fuse17 Here We Go!!!

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It’s finally Fuse17 week!!!! That means dozens of educators from around the country have gathered at our school to learn about design thinking and how it’s applicable in the real world, including/especially within education. Plus, unlike a normal conference (says the 18 year old…), we get the joy of working alongside of 3 non profits as we go through a lap of the design thinking process.

I’ve been waiting all year for this event and am so glad it’s finally here and that we have such an amazing group of people gathered!!!

Now I’m really tired and should probably sleep seeing as tonight’s only day 1 of the 3 day conference. However, I couldn’t help but reflect a little on my already uncontainable excitement from day one, so I’m going to try to make this short, which is a struggle of mine.

Today was a day of really gearing up for the Moonshot of the conference. Participants started the day in a lab either dt101-Flashlab or dt102-Consultivation; these labs allowed participants to get an extra lap through the design thinking process (at whatever level suited their past experience) under their belt before we head into the big design challenge working with our non-profit partners. Then the evening was really spent diving deep into MoVe Talks where we heard from the various non profit organizations (GA Farmers Markets, Beds 4 Kids, and Love Beyond Walls) as well as some MVPS speakers who focused on how we use DT at MVPS for all ages in various capacities.

What really stood out personally for me today was to see how far we- MVPS, MVIFI, Innovation Diploma, even fuse itself- have come in the past four years. (I guess when you graduate you can’t help but spend the summer reminiscing on how much things have changed over time because it seems to be a recent theme of mine.)

Hearing the MoVe Talks today from MVPS people made me realize how many more stories we have to share than four years ago and how we have so many people that could give a MoVe Talk if needed, students included. We have 6 total Innovation Diploma members at fuse17 which is a much greater turn out than the last two years where we had about 3 max, and I’ve already been hearing so many comments about people being impressed by the students they’re working with or hearing from. And projects that ID has worked on over the past few years came up myriad times over the course of the day, which just goes to show that we’ve done some pretty awesome noteworthy stuff in the past three years.

Furthermore, facilitating the Consultivation session allowed me to experience and feel how far we’ve come.

This may sound odd, but there was an almost physical vibe about how comfortable things felt in terms of the DT process/facilitation/coaching going smoothly. We’ve facilitated dozens of design challenges in the past four years- yes I say we, I may only be a recent grad, but I have done my fair share of facilitating- and we are still constantly prototyping new ideas on how to run them, but today just felt so organic and there weren’t a million questions about, “Wait I don’t understand this, how do I use this tool?” It was great! (Wow that was a run on sentence, but I’m just so empowered right now that I can’t help but think and type faster than my poor grammar can try to keep up!)

I’m going to cut this post shorter than my normal reflections because I need to get some rest, because these next few days are about to be full of hard purposeful work- so obviously it’s going to be too much fun to want to spoil by being sleep deprived!

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Trailblazers- Student Driven EdMagazine

It’s official, the first edition of Trailblazers, a student driven magazine on the Education Transformation Movement, is here with young writers from around the world contributing!!!! My peers in the Innovation Diploma, Abigail Emerson and Kaylyn Winters, and I have been working at this project all year after some last minute edits over the summer, we now feel it is time to ship the idea and get it out into the world.

So please check out our first edition which includes:

A Letter From the Founders

Meet the Curators: Anya Smith-Roman, Kaylyn Winters, Abigail Emerson

The learner-centered movement: Q&A: Sparkhouse Conference

Creating Something New: Brady Vincent

Change is a Conversation: Neel Pujar

Free Ranged vs. Caged: Kim Mi Yeoh

Intelligence: Cali Ragland

Community Connections

Good Reads

 

Thanks to everyone who helped make this possible!! Can’t wait for issue 2!

I Am a Designer

IMG_7447What feels like a very long time ago, I had to start writing my Common App essay for college. Back when I did start brainstorming what to write about, I turned immediately to my blog; it’s been amazing to have a an entire collection of reflections from some of the most memorable things that have happened over the years. It only seemed right that now, now that I’m finally decided on a college and graduated high school, that I should officially post my Common App essay:

 

Common App Prompt 3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?

I am a designer. Anyone can be a designer. You don’t need a fancy degree or a Mona Lisa to prove it. You just have to be confident enough to say it, “I am a designer.” This was the message I delivered to inspire creative confidence to a “young” audience of design thinkers. Let me set the stage.

The summer after sophomore year, I earned the opportunity to be one of four guest speakers at an annual summer conference called Fuse, facilitated by the Mount Vernon Institute For Innovation. This event gathers 110 educators, business leaders, social innovators, change agents and dreamers from around the world to make an impact while learning more deeply as design thinkers. A slide deck appears on stage and the attendees saw the peculiar twitter handle @Pinyabananas, then a single spot light illuminated me- a 16 year old girl with her hair in a scrunchie. As a speaker, I delivered a 10 minute presentation similar to a TEDTalk where I shared about “Thinking Like a Designer.” My role: to get the room full of educators excited and confident in their abilities to spend three days problem solving for four different non-profit organizations. As the only speaker under the age of 30, the one with the least formal schooling and lacking the series of credentials and accomplishments of the other speakers, I was nervous.

Being an actress, I’ve been up on stage dozens of times in front of audiences larger than 110 people. I’m comfortable with public speaking, but this experience was different. This time I was the only student; specifically chosen because the organization believes that I have a story and ideas that educators should hear. Typically, it’s assumed that anyone still in secondary schooling has much to learn and not much to teach. When asked to speak, I was tasked with representing not only myself, but all students– to prove that we can have insightful thoughts worth sharing in serious conversations about the future.

