#ATL’s Urban City Studio: An concept for engaging with your community

The City of Atlanta has big plans for the future especially since they are projecting 2.5 million new residents over the next 25 years. The city has created a comprehensive development plan and one of the ways that they are increasing awareness and gathering information from Atlanta residents is through their new Atlanta City Studio. The lab has a variety of displays, many of which are interactive. This pop-up lab will be at Ponce City Market for 6 months and then move to another area of the city. During my visit I was greeted by a staff member who took me on a tour and explained all that the projects on display and the process they are using to engage with the Atlanta community.

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The goals for the urban design studio space are to:

  •  through a shared vision for vibrant urbanism, raise awareness about urban design and plan for a better Atlanta…one that will continue to advance Atlanta’s people and places;
  •  create urban design policies and enhance design sustainability and livability for the city;
  •  direct urban design services on projects throughout the city;
  • spark urban interaction amongst people who visit our city and those who live here;
  • engage residents and stakeholders in identifying goals for the City of Atlanta and create a new narrative;
  • enhance the socioeconomic, ecological and sustainable urban design form for the city.

My visit there this weekend got me thinking about how we could use a space like this at Mount Vernon Presbyterian School. My first thought was that we can use it to gather information from our community that will guide us in our strategic planning process and to share information on our academic program. The space can also be used with prospective families who are thinking of attending your school. Visitors can maneuver on their own or be shepherded through by faculty members, students, parent volunteers or administrators. Take a look at what #ATL City Studio has and how your school can benefit from a pop-up lab.

Bike Network
Bike Network Plans

 

 

Character Areas Maps
Explaining Ideas and Asking Questions

Character Areas Questions

 

Imagine a student showing these panels to parents and having a conversation on the topic. Any community member who serves in a host role will have to truly understand these ideas and what they mean for the school.

Good Urbanism 1

Good Urbanism 2

 

Clipboards 2
Visitors can provide feedback by answering strategic questions
Let's Play
This interactive model allows visitors to redesign city blocks.
Kids Area
Younger children can also participate
Meeting Space
A meeting space for small groups
Work Plan
And a work plan with markers on glass. (These are really trendy now)
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Amazing Summer of Learning

This summer I have had three amazing learning experiences that were each very different, yet they connect to our mission at Mount Vernon Presbyterian School. Here is my first pass at a brief overview of the takeaways.

Traverse Conference at the Watershed School in Boulder, CO

MVPS Team at Traverse16
The MVPS Team (minus Bo Adams) at Traverse 16

Storify from Traverse

Using the local environment for learning – Right from the start we were working with John Weiss from Human Design to consult on their Social Action Machine Project. Starting out on a non-educational project was the perfect way to get the creative juices flowing. This was also a reminder that we need to search for projects for our students that are outside the realm of our walls.

Baking human into everything you do. John Weiss

Project-based learningNicole Martin and I joined the Integrating Disciplines Through Real-World Learning session. We were immediately put on a bus and traveled to visit the site of a 6th grade project that involved ecology, economics, government, sociology and many other disciplines. After the group listed their community problems Nicole and I latched on to transportation and traffic in our area. More to come later on our ideas for a schoolwide project on this problem.

Disciplines legitimize each other.

Entrepreneurship – We learned about Startup Weekend, a program for teenagers that is held in cities around the country. Our task was to study the organic food market and pitch a start up. The highlight was our visit to a Whole Foods. We observed and interviewed shoppers in the store. We got a taste of immersing ourselves in the research and empathy process.

Consultivations – Our students are so much more capable than what we typically give them credit for and Meghan Cureton presented how our Innovation Diploma students consulted with an organization on the design of a pocket park. Here’s an article from a local newspaper explaining what the students accomplished.

fuse 16 at Mount Vernon Presbyterian School

Refuge Coffee fuse16
fuse16 work with Refuge Coffee

The goals for participants were:

  • Make an impact in an issue alongside several Atlanta nonprofits
  • Learn design thinking as a practitioner, rather than in a “classroom” setting
  • Model the possibilities and opportunities for doing school differently

Storify

The best part of the entire experience was learning the DEEPDT process while working with Refuge Coffee. Refuge is an amazing social business that strives to create community for Clarkston residents. In doing so the company also allows for newly immigrated refugees to earn a living wage and develop skills, including English language. Clarkston has the reputation for being the most diverse square mile in the world. The learning was fantastic and the relationships that we built with the Refuge team were moving.

