the activity-- what is an awesome experience from the facilitator's perspective?</li>
<li><strong>Notes.</strong> Do you have any concerns that you would like to mention or address? Is there anything else about the activity that you need to explain?</li>
</ol>
<h3 style="background-color: #2c2256; font-size: 20px; color: #2c2256; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><strong><span style="color: #ffffff;">For Your Deliverable</span></strong></h3>
<p>Share your Activity Plan with trusted colleagues. </p>
</div>
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