I got up on stage vulnerable yet confident, and shared what I believe to be a recipe for success: to have community involvement, work with a #fuse15 MoVe Talkpurpose, a mentor to guide you, a mindshift to turn problems into opportunities, and a bias towards action. I challenged the entire audience to say the opening lines of this essay with me: “I am a designer.” To my surprise, when I repeated this statement, a chorus joined me; 110 educators accepted the challenge proposed by a 16 year-old girl to think like designers.

Age doesn’t have to be a limiter in life. If I am willing to take action for a cause that I care deeply about, then anything is possible. After my talk I had a number of educators come up to me and say, “You are inspiring!,” “I can’t believe you’re only 16,” “Thank you for giving me the confidence to do this.” Later that night my phone was blowing up with the number of twitter notifications I was getting from people commenting, liking, and retweeting things about my talk; our head of school even said, “Sounds like the takeaway of the night was from @Pinyabananas ‘I am a designer.’” It was a crazy night for me; it’s hard to believe it really happened.

This talk has since been used at a number of other workshops, some of which I probably don’t even know about. I remember researching myself online one day and found a link to a presentation by a professor in England who used the video of my talk! I am still astonished to think that my work had such an impact, and have continued to use my digital presence through daily blogging and tweeting as a mouthpiece for students around the country who remain silent school consumers. Anyone can be a designer. You just have to be confident enough to say it, “I am a designer.”

Why I Blog

For a girl whose lowest grades always came from English class, I never thought I would confidently call myself a writer. Then I assigned myself the challenge to start a blog and post for 100 days in a row after getting an “innovation bingo” card that was meant to give students like me ideas for ways to stretch our creative minds over the summer. The activities wouldn’t be graded and we weren’t required to do any of them at all, but I love a good challenge.

At first I was at a loss for what to write about, but I learned quickly that it’s best to write about what I know and observe. My first few posts still make me laugh because they were very short, hardly a few paragraphs, and each of them were about somewhat cliche topics. However, as many teachers often say, “The more you practice the better you get,” and over time my writing actually got better.

Much to my surprise I slowly got more followers as my writing improved; thought leaders from around the world are constantly commenting on my posts. I still just write about my daily observations, but my observations have grown more insightful. Furthermore, blogging has allowed me to learn more about myself and has opened me up to new opportunities.

Knowing myself is the first step to being able to better understand the world. Truthfully, I believe that K-12 education does not focus enough on students learning about and discovering their sense of self. My sense of self has developed immensely due to blogging because sometimes when I write and then read over my writing, I’m able to discern trends and tendencies about how I act and respond to situations better than I can otherwise. I can then hypothesize about my future self in situations based on these observations. I’m still discovering more about myself everyday, and it makes me excited—I wish more students got the chance to experience this. As I move forward in life, I hope to learn more about ways to help other kids learn more about themselves because that’s how we grow.

One thing that I have learned, is that I deeply desire to be a part of the movement to transform education. Students of today’s schools need to be prepared for jobs that are yet to exist, and a school that is still following the traditional norms of an Industrial Age school is simply not going to prepare kids to solve the problems of tomorrow. One way I have contributed to this movement is by learning about the process of design thinking, human centered problem solving, which has allowed me to see problems in my everyday life as opportunities for change and innovation. Over time, my blog has become more and more related to education transformation and ways that I believe we can blur the lines between “school” and the “real world” in order to give students authentic learning experiences that will help them throughout their lives.

 Blogging has given me a place to share my story in a way that allows me to easily look back and find trends and connections between my observations. And, on top of everything, I’m constantly expanding my network and being asked to participate in new opportunities. Writing helps us think, reflecting helps us grow, and sharing helps make the world a better place—blogging is all three in one! I know I’m not the best writer in the world, and I know there’s much to improve on. But, since I’ve been blogging, I’ve developed a new confidence and appreciation for having the ability to share my own individual voice with the world.

The Unpaved Path

C_egitqXkAAEVE4In two days I graduate…. That’s crazy. I’m a very nostalgic person, and, therefore, I have been doing a lot of reminiscing by reading old blog posts, emails, and in general having conversations with friends about the past four years of our lives. So when we decided that we wanted our ID seniors to give MoVe Talks to the younger cohorts and some admin as a way to share our parting advice, it didn’t take long for me to come up with the story I wanted to share.

Towards the end of sophomore year I wrote a blog post reflecting on some of my favorite memories of freshman year. In this post I questioned the idea of students walking on an already paved path, well this thought has now come full circle as I’ve learned through my work in the Innovation Diploma that the path unpaved is a path worth taking.

Below is the script I used for my MoVe Talk which is as close as I have to the exact words I used to attempt to impart this idea on to the younger cohorts.

“I could list a ton of things I learned from these experiences, but the grades don’t matter a smidge  to me (most of them didn’t even have real grades, but I still learned and enjoyed the moments enormously.) These stories I shared were all moments were I had incredible joy and also felt incredibly proud of my work because I took part in the creation of the end product and felt connected to the outcome; a teacher hadn’t predesigned what would come from the experience.

When you think about it, it makes a lot of sense; if the teachers already have the path paved for the students, how will they ever learn to make their own path? “- Paving a Path; The Life of Pinya

Before I begin, I want everyone to close your eyes and imagine standing on a path in a forest. There is gravel and some large rocks, and it’s evident that people have walked this trail before. From where you stand you can clearly see the end of the trail.

Now turn to your left and right. There are trees everywhere and some flowers growing on the ground. There is no paved path in this part of the forest, but the unusual flowers and glimpses of multicolored light shining through the trees are intriguing. If you are pursuing innovative education practices, then you are in this unknown part of the forest and are pioneering a trail on the unpaved path.

