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:

Screen Shot 2016-12-21 at 4.54.26 PM.pngScreen Shot 2016-12-21 at 4.54.37 PM.pngScreen Shot 2016-12-21 at 4.54.50 PM.pngScreen Shot 2016-12-21 at 4.55.02 PM.png

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.

 

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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.

 

Take Learning Outside Initiative

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Background

Some of the faculty of Mount Vernon Presbyterian School came to the Innovation Diploma Pixar Cohort (members in their 2nd or 3rd year of the program) with the challenge of: How might we gain more traffic and awareness for the two outdoor classrooms on campus? We then had two weeks to go through the process of human centered problem solving to then pitch to our clients various high res prototypes that have potential for immediate implementation.

Key skills developed

  • bias towards action
  • craftsmanship of prototypes and presentation
  • time management
  • impromptu short interviewing
  • communication

Project Details

Phase One: Discovery and Empathy

With only two weeks to interview, research, ideate, prototype, and pitch ideas to our client, the Pixar team had to work quickly and efficiently. After some initial discussion, we divided our team into four sub committees right off the back:

  1. Research Team: Why should we care about going outside?
  2. Interview Team: What are the needs/concerns of MVPS community members?
  3. Branding Team: How might we spread awareness about the spaces with well crafted branding strategies?
  4. Cleaning Team: How might we make the spaces inviting enough for people to want to come into it once we spread the word about it’s existence?

After a week working on these sub committees the team re-grouped to share powerful insights:

Research

  • A study performed by the University of Illinois found that students’ capacity to pay attention increased 13 percent if they had a green view outside their classroom window
  • The Hollywood elementary study found as much, as the number of on-task students increased when the education moved outside.
  • Studies have shown a 27% increase in science testing scores with plenty of time outside
(link to studies)

Interview

  • 57% of the 51 students interviewed have only been in the outdoor classroom once
    since starting high school at MVPS
  • Teachers are concerned with:
    • bugs/whether
    • logistics: taking attendance, time spent getting there and back to classroom, carrying stuff
    • a way to capture work: internet, white board, flip board, etc.
    • needing a table top
    • distractions: worried students will be distracted by the “newness” of outside
  • Several teacher concerns were assumption based:
    • internet does in fact work outside
    • it takes about 2 minutes to get outside from the third floor if the class chooses to meet in their room rather than right outside
  • More new teachers to the school were more curious, interested, and excited about using the outdoor space while a large amount of teachers at the school for even just a year were incline to say something to the extent of “I don’t think it will work for the type of class I teach”

Branding

  • the word “classroom” has a certain connotation to a type of learning environment
  • outside learning is a different kind of learning and therefore the space needs a new name

Cleaning

  • cleaned up lot’s of trash and power washed the amphitheater seating
  • discovered mold under the top layer of mulch and the wooden tables

Phase Two: Experiment and Produce

Based on these insights from week one, we spent week two creating new teams to develop a total of 7 prototypes, and a team of two worked to better craft our story and presentation for our pitch. The final prototypes were as followed:

  1. camping chairs in the area for more comfortable seating
  2. colorful signs to promote the space and creativity
  3. words of wisdom promoting the use of the outdoors written on communal white boards and chalk boards around the high school
  4. developed 2 different versions of digital signage to be showcased in the lobby of the building
  5. 3 different versions of a water bottle with a sticker and note encouraging and reminding teachers to take advantage of the outdoor space
  6. 2 large posters with quotes about the value of outdoor learning
  7. 3 different versions of a portable lap desk with a white board surface to meet the need of not having enough surfaces for writing on

https://docs.google.com/presentation/d/1RSzUNl4q0xmeITpOYiT-WM_Knd9wmjiAmnNae1u8T_E/pub?start=true&loop=true&delayms=5000


Reflection and Client Feedback

Team

Being the first design brief of the year, and many member’s first ever design brief, and having such a short time frame, I believe the Pixar team did remarkably well. Our clients found the level of quantity and quality of our prototypes remarkable, and everyone was ready to further implement the ideas which shows a great level of empathy and understanding of the problem.

At the beginning of the process, most of us, myself included, were not found of the idea of going outside for class. We found it cumbersome and not exceptionally beneficial, and thus we were not thrilled about working on this challenge that went against our own beliefs. However, I was proud that our team was able to go through a mind-shift and focus on the fact that despite our feelings towards the challenge, our clients asked something of us and we needed to put our feelings aside in order to deliver.