Pioneer Lab with Education Reimagined in Washington D.C.

PioneerLab Text
Pioneer Lab in Washington D.C.

Imagine a network of educators and organizations that is focused on transforming education by creating a new paradigm. This is what Education Reimagined is trying to do by organizing educators from around the country to participate in their Pioneer Labs. I was invited to attend the second session of training to prepare for a September gathering. The learning was two fold:

Education Reimagined has created a vision, a new paradigm, for the for the future of education that is Learner Centered and the five elements are listed below.

Screen Shot 2016-06-24 at 9.36.50 PM

The second piece of learning was around the change process. It’s fascinating to understand how extremely difficult it is for people to move from one paradigm to another. The most telling example was how medical professionals believed, for 2000 years, that bloodletting was the only way to cure diseases. It took new scientific knowledge and extensive research for medical professionals to shift this paradigm.

Your paradigm is so intrinsic to your mental
process that you are hardly aware of its
existence, until you try to communicate with
someone with a different paradigm.
—DONELLA MEADOWS, THE GLOBAL CITIZEN
What does this new paradigm mean?
The learner-centered paradigm changes our very view of learners themselves.
Learners are seen and known as wondrous, curious individuals with vast capabilities and limitless potential. This paradigm recognizes that learning is a lifelong
pursuit and that our natural excitement and eagerness to discover and learn
should be fostered throughout our lives, particularly in our earliest years. Thus,
in this paradigm, learners are active participants in their learning as they gradu-
ally become owners of it, and learning itself is seen as an engaging and exciting
process. Each child’s interests, passions, dreams, skills, and needs shape his or
her learning experience and drive the commitments and actions of the adults and
communities supporting him or her. (“A Transformational Vision for Education in
the US.” Education Reimagined, 2015. Page 5.)
Learner-centered education isn’t the newest way to “do” education. Nor is it a new
“to do” list or set of activities to add onto your work. Because it is a paradigm shift, it
actually offers a new worldview and demands a mindset shift. It becomes a new way
to…well, be. And, that changes everything.
I look forward to participating in this important work.
WOW! These were all inspiring experiences and they have helped me grow as an educator.

#IMAMUSTANG – Highlights from My New School

So excited to be a Mustang at MVPS
So excited to be a Mustang at MVPS

As many of you know I joined the Mount Vernon Presbyterian School community this year serving as the Head of the Upper School. Mount Vernon is a school of “inquiry, innovation and impact” and we are redesigning the school experience for our students. So far, the experiences and challenges seem to be just what I was seeking.

Take a look at what I’ve been experiencing these past few weeks. This laundry list will provide you with a taste of what life is like at Mount Vernon.

On September 22 and October 6 Trung Le, Christian Long and the rest of their team from Wonder by Design held Curiosity Conversations around the current prototype of the proposed Upper School building with members of our community.

The current model is nothing like your traditional school building. “Flexibility” was the number one word used by those who participated in the conversation. There are “Inquiry Zones”, “Inquiry Accelerators”, “The Plex”, “The Mobile Action Lab”, and STEM areas. This building represents the school that we want to be and our efforts to create a program that fits the space are continuous.

Our students are working on their iProjects and those students who are seeking to find the topic that hooks them have had access to mini-field trips around town (The Beltline, CNN, College Football Hall of Fame, Historical Sweet Auburn Market), entrepreneurs and social entrepreneurs like Corbin Klett (you have to see his 3 min speech at the Georgia Tech Commencement Ceremony), Ted Wright, from Fizz, Chantel Adams from Forever We and designer Jenn Graham of Atlanta Streets Alive.

I, along with colleagues and students attended the Creative Mornings – Atlanta meeting where Aarron Walter spoke about Empathy and designing for emotion at MailChimp. Our students then visited the Museum of Design Atlanta and had lunch at Atlanta Tech Village.

