Amber+Joy+Harper+-+Design+Space

= **I. Design space to develop your 250-300 word** // abstract // **that summarizes your question, rationale, and your findings.** =
 * What is your question?
 * What is your rationale?
 * What are your findings?

= **II. Design space to plan out your** // creative synthesis // **that will visually represent your findings. Remember to include your abstract in your visual representation.** =

==Compelling Question:== > Develop your compelling question related to student learning by the end of your first semester in the program. Decide on a question that you are passionate about and want to focus on for the duration of your program. Click here to learn more about what we mean by compelling question. Here are a couple of examples: How do I creatively and effectively engage diverse learners in my middle grades classroom? How can I effectively engage elementary students in reading and writing?

How can I effectively engage elementary students in reading and writing THROUGH DIALOGUE?

==Gather & Analyze Information:== > Use coursework (in?cluding core courses ECI 546, 524, 523, 508 and your content specialty courses), individual investigations, and outside experts to explore different aspects of your question. Actively analyze information from multiple sources and perspectives as you explore answers to your question. Make a list here of the information you are analyzing. As you proceed with your analysis make some notes here about your initial findings and where you anticipate needing more information. Also, make sure to note if and how your compelling question has changed.

ECI 541 Content Area Reading ECI 546 New Literacies and Media ECI 540 Reading in the Elementary School ECI 523 Teacher as Researcher ECI 509 Special Topics in Writing ECI 524 Theory and Research in Global Learning
 * Paideia & Socratic Seminars
 * Diigo
 * Teachers were meant to bring aesthetics to students’ lives - NOT to anesthetize. (Sir Ken Robinson’s video) We do this by integrating technology and inquiry with creativity in our classrooms.
 * Notice and Note
 * Peer Interaction and Independent Reading
 * Family Dialogue Journals
 * Teacher modeling, student sharing, talking as verbal rehearsal in prewriting, peer reviewing
 * Bringing in multiple perspectives to the classroom

ECI 543/544 Intensified Instruction and Assessment in Literacy >

==Creatively Synthesize Information:== > Synthesize the information from and across your sources to create a unique response to your question. You should be able to distill your synthesis into 4-6 bullet points (to be included in your written abstract) as well as provide a creative visual representation of your findings. You may use a variety of media and tools to design your visual representation of your Creative Synthesis. Think carefully about the tools that you will use to represent your findings. The first draft of your Creative Synthesis should be developed no later than Midterm/NCSU Spring Break while you are taking the ECI 508, Teachers as Leaders class. Click here to see sample products from former students.

==Critically Evaluate and Revise:== > Seek out at least two colleagues in the NLGL program in addition to your advisor to provide peer feedback on your abstract and creative synthesis based on the NLGL Creative Synthesis Rubric. Based on the feedback you receive, you may choose to make revisions to more fully meet the rubric criteria.

==**Share, Publish, Act:**== > Be prepared to present your Creative Synthesis at the NLGL Design Studio Showcase during your final semester of your degree program, in conjunction with the ECI 508, Teachers as Leaders course.