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.

I'm Curious TAC 2018.png

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.


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


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.

Friday Funday: 3 Googley Ways to Have some Summer Fun Now.

Looking for a little break from the reviews, marking, reporting, prep, and generally work in general, well look no further. Below you will find hours for wasting time, escaping, or  recharging, depends on your mindset. Brought to you by Google.

1.  Experiments with Google: You may have heard of Google Quick Draw or Emoji Scavenger hunt but these just scratch the surface of the Google Chrome Experiments available showcasing web browser based experiments, interactive programs, and artistic projects. Enjoy the journey down the rabbit hole into the web-based, VR, AI, and AR world. One of my new favorites is the Morse Code Experiment, check it out. 

2. Google Doodle Games: Google Doodles are more than amazing pieces of art celebrating holidays and icons figures. The best ones are interactive but the trouble has always been that they are only there for a day. Great news, now you can turn back the clock into the archive of Google Doodle interactive games. Check out a few favorites below.

Rubix Cube: See if you can complete the digital version.

Basketball: With the NBA Finals going on, kids would love to see if they can sink 3s like Steph Curry. 

Screen Shot 2018-06-01 at 1.32.09 PM.png

Birth of Hip Hop: My favorite by far. Not only does the intro provide a great history lesson but the game is just pure fun. 

Pony Express: Fun racing game that is as expected, addictive. 

Screen Shot 2018-06-01 at 1.33.16 PM.png

Pac Man: An oldie but a goodie.

3. Let me Google That for You: This is my favorite resource for responding to people who have questions that a simpple Google Search can solve. Have a little fun and start responding with one of these linked in your responses to emails which ask simple questions. Be aware, people’s responses to this may vary.   

Popular Questions:

How to upload a word file to google Docs.

How do I create a short URL?


12 Places to Float Ideas and Prototypes for Students

I think we are at a stage in 2018 where we can all get behind the necessity of what we learn being transferable to the real world. In his presentation, Grant Higgins -Understanding by Design states, and I paraphrase, the largest misunderstanding of Understanding by Design was that people missed the necessary balance between content and performance with the goal being student autonomous and authentic performance similar that of a soccer player during a match. The problem we continue to see is the lack of fields and authentic competition.

How this manifests this is schools is, students, creating representations of learning, awareness posters, pieces of writing, performances, product and prototypes, and sharing them for the most part, within their internal community. Anyone can get their family and friends to identify with their cause or garner a purchase of their new hip prototype of a t-shirt or food product. My question is, how does this prepare this for the real world?

In 2018, the most valuable commodity of any organization is it's ideas. We live in a time where the largest taxicab company, owns no cars. The largest hotel chain owns no hotels. The largest shopping market owns no malls. Etc, Etc. When Facebook acquired Instagram for one billion dollars, it wasn’t for it’s capital investments, it was for it’s intellectual property, their ideas. Ideas are the currency of 2018. Since that is the case, how can we teach our students to be better at creating, cultivating, curating, and floating ideas? I believe we have to do so in the most authentic way possible and that buy not holding our students to authentic standards by floating ideas in a public democratic marketplace, we are handicapping their creative capacity.

Screen Shot 2018-05-31 at 3.42.33 PM.png

Below are a collection of places where students can float ideas, share prototypes and get real feedback from a real audience. Uploading a product to Kickstarter or entering a design contest on Instructables is a real as it gets. It doesn’t matter if students win, what matters is they are going to be more conscious about what they develop, get feedback from a real audience, and will get better while immersed in a real-time marketplace. If at first, they get no feedback, then obviously what is being created isn’t that great, yet. To have good ideas, you need to have lots of ideas. The more our students are active in the process of creating content for the real world, the better they will be.

1. Instructables: This is an amazing site and community to plug your students into and for teachers to get started with      Engineering Design and Maker education. If you are teaching the IB or Common Core standards, they are rooted in Design and this resources can get you started. Students are also given clear instructions and guides to submit an “Instructable”. This goes far beyond just posting an idea, but postions  students as teachers in the creation of their ideas, thus truly embracing collaboration. There is also a community which shares skills via classes for free. If students can’t bring their ideas to life, start learning how to. If they are experts at skill, teach someone else and share here.

2. Etsy:If your students are creating products for sale, Etsy is the market to leverage. “Sellers” can build profiles telling their story, build their brand, and get feedback based on more than sales with a review system with stars and comments. No different than amazon or ebay but for Makers.

Screen Shot 2018-05-30 at 3.41.25 PM.png

3. Kickstarter: If your students have an idea but don’t have the capital to get it off the ground, give Kickstarter a try. Their deliverable becomes a marketing campaign rather than product development. In 2018, if you need funding for an idea, Kickstart is the place to go.