Once aside our feelings, we still had a lack of communication in terms of what our goal was for the end of the two weeks. Some members were ready to start digging up mulch and give the area a complete upgrade because they thought that was what needed to happen in order to get more people in the space by the end of two weeks. This bias towards action was incredible, but it actually had to be dialed back some because our goal, as we clarified about two days before our deadline, was just to have small prototypes and concepts with a strong pitch for our client who could then implement the ideas if proven necessary. Once this clarifier meeting took place, the team made great strides in the last 48 hours before the deadline; working like a well oiled machine to be ready before our final pitch.

In the future, it would have been great if this clarifying meeting happened earlier on so that we could have been as productive as we were in the last two days for the entire timeline of the project; however, sometimes you don’t know you need a large group meet up until you get far enough a long for clear confusion. Based on the insight from this design brief, in our next team we plan to establish early on a clear understanding of the goal, the timeline, and tasks that need to be completed, and who is responsible for each task.

Even though for this challenge success didn’t include changing mulch, the amount of bias towards action was phenomenal during this challenge. This is a huge improvement from when we started in the Innovation Diploma and would spend weeks discussing ideas and never really take action and get working in the real dirt. We would not have been able to develop 7 well crafted prototypes if it hadn’t been for the level of agency and craftsmanship the team had as a whole.

Personal

I typically have a hard time with having a bias towards action because I’m a person that really likes to try and think through all of the details, but for this project I think I improved some. During part one of the challenge I was on the interview team, and while normally we would spend a lot of time carefully choosing interviewees and crafting emails to schedule a chance to talk, for this project we only had two weeks so we didn’t have time to go through the longer more detailed process. None of our interviews were scheduled and instead I literally walked around looking for students and teachers that weren’t in class and asking them to have impromptu 5-10 minute interviews with me. I even successfully convinced one teacher to have one of their classes outside during my free time so that I could observe the process of the class going to the space and then capturing how they interacted with it.

Another mindset I’ve been trying to embrace is the idea of making my work visible. For this project I worked on that by getting everyone to create visual representations of the key insights taken away from each teacher interview. Then I helped lead the team in synthesizing our insights to create one composite user (also with a visual representation) which we used to share out with the full group at the start of week two. To accompany our composite teacher user, we also had graphs of the student data collected which shows how we’ve grown with our ability to think visibly and also our ability to use technology to make our work at a higher quality level.

Going along with the theme of higher quality of work, I was incredibly impressed mine and my co-presenter’s ability to put together a high caliber presentation in mainly just two hours. The presentation had limited words on slides, edited pictures for ascetic purposes, the entire slide deck had an evident theme to help with the flow between slides, and the work was well synthesized to pair down all of the research, insights, and prototyping work we had done into one pitch around 15 minutes. Typically I wish that we would have rehearsed the pitch better and had the prototype speakers more confident and clear in their role, but I am impressed with the work we presented in a limited timeframe and our clients had no expressed negative comments on the presentation its self.


Next Steps

The pitch was successful and prototypes are ready to be implemented, though technically our team has met our goal and deadline. Some prototypes remain in action such as the camping chairs and words of wisdom around the school, but some still need a little iterating and communicating with various people in order to have them implemented. Our team of 16 has completed this project, but a few may select to continue working with the client to finish the implementation process. I do not currently plan to continue with this team, though if that is where I am most needed in our start-up, then that is where I will continue to work.

I’m No Editor

Screen Shot 2016-08-12 at 8.34.31 PM.pngAn article of mine went live today on the e-magazine Pioneering: Education Reimagined!!!! I posted an early draft of this article on my blog around mid-summer but I’m much happier with this final draft, and very happy to have one more thing off of my plate!

The most interesting thing about this experiance was having an editor. I don’t have very good grammar. I’ve accepted this fact long ago. In fact I spelled grammar wrong writing that last sentence the first time. However, apparently my thoughts that I write about are at least interesting and well written enough for people to want to read them.

In school though this typically doesn’t matter much. I never saw myself as a writer for years because I never made all that great of grades in English class due to my poor grammar. If I’ve learned anything from blogging, it’s that not all good writers are editors. Like wise, I know people who are good editors but not all that great at writing themselves. However, when good writers work with good editors, pretty epic stuff happens.

It was nice to be able to write something for a specific reason where I was more concerned with the ideas then the grammar for a change. Because I was able to work with other people who read over my work to help with grammar details, and it made my writing look better which was cool!

No one ever works entirely on their own. Even book authors. I wish in school we spent more time focusing on the different skills everyone has, and how people can work together to make something great. We don’t all need to be writers, or editors, or artists, or mathematicians, or historians, or scientists, etc, but we do need to know enough about different areas and about ourselves to know how our strengths can work with others to accomplish meaningful work.