While the MVAllstars provided our community with a powerful drama around Armenian immigrants to the US, our World History students were conducting interviews of local Armenians to learn more about the their knowledge of the genocide that occurred 100 years ago. Our photography students prepared an exhibit that set the tone as viewers entered the theater and one of our teachers shared his family’s immigration story. This was an excellent example of teams working together to craft the entire experience for theater goers.

Oh, and it’s been so long ago that I almost forgot about having the honor to attend Plywood Presents where we heard from many inspirational problem solvers.

To provide our students with opportunities to travel abroad and within the US we kicked off sign up for our interim trips. Students can chose from trips to Australia, London, Greece, Costa Rica, Seattle, New Orleans, Crystal River, FL, local internships and other local experiences. Plus, our Innovation Diploma students will be visiting the Stanford d.School to work with graduate students on a Future of Food challenge.

More later on our work on improving assessment practices and designing a MVPS Upper School Humanities program.

Best Practices Just Aren’t Enough These Days

Best Practices – Aren’t. Mike Myatt. Forbes Magazine. 15 Aug. 2012. http://www.forbes.com/sites/mikemyatt/2012/08/15/best-practices-arent/

Just over a year ago I read George Couros’s post, Ignoring the Status Quo and after this I have been campaigning against best practices. I was in search of alternatives to looking at “best practices”. Unfortunately I’ve been doing a poor job of communicating the concept that best practices keep up the status quo without taking us to a new level. Thanks to Brett Jacobsen at Mount Vernon Presbyterian School I started reading Decisive by Chip and Dan Heath. They clearly explain the benefits of best practices mixed with “bright spots”.

“They’ve long since learned to “benchmark” competitors and absorb industry “best practices.” While these habits are useful, they are rarely transformative. Good ideas are often adopted quickly.”

In Decisive, they give the example of how Sam Walton replicated practice that Ben Franklin was using where customers paid for their items at one location at the front of the store. In the past customers would pay separately in the respective departments. As more stores starting adopting this strategy it became common practice. Walton would frequently ask, “Who else is struggling with a similar problem, and what can I learn from them?” I find that we do this all the time in schools. In the international school community, The Principal’s Training Center listserv is buzzing with colleagues who are gathering information on what others are doing (“best practices”). This type of sharing is necessary and very helpful. For example, about a year ago we asked schools (see The Best Time – Design Thinking Part 2) how they were organizing their classroom without walls trips. We received some excellent ideas and ended up piloting trips based on the best models that we found.

The Heath Brothers present a case for a combination of best practices and “bright spots.” The bright spots are solutions that come from alternative thinking within the organization. Thinking that is tailored to meet your needs and takes the solution to the next level. This type of thinking can lead to mash-ups or innovative practices.

“The search for options might lead the manager to search first for best practices. In a world with thousands of other organizations, someone has surely faced this problem before. Next, she might look for bright spots within her own organization, …”

Using the classroom without walls trip example. We’re basically at a point now where we need to develop brights spots that will improve our school trips. Based on the feedback that we received from teachers and students, the pilot trips were excellent, but they weren’t innovative and we didn’t quite accomplish our objectives. We’re now in the process of developing a new iteration for next year’s learning experiences and we plan to take them to another level. A level that better meets are needs and will hopefully be seen as a “next practice”. Notice that I said “learning experiences”. We’re realizing that the activities for the week don’t have to be trips.

I’m changing my campaign in support of best practices and bright spots.

Join us at Graded for Innovate 2015 in March

We are looking for forward-thinking, dynamic and passionate educators who want to lead the learning at Innovate 2015.  Submit a proposal to workshop, present and lead learning at Innovate 2015!

Innovate Proposal

 

 

Innovate Page

Design Thinking: Part 3

I’ve talked about our leadership team’s experience with design thinking when we redesigned our high school trips earlier this year. As I mentioned, we literally learned by doing.

Today a small group of us were able to experience a 1 hour workshop from the d.school on design thinking. If you’re interested in a primer on design thinking, this is the one for you. It’s so easy to organize because you just need the video, a partner and some materials to use for prototyping.