4. ThingiVerse: A great space to share ideas and engage in contest that involve 3D printing. Student can submit solutions to the various “Challenges” which again helps engage with an authentic audience and gives them real world feedback.

5. Story Wars:  A collaborative writing platform for students which can be gives them the opportubity to write the next chapter in a story in various genres. To quote:

“Story Wars is a place where random writers with amazing ideas in their head come to express their thoughts.  Any person can pitch an idea and create a story, but the moment the story is published, it is no longer truly theirs, but it is adopted by the Story Wars Community. Different users can write a chapter to a story that they like and want to contribute to. The twist is that for your chapter to be official, it has to be voted in. By going up against different authors, you actually have to try. Because of that, you slowly start to become a better writer."

If you want to stop writing a certain book, you can. You can give it to the hands of the community, and watch it flourish into something beautiful.In short, Story Wars is a place that challenges you to be the best that you can be, while having fun and enjoying the experience.

Screen Shot 2018-05-31 at 3.22.00 PM.png

6. Teen Ink:  Teen Ink, a national teen magazine, book series, and website devoted entirely to teenage writing, art, photos and forums. Students must be age 13-19 to participate.

7. GitHub: Currently our Near Space program is hosting and sharing a variety of files here. If your students are developing software. GitHub is a web-based hosting service for version control using git. It is mostly used for computer code. It offers all of thedistributed version control and source code management functionality of Git as well as adding its own features. GitHub brings together the world's largest community of developers to discover, share, and build better software. From open source projects to private team endeavors.

8- 10. Pixabay, Unsplash, or Mourgefile:  Most schools teach digital literacy and have their students publishing photos online. Not many though have their students upload their photos to an open source database which can give them exposure, feedback, and help them build profile for their work. Pixabay Unsplash, and Mourgefile are great places to share high quality royalty photos for all photographers.

11. Hit Record: HitRecord is an online collaborative production company founded and owned by actor and director Joseph Gordon-Levitt. The company uses a variety of media to produce such projects as short films, books, and DVDs

Screen Shot 2018-05-31 at 3.39.07 PM.png

12. The Guardian’s “Blogging Students”: The Guardian has created a great platform to showcase student writing and they aren’t at all afraid of controversial content. Imagine the reaction your students would have being published on one of the worlds largest newspapers.

Discovery as Insight: 7 ESSENTIAL RESOURCES for ReDesigning Learning Spaces

In September of 2015 we at the ASFM Tech Integration department embarked upon the journey of redesigning experiences such as STEM, Blended Learning, and Learning Spaces. We took a group of educators on the on a week long tour of the possible through various schools and innovative organizations in California. I had previously been on trips of a similar nature when we were rolling out the 1:1 program at Seoul Foreign School and found it to be highly valuable as a new Tech Integration Coach. You don’t know what you don’t know and that trip broadened my horizon of what was possible so I thought we could do the same in Mexico.

Now while the insights compiled on that trip still serves as a valuable resource and was also a great team building event, what often happens is schools go on trips to other schools, or search the web for insights and end up adopting someone else's solution. The trouble is that is their solution which works for their community and when we are talking about space as a Third Teacher, you want to make sure that teacher knows your students. Therefore, I would encourage you to approach insight into concepts rather than tangible solutions.

Below are a brief collection of resources which we have found very helpful and I hope will provide guidance as you start  thinking differently about learning spaces. Think of redesigning spaces as a continual journey into the possibility of a vision for learning and the space as a resource and tool for that. An articulate new vision for learning and process for bringing that to reality are essential to inform the space which act as a "Third Teacher". Until those aspects are clear, hold off on redesigning your space.

Courtesy of

Courtesy of

1. Third Teacher: 70 Ways You Can Use Design to Transform Teaching and Learning Book and Website: For us, this has been the most used and relevant resources for kick off the conversation about thinking differently about spaces with educators. Even though I have read it dozens of times, I still find a new insight whenever I pick it up. In a previous post, “Discovery as Insight”, I expanded on the potential use of this resource.

download (4).png

2. Make Space Book: This is the story, guide, and archive of the development of the d:School at Stanford, the Mecca for design. When redesigning spaces this resource really offers some tangible and achievable ideas for “setting the stage for creative collaborations.” Not a page is turned without a spark being lit.

Courtesy of Steelcase 

Courtesy of Steelcase 

3. Steelcase 360 Magazine: For us, and many schools and organizations, Steelcase is the industry standard when it comes to furniture solutions. Their 360 publication has released three publications, The Education Edition, The Creative Shift, and Making Space Disappear, which have pushed us to think differently and offered valuable resources. Click the link to download copy or view online. While Steelcase products are generally only appropriate for middle and high school at best, the concepts discussed in these publications are universal.

