Yesterday was a crazy day ending with a gym sleepover I worked for 50 some kids ages 5-15, so sadly I couldn’t blog until tonight.
If we were to replicate the course we are currently running at Paideia, one of the big things I think we need to spend more time on is team roles. I think I forgot that most students haven’t worked on design teams before and aren’t quite use to the unique dynamics of this kind of work.
I remember before I was introduced to design thinking, and even afterward sometimes, if I was working on a project with a bad team, I would just make sure everything got done in the end. Maybe I would talk to the teacher at some point, but overall the norm would be to just work with the people actually working.
However, in a design team, we try to encourage the ideology that everyone has their strengths and weaknesses and is a valuable member of the team. With that, we want project leaders who not only lead by example with getting work done but also try to pull in their distracted team members to include them in the work.
Today we made a point of sharing about this kind of leadership because we had a 3D printed “trophy” we were giving out at the end of class. I think making this point helped a lot because today both teams really made an effort of keeping everyone involved in finishing up our toilet prototypes.
It was great to watch!
I can’t believe this day is here, the first members of the Innovation Diploma who entered as freshman have officially graduated today!
It’s crazy to believe that it’s been four years since this program began with a group of 12 unsuspecting young learners and two facilitators out on a daunting journey to figure out what it would mean to graduate with an additional “Innovation Diploma.”
A lot has changed since then. We went from barely understanding what innovation is to teaching top companies about design thinking. The team currently has Design Briefs in the works with Chick-Fil-A and Delta amongst others!
I love seeing how the program grows every year, even despite me having graduated at this point. I care because each year the program grows it also reflects on all of us who have graduated; it shows how the work we left behind has paved the path for those behind us. Furthermore, it shows how the way we run school is changing a little more each year for the better.
It was a pleasure to work alongside this group of now-graduated seniors while I could and it’s amazing the work they accomplished during their time in the Innovation Diploma. I can’t wait to see what they do next, though it is crazy and a little sad to think that there is no longer anyone left from the original group, theDisney Cohort. It all started back from that first time we hacked the system together by collaborating on what innovator we wanted to be named after, and then it was a crazy ride from there.
Now there will be no one left in the program who lived out that first year, messy as it was at times, it taught us all the true meaning of prototyping early and failing up to continue to make improvements for the future generations. I hope the years to come will remember and appreciate just how far this amazing program has grown in such a short amount of time.
Congrats class of 2018, and goodbye Disney Cohort; continue to dream and design a better tomorrow!
“When you’re curious, you find lots of interesting things to do.” – Walt Disney
It can be easy to forget the power of user feedback, but it’s truly a remarkable gift.
Today we had our end of the year banquet for Grand Challenges (the living-learning community I’ve been involved with at Georgia Tech where different majors come together to tackle “wicked problems” by utilizing design thinking) where we had some parents and other guests go on a gallery walk of the posters we made for our prototypes and then an honors ceremony afterward.
My team’s prototype is in the field of education (go figure), but we hadn’t really gotten to the point of getting much feedback on our idea from actual teachers yet. Therefore we were all still very hesitant about our idea going into this event and not super sure if it was really impactful at all.
However, during the gallery walk there happened to be several teachers in attendance today who came by and talked with us about our prototype. Turns out, every educator we talked to was really interested in our prototype and wanted to test it out at some point!
It was so refreshing and reigniting for our team to hear positive feedback from potential users. It even got us considering actually working further on this prototype even though we’ve decided to not continue with the Grand Challenges program.
I’ll explain more about our prototype in a soon to come portfolio entry, but for tonight I’m just happy that we finally got some affirmation that we’re on a worthy track right now.
Today was the first day I worked with most of our team girls on the group routine. Turns out I may have been a little too ambitious with this choreography…
I was excited because our younger team girls are fairly advanced this year, so when we decided to have everyone in one routine, I left the same choreography that was intended for our upper-level gymnasts. I thought it would be fine because of our girls being advanced and whatnot, but I definitely fell into the trap of maybe dreaming a bit too big on this routine. Thus I was quickly reminded of the importance of testing and iterating on the fly.
Coaching today reminded me that while it’s great to be ambitious, dream big, and strive for crazy goals, you also need to keep in mind feasibility and sometimes scale down goals to build up to big ideas.
Luckily, I think the routine will all work out, but today definitely got me second guessing some decisions.
