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!
It’s officially been a little over a week since I graduated high school and it’s still just barely sinking in for me. It probably doesn’t help that I haven’t actually gone an entire week without being at the school. Between picking up my siblings and attending meetings for various Innovation Diploma projects that I haven’t stoped even though I have the diploma now- still not use to saying that- I’ve kept myself busy around MVPS.
However, even though I can’t quite imagine it yet, I know that next year I won’t be waking up in my room on the first day of school and heading back to MVPS to see all of my same friends and teachers. And going through old pictures for my mom while at the lake this weekend has gotten me reminiscent of all of the great times I’ve had over the years with some amazing people.
On more than one occasion the class of 2017 has been called the “greatest class yet,” as I’m sure all of the years before us have been told. Despite whether or not our class really will be harder to beat than the years before us, I believe that there is something “great” about our class and I’ve been trying to figure out just what that is and I haven’t been able to narrow it down to one thing. So I wanted to share the top 5 things that I’ve been most grateful to learn from the class of 2017:
Motivation from Healthy Competition
Collaboration is a Necessity of Life
How to Dream Big and Make Dreams Come True
Question Everything and Ask for Help
The Importance of Giving Back
1. Motivation from Healthy Competition
Any teacher who has ever taught the class of 2017 knows that we have always been a highly competitive class. It’s not particularly “normal” for a group of students to turn a simple history debate project into a full blown mock trial complete with costumes and an audience of students and teachers from other classes, but this Mongol trial is still one of my personal favorite projects to talk about because the competitive nature we had made the project more enjoyable and helped me better learn the material. We’ve even called ourselves the Mongol Grade because we learned to love that period of history so much and believe we are often “the exception” to many school norms.
While this kind of competition has undoubtedly caused some tension at times, healthy competition has helped make learning fun for me over the years. My peers have pushed me to work harder and strive to do my personal best. I’m never going to lie and say that I have found 100% of my schooling thus far to always be fun and engaging- I may be an odd nerdy kid who enjoys learning but school has yet to get to that great a level even for me yet- however, when I wasn’t the most engaged, having my peers pushing me helped make school more enjoyable for me.
2. Collaboration is a Necessity of Life
While competition has helped me try my personal hardest in school, collaboration is what allowed me to do constantly improve “my best.” The class of 2017 has been more than just a group of students working to get through k-12, we’ve been a family to one another. I remember when Google Docs first started to take off as a classroom tool, our grade took full advantage of the sharing capabilities. Back when everyone took pretty much the same classes, we would create study guides that practically the entire grade would help collaborate on in order to prepare for assessments. Our opinion was that everyone would have to study the same stuff, so if we all worked together to compile the information, it would make everyone’s life easier- and it did!
This collaborative nature is evident not just in our school work, but also how we’ve bonded as a grade. During our Baccalaureate one of the speakers mentioned how there is no clear divide between “jocks” or “nerds” or “actors” etc, and that’s because everyone tends to get along with each other and help each other out. Members of other grades have often said that they were jealous of how close our grade has bonded over the years. This year we even maintained a group chat with the entire grade on it all year without anyone just spamming it into oblivion, which is an impressive feat for that large of a group of teenagers. It’s because of this kind of bonding that I know the class of 2017 will always be my family and though we may be moving far away from each other, I can count on these people to be there if I really need them.
3. How to Dream Big and Make Dreams Come True
I’ve had some pretty crazy ideas over the years, and while some people may be tempted to just say “Well that’ll never happen,” my peers have always been supportive to help make my crazy ideas into reality. For example, since freshman year I had been talking about how cool it would be to write an original show, and everyone always said it would be hard and take a lot of time, but no one ever said it was impossible to make happen. Sure enough, while freshman year might not have been the right time, I graduated having helped to write, direct, and perform an original show which wouldn’t have been possible if the idea wasn’t encouraged even back when I was just an ambitious, semi-clueless freshman.