IMG_1634.jpg

This is me back in middle school, and today I want to tell the story of how I got from there (point to screen) to here (tada) because I’ve taken a fairly unusual path.

Back in 8th grade when this picture was taken, I was honestly pretty much your stereotypical try hard, nerdy, rule following student. In fact I won the award for highest gpa at the end of the year. I say this not because I feel like this award was all that important or because I want to brag about myself- I mean, it’s middle school let’s be real all of that is trivial in that regard- but I say this so hopefully you can better understand where I was coming from when going into high school.

My understanding of a successful student was someone who made all As, got a few awards, and then eventually got into a good college with scholarship money, and if you could become Valedictorian then you were really set for life.

At this point in my life, I was playing the game of school well and thusly believed I was on this path to success, and I was perfectly content with just that.

It wasn’t until freshman year that I started to believe that maybe there could be more to school.

Big History.pngNow some of you may recognize this picture because it’s a picture from the moment I describe as my clicking moment. The moment where I realized success in school could be so much more than just good grades, and realized that school needs to change in order to meet these new standards of success.

After participating in the 2013 Council on Innovation, I learned that I as a freshman had the ability to give advice and pitch ideas to community leaders that they actually valued. That was huge and stuck with me into my classes. In particular, freshman world history.

Here is where I believe my unusual journey begins.

Everyone in the grade had been tasked with the assignment of creating a project about whatever we wanted and would then present for 5-10 minutes anyway we choose fit. I had chosen a topic, but after a few days of working on the assignment I was getting frustrated because I didn’t want to just give a presentation of facts that anyone could easily look up online for themselves if they really wanted to know about it.

I talked to my teacher and after a few more days we agreed I needed a new topic, so instead we had the idea for me to present a project on “hmw redesign projects?”

C_jWuzOXYAAtNSR.jpgLong story short, I took this 5-10 minute project and turned it into a 45 minute lecture complete with a slide deck, prototypes, and 3 videographers.

This wasn’t the “normal” thing to do for my ideal path to success, which just made me even more incredibly nervous that no one would like it and it all would have been a huge waste of time and I would just fail the entire project. And I couldn’t tell you now what grade I made on that assignment, but I can say that it ended up being one of the most empowering and fulfilling experiences of my high school career which meant more to me than any grade in that moment.

This all started with me questioning a teacher’s assignment. Now I’m not saying you should go off telling all of your teachers that you could make a better assignment than them, but I do believe one of the most important things I’ve learned is that you should never be afraid to ask a mentor for guidance if you feel like you have feedback that could help improve your school experience. Nothing will change that isn’t first questioned.C_jWuz8XYAAhWUT

As you can imagine, my path to graduation only got more unusual as I got older. For starters, I joined ID– a new vague program that promised to help nurture students into innovators. I jumped at the opportunity, but not everyone was quite as on board with the latest edition of Mount Vernon’s attempts to instill the mindsets in us.

To be honest, probably the hardest part of deciding to take an usual path was the social struggles I faced due to it. I wouldn’t be surprised if many of you in here, especially the IDers who have been around for a little now, have at some point in time heard negative comments about ID, and maybe even felt like you were being offended because you are involved in the program. I know I did especially since I was around back during the dark ages when we really didn’t have much to show for ourselves and people tend to be skeptical of ideas without a proof of concept.

2014-09-12 14.49.57And this social tension around my path to graduation only grew when I got to junior year and made what many people believed to be an incredibly unusual decision for myself: I didn’t take all APs. (hu!!)

It is my belief that AP history courses are often trying to cover too much information in not enough time, and the content is a lot of reading and memorizing, and the writing is very dry and the AP doesn’t even require everything to be factual to get full credit. Thus I decided I would not take AP History because I didn’t feel interested in that kind of learning and would rather give myself more time to devote to attending education conferences, and working with community leaders, and talking to interested families about ID, and writing articles for magazines about education transformation, and all sorts of other projects that were truly meaningful to me because they beneficially impacted others.

However, this decision was still incredibly difficult for me because to me it symbolized taking myself out of the game.

Let me remind you that my vision of success basically meant the path to becoming valedictorian. Going into and early on in high school I truly thought that was what I wanted. But as many of you know, the class of 2017 is incredibly competitive when it comes to playing the traditional school game of grades, so by choosing to not take all APs, this also meant choosing to not be able to have as high of a GPA as my peers, and therefore I knew I would not be valedictorian despite originally being on this path if I made this choice.

DAH2mT5XsAAKMKvPeople, including some of my best friends, would tell me this was a bad idea for all sorts of reasons. They would say that I was too smart to not take all APs, or they would say that they didn’t get why I would take myself out of the running for val, or they would say that I was taking the easy option and I’d be less competitive to colleges, etc. etc.

And despite whether or not you are in the position to be the potential val of your grade, to some extent we can all relate to this struggle of wanting to maintain a good gpa for college and what not, but also wanting the time to work on things other than just grades.

I didn’t let the opinions of others influence me too much, and I’ve been very satisfied with my decision to drop AP History courses. And in general I have always loved and appreciated all of the opportunities I’ve had through ID, but I’m not gonna lie that I was often still nervous about what colleges would think of everything I’ve done because the scariest part about taking your own unpaved path is that you can’t possibly know how others will react to it.

How would they view a kid who didn’t take as many AP courses as others, who joined a new program with only two other graduates, who co-created her own non-traditional AP Lang class, and who took an independent study instead of the traditional economics course amongst other things?

But now I’m on the other side and I believe I’ve exceeded my original vision of a successful student.