To build off of my post from last night, I had another instance of course material overlapping today.
In Grand Challenges today we had a guest lecturer. She is currently an Intellectual Property lawyer who graduated from GT as an engineer in 2001. Her entire talk was all about the process to receiving a patent/trademark/copyright (whatever fit the situation) and talking about things you would include in an application and important notes on timing of the process.
Well, it just so happens that my “legal aspects of business” class is currently on a chapter all about intellectual property… I literally had been reading in my textbook last night about this topic and one of the cases mentioned was then something the guest speaker specifically brought up. (The case was about Apple suing Samsung over a trademark with the design of their phones and how Apple won because you can in fact trademark the design of a product and Samsungs was too similar.)
So I literally only had two classes today which were both about the exact same thing… However, the big difference was that one was taught my an external expert. Technically our legal aspects professor also does research in this area and is probably considered an expert, but there is something extra compelling about bringing an outside person in to lead a discussion about work that is relevant to them daily.
Especially in high schools when teachers are often not experts in their particular subject in the sense of continuously doing research or work in that field (partially because high school subjects are so vague and broad that no one could truly be an expert on the entire subject we try to cram into a year, but that’s a topic for another time), it seems that bringing in external experts is such a logical idea. I can’t think of anything noteworthy that we learned in my legal aspects class/from the textbook, that we didn’t also cover while speaking with the external expert. Plus the class she was giving this talk to had nothing to do with legal stuff typically (she was asked to come in because the logical next step with developing innovative prototypes is to learn about how to protect your intellectual property) so it wasn’t like she was told “specifically cover these details and you can look at these pages of our textbook as reference.”
I just wish more schools would take advantage of bringing in external experts from time to time. Not only to give feedback on student work but sometimes just to lead a lecture. While I believe the current education paradigm needs to be transformed, I do not think the notions of lectures are a “bad” thing; they can sometimes be very engaging and helpful at times when you truly just need to gain information on a specific topic.
I 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.
The 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.
It 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 learn 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.
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.
At the end of Junior year I had an idea about how I wanted to end my last theater season with the MVPAllstars. For my last year I really wanted to do a powerful show that left the audience contemplating life as they walked away.
A show like this requires a certain type of experienced cast though, so who better to perform it than all of the senior members of the Thespian Society?
I then talked to each of the other five senior Thespians at the end of last year about this idea of mine and everyone agreed, so to make sure we got this last theater moment, we formed “The Senior Theater Project.” Since the end of our junior year, the six senior Thespians have been working on writing, directing, and performing our own show and with first semester now over, I thought it was a good time to reflect on the progress so far.
Semester one was really focused on writing the script. We knew that we wanted a theme around identity, and after some summer interview work we were able to develop a clearer vision during our first semester meeting. The show is about the struggles that students face that don’t really get discussed at school or on social media; the idea is to demonstrate how much goes on in students lives that we don’t always know about.
At the end of first semester we had a live read through of our script in order to gain feedback about our story thus far. This was a hard goal to meet-having an entire script done to a point where we could share with an audience-and we even knew that it wasn’t finished when we presented; however, I’ve learned over the years how important it is to get feedback early on if you want the best possible final product.
Our team was working until the last second, literally creating the title, “I’m Fine,” for the show about 30 minutes before going on stage. It wasn’t perfect, but it was a complete story that made sense, and the feedback was amazing!
Everyone in attendance seemed to really enjoy the show and where it is headed, and on top of boosting our confidence, they also provided helpful feedback about things that they still didn’t quite understand and suggestions for our next edits. It was useful having outside people give feedback on our show, because those of us who have been writing the script have been so involved in the world of the show that we don’t know sometimes if we are showing enough backstory on parts of the story and characters.
Since then we have been continuing to meet and plan because we officially have less than 20 days of rehearsal left before we perform the show in full! It’s been a crazy process so far, and it’s insane to think how little time we have left. While the show doesn’t go on stage until April, we only meet once a week until two weeks before preview night so we’ve been trying to think through everything from blocking to set building to our photo shoot. (Sometimes I forget just how many little things have to happen for a show to be put on stage, but being the director and co-writer of a show makes that impossible to forget…)
However, despite how stressful it’s been at times to try to work on our show on top of school, college, and other theater productions, we all know that come this April when we take those last bows, it will all have been worth it. To be able to say that we created our own show and it actually went well, will be amazing! It’ll be even more amazing knowing how much work we have put into this brain baby of ours.