This kind of positive spirit just makes life more enjoyable, and sure enough, we’ve been able to pull of some incredible things because of this “can do” attitude! The first step to doing the impossible is to dream of the impossible, which is truly impossible to do without supportive people by your side letting you know that anything is possible if you try hard enough. The class of 2017 has truly taught me to never let go of the childhood nature of dreaming like anything is possible, and that’s why we’ve been able to accomplish so many amazing things that get talked about as part of what makes us “great.”
4. Question Everything and Ask for Help
The world is changing every single day and changes don’t happen without something first being questioned. Even schools are finally changing because of the people that are unafraid to question the norm. The class of 2017 is constantly questioning the norm and that’s why our class has been a part of making so many changes happen at our school. Members of our class participated in the first Council on Innovation where the Innovation Diploma started to further take shape. Members of our class were the ones to pioneer founding a student designed AP course. Member of our class helped prototype the maker space on campus. And I’m sure there are a number of other things that not only am I not mentioning, but somethings I probably don’t even know about that members of our class helped play an important role in.
Furthermore, we know that when you have a lot of questions about life, you need good mentors to ask your questions to. I’ve truly learned how important it is to not just ask questions, but to find someone who really is good at listening to questions. I have formed some incredible bonds with some of my teachers and peers whom I’ve had the privilege of calling mentors to me over the course of my years in high school, and I know others can say the same. I’ve learned when in life you truly just need to ask for help and thankfully I’ve found people that know how to listen and give advice, with the understanding that when they need advice, I can be that ear for them to rant to. Part of what I love about the class of 2017 is that we aren’t afraid of sharing the stuff that’s hard to talk about and it’s allowed us to form bonds with each other as well as people all around the school that will last long beyond the past 4 years; this is a big part of why I’ll miss my years of high school so much, and I imagine it’s a big part of why other students and teachers say they will miss us.
5. The Importance of Giving Back
Last but not least, I’m so grateful that the class of 2017 has taught me how to really show how much people have meant to us. I can’t even count the number of times we have thrown parties for various teachers for birthdays, holidays, and farewells. We’ve gotten the nickname of “the stalker grade” over the years because we care enough to do some deep digging to figure out just the right gifts for people. Whether that means a video of pictures and an original song, a homemade grandmother’s recipe birthday cake, a signed copy of a favorite book, a video of a play we saw in France, a custom ordered hand sticked college bag, or a framed collage of inside jokes in the form of stickers, we have managed to put together some pretty great gifts for teachers where a bunch of us chip in to make it happen. I can confidently say they’ve been great because of the expressions on our teachers faces when they realize what we’ve done and it’s always wonderful to see someone you appreciate so much completely filled of joy.
Even our senior prank was so fitting of our grade because we were a tad annoying while also helping the community. We bought close to 300 cans at least and used them to block off the front entrances to the building, so while it was hard to get into the building that one day, our school went on to beat the all time record for the amount of cans donated to the Community Action Center by the end of the can food drive week. The class of 2017 has taught me how important it is to thank those that have meant a lot to you, and that’s why I never think I’ll be able to thank the class of 2017 enough for everything they’ve taught and done for me.
Thank you class of 2017 for being the greatest class a girl could ask to graduate with! You have all taught me so much, and while our time together may have come to a close, memories last a life time and I will never forget all we have learned together.
(And now for some of my favorite photos of high school…)
This past week in general has been not so great but there was a light at the end of the tunnel: Broadway Karaoke Night! On a few occasions over the past year or so, I’ve had conversations with people about how fun it would be to have an event where we just sing a bunch of Broadway songs, but it had never happened. After winter break though, I decided this was my senior year, I’m president of the Thespian Society, and I wanted to make something happen, so this idea needed to be brought to life.
So I met with various members of the performing arts team and pitched the idea to have a Broadway Karaoke night. The pitch was approved! Then we had three weeks to get this event together because we decided it would be good to make it happen sooner than later in case we wanted to make this a recurring event.
I really wanted to make this a community event to bring together theater fans of all ages. So I reached way back into the alumni information we had to email theater people from long since, some whom I never even knew. Plus I invited lower schoolers, middle schoolers, and faculty that I know love singing Broadway because they have been in past upper school productions. Theater is a community no matter the age, we all gather together to perform the art we love. That’s one of the things I love about drama- you might have never met a person, but if you meet in the theater you immediately have something to bond over.
