FedEx™ Fridays
Several years ago, a software company in Australia called Atlassian decided to try something new. On a Thursday afternoon, all software developers were told to work on anything they wanted over the next 24-hour period, as long as it was not part of their regular job. Each participant was expected to “deliver” (like Fed Ex) an overview of the results the following Friday afternoon, adhering to their slogan “When it absolutely, positively has to be there overnight.” The results were encouraging, so now Atlassian hosts a FedEx Day each quarter, and companies like Google and Facebook—and now Huntington Middle School—use some version of the FedEx Day…
“Everything you can imagine is real.” –Pablo Picasso
Welcome to the second quarter (almost), wherein you will be responsible for designing your own unit of study over the course of 7 days spread over 7 weeks…
So first, ask yourself: What are you passionate about? What are you interested in? Now think of something you would like to do over the course of 7 days spread over 7 weeks.
It could be something academic like taking an online course, learning a new language, or studying chess…
It could be something athletic like learning hip-hop, running a faster mile, or designing and performing a new exercise routine…
It could be something artistic like knitting or rug-weaving…
It could be something musical like learning to play an instrument or recording your own music.
Or it could be something creative like writing fiction (short stories, poetry) or making a short film.
Whatever you decide to do (and you need to discuss ideas with your parents) must be measurable because you will be required to deliver updates on your progress every week (see the attached delivery schedule).
Additionally, whatever you decide to do must be able to be performed within the confines of the school (in other words, inside the classroom, library, computer lab, or on the playground). Sadly, this eliminates any cooking/baking ambitions you may have. As much as I would love to taste-test your chocolate croissants or macarons, we don’t have access to the cafeteria’s oven.
As Daniel Pink explains, this project provides you with the trifecta of motivation: autonomy, mastery, and purpose.
Autonomy means you get to chose your own project and evaluate yourself. You will grade yourself two ways:
- Weekly “Delivery Slips” filled out online during the last 10 minutes of class. You will assess your work that day.
- A summative (or final) assessment. This will require you to reflect on the entire project. Keep in mind that not all ideas may work out, but the experience can still provide a valuable learning experience. Said differently, this is more about the process than the final product.
- The final presentation (sharing projects the week of December 14-18) will be scored by the teacher
Mastery means you have the chance to improve or become better at something. Or not. It’s quite possible your project will fail. And that’s okay. More important than the failure is how you respond to it. How do you problem solve? How do you overcome setbacks?
Purpose means you have a reason for doing the project. What is your end goal? What do you hope to accomplish? What will you do if you accomplish your goal early? And once you complete your project, what is your next step? Having a purpose will help you answer these questions.
Delivery Schedule
Monday, October 19…Topic due
Thursday, October 29…Day 1
Friday, November 6…Day 2
Friday, November 13…Day 3
Friday, November 20…Day 4
Wednesday, November 25…Day 5
Friday, December 4…Day 6
Friday, December 11…Day 7
The week of December 14-18…Presenting Projects
How to Proceed…
- Begin by brainstorming project ideas.Because too much freedom and a lack of structure can be overwhelming, you need to discuss ideas with your parents. They will help you decide what is realistic and appropriate for you to undertake.
- Keep in mind: Not all ideas will succeed. And that’s okay.
- Some ideas require more planning than others.
- Once you have an idea, ask yourself what the goal is. What do you want to accomplish?
- If you work in a group—and your parents must approve this—decide roles: Who is responsible for doing what? Because everyone in a group must participate equally.
- Decide what tools you need.
- Create a name for your project.
- Write a brief summary of your project (2-3 sentences).
- Return the parent signature form by Monday, October 19.
Parent Signature Form
Your Name:
Name of project:
Brief summary of project:
I have brainstormed ideas for the FedEx Friday project with my child and have helped him/her decide on the above topic. Additionally, I allow/do not allow (circle one) my child to work in a group.
Parent signature:
Note: The FedEx™ Friday project covers the following Common Core State Standards…
Writing
CCSS.W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect
- Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
- Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Establish and maintain a formal style.
- Provide a concluding statement or section that follows from and supports the information or explanation presented.
CCSS.W.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
CCSS.SL.4. Present claims and findings (e.g., argument, narrative, summary presentations), emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.SL.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
CCSS.SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.