IDEA MiniCon P3 Slides
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PRESENTATION OUTLINE
ROYCEMORE SCHOOL
EVANSTON, IL
2019-2020 P3
personal passion projects
In our Middle School (grades 5-8), all students participate in our personal passion project (P3) program. This is the third year for our P3 program.
Photo by amira_a
P3 GOALS
Why are we doing this?
The following slides explain some of the reasons we do P3. (Yep we present these reasons to kids and parents too!)
Photo by amira_a
1. Determine what you are passionate about.
Determining what students are passionate about is often the hardest thing. In the past, we have let students choose anything they found interesting. It frequently proved difficult to keep student's attention on that topic all year.
This year, we are using the design thinking process to help students solve a problem they are passionate about. By connecting to a problem and breaking down the process, it helps students remain a bit more focused on their topic.
This year, we are using the design thinking process to help students solve a problem they are passionate about. By connecting to a problem and breaking down the process, it helps students remain a bit more focused on their topic.
Photo by ed_needs_a_bicycle
2. Pursue a passion, chosen by you, for much of the school year.
Students focus on their P3 topic for the entire school year.
A P3 class, which all MS students take, meets once a week for 40 minutes throughout the school year. We also have one 4-day week dedicated to it in January, when all classes are suspended so students can concentrate on their projects.
A P3 class, which all MS students take, meets once a week for 40 minutes throughout the school year. We also have one 4-day week dedicated to it in January, when all classes are suspended so students can concentrate on their projects.
Photo by meredith hunter
3. Improve your communication skills by working with a mentor.
A HUGE part of our P3 program is MENTORSHIP! We work hard to pair each project up with an adult mentor from our community. Here is a student working with a Roycemore parent on a comic book project.
Finding Mentors
- parent newsletters
- alumni newsletters and social media posts
- personal connections
- mentor interest form
A HUGE part of our P3 program is MENTORSHIP! We work hard to pair each project up with an adult mentor from our community. Here are some of the ways we do that.
In the background are three students video calling an animator and Roycemore alum who lives in California.
In the background are three students video calling an animator and Roycemore alum who lives in California.
4. Organize and complete a large project from start to finish.
Organizing a large project is an important skill, and a valuable part of our P3 program.
Photo by Andrew_D_Hurley
PROBLEM SOLVING
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DESIGN THINKING
We use the design thinking process and encourage students to work on solving a problem they care about for P3.
Photo by Olav Ahrens Røtne
mindsets
of design minded individuals
Why design thinking? We discuss the following mindsets with our students at the start of the year. This helps them understand the design thinking process better, and gets them to think about why we are asking them to think this way.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
Photo by zetson
human-centered
- empathy
- solve problems from the perspective of others
- leave behind old ways of thinking
- curiosity to understand a variety of perspectives
- advocate for human needs unapologetically
We discuss the following mindsets with our students at the start of the year. This helps them understand the design thinking process better, and gets them to think about why we are asking them to think this way.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
Photo by Tyler Nix
confidently iterative
- passion to craft delightful solutions
- curiosity to imagine multiple approaches
- ability to try a variety of approaches
- courage to not get it right the first time
- belief that all are creative
We discuss the following mindsets with our students at the start of the year. This helps them understand the design thinking process better, and gets them to think about why we are asking them to think this way.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
Photo by Sara Kurfeß
courageously committed
- willing to sacrifice own ideas
- passion and stamina to make a solution a reality
- learning from failure
- courage to not get it right the first time
- embraces ambiguity
We discuss the following mindsets with our students at the start of the year. This helps them understand the design thinking process better, and gets them to think about why we are asking them to think this way.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
Photo by comeonandorra
Respectful problem finder
- ability to be an insightful problem finder eager to change the status quo
- willingness to try new things despite uncertain outcomes
- start from a place of not knowing the solution
- makes and tests solutions, instead of just discussing ideas
Photo by Samuel Zeller
optimistic collaborator
- understands what is important to the whole community
- balances human needs, feasibility and viability
- believes every problem is solvable
- able to clearly communicate solutions
- inspires action
Photo by Mimi Thian
Untitled Slide
This year, we are using a curriculum from Future Design School called "Design Thinking for Middle School." It has really helped structure our program and get kids thinking in new, unique, and useful ways.
You can find out more here: https://www.futuredesignschool.com/
You can find out more here: https://www.futuredesignschool.com/
Untitled Slide
This year, we are using a curriculum from Future Design School called "Design Thinking for Middle School." It has really helped structure our program and get kids thinking in new, unique, and useful ways.
This slide shows the table of contents of the curriculum.
You can find out more here: https://www.futuredesignschool.com/
This slide shows the table of contents of the curriculum.