We successfully had around 25 people come to Broadway Karaoke night!!! Including a 4th grader, a 5th grader, 3 seventh graders, 3 alumni, 1 former mustang, 4 faculty members, and a dozen or so high schoolers! The night was tons of fun as we ate Willy’s (a show week traditional meal) while watching some rehearsed and some clearly not rehearsed performances from some Broadway favorites like Wicked and Hamilton.We even had a few props and choreographed pieces thrown into the mix! It felt like a great success of a night, and knowing we didn’t sing so many great Broadway numbers and many people were sick, I think it only makes sense that we have another Broadway Karaoke night in the future!
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!!
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%.
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.
City of Sandy Springs council (Client)
Mount Vernon Presbyterian School
Georgia Commute Options
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.
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.
We 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:
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.
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.
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.)
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.
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.
The past two years in the Innovation Diploma I have been a part of a lot of projects driven by students observations that lead to ventures. For example the Co-Venture to re-design our iStudio space and last year’s ReSpIn team working on creating a recycling system in the middle school.
This year I’m moving into the world of Design Briefs.
In its inaugural year, iDiploma was incredibly successful in “consultivation” work (consult + innovation) where we invited members from the Mount Vernon community to bring a problem or opportunity to be workshopped in a 90 minute design thinking session. The partners we had for those sessions left with plausible and implementable solutions, and our learners became much more comfortable with their design thinking muscles. This year, we committed to incorporate even bigger and longer term projects via “Design Briefs” that anyone in the community can generate. Essentially, we’re creating a pool of potential projects that are not out of a textbook or dreamed up by a teacher, but instead projects that are generated out of need in the community.- MVIFI.org
Last year a team of ID cohort members worked on a Design Brief with Jeff Garrison, from S.J. Collins Enterprise, to design a pocket park in a new Whole Foods development which they named: Peachtree Station. Last year’s Design Brief was so successful that this year, after a mini-internal Design Brief for practice, we have jumped right into 4 different Design Briefs scheduled to conclude around January at the latest.
I am a member of team PB;J which stands for Public Buggy Jam team. We are working with the mayor of Sandy Springs to reduce traffic in the city by a hopeful 10%. To start, we are
using Mount Vernon Presbyterian School (MVPS) as a test group because it is a controlled environment. Our goal is to create a traffic reduction plan for MVPS that could serve as an example for other schools in the area as well. The hypothesis is that if enough schools work on reducing their traffic, we will impact the overall Sandy Springs traffic problems as well.
This team was assembled almost two weeks ago now, and so far we have made great progress crafting team norms, goals, timelines, and essential questions.
Currently we have been working on:
planning out our time line and learning to use Trello as a task management tool
researching what a professional Traffic Reduction Plan looks like and outlining what type of information we will need to provide
learning how to use Raspberry Pi to gain experimental data where we count the number of cars entering and leaving MVPS and time-stamping each car
reaching out to MVPS admin to see what data already exists in terms of demographic questions we’ve had
set up some norms:the first 15 minutes on Monday’s we will discuss goals and duties for the week
the last 30 minutes on Monday we will spend with the entire ID cohort to make sure we keep everyone in the loop and have some community amongst the full team
PB;J team will write one blog post a week updating our progress and we will rotate who does the weekly blog (I was this week), and all of our posts will be archived on the Innovation Diploma website run by us high schoolers
and we decided to use the phrase “let’s tune in” if we notice that some of us are getting distracted and need to focus back in on our work
For only almost two weeks of school, I’m pretty happy with where we have come as a team and am excited to see where this venture goes.
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
impromptu short interviewing
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:
Research Team: Why should we care about going outside?
Interview Team: What are the needs/concerns of MVPS community members?
Branding Team: How might we spread awareness about the spaces with well crafted branding strategies?