What started as just a fun challenge to create a blog and post for 100 days in a row has now become an integral part of my life. Blogging may not be for everyone, but for me it has helped me clarify some of my observations and thoughts on different parts of my daily life, and the best part is that I’m able to track and record my reflections, insights, and key learning moments throughout each year. With it being about the middle of summer now, and with the fact that I won’t have access to much internet or phone service for at least the next week, I find that it’s a great time for me to zoom out and reflect upon my key learning moments from the past year as a whole about myself, utilizing the design process, and the future of education.
This past year I have significantly expanded my understanding of these 5 ideas:
- The need for flexible schedules
- The role of teachers
- Prototyping and launching
- Sense of self
- The future of student voice
In the “real world” people do not work on a bell schedule that has obscure periods of time that go from 10:15-11:05. This past year I have started to do even more “real world work” where I’ve found myself struggling to find times to meet with people due to my odd school schedule. However, within my project based learning time, I have wider chunks of time where I’m able to get ample work done. I’ve written a few times this past year about how we’re often just waiting for Thursdays when we have so much flexible time- the first half of the day- to really get deep into our work by going off campus, interviewing people, working on prototypes with tools, etc: “Sometimes it feels like we’re just constantly waiting for Thursdays, because those are the days we always leave feeling like we actually were really productive and successful in making progress towards a bigger goal in our journey.” — Waiting For Thursdays
And imagine with the amount of work that can happen during half a day, when given a whole week I got the opportunity to travel with other members of the MVPS Innovation Diploma cohort to San Fransisco to work with Stanford students at the d.School on design thinking challenges: ID at the d.School If we hope for students to be doing work with companies within our communities, than we need to support this type of work by having school schedules that are more flexible to allow for meetings, and off campus work, and time to really get into a flow of working.
The biggest adventure of this year for me has to have been the AP Lang Collab Course which has allowed me to take ownership of my learning in a way never before experienced. This past year a partner and I created and participated in the first ever student designed AP course which we called the AP Lang Collab Course. We created this course because we wanted to challenge the education status quo, have the opportunity to test project ideas we’ve had over the years, and have the freedom to take control of our learning as we explore our interests through the lense of language. For this to work we had to be the student, teacher, facilitator, coach, mentor, everything all in one, and with this newfound ownership of our learning I developed a better understanding for how I envision a 21st century teacher. “I can teach, mentor, coach, and facilitate, but when I’m in a class I want someone who can bring their past experiance in to help constantly change between all 4 of these roles and more when needed. I want a guide in the classroom. Someone to teach me skills, and mentor me through stress, and coach me to be confident, and facilitate me and my peers around common challenges. Most importantly though, a guide occasionally let’s it’s followers explore the woods and decide what path to turn down. A guide helps students along the path they choose and points out the important landmarks along the way.”— Taking Ownership
Another huge project for me this past year was my work with the ReSpIn Organization which strives to Reduce waste, Spark conversations, and Inspire change around 21st century sustainability. Our team was formed because we observed that while MVPS teachers, students, faculty, and parents all observe the importance of recycling and being an environmentally sustainable school, more can be done to make MVPS a leader of environmental sustainability. So we explored the question, “How might we make sustainability a part of our DNA at MVPS?”
The first product to come from the ReSpIn team is called the RISE Sustainability System. This system is a learning tool for teachers and students to use in order to help facilitate conversations and activities around sustainability. The product is a space saving waste and recycling bin in one made out of PVC, wood, and zip ties in a way that allows for anyone, of any age, to set up the RISE bin on their own. This clever design allows for classrooms to set up their own RISE bin and use that experience to jumpstart the learning on sustainability. For this project we created dozens of prototypes, and had many moments where we struggled with taking the RISE bin to the next level. This struggle though, is truly what happens in the “real world” with product designs; they take time and lots of prototypes and feedback. The most inspiring piece of feedback that we were given was from a little 5th grade girl who told me, “This is the best design challenge we’ve done, because we never get to see a project like this get this far.”- RISE to New Levels. My work with the ReSpIn team isn’t complete yet, but after this year I’ve learned the true value of prototyping early and getting feedback from a myriad of people in order to push ideas forward.