I…

  • Presented a MoVe Talk in front of over a hundred educators
  • Facilitated hundreds through design thinking Flashlabs
  • Participated in a week long experience with the Stanford d.School#fuse15 MoVe Talk.jpg
  • written 611 blog posts in not even 3 years, and created a network of over 250 people
  • Co-created and attended the first ever AP Course (approved by the College Board and the admin of our school) with a syllabus created by teenagers
  • been commissioned to write a number of magazine articles and guest on two podcasts about education transformation
  • Worked with the Center for Disease Control and the mayor of Sandy Springs
  • Co-led sessions at faculty meetings on “day’s off”
  • Pitched business ideas in a 3-Day Startup Program
  • Re-designed a classroom into an innovation studio
  • Changed the way 23 freshman experienced World History by forming the Design Team
  • and many more…

And now I am about to graduate with two diplomas which means not only can I say that I had all of these incredibly unique and fulfilling experiences, but I also believe I’ve achieved many of the “traditional school goals” as well.

I have had all As throughout high school, will be attending a well respected school (Yup it’s official go Yellow Jackets because I’ll be at Georgia Tech next year!!), got into a selective honors program, and even got a full ride scholarship!

Again my point to all of this isn’t to brag about myself, but for years when I talk about all of the innovative work we’ve been doing in ID in order to transform the “norm” about education, people have been asking me “Well where’s the evidence that this works? How do colleges and the ‘real world’ respond to this kind of thing?”

WScreen Shot 2017-05-18 at 10.32.51 PM.pngell I’m proud to say that I- we- can finally answer them. Even after having two graduates last year, it didn’t seem like enough of a statistic. But we are now about to have 6 total graduates from the Innovation Diploma program who have been highly successful no matter how you look at it, and that to me is a huge win for all of us. We have always believed what we are doing is great, and every year even more believe it too.

I feel more than prepared for college because I feel like I’ve been exposed to the real world all ready due to the choices I made to put faith in things that had never been done before.

So, I hope all of you remember that yes the path we educator pioneers tend to walk on that’s untraditional, unknown, un-”approved” can be scary because you don’t know how others will receive it, but don’t be afraid to question and take action about things you believe in because the chances are that others will believe in them too.

And even the unpaved path can be very successful in the school game if you work hard at whatever path you choose.  And if you’re like me, you’ll find yourself more empowered, fulfilled, and prepared for the next chapter of your life than you ever would have found possible without the Innovation Diploma.

 

Oh How Far We’ve Come

C4y7nuiWMAMPqgN.jpgI always love Thursdays because they feel so productive. Until 1:10 I get to spend my day working on Innovation Diploma related things, and with such a large chuck of time, I often have my most productive meetings, brainstorms, and build days on Thursdays. This past Thursday was a really interesting day because our newest members of the Innovation Diploma (the Gates Cohort) experienced what it was like to give a pitch to a client for the first time.

C4zAo-fWYAEiFFd.jpgThe Gates kids have been spending the last few weeks working on what we call an adVenture. An adVenture is a design challenge where someone in the immediate MVPS community is the one to initiate the problem being investigated. Based on my understanding, the Gates kids were tasked to come up with solutions for Mr. Edwards (Tedwards) to help better organize the HIVE (our maker space) and get more people into the space.

These teams of 3-4 people then gave their final pitch to Tedwards as well the 2nd and 3rd year ID kids (Pixar kids) last Thursday. They were far from perfect, but what amazed me is that they were lightyears ahead of what the inaugural cohort was doing the second semester of our first year.


screen-shot-2017-02-22-at-12-14-06-amIt was crazy to sit there and think about just how far the program has come in the past 3 years since the Innovation Diploma began. These newest members had slide decks, story lines, and prototypes that were just about at the professional level, and it was also satisfying to hear the quality feedback they received from the returning ID kids because there was a true sense of wisdom to it.

What really impacted me the most was when I realized the lessons that Gates kids were learning in an internal environment:

  • Pre-planning is mandatory: When you have a client coming, you have to think about more than just what you’re going to present. You also must consider: how you are going to set up the space? When you will get tech situated? How the client will check in? Who will meet the client at the front and take them to the space? What would you say when meeting the client? Etc. 
  • The story is key: Giving a good pitch is often more important than the quality of the prototype, and the way you give a good pitch is by taking the audience on a journey. You must explain what the problem is, what insights you discovered from users, how your prototype meets the needs of the users, why your prototype is the best answer, what the next steps are, and how you can help make the prototype come to life.
  • Take pictures throughout the process: The story is the most important part of the presentation, however, pictures and slide deck quality is what makes a good pitch into an incredible and professional looking pitch. To get these pictures, you really have to take pictures of everything along the way, otherwise you’ll start your slide deck and just realize everything you missed a great picture of.
  • Redefining “low res”: Every prototype has different stages. After a quick day long brainstorm you can expect a few prototypes made of construction paper and popsicle sticks; this is not the prototype you present to your clients. By using digital technology we can make relatively fast prototypes that have a much better quality appearance.
  • Always rehearse: The best pitch you will ever give will never be your first. The more you practice and receive feedback, the better a pitch will get. Teams often get feedback on their prototypes, but not always the presentation, but the presentation is critical as mentioned before. If you plan an internal practice pitch a few days before the actual pitch, you can receive game changing feedback that will take your presentation to the next level.

These are just a few of the lessons I heard the Gates kids discuss as takeaways from their first pitch. The crazy thing is though, that while the Gates kids discussed their takeaways, all of the Pixar kids just looked at each other in amazement because we had to C3xAbL6W8AEW556.jpglearn these lessons the hard way- while in front of an external client… It’s so incredible that now first year Innovation Diploma kids are learning these lessons. By the time they’ve had the experiance of a few years, who knows what these kids will be doing.