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:
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
57% of the 51 students interviewed have only been in the outdoor classroom once
since starting high school at MVPS
Teachers are concerned with:
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”
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
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:
camping chairs in the area for more comfortable seating
colorful signs to promote the space and creativity
words of wisdom promoting the use of the outdoors written on communal white boards and chalk boards around the high school
developed 2 different versions of digital signage to be showcased in the lobby of the building
3 different versions of a water bottle with a sticker and note encouraging and reminding teachers to take advantage of the outdoor space
2 large posters with quotes about the value of outdoor learning
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
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.
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.
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 a person who often gets involved in big time consuming projects that require lots of planning and organization. I love getting involved in these big projects, but at the same time it can feel like you’re walking on a treadmill: you just keep moving but you aren’t getting anywhere new.
This year I want to develop a better habit of taking action faster by focusing on more “small hacks.” Little short term projects that expose me to new skills while helping to change some small things that might otherwise get overlooked as not being a “big enough problem.” Making the life of even just one person a little bit better is still making an impact.
As part of my role as the Mount Vernon Institute For Innovation (MVIFI) Fellow, I work closely with the MVIFI Nucleus team and today I had a lunch meeting with them. This meeting was primarily about the Maker, Design, and Engineering programs we have been building at MVPS. A good chunk of the meeting was focused on how to get more people to take ownership and agency over the idea that they too can be a maker despite age, experiance, or teaching discipline.
This gave me an idea.
We have a maker’s space on both the lower and upper school campuses (Studio(i) and The Hive) where we have all sorts of tools such as 3D printers, laser cutters, vinyl cutters, CNC machines, and more that anyone can learn to use whenever they’d like to. Access to these tools is incredible because it means that we can develop high res prototypes in all sorts of mediums. Yet this is an opportunity that isn’t taken advantage of by nearly as many students and teachers as you would think– yet.
I personally do not even know how to use several of the tools that are available to me as part of the Mount Vernon community, and I want to change that. So I intend to start taking time every week to learn a new tool. While I’m learning, I hope to then make something related to different content areas which I can then give to various teachers in order to help encourage them to also use The Hive and to perhaps spread the maker mindset into their classrooms as well.
A maker, in my opinion, is someone who tinkers around with different materials and has a bias towards action in order to develop physical products. The maker culture therefore, is really centered around trying to make your thinking visible, which is something that is relevant and should be emphasized in all content areas. I want to live in a community of people who not only talk about big ideas, but a community of people who can build those ideas out and make them a reality.
In my experiance, schools want their students to be life long learners that feel empowered to take action. How do we teach the mindset of taking action? We teach students how to have a makers mindset. And this isn’t just the job of “Maker, Design, and Engineering teachers,” because in order for something to become a part of a communities culture, everyone must embody the mindset. It is everyone’s responsibility to embrace and spread the maker culture.
It’s been a long week for me, and one that was blog-less. A lot of things have been happening in life not just for me but for several of my friends as well which has created some extra stress, so I think it was good to retreat from blogging.
And it was great to have our senior retreat this past Sunday-Monday! We desperately needed a break from the world. My grade is honestly just wonderful; I couldn’t imagine a better group of peers to have gone through high school with. I love how everyone get’s along so well and we all feel comfortable with each other enough to start conversations with anyone. It makes team challenges way more fun and successful which I always think is a plus.
Though we did less activities than past retreats- swimming in a wave pool and paint ball this time- the trip as a whole was exceedingly meaningful to every senior at our school.
There is one particular activity we did as sophomores that we did again now as seniors that was heart wrenching both times, which we just call “circle time.” We pick our own small group of people to go out anywhere around the site, then we sit in a circle with one person in the middle. That person then goes around and every person on the outside says something they appreshiate about the inside person that just needs to be shared.
As sophomores, this activity meant the world to my friend group. The next 3 years of high school were strongly built on the moments we shared in that circle.
As seniors, some people were almost in tears before we even started; just the thought of the love that was about to be shared between family (we’ve long passed mere friendship) was enough to cry happy tears about for the past, and sad tears for a future not as connected to each other.
Everyone was a happy mess by the end of the night. And as we circled around the campfire, gazing at the stars and each other by the light of the fire, everyone left their own hopes and burdens aside, if only for a moment, to appreshiate the community of support we’ve built up over the past 4 years.
