The Redesign of a Character Ed. Classroom

The Redesign of a Character Ed. Classroom

As part of our ongoing journey to redesign a representative sample of all learning spaces nursery - grade 12 at ASFM, we recently redesigned a High School Character Ed. Classroom. It was an amazing experience which challenged us to think differently about how community, connection, and social learning can be enhanced through spacial concepts. To learn more about the experience explore the manifesto above.

ASFM Strategic Innovation Plan: 2015-2020

In 2014 we at ASFM gathered as a community to develop our next Strategic Innovation plan which would guide the general direction of our school until 2020. As we approach 2020 after many years of hard work, numerous prototypes, and meeting upon meeting, it is nice to be able to look back and see where we were, where we are, and be excited for where we are headed. The video below showcases the culmination of the work we as an Innovation department have been working closely with since 2014. Produced by our stellar Communications department, I hope it provides insight into some of the projects that have come to life.

Innovative Quality teaching and Learning

ASFM Edge of Excellence Inspiring Spaces 2016-2019

In 2014 we at ASFM gathered as a community to develop our next Strategic Innovation plan which would guide the general direction of our school until 2020. One such project was the Edge of Excellence Annual Giving program headed by our Superintendent Michael Adams. While programs such as these are common in many Universities and International Schools, it was a very new concept at ASFM. What has been remarkable has been the creation of spaces which would not have been able to be brought to life with out this campaign and the generosity of our community.

Produced by our stellar Communications department, I hope it provides insight into some of the projects that have come to life.

The ASFM Innovation department has been involved with not only the leveraging the Design Thinking process to bring a human/student centered approach to the development of learning spaces but also to the whole process of engaging with the community to bring these concepts to life. Throughout the year we engage with our community through various empathy building experiences. We draw upon these experiences as we come up with ideas for the annual Edge of Excellence campaigns and connect them with the pillars from our Strategic Innovation Plan. Our ASFM L2E2 Design Process refers to this as the “Languages and Landscapes” of the community and serves as a primary filter. Once we arrive at a compiled list, we then wash it through various community groups including, parents, students, alumni, board, etc. to see what potential projects resonate the most with our community.

Designed by David Jakes Designs

Designed by David Jakes Designs

From there, we select a set of 2-4 projects to build prototypes for to pitch to potential donors. Each project requires developing a design team of expert teachers, administrators, maintenance and facility leaders, and Innovation Coaches as Designers to develop a series of deliverables which translates the mission and vision of the school and for the project into a spacial concept.

This becomes the primary document/manifesto we reference as we work with architects as we translate a provocation into a set of drivers and constraints, to spacial concepts to prototypes, layouts, sketches and renders and eventually blueprints and construction documents. By the time we inaugurate a space we know it as well as our favorite book or spot on the couch and we work for about a year afterwards to optimize use, effectiveness, and to align desired behavior with a spacial concept. These need to be living spaces which are agile and responsive to student needs for learning.

ASFM Business Incubator

The progression to this point where we have a clearly defined Design process with clear deadlines, deliverables and tasks to be completes has been a hugely collaborative and iterative process. Each year we learn from the last and optimize for impact with the student learning experience at the heart it. This is a very brief summary of said process but I hope it provides a glimpse into the great projects brought to life when leveraging the Design Thinking Process.

Special thanks to Dr. Michael Adams, Helen Trevino, Marcela de le Garze Evia, and the whole Edge of Excellence Campaign team who made this possible and continue to “Dream Bigger” for our students.

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The ASFM Eco-Patios Manifesto: The story of the redesign.

ASFM Eco-Patios Manifesto

This is the story of the transformation of outdoor “Spaces in Between” into vibrant Eco-Patios at the American School Foundation of Monterrey, Mexico. Special hanks to the leaders of the Edge of Excellence annual giving campaign and the generosity of Fundacion Deacearo, Additionally, this would not be possible without the open mindset of the ASFM community which was willing to explore the possibilities. These spaces will be a source of curiosity and wonder for generations to come.

ASFM Moonshots: The Pitch

In early October the ASFM Tech Action Committee gathered to discuss innovation at ASFM. Most of the committee, comprised of our Superintendent, Assistant Superintendent, Principals, Assistant Principals, Directors, Coaches, etc, had just returned from the annual Tri-Association Educators conference in the Dominican Republic. As a result we asked, “what are you curious about?” The responses were varied yet interesting. From there we shared out, partnered up, and committed to plan the next steps to explore. I shared for example, was that “I’m curious about authentically published learning platforms,” but that isn’t the focus of this post.

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What I want to share is the journey we have started as a result of Sheldon Guenther and Jonathan Chenier’s being curious about an alternative education program which starts with our students as the designers. I am proud and honored to say that this week, less than a month after the spark was lit, we started with just that, students. We created an invitation to a journey to think differently about school with the video below. When the 9th grade generation met for an assembly, we took five minutes, pressed play, and walked away. We wanted to be as faceless as Daft Punk and let the idea move them.

Join us in redesigning the future of education, now.

As you can see, we started with “Why” and were purposefully unclear as to the direction we are headed. We also shared this out with students before we pitched to teachers. We are not sure to what extent that is a good idea but we wanted to emphasize our commitment to students being the focus.

On Thursday, November 1, we waited to see who this message resonated with enough to move them to take the first step. To our surprise, 15 grade 9 students felt compelled enough to explore the better plausible future. And so it has begun.

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One non-negotiable aspect of this project is that we are going to follow the Design Thinking process and cast ourselves as designers and therefore relinquish, as much as possible, our biases admin, principal, teacher, adult. Those are layers of self which we want to inform but not influence. This an experience we are designing with students. As we move forward, we want them to be advocating to their parents, the board, teachers, community members, peers, etc, for a more personalized and autonomous learning experience.

By David Jakes

By David Jakes

The first step of our ASFM L2E2 Design Thinking Process is Discovery. We need to know how students feel about their current learning experience, understand how they want to feel, and explore alternative mindsets and challenge the current model altogether. Everything is on the board to be redesigned. When we shared this with our Explorers, their posture changed. We have lift off.

What has been most impressive has been the extent to which our students have been able to express themselves with precision and articulateness. They have been able to express that they understand the structures and needs of education but also state why and how it doesn’t maximize their potential, time, or abilities. I have summarized the findings from our first sessions below.

How we feel about school?

Emerging Driers: Tired. Stressed. Unmotivated

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How we want to feel?

Emerging Constraints: Inspired, Happy, Excited

If you were given a day to learn about anything, what would you choose to learn about?

What amazed me here is that what they chose to learn about wasn’t all that exotic but learned towards the practical. First aid was definitely not what I expected. The group also very quickly decided to increase the frequency of meetings from once to twice a week, with some also looking to extent the Discovery process beyond their grade level by connecting with Elementary students. In their words, “this may impact us in the short term but will mean more to them in the long term.” I’m going to let that breathe and wait to see where it lands.

The journey continues.