The program is getting better and better each year, and a lot of it is because of what we’ve learned through trial and error with past cohorts. As a member of the inaugural cohort I have faced a lot of challenges within the Innovation Diploma, as any pioneer must face when embarking on a new adventure; however, I wouldn’t trade the role I’ve gotten to play in the program in order to have been entering after some of those initial kinks have been prototyped for. By being a first year member I’ve worked through the hard times and learned so much from our fail-up experiences, and now I get the extreme pleasure of looking at these new members and seeing just how far we’ve come as a community. It’s incredible.C3xAbK4WQAALlIX.jpg

When I walked away from the pitch on Thursday, I couldn’t help but think about further feedback for the Gates kids, but I also couldn’t help but just smile for the past and the future of this incredible journey I’ve been on with the Innovation Diploma.  

The Independent Project

The past few weeks I have been conversing with Mary and Cali Ragland, two seniors from Perkiomen Valley High School in Pennsylvania. These two are are currently taking an independent study course around the essential question: “How might we design an educational system that best meets the 21st learner’s needs by valuing curiosity?” They reached out to me after having been introduced by a teacher to some of my blog posts and learning about my work in the Education Transformation Movement. Furthermore, my work designing the AP Lang Collab Course last year, where I co-developed an AP Language and Composition course, was intriguing to them because they wanted to learn about how to push through the “dark night of the soul” in the life of an self-guided project.

These two have been doing some great work interviewing teachers and students and pulling away key insights about the role of curiosity in education. I especially love the quote that they describe as really encompassing what made them interested in education transformation:

“Education is not the filling of a pail, but the lighting of a fire.” – W.B. Yeats

I would definitely encourage reading more about their work on their blog:  Curiosity in Education. Personally, talking to these two has been great because it’s reminded me of how far I’ve come in the past few years, and reminded me how important it is for me to always go back to where I started- this blog.

Senior year has made blogging very difficult because I have spent most of my “non homework writing time” working on college essays and scholarship applications. Then when I kind of have “free time” (which basically just means I have finished homework and have no planed activities or meetings at the time) I find myself wanting to savor the moment to take a break from intense mindfulness. However, I know how important it is to blog to not only share my story with others, but to reflect for myself and capture my learning journey. After all, I started this blog for me -not because I wanted hundreds of followers or felt like my voice was something that just had to be heard by others- I started it because of what I thought was a silly challenge to observe and reflect on the world more intently.

In fact, I haven’t blogged in so long that I haven’t yet reflected on the fact that I was approved to embark on another curriculum creation opportunity by designing my own Independent Project!!

For my last semester of high school I am exploring the connection point between film, change theory, and education which will also apply towards my last needed half of a social sciences credit. Often times social science credits are just assumed to be a history course, whether it be world history, US history, economics, US government, etc. However, social sciences by definition are “social” meaning, about human society and social relationships and how they function, which does explicitly mean just IMG_6689.JPG“history.”

I say “just history” because I believe everything involves some understanding of history, because everything has a history and thus History is Everywhere. An essential question to all learning is, “How can we use the knowledge we have gathered over time (the past) in order to better understand and design for our present and future?”

So yes I believe you could call my course a “history course” because I’m definitely researching the past. However, for my particular project, I really wanted to explore society from the perspective of how we create change in society to then apply this knowledge in the world of education. The final product of this work will be a high quality documentary video focused on the Innovation Diploma and the moment that I call the “clicking moment”; that moment when students realize that the world is changing and education should be too, and they start to take ownership of their learning in order to make a difference now, not “when they are grown up.”

Now the main reason I haven’t mentioned this project yet is because it was a last minute project that got put into double time in order to come to life. At the end of last semester I knew I wanted to devote more time second semester to exploring and contributing to the education transformation movement. However, I’m always so busy and yet their is a finite amount of time in the day. I had to figure out what in my daily schedule could give a little time. What I realized is that what I wanted to work on would likely hit a lot of social science credits, so we thought, “What if this was my ‘history’ class?”

I worked on overdrive with my mentors in order to put together a document to pitch the idea of an Independent Project to our administration. The end of the semester though was a very crazy time for me both in and out of school, so I got approved with the intent of needing the first few weeks of second semester to still work on the planning details.

 

One of the first tasks I had was to figure out how I would devote my ID time, especially after the reMoVe10 design brief gained so much momentum after first semester. The design brief given to us by the Mayor of Sandy Springs, was designed to be a project we worked on during a single semester. However, our school admin, representatives from the Sandy Springs Council, and our new partners at Georgia Commute Options all got so fired up about the work we’ve been doing, that we realized this project needed to continue. 16387341_10154593513538277_4820722959124524604_n.jpg

Because of this decision to change the scope of the project, our team had to look back at our team roles and norms and decide how best to continue based on plans that were already set for second semester. I already had plans to work on my Independent Project work, and another team mate was already in the process of another design brief opportunity. Therefore, we added a new member to our team, and I used the month of January to waning out of my position as team leader to make a smoother transition for the new team. My plan is to continue to work with the reMoVe10 team, but more as a consultant for them to help give feedback and provide assistance at specific events.

{Small necessary tangent: This last month was honestly really hard for me, because I naturally find myself in a leadership role in the sense of “project manager,” so it was challenging to work on stepping back and being a leader by pushing others to take a leadership role. However, I think it was something important for me to work on because part of a leaders role should always be to coach others to lead.}

IMG_6691.JPGWhile continuing to work with the reMoVe10 team this past month, I used 4th period (my Independent Project time) to start further brainstorming what my video will look like, while getting a Film Course 101 tutorial from a mentor, and continuing to find ways I can discover and experiment with changes in education specifically in regards to the role of student voice. So far I’m diving deep into essential questions such as “What motivates people to learn?” “Where does ‘passion’ fit into education?” and “What gives students agency?” as my design drivers, though I believe as I start to interview people the story line will become even more clear.

