T h e i n q u i r y t e a m
Join us for our student exhibition on The Homelessness Project April 19th at 5pm
The Homelessness Project
DRIVING QUESTION: Who are the homeless, how did they get there, and how can we help those in Sonoma County?
OBSERVE - WHO ARE THE HOMELESS?
The Trailhead: Document Your Assumptions
Students explore previously held notions about the homeless population. How do people become homeless? What is it like for them? How do they meet their basic needs? How do they exit homelessness? Groups synthesize their individual assumptions and sum them up in a Statement of Bias (to be used later in the project).
Bridge to B1: Research Prep
Groups settle on a research topic for the OBSERVE phase, set up individual Working Works Cited documents, learn the new notetaking method at NWP, and begin searching for their first source.
Benchmark 1: Discover the Issue
The student body works together to answer the question What is the state of homelessness? Each group has a Guiding Question (GQ) that directs their specific path of inquiry. Students select and assess sources, annotate them, and sum up their key takeaways.
Bridge to Infographic: Consolidate & Categorize
Groups combine and organize their collective research findings in alignment with their anticipated infographic design.
Benchmark 2: Represent the Issue
Groups collaborate to build a comprehensive digital infographic that answers their GQ in an engaging and clear fashion. Collectively, these infographics will paint a comprehensive and contextualized "portrait" of homelessness today.
Bridge to B3: Prepare to Regroup
As students prepare to disband or reconfigure their groups' make-up, they reflect on what worked, what didn't work, and why. They also take a number of steps to ensure that documents and relationships transition to the THINK phase in working order.
THINK - HOW DID THEY GET THERE?
Benchmark 3: Question Creation
In new groups, students determine a specific lens through which to conduct their Pathway Research (see Benchmark 4). They craft Sub-driving Questions (SDQs) and Guiding Questions (GQs), and engage in a brief period of preliminary exploration of topics.
Benchmark 4: Pathway Research
Through an array of modalities of research, groups gather information on the pathway to homelessness through their particular lens. Students connect with experts, conduct field research, and make use of a wide array of online resources.
Bridge to B5: An Outline (of sorts)
Groups collate their research findings into a useful and logical arrangement.
Benchmark 5: Depict Findings
Groups engage in critical analysis of their findings to determine the pathway to homelessness in relation to their lens. They create a digital depiction of this pathway, using illustrations and annotations.
ACT - HOW CAN WE HELP THOSE IN SONOMA COUNTY?
Benchmark 6: Devise Pathway Shunt
Using their Pathway Depictions as visual guidance, and their outlines as information databases, groups consider constructive ways to "interrupt" the paths to homelessness in Sonoma County. They design a specific shunt and devise a plan to see it through.
Benchmark 7: Implement
Groups work to realize their plan! To implement their pathway shunts, some groups will need to arrange off campus activities and outreach. All phases of this benchmark should be documented for exhibition.
Benchmark 8: Exhibit!
Groups come together for a public presentation of their research findings and shunts, educating the community on the state of homelessness, and ways it might be mitigated.
Benchmark 9: Report and Reflect
Groups write a comprehensive report of their key findings and their responses to these findings. They also engage in an array of self- and group-reflections to enhance their mindfulness and academic growth.
Below you will find links to the various Spotblocks (or content area classes) at Northwest Prep. Here you will find links and pertinent information on current work.
Things to Know about the Checklists
The checklist links at left are designed to aid students and parents in their quest to stay informed about student progress in all core classes at Northwest Prep.
In alignment with the grade reports sent out each semester, the system tracks progress across four learning dimensions:
Also consistent across the checklists is a set of symbols
1 = below expectations
2 = meets some expectations
3 = meets expectations
4 = exceeds expectations
X = turned in / shared
0 = not turned in / not shared
inc = work is incomplete*
Red text indicates the item was late
In certain cases teachers will use alternative grading scales, and will make clear their method in that column.
*An incomplete does not necessarily indicate an expectation (or option) to complete past due work; instead it simply states that the work was not finished enough to warrant adequate assessment.