4. Create Magazine by Spaces Oasis: Space Oasis is furniture company based out of England and while we have not been fortunate enough to prototype their products, due to the cost of shipping from England, we have found their publication intriguing. Specifically their size and color guides which have given us a great jump off point for developing color palettes for spaces and design custom furniture with local designers and artists.

5. 7 Spaces for Learning: Ewan McIntosh’s video expands on Matt Locke’ 6 Spaces of Social media from 2007 and translates and applies them to education in a  physical context. We have found this resources useful in the context of differentiation of learning spaces and while discussing the status of learning spaces in relation to this pre and post installation. I have summarized the main points below for a quick reference. 

Summary of the 7 Spaces of Tech and Our Physical Schools Environments courtesy of Ewan McIntosh

Summary of the 7 Spaces of Tech and Our Physical Schools Environments courtesy of Ewan McIntosh

The Redesign of A104

6. Redesign of Spaces Deliverables/Manifestos: Sometimes it is hard to understand how the Design process translates a vision for learning into a spatial concept. For us at ASFM, we had a good understanding of the Design Process and an evolving depth of knowledge of what was possible, but it wasn’t until David Jakes shared some of this sample deliverables that we really started to understand the possible. Over the past 2 years we have redesigned a number of spaces and published the Deliverables and Manifestos of the spaces below. These are just a snapshot of the process but should give you an idea of the process.

The Redesign of 4A
ReDesigning the Science Lab

7. Inspiring Spaces YouTube Playlist: These are a series of videos which can give you an idea of the process and purpose behind redesigning learning spaces. There is a variety of case studies, process walkthroughs, and tutorials or speeches to provoke thought into thinking differently about learning spaces.

These are a brief collection of resources which we have found very helpful and I hope will provide guidance as you start  thinking differently about learning spaces. There are many more out there which are highly valuable and many which we have not come across yet that I hope you will share. Think of redesigning spaces as a continual journey into the possibility of a vision for learning and the space as a resource and tool for that. An articulate new vision for learning and process for bringing that to reality are essential to inform the space which act as a "Third Teacher". Until those aspects are clear, hold off on redesigning your space. For more, check out my post, "Process Matters"

In an upcoming post I am going to share how we have taken all these insights, along with empathy building and observations, to develop our universal design principals which now inform all spaces redesigned at ASFM.  We are on the journey towards redesigning a representative sample of learning spaces in grades Nursery through 12 and in all content areas. We will continue to share the story here an on

Data that tells stories with Gapminder Tools

There is a big disconnect between perception and reality in a world of click bait driven media, profit driven news, and an overwhelming amount of content at our fingertips. Fortunately we are seeing more and more massive collaborative efforts to make data live, public, and easily accessible. You may recall Hans Rosling’s TED talk: Debunking third-world myths with the best stats you've ever seen from over 10 years which wowed us with data and the ability to delineate historical events, impact and similarities between between nations which once seemed so different.

Sadly since then, Hans has passed away but graciously he left us a legacy and his work lives on and continues to grow on through the efforts of this son, Ola and his daughter in-law Anna through the Gapminder website and their newly published book Factfulness.


Gapminder Tools puts the data that wowed us a decade ago into the hands of anyone. Users can select from a from a large variety of datasets ranging from life expectancy to literacy rates, to energy, to name some from any country on earth over the past 100 years in various forms including maps, bubbles, ranks, or graphs, etc. Data comes to life, can tell a story, or unearth new truths for students. 

Screen Shot 2018-05-17 at 3.27.51 PM.png

Hans Rosling's FactPod: If you dig deep enough might be fortunate enough to stumble across the 18 part Factpod Series which addresses some of the world's most pressing issues such as Ebola, refugee crises and how Mexico is closing the gap on the US. What a gift for students and teachers. This is an amazing showcase of what his possible with data. I wonder what stories we will tell.

Discovery as Insight: The Third Teacher Book

In his book Change by Design, Tim Brown frames Discovery as Insight, Observation, and Empathy which has really resonated with our team. For now I am going to expand on "Insight" and reconnect with Observation and Emapthy in a later post. Insight goes beyond traditional research especially with the internet. Today insights are everywhere in digital and analog form and are free. For example, the thoughtless act of a student hacking a space to create a visual learning board offers a priceless insight into how they want to learn and can  transition into an installation in a redesigned space. 