I’ve learned that with documentaries one of the best things to do is to just press record and start filming. So now that I’ve officially had my last day full time with the reMoVe10 team (last Wednesday) I’ve been gearing up to dive all in on this Independent Project using my 8 hours and 40 minutes a week (between ID time and my new Independent Project specific time) to research, film, and synthesize information about the social science of education change. We pushed “purchase” on some new awesome film equipment yesterday, and now the fun (and intense) work is about to really start!

reMoVe10

After months of data collecting and interviewing, the reMoVe10 team finally had our big presentation to our City of Sandy Springs clients, representatives from Georgia Clean Commute, and a handful of MVPS admin!!

Background

Spark:

No one likes sitting in traffic. It waste time, energy, and money and it is only getting worse each year. Early September of 2016 representatives from the City of Sandy Spring
contacted the Innovation Diploma to partner with us as consultants in a Design Brief in order to achieve the city goal to decrease traffic in the city by 10%.

Goal:

Lead conversations and experiments at Mount Vernon Presbyterian School to decrease traffic in the school community by 10%. Then using MVPS as a small area case study group, develop traffic recommendations for schools in the Sandy Springs area and the city as a whole.

1101161046.jpgPartners:

  • City of Sandy Springs council (Client)
  • Mount Vernon Presbyterian School
  • Georgia Commute Options

Data Collection

The first phase of our work was to better understand our community by learning how and where from people commute to school. In order to do this, we compiled data from our school directory, manually counted cars coming into the school early in the morning, and observed traffic patterns during our morning and afternoon carpool. Screen Shot 2016-12-05 at 1.03.34 PM.png

After working with our school’s registrar, we were able to take information we had gathered and develop this visual of where our families come from.

 

unnamed-1.jpgWe also created this info-graphic which we sent out to the MVPS community to gain support and focus group partners for the movement. We learned that we currently have 662 cars coming into MVPS every morning. Based on estimates for the growth of our school, we should have around 770 cars by the year 2020 when our new high school building is finished being built. With this projected growth rate, it’s imperative that we act now to decrease traffic. If we successfully cut traffic down by 10% now, then we will be decreasing the number of future cars by 180 cars, decreasing pollution by 2,730 lbs of CO2, and saving 5,000 minutes of time commuting as a community (based on the average distances families currently travel from in order to get to MVPS).

Focus Group Insights

After collecting numerical data, the reMoVe10 team wanted to reach out to members of the MVPS community to better understand the MVPS carpool process from the primary users. After sending out our info-graphic, we gathered two parent/faculty focus groups to speak to where we discovered that the Lower School carpool line was more congested than the Upper School since less lower school students stay after school for sports and clubs. We then met with two fourth grade groups and two kindergarden groups in order to hear from the students about how they get to their cars in the afternoon.

Here were some of our take aways:

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Next Steps:

 

Removing traffic in an area doesn’t take a revolutionary idea. There are some rather simple things that we can do as a community to decrease traffic. The key is communication and everyone getting passionate and involved in the movement.

The reMoVe10 team is partnering with Georgia Commute Options, a government funded program that promotes taking cleaner routes to school and work by providing incentives and help with finding carpool partners. Our team plans to give presentations to parent and student drivers in the upcoming weeks to get them excited and signed up with the free Georgia Commute Options app that gives members access to these benefits. We then will work with the organization to see how traffic is effected based on the number of people with the app associated with the Mount Vernon community.

The team will also explore more ways to promote alternative travel options in order to decrease the number of cars on the road. We already have a hashtag (#reMoVe10) and several blog posts on our Innovation Diploma website, and will do a deeper dive into other forms of effective mass communication techniques.

Reflection

The reMoVe10 team has come a long way in the past few months (this link goes to my blog posts along the journey). As a team we had various struggles with communication along the way; people would be absent and not notify anyone as to why, people would wonder out of the work space without a reason, people would not answer texts, etc. While this was very frustrating in the moment, we grew a lot with being able to confront these situations. We had many “come to Jesus moments” where we would talk about these problems and establish a new plan, and by the end of the semester everyone was doing a much better job at communicating with only minor hiccups.

It’s really hard to call a fellow teammate out, but when doing real world work, it is a necessary uncomfortably moment. If problems aren’t addressed, then they will keep happening, and that creates an unhealthy work environment. I think one of the places I grew most as a leader on this team was by being able to facilitate these necessary conversations that no one really wanted to have.

Even in the last week leading up to our big presentation we were struggling to bring things together. We realized that there is a lot of empathy work that we could have done earlier in the process. Our focus group meetings happened back to back only a few weeks before our final deadline, and it was great that they happened, but we realized the insights we identified would have been valuable at an earlier point in time. Furthermore, there are more people that we would have liked to talk to and we should have observed carpool more often, and now we’re having to go back and make up for what we really should have done earlier in the process. The jump from researching to empathizing is often the hardest hurdle to get over in my opinion, and our team truly experienced this. It was most evident in our practice pitch we gave two days before the big presentation, that we had some gaps in our project. However, we were able to pull it all together in the final hours and shifted the focus of our presentation to highlight the great work we had done. In every project it’s easy to later identify things you wish you would have done, but that shouldn’t discredit what you did do, and I was really proud of the quality of the presentation we gave in the end. Our clients even said, “This is better that some of the presentations we hear from adults that we pay to do this kind of work!”

A big part of the purpose of our presentation was to just get the right people in the room to make connections between all of the partners we’ve been working with. We achieved this goal better than we could have planned for; there were people still talking about the possibilities our work has brought up for nearly an hour after we thanked people for coming and said we were finished with their time. These conversations made me really excited with where this project could go in the upcoming months.

