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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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.

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.    

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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

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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

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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.

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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.

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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.

 

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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.

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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.