The design thinking process from the d.School at Stanford. Image licensed for reuse – http://www.legaltechdesign.com/wp-content/uploads/2013/10/steps-730×345.png

Today’s group experienced the following:

  • The pace is fast which is just part of the process. This workshop is an abbreviated process but in general, the pace is fast when you’re designing.
  • You have to really learn about your partner during the process. You’re forced to study his/her process for giving gifts and learning as much about them and the process in a very short amount of time. At one point the facilitators tell you that the session should get emotional and people may cry.
  • Prototyping can be quick and dirty and you need to share unfinished work to test out your solution. It’s somewhat strange to build a 3D item that shows a process.
  • The process does lead you to test something and then make revisions. In this workshop you just don’t have much time to revise.
  • You can really become engaged quickly when your working on a design challenge.

I see many ways that our organization can use these principles when we are looking for solutions. There is less talk and more doing and testing out concepts and you’re really focused on the users. I’m looking forward to finishing up the our trip project and starting something new.

  • Bias for being more human centered
  • Prototype Everything
  • Collaborative
  • Bias toward action

 

 

 

The best time… Design Thinking part 2

The design thinking work on our annual trips for next year continues as we work to “Redesign the experiences to make them indispensable and unforgettable so that the mission and core values come to to life.” There are three things that I  think that I’ve learned in the past couple of weeks. I’m not exactly sure if I’m on the right track but, as the facilitator, I’m moving forward.

We started our last meeting by watching this trailer for the documentary, Design & Thinking.

Get to work prototyping and plan to fail often

It’s short and clip and one of the take-aways for me was that the teams should work quickly to create a prototype. I’ve found that in education we typically spend too much time on planning. We’re probably cautious and conservative when it comes to making changes. Grant Lichtman is his post Your School and Google’s Nine Principles of Innovation states, “Adults want proof that something new will work; we want a 20-year longitudinal study to show that something different is better than what we have done in the past.” We want to cover all our bases and think through every angle so that we plan it right the first time. In this process the idea is to create something quickly, based on the information that you have and then you test it out. So, we decided to break into teams and start prototyping our trips for next year. At the same time we are talking to teachers and students to learn more about what it would take to make the trips “indispensable and unforgettable” I think that all of us have been also thinking that it’s November (almost December) and we don’t have our plan for the trips set in stone yet. Well, maybe we’re behind schedule but…

The best time to plant a tree was 20 years ago. The second best time is now. Chinese Proverb

The second learning from the trailer is that we should plan to fail. When I initially considered this I thought, “No way! This can’t happen because we are the high school leadership team and we’re supposed to come up with the perfect solutions. What will people think if we fail?” Then I realized that it actually may be a good thing for us to fail. Maybe we need to learn how to learn from failure and to model this for our community. Hey, one of our core values is Risk-taking.

The process changes from defining and removing barriers to developing solutions

As I mentioned in my last post, my past experience has been with the quality process and the focus is on defining the problem and barriers and then taking steps to remove the barriers. My last piece of learning deals with a shift from removing barriers to developing solutions. As we speak to students and teachers I find that I’m energized by thinking about possibilities and solutions. We also looked at what other schools and organizations are doing with trips and that was inspirational. It forced us to think differently about what we currently do. While we have defined parameters, we seem to not be spending time coming up with reasons why we can’t make changes. Instead we envisioning what can be and how we can create that amazing experience for students and teachers.

We have another prototyping session next week and each team is responsible for coming up with a plan. We’ve invited two travel companies that we work with to provide us with ideas and options. I’ve also got one more focus group session with 11th grade students. Oh, did I mention that the two groups have are just a bit competitive? It just adds to the fun.

As I learn while doing I need to think about how we can test out the prototypes. Maybe we can present these to students and teachers for comments or for a vote. Based on our expectation of failure it makes sense to not immediately decide to use one of the models for the real thing. Probably better to test it out with our audiences before spending an enormous amount of money on the trips. Anyone have advice for our next step? I welcome any and all suggestions.