Our team had originally planned on disbanding after this presentation and not working 100% on this project (though we would do monthly check ins to keep up with the work). However, after the success and momentum the reMoVe10 movement gained after this presentation, we realized that we can’t stop now. The team is still in the process of figuring out who and how everyone will  be involved  next year, but I can guarantee the project will not die with the end of a semester.

 

The Value of Design Briefs

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This year has marked yet another new chapter for the Innovation Diploma (ID), and as we have moved into our third year of the programs existence, we have started to work on projects that we call Design Briefs. In short a Design Brief is a project where someone in the community seeks out a team of ID members to help them with a problem they are facing in their work; either for money, resource, or time reasons the organization can not devote to working on the project and thus outsources the project to an ID consultant team.

After last year’s success with Design Briefs, this year all of our 2nd and 3rd year student cohort members have gotten the opportunity to work on a Design Brief and we have been deep in the process for the past 2 months or so.

This is my first time working on a Design Brief and I have had the pleasure to work with a team of 3 other ID members as we work with the City of Sandy Springs to decrease traffic by 10 percent. Working with an external client has been a big change for me because the last two years I’ve found myself working on projects that were primarily driven by student observations in our school community. While it’s been awesome to be in an environment where I’ve been supported to tackle problems that I helped identify, I’ve really enjoyed the experience of getting to work with a client this year.

My team has already had 2 client meeting check ins signifying that we are officially halfway to our big deadline date where we will be meeting with a council of members from the City of Sandy Springs. This being said, I felt like it was a good time for me to reflect on a few of the benefits I’ve identified since working on a Design Brief:

  • Time Management: We get to co-create deadlines, but have to be firm on meeting those deadlines because we can’t just email our clients the day before a meeting saying that we haven’t met our deliverables and need to push back a deadline. I’ve had to further develop my time management skills in order to create and meet deadlines for this project which has proven to be helpful in all aspects of my life.
  • Craftsmanship: When working with an actual organization there is a higher standard of work that we have to meet. Most organizations haven’t used students as a consultants before, therefore, we have to prove that we are worthy of being worked with. We want to present work to our clients that is at least as good as the work they would be getting from adult consultants. I’m happy to say that so far, our clients have consistently been beyond impressed with our work!
  • Confidence: It’s one thing for my parents or teachers to say that I did a good job on a piece of work that I presented, but they practically have to say that every now and then because they have a personal connection to me. But when a client from outside of the school says that my work was inspiring, that makes me feel more confident in my capabilities and makes me strive to constantly strive to take on bigger challenges.
  • Spreadsheets and Google Maps: I’ve learned a lot of very specific skills that I didn’t expect to learn while working on this project. I have been learning how to use Google Spreadsheets and Google Maps to help create visual representations of data we have. I’ve ended up creating a dozen of maps, graphs, and tables and have learned a lot about how to use these tools.
  • Communication: As project manager I have been the point of contact for all of our external experts ranging from our clients to parents in the community. This has required me to practice my communication skills in the form of email, twitter, and blogging amongst others. I’ve noticed especially with emailing that I’ve been able to draft emails that require less editing each time over the past few months which has been very tangible evidence of my growth.

I’ve grown a number of skills through this project work, but I think what I find to be most impactful about my Design Brief work is that I actually want to work on this project. Everyday I go into ID feeling excited and motivated to work because I know the work we are doing is actually going to make a difference in the lives of hopefully hundreds of people. That’s a huge deal, and more than I can say about most of my core classes. This Design Brief is meaningful work, and, therefore, I feel even more driven to do everything in my power to be successful in producing high quality work. I can’t wait for the day when it becomes the new normal for everyone to be doing this kind of “real world work” as their “school work.”

The Movement: Transforming Education

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For the past three days I got the honor and privilege to work along side some of the most inspiring students I’ve ever met from around the country. What did these students have in common? They are all proud, passionate leaders in the movement to transform education so that in the very near future everyone can have a learner-centered education. And to think that the attendees at this conference were just a small hand full of the learners involved in this movement is inspiring.

42 students and some smaller number of adults, were gathered from 15 different schools across 13 different states for a conference called SparkHouse hosted by Education Reimagined held in Washington D.C. The coolest part about this conference was that it was specifically designed so that there would be more students then adults. (But we made sure to clarify on multiple occasions that everyone in the room was a learner. I’m always saying that everyone can be a student, a teacher, and a mentor at different times in their lives because we are all life long learners.)

The last few days I’ve posted reflections about the day (Learner-Centered Commonalities and Inspiring Minds United At Last ), but today I’d like to really reflect on my take aways overall and next steps.  (I’ll admit, there is probably much more I could say on this topic and I’m sure I’m forgetting important things, but this is my best stab at it.)

Take aways:

  • Relationships are key in a learner-centered environment: between students, teachers, families, and the community; every student needs to have the feeling of being known, heard, and cared about at a personal level for the best learning to occur
  • Defining vs distinguishing: you can’t define something (such as “learner-centered”) with examples, but you can distinguish what does and what does not fall into a certain category by having conversations to establish a common understanding
  • We need more common language: every learner-centered school is a little bit different though we share the same values. The hard part about this is that because the programs are different we use different language to describe the experiences (this week alone I heard about design thinking, project based learning, masteries, cardinal academy, capstones, extended learning opportunities, etc…) the problem with this is that it gets very confusing to convince people to join a movement while constantly trying to describe all of these different words which essentially just become jargon.
    • How might we develop a glossary of common language so that we can distinguish between different types of experiences while still being able to provide clarity and unity for the movement?
  • Detecting the presence of leadership: There is a kind of speaking and listening (communicating) that causes people to be engaged and united around a common goal that is for “we” (not “me”) in a safe space; the people are then energized and feel a part of something bigger than anyone of us and it’s for everyone
  • Creative ways to get credit: I love the opportunities I’m given by being a student at MVPS however, there are many times where I feel like I’m facing a two worlds struggle because there simply isn’t enough time in the day to dive deeply into my project work and extra curricular activities which I’m passionate about while also spending the required amount of time in core classes to gain graduation credits. The interesting thing I realized while at this conference is that many schools are giving students core credits for their big scale project work that may even take place off campus. (Like getting credit for working in a Kroger and Bank run by the school, or getting credits for participating on the robotics team, or getting credits while being certified as a chef or nursing assistant, or getting credit for an internship that takes place a few times a week during the day.) There are a lot of interesting ideas about creative ways to give credit for large scale project work outside of just credit in the sense of acknowledgment that you’re doing something awesome and gaining skills that will make a cool story to talk about. It seems like a nice baby step in the right direction is to start finding new paths that students can take to gain credits for the learning done from large scale project work (such as Innovation Diploma work or even electives and clubs perhaps).
  • If not now, then when? If not you, then who?: I can’t remember what TEDTalk I watched that had this quote, but some of us from MVPS brought it up at the conference because it accurately describes the mood most of us felt once we were “done.” We gathered an incredible group of people together and that alone has been a huge takeaway. I now know more about so many interesting types of learner-centered models and we have also formed a powerful community of students that are ready to work together to push this movement forward. Every great moment in history starts with a gathering of people.

Next steps:

At the end of the conference the group came together to start discussing next steps and what we would like our role to be in this movement. I’m happy to say that we’ve already started to take action on a few ideas, and we’ve also been thinking about several others that may be a little over the mountains right now.

Next steps in progress:

  • GroupChat/Communications: first off, it’s important to us that we stay connected, so the team of learners at this conference established a group chat with everyone on it so that we can update, support, and ideate with each other as we go back to our respective schools
  • Student Voice Edition Magazine/Reflections: as of earlier today I challenged everyone to also write/draw/record a reflection about their experience with learner-centered education, how they felt about the past few days, what their most excited for next, what’s the biggest thing they’d like to change, etc. then the idea is to compile these reflections into a singular magazine to showcase this new unified student voice group that has been created over these past few days. Luckily a bunch of people were also interested, so I think we’ve officially gotten the ball rolling!
  • Video Re-cap: throughout the three days, a professional video team recorded us as we worked and had some interviews with people as well, and the plan is for everyone to share this video with other people to help spread the word about the work being done across the country already with at least these 15 schools
  • T-Shirt Word of Mouth: everyone who can has agreed to wear our #SparkHouse shirts this coming Monday as a conversation starter to talk about what we did while we were away from our typical school day

Over the mountain thinking:

  • Pitching at our school: everyone walked away from the conference with at least one new cool idea for their personal school based off of what other schools were doing, so an interesting next step would be for everyone to actually pitch to their admin about a new idea for their school to prototype with
  • Exchange program: we send teachers to learn from work being done by other schools, but what if we had an exchange program for students where students would spend a few days shadowing students from another school to learn about other learner-centered models; student voices are powerful, so imagine how powerful it would be if a student in Georgia could come back from 3 days (arbitrary number for now) spent at a school in New York and say that they found this other schools way of teaching to be really inspiring? That would say a lot. Plus it would be fun for us students interested in learning more about different types of education!
  • The glossary: I talked earlier about the need to develop more common language, so one idea I left the conference with is the idea of creating a learner-centered education glossary to help distinguish between different ways we classify models of education. If each student at this conference were to help make a glossary for their specific school, then we put those together, I’m sure we’d find some interesting overlaps and have interesting discussions about what’s worth distinguishing between and it could help provide clarity to the movement in theory.
  • Student run conference: everyone’s always saying that student voices are some of the most powerful ones, and I believe that every student at this conference has the leadership potential to facilitate a conference. So one over the mountain idea that I proposed was for every school group from the conference to facilitate their own conference similar to SparkHouse. We would use the event to get more learners involved in the movement from people that are already hooked to people who come from a traditional school and don’t know much about the new possibilities some schools are making possible.

 

Overall I was thrilled to take part in this event and have left being more inspired than ever. I’d like to believe that I’ve been involved in this movement for some time now with my blog and twitter presence in this world of education transformation; however, this experiance was amazing to me because it’s the first time I really felt like their were more student voices out there being heard. There are obviously students at my school and others that are supportive of this kind of learning, but not everyone is as passionate about really being involved in the behind the scenes promotion and development work alongside the adults, which is understandable. I’m also sure there are more student involved in the movement that I’ve yet to meet. But I now feel like more students are starting to get involved and I think that’s going to be game changing, especially now that I feel connected to a strong united community of the 42 students I just spent the last three days with. (Not to mention all of the adults that have been super supportive and instrumental in making these connections happen and successful).

When teachers talk about learner-centered education people ask, “Where’s the evidence of this working?” but when students talk about learner-centered education, we are the evidence. It is working. Everyday I feel like I know myself a little bit better and am improving my skills as a learner a little bit more due to the opportunities I have to take ownership of my learning and blur the lines between school and the real world.

We as students have inherited a certain type of world, and we have something to say about it. The educational world has been the same for decades, but we are living in a new world so it’s time that education was reimagined, redesigned, and reinvented into a learner-centered model. I feel empowered as a learner to work to push the education transformation movement forward, and I’m excited about all of the possibilities of the future. I imagine a world where one day every student experiences learner-centered education each and everyday, and I believe this future is a very realistic world.