Amongst the things that I’ve learned about school and design thinking, I’ve also learned a lot about myself over this past year. I’ve always been a person with countless interests, passions, and after school activities that have consumed my “free time.” I’ve often thought of this as a problem because I can’t make up my mind on how to spend my time because I get too interested in everything simply because I’m curious and love learning. Then I watched the Ted Talk, “Why some of us don’t have one true calling,” and it was possibly the most moving TED Talk I’ve watched yet, because Emilie Wapnick introduced me to a world of people just like me and helped talk about the positive side to being what she calls a “multipotentialite”:
- Idea Synthesis: bringing together seemingly different concepts together to find the intersections where great ideas come from.
- Rapid Learning: getting deeply curious about one thing and learning a ton about it before moving on to the next thing to also learn a ton about.
- Adaptability: being able to put on different hats in different situations where different roles are necessary.
I’ve been discovering a deeper sense of self which is an essential part of learning. I’m a person with many different interests, but I can also find the connections between these diverse topics easily which helps me to build project teams and relate things like gymnastics and education transformation.— I’m A Multipotentialite
Learning more about myself has also helped me learn more about ways that I can contribute to the movement to transform education. This year I served as an MVIFI (Mount Vernon Institute For Innovation) Fellow which opened up a number of opportunities for me where I would be leading all kinds of educators in conversations and challenges. In design thinking we highly value and work with our users. The main users of schools are the students. So it only makes sense that for us to re-design schools, we need to value and work with students. Not only is it helpful for students to provide feedback and be involved with ideating on projects, but it also is a huge confidence builder as a student to be talking with external mentors on “real world” issues such as education transformation—External Mentors Make Things Real
All of these key learning moments from this past year have been made even greater in my mind because I was able to reflect upon them on my blog. Blogging has given me a place to share my story in a way where I can also easily look back and find trends and connections between my observations. Plus on top of everything, I’m constantly expanding my network and getting new opportunities. I know I’m not the best writer in the world, and I know it’s an area that I could most improve on, but since I’ve been blogging I’ve grown a new confidence and joy in my writing. Writing helps us think, reflecting helps us grow, sharing helps make the world a better place, and blogging is all 3 in one!
New faces, new stories, new possibilities; fuse16 day 1 is done and it was such a great hit!
For those of you that didn’t get to join in on the fun this year, here’s a quick summary of today’s flow:
We love to throw people right into the deep end by starting this morning off with a design thinking flashlab, where we went through an entire lap of design thinking in just a few hours. From there we had lots of opportunities to eat, question, and mingle and finished the night with some powerful MoVe (moment of visible empathy) talks given by our 4 non-profit partners and 4 people from MVPS.
One of the things I love most about fuse is the opportunity to meet so many new passionate people in one place at one time. I had so many MoVeing (I crack myself up) conversations with people today about all sorts of things from blogging, to theater, to foreign language, to gymnastics, and then of course many conversations about design thinking and how it’s impacted my life. (Especially after giving my MoVe Talk: Thinking Like a Designer— this is actually last year, but it’s the same talk minus one slide and a years more worth of public speaking and natural improv with the audience.)
I love the chance to network with so many people and I’m honored that so many people care about my opinions. What I’ve realized from today is that even in just the last year, I’ve grown to be so much more comfortable with design thinking and the language that accompanies it.
While coaching I’m not always turning to another to ask a million questions about it I’m going about things right; instead I’m being asked questions. In conversations people have caught me saying “design slang” terms like “I wonder” and “what if” and “discovery and empathy work” naturally in response to questions not necessarily about DT directly. Being one of, if not the only student, in the room has become normal to me; in fact, today I was actually pushing my little sister to go join in with the adults since this was her first time in a situation like that. (I also told her to get use to it since she’s joining ID next year.)
In my MoVe Talk I mention how there is no perfect designer, but the best we can do is to continually practice and you will find yourself more naturally feeling and acting like a designer. I wrote up this MoVe a year ago when I had first noticed myself subconsciously thinking like a designer, and now, a year later, I feel this statement is even more true. Last year I was just realizing that I am a designer and everyone else can be one too, and going back to freshman year I was just learning what design thinking even was. The year before that, I couldn’t tell you the first thing about what it meant to think like a designer. But now, in just 3 years, I don’t think I hesitate at all to say that I’m a designer. All that’s changed is that I’ve had more experiences to build confidence and competence.
It’s always nice to get a reminder that makes you look back on where you were to make you realize just how far you’ve come.