Another great resource for Insight is the book The Third Teacher:  “79 Ways You Can Use Design to Transform Teaching and Learning” which was developed by international team of architects and designers concerned about the failing state of education. Loaded with amazing interviews, case studies, facts, and research to support the transformation of all learning spaces. Featured contributors include, James Dyson, David Suzuki, Sir Ken Robinson, Raffi and Loris Malaguzzi who anchors the publication in the belief that “There are three teachers of children: adults, other children, and their physical environment.” The environment is the “Third Teacher”

At ASFM we have used this resources to gain a pulse into the current status of our spaces as well as invite our team of teachers to a conversation about thinking about spaces differently . A useful activity has been the creation of a collaborative Google Slide Deck which summarizes the 79 ways design can transform teaching and learning, highlights what this looks like on our campus, explores where else this in action, and connects us to an additional resource for further info on he topic. What a great way to start thinking differently about space by being collabortivly creative and active.  

If you are unable to get your hands on the book, The Third Teacher Flashcards are a great jump off point when working with your community to redesign your space. We like to print them out, divide them into their 8 chapters, then have participants select the 5-10-15-etc which resonate with them the most. From there we can launch into ideation and creation of prototypes which bring these concepts to life at our school.    

Screen Shot 2018-05-16 at 3.04.25 PM.png

When starting the process of redesigning learning spaces a few things are critical.  Firstly, a local community to share, learn, and bounce ideas off of. Secondly, if you are able to connect with an outside expert to assist as a mentor, guide, or consultant this is just as valuable a resources as the money you are going to spend on installations. For us David Jakes has been a invaluable asset, guide, and friend who has now become less of a consultant and more of a colleague/friend/mentor. Lastly, resources such at the Third Teacher Book are great to have on hand to spark new ideas, refocus direction, and to invite others to the conversation. I am going to be sharing more of these over the coming posts , I hope you find them as useful as we here at ASFM have. 

Inspiring Spaces: The Possibilities



Sometimes it's hard to know where to start or what is possible while sitting in our 30 year old classrooms of desks in rows, fluorescent lighting, and beige paint. To be fair, anyone would struggle for imagination in that environment. Therefore we find it useful to preview the process with teachers before going full on into the Design process which takes a lot of time, is an intensive process, and is often unfamiliar to teachers.



The Edutopia video series below showcases a relatable middle school classroom which is transformed over the weekend with the help of a team of designers and community volunteers, all for $1000. It’s important to understand that a classroom redesign is not going to other schools or on Pinterest to see what other spaces look like and what solution you can import into yours. We are redesigning an experience and the space is a resource/tool to enhance that. Therefore the important thing we need understand is the current reality and future preferred state.

Critical to the redesign of a space is the understanding and execution of the Design process. While watching this video, do so through the lens of a designer and watch for the various stages of the process.

Courtesy of the d:School at Stanford

Courtesy of the d:School at Stanford


Discovery: Gaining insight into the user experience, divergent in nature. Central to this is gaining empathy for all members of the learning community of that space, students and teachers. We are redesigning a space to reflect the learning aspirations for learnings in 2018. The 19th century classrooms were build for direct teaching and classroom management and paid little or no attention to the student experience or how these environments made them feel.




Interpretation: Grouping the data from Discovery into Drivers and Constraints, convergent in nature. In this sample the drivers of collaboration, movement and ambience are translated into spatial concepts as drivers to support learning and you can see the impact immediately.




Ideation: Bringing the drivers to life and creatively solving for the constraints, divergent. In this example I like how the Christian and Melanie anchored the Solution Session to collaboration, comfort and movement as well as aspects such as storage, entry and furniture, each with a unique provocations. As result their ideas are directly focused on solving for the experience.




Prototyping: This is a tough aspect for schools to be able to really dive into. The goal is to bring to life various installations for the drivers and constraints but most schools do not have the resources to bring in various pieces of furniture nor have a construction crew to continually modify the space. Hence the importance of experience and low fidelity installations. The space needs be a living space, a space in progress, responsive to the needs of the learning experience.



Evolution: You can see immediately the impact the space has on the faces of the students. Capturing those initial reactions is important. If they reflect the your drivers, you are on the right track. The initial buzz will wear off and a more indepth evaluation is essential but the reveal reaction is what you strive to replicate.



Hopefully this gives you insight into the what is possible and the process necessary to redesign a learning space. The more you commit to the process, the more of a positive impact the space will have on the learning experience. Redesigning spaces is not going through the Ikea catalog with the teacher. It’s spending the time in the desk with the students, facilitating group empathy activities, listening to understand, and including the community in the process to create the optimal climate for your community’s learning aspirations. Think climate control, not command and control.