You can find out more here: https://www.futuredesignschool.com/
Untitled Slide
Though there are many design thinking models, this is the one we have been using from our program (from Future Design School). Students start with a problem, brainstorm solution ideas, gather feedback, and prototype their ideas. They cycle back and forth through these steps.
How can each middle schooler choose a passion project that they really like?
We started the year with a "design sprint" to teach the design thinking process. This was the prompt we gave to the MS kids for the sprint.
Untitled Slide
These are the ideas that the students came up with to help keep P3 interesting all year long. They "dot-voted" on their favorite ideas. We are in the process of implementing those ideas now.
DESIGN SPRINT IDEAS
- 10-minute brainstorm
- Survival checklist
- Survey of ideas
- Check in with other groups
- Join others to help with their projects
Here are some of the ideas that came out of our design sprint.
Choosing a project
After our design sprint, it was time for students to choose their own project topics.
Photo by Jens Lelie
What do you wish was better?
To help them determine a topic, students participated in a brainstorming workshop. We asked them to think about this question.
Photo by Samuel Zeller
What do you wish was better?
- ... in your home?
- ... in your school?
- ... in your community?
- ... in the world?
We asked students to think of as many answers to these questions as they could. They wrote each answer on sticky notes and put them all up on the wall.
Photo by Simon Ray
What are your P3 ideas?
Next, we asked students to think of their passion project ideas: things they've always wanted to learn about but haven't had the opportunity. Those went on sticky notes on the wall as well.
Photo by Samuel Zeller
Untitled Slide
Finally, we asked students to put together one problem with one passion. This (ideally) became their P3 topic.
Remember the most important skill:
EMPATHY
Students then started going through the design thinking process with their chosen topic. The first, and most important step is Empathy.
Photo by Annie Spratt
Feelings Collage
- Form a group of 3-4 people.
- Get construction paper, magazine, scissors, gluesticks.
- Cut pictures from the magazines of people expressing any kind of feeling.
- Label each picture with a feeling word.
One of our Empathy-related activities was a feelings collage.
Photo by Daniel Lin - Photojournalist
HOw might we?
Each student (or small group of students) wrote a How Might We...? question based on the topic they chose.
Photo by Infrogmation
HOw might we?
- HMW reduce electricity shortages in developing countries?
- HMW help people stop smoking?
- HMW help dogs or cats that need a home?
- HMW make maps more accurate?
- HMW help teens get more sleep?
Each student (or small group of students) wrote a How Might We...? question based on the topic they chose. Here are some examples.
Photo by Infrogmation
HOw might we?
- How might we support the LGBTQIA+ youth?
- HMW fight illiteracy with art?
- HMW increase the amount of female animators?
- HMW cut down on plastic use?
- HMW stop animal abuse?
Each student (or small group of students) wrote a How Might We...? question based on the topic they chose. Here are some examples.
Photo by Infrogmation
Untitled Slide
We encourage our students to "fall in love with the problem" not the solution. This is tough! Often we want to focus immediately on doing the thing we think will help, or on the first idea we have. But in order to truly design helpful solutions, we must first thoroughly understand the problem.
Infographics:
Communicating the problem
To help them fall in love with the problem, each student or group conducted research, then created an infographic to explain the PROBLEM they were trying to solve.
Untitled Slide
Next, students tried to empathize with their users; that is, they put themselves in the shoes of the people who experience the problem they want to help solve. Students were encouraged to interview users, conduct research, and speak with their mentors in order to empathize.
A search for "empathy map" returns many options, but here is one that we like from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
A search for "empathy map" returns many options, but here is one that we like from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Experience Week
one week dedicated to P3
At this point, it was time for Experience Week!
In January, there are no middle school classes for one 4-day week. Students focus entirely on P3. This is what we call Experience Week.
In January, there are no middle school classes for one 4-day week. Students focus entirely on P3. This is what we call Experience Week.
Site Visits
One unique aspect of Experience Week is that we encourage and allow students to go off-campus during that week.
We work with parents starting in November to plan what students might do. Students can go off-campus to visit sites relevant to their project with parent approval and transportation. This is not required- we plan a fantastic week for those who do stay on campus.
We usually plan 2-3 faculty-led field trips as well, so that everyone has a chance to learn offsite at least once.
We work with parents starting in November to plan what students might do. Students can go off-campus to visit sites relevant to their project with parent approval and transportation. This is not required- we plan a fantastic week for those who do stay on campus.
We usually plan 2-3 faculty-led field trips as well, so that everyone has a chance to learn offsite at least once.