Sometimes you just need to have those deep, thoughtful, and appreciative conversations with others. We all just need a break sometimes. Time to let go of all of the stress if even just for a moment, and to appreshiate the supportive people around us that inspire us to be better humans each and everyday.
Our senior class bonded in ways unmeasurable by any school scale in these past few days. We were already close, but this retreat was well needed and invaluable. To think that we almost didn’t have this retreat (this year only seniors got a retreat) is inconceivable because I can’t describe just how much it meant to all of us. Everyone came home and started texting on the group chat we created for all of the seniors about how we loved the trip so much that we want to plan another for later in the year; even if not school related, most of the grade is interested in going camping, or having some sort of all senior retreat part 2.
Retreats are something everyone needs every now and then. I’m so glad that our grade got the opportunity to go on a retreat every year of high school because each one meant so much to me. They were some of the high lights of each year because they were moments where my friendships strengthened in ways I couldn’t imagine possible. I’m so grateful for our teachers who fought for us to keep this tradition alive at least for seniors; I already know it will be a notable moment for the entire year still ahead of us.
I’m currently in Baltimore with my great grandma who can not remember her wifi password, so it seems that I may not be able to blog the rest of the week after tonight so hopefully this will be good…
The last two days I have spent college touring at 3 different schools, and the process has been both fun, tiring, inspiring, and a tad frustrating. What I’ve realized is just how amazing my high school experiance has been.
I’ve gotten to work on real world projects with business leaders; I’ve gotten to learn how to use tools most barely get to use in college at all; I’ve gotten to help shape my own learning journey immensely; I’ve gotten to travel around the country to explore new communities; I’ve gotten to lead my own research projects and even speak at multiple conferences due to my work. I’ve gotten to do a lot of things that most colleges try to pitch to you to get excited about, and talk about these things as something you may get to do eventually and should really look forward to learning more about the possibilities.
I don’t need to be pitched to about why these experiences and resources are great, I’ve already been sold on the fact that education is changing and that real world experiences are what we need to be challenges with; I’ve known and been living this life for the past 3 years… If I’m doing project work like this now, why can’t I continue it in college, why must I wait for a potential future?
What frustrates me most about the college process is that I don’t want to start over my education journey which is what it kind of feels like is the only option, because I haven’t been able to find a single school yet that offers the opportunities I’ve been given due to being a member of the Innovation Diploma.
I want a school that has renovated spaces that are flexible, hands-on, and collaboration centered. I want a school that has a maker space where I can learn how to use tools, and have the freedom to try designing my own ideas and bring them to life. I want a school that has a program(s) set up where I can continue to work with experts and visionaries in entrepreneurship, education, business, and community leadership. I want a school where I work alongside of my teachers in work and play to the extent of playing wacky card tournaments together. I want a school where I feel confident that I will continue to enhance my ability to associate, question, observe, network, and experiment. I want a school that gives me the freedom, support, and resources to wonder and wander on whatever learning path is best for my personal journey.
I love and value everything Mount Vernon has offered me, and I just want a school that allows me to continue to further my work and learning but at an even more advanced level. Is that so much to ask?
The more I research and visit colleges, the more it seems like k-12 education is actually way ahead of the game when it comes to 21st century learning, and yet it still has so much to improve on. Why is higher education so behind on 21st century learning?
Sure there are “innovative colleges,” and truthfully I’ve been intrigued by many schools in different ways, but most of them only offer a select amount of opportunities compared to my current school. In order to pick a school I have to choose between a maker space, or hackathon competitions, or 21st century buildings, or interdisciplinary classes. I want a school that says “yes and” to all of these things just like my high school.
Most students are ready to get out of high school as fast as possible. Some go as far as to count down the days until graduation, even just when they start freshman year. I however, am not ready to leave because I know what an insanely valuable experiance I’ve gotten due to the Innovation Diploma, MVIFI, and MVPS’ general design thinker culture that embraces new ideas and makes them happen fast.
I’m not ready to leave high school because, while I like schools and have many on my list that I’m interested in, I haven’t yet found a school that I truly believe will take all of my high school opportunities and experiences to the next level; which I feel like should say something about education…