Site Visits
- Chicago-area museums
- Evanston Animal Shelter
- Respiratory Health Association of Chicago
- Mentor's offices
- Feed My Starving Children
One unique aspect of Experience Week is that we encourage and allow students to go off-campus during that week.
Here are some of the places students visited this year.
Here are some of the places students visited this year.
Site Visits
- Center on Halsted
- Everyone Reading Illinois
- Northwestern University
- Pediatric Sleep Specialist
One unique aspect of Experience Week is that we encourage and allow students to go off-campus during that week.
Here are some of the places students visited this year.
Here are some of the places students visited this year.
Kickoff
EXPERIENCE WEEK
We started Experience Week with a Kickoff session, where we talked about how students might need to "unlearn" how to do a traditional school project, as well as practicalities for the week.
For slides from our Experience Week Kickoff, see this link: https://www.haikudeck.com/p/6f9e6bb206/experience-week-2020
For slides from our Experience Week Kickoff, see this link: https://www.haikudeck.com/p/6f9e6bb206/experience-week-2020
Ideation
During Experience Week, all students participated in an Ideation workshop, where they worked in teams to brainstorm possible solutions for their problem.
For more about our Ideation sessions, see these slides: https://www.haikudeck.com/p/01bb18a0ab/p3-ideation-workshop
For more about our Ideation sessions, see these slides: https://www.haikudeck.com/p/01bb18a0ab/p3-ideation-workshop
Storyboards: Communicating the solution idea
During Experience Week, students continued with their design thinking assignments at their own pace.
After their Ideation session, each student or group chose one idea to move forward with. They created a storyboard to explain that idea. This could take the form of a sticky note timeline, a poster, a slideshow, or whatever they chose.
After their Ideation session, each student or group chose one idea to move forward with. They created a storyboard to explain that idea. This could take the form of a sticky note timeline, a poster, a slideshow, or whatever they chose.
Photo by Kelly Sikkema
Feedback & Iteration
Students got feedback on their storyboards from peers, teachers, and family members. They made changes based on these suggestions.
Elevator Pitch
Next, they wrote and practiced an elevator pitch, to be given at our Expo at the end of Experience Week.
Prototyping
Our students are now in the midst of prototyping their ideas. We conducted a prototyping workshop during Experience Week.
The workshop began with making a quick prototype of a homework machine, based off the poem “The Homework Machine” by Shel Silverstein. This idea is from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Several students started creating a prototype of their solution, which they shared at our Expo.
The workshop began with making a quick prototype of a homework machine, based off the poem “The Homework Machine” by Shel Silverstein. This idea is from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Several students started creating a prototype of their solution, which they shared at our Expo.
The Homework Machine
Our students are now in the midst of prototyping their ideas. We conducted a prototyping workshop during Experience Week.
The workshop began with making a quick prototype of a homework machine, based off the poem “The Homework Machine” by Shel Silverstein. This idea is from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Several students started creating a prototype of their solution, which they shared at our Expo.
The workshop began with making a quick prototype of a homework machine, based off the poem “The Homework Machine” by Shel Silverstein. This idea is from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Several students started creating a prototype of their solution, which they shared at our Expo.
Prototyping
Here is a prototype of a solar powered energy generator to help people during blackouts.
Mentors
Students are in touch with their mentors as often as possible throughout the process. Here is one of our 8th graders with his mentor at our Expo!
Untitled Slide
We use Google Classroom to organize our design thinking assignments.
P3 Expo
(It was yesterday!)
Finally, students shared their work in progress at our P3 Expo at the end of Experience Week!
Untitled Slide
Finally, students shared their work in progress at our P3 Expo at the end of Experience Week!
Untitled Slide
Finally, students shared their work in progress at our P3 Expo at the end of Experience Week!
Thank you!
- @RoycemoreP3 on Instagram
- @shnology (Elizabeth Shutters) on Twitter
For more info about our P3 program, please visit our website, or follow us on Instagram and Twitter!
https://sites.google.com/roycemoreschool.org/mse/programs/p3
@RoycemoreP3 on Instagram: https://www.instagram.com/roycemorep3/
@shnology (Elizabeth Shutters) on Twitter: https://twitter.com/shnology
https://sites.google.com/roycemoreschool.org/mse/programs/p3
@RoycemoreP3 on Instagram: https://www.instagram.com/roycemorep3/
@shnology (Elizabeth Shutters) on Twitter: https://twitter.com/shnology
World Literature
Innovative Designer
- Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
global collaborator
- Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
knowledge constructor
- Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Susie McTeacher is attending IDEAcon. What might Susie need to make her conference experience better?
Faculty PD Goals
- understanding alumni needs during college
- use standards-based grading
- implement a new reading program
- increase collaboration
Photo by Samuel Scrimshaw
