So here we are again, time for our fourth Innovation Week as we wrap up another great school year. This time around our theme is “Invent, Improve, Innovate!” with the goal for students to:
- Invent something new
- Improve an existing object/practice
- Innovate how something is done/used
We also included some detailed information on how the week connected to the 10 Cross-Curricular Competencies from Alberta Education, which I think we will explore in more depth for Innovation Week 5.
So this time around we did a lot of work up front with our Application Form, with our planning for providing feedback and for checking in with students, all with the purpose of setting higher expectations for the learning that would occur during the week and the quality of the projects being worked on. Probably the biggest addition to this Innovation Week was the addition of Design Thinking for the student planning of projects.
In May we were lucky enough to see Ewan McIntosh at the Ideas Conference in Calgary and he put us through a workshop on Design Thinking. The process followed four steps – Immersion, Synthesis, Ideation and Prototyping, and was a powerful tool for thinking, learning and problem solving. We loved it so much that the week after we returned from the conference, we used this process with our staff to tackle our annual Education Plan (documented on video, look for that post this summer).
We decided to use this process with our students, but we broke it up with the first two steps (Immersion & Synthesis) done last Tuesday for our Innovation Week 4 planning afternoon, and the third and fourth steps (Ideation & Prototyping) were carried out on Day 1 of Innovation Week 4, this past Friday. I want to provide a little snapshot into how that went:
Innovation Week 4 Planning Afternoon
For the afternoon we had students use the Immersion and Synthesis steps of the Design Thinking process to create their guiding question for their Innovation Week 4 projects. The process required groups of 3 (or as close as possible), which meant some groups were mixed with members doing different projects. The groups then interviewed each other, asking questions about the student’s project, why they chose it, what they hoped to accomplish etc. . One group member was the interviewer, one was the recorder and one was interviewed. We rotated the jobs each interview, which differs slightly from Ewan’s plan, but was necessary given our mixed groups. Each interview was 4 minutes long, with the recorder writing down EVERYTHING they heard. (12 minutes)
After the first round of interviews we addressed the idea that many of the interviews sounded more like conversations than interviews (common happening I’m sure). We did some coaching to help them understand that an interviewer needs to provide space (and silence) for the interviewee to think and process, and that they need to be patient and not jump in and start a conversation. We then suggested some deeper questions to ask, and challenged them to get more out of the next 4 minutes. We repeated the interview cycle one more time. (12 minutes)
We then took 4 minutes each to allow the recorders to review what they heard, to circle or highlight key words or things that were repeated, so that the person could really see what they talked about, and what was important to them. (12 minutes)
From these highlighted/circled and reviewed notes, students were than challenged to come up with a big question, phrased as follows: “How might we/I…?”. They were asked to look closely at what they said in their interview so that they could formulate a question that was clearly important to them. The questions had to meet the following criteria:
- New to You
- Original to the Audience
- Important to Others (What is the Impact?) (10-15 minutes)
As a group we then shared some of the questions and tried to provide feedback (students & teachers) that was helpful, specific & kind to make the questions even better. The goal was to remove jargon and have the question have a clear expectation and developed focus on what the students would be working on during Innovation Week. We then sent the students back to try and improve the questions by doing the same work on their own question. (15-20 minutes)
Once the students were happy with their question, they worked to complete the rest of their Proposal Form to take home and get signed by a parent. These proposal forms stay with the students, and are to be used to guide their process and to record feedback from teachers/students. They also have a place for their own reflections on how they used the feedback to improve their work. (10-15 minutes)
With the proposal forms ready, students were done the planning day and were all set for the opening day of Innovation Week 4 on Friday.
(We used this presentation to walk our students through the process.)
Innovation Week 4 Day One
For Friday, we placed the students into the rooms for Innovation Week based on their project. We had 5 “Hands-On” rooms, 3 “Building” rooms, 2 “Research” rooms, 2 “Tech” rooms and a “Performance”, “Music”, “Arts/Writing” and “Crafts” room. Here the students were surrounded by students doing similar work, with a teacher prepared for that type of project, and ready to dive in to the next two steps of the Design Thinking process: Ideation & Prototyping.
For Ideation, the students were challenged to come up with 100 ideas that would answer their guiding question in 10 minutes. Now this was challenging, so I went a little nuts and tried to go classroom to classroom to get kids fired up about ideas…sorry the coach in me came out a little bit:
For 10 minutes they tried to get everything they could down on paper and we instructed them if they ran out of good ideas, to start coming up with silly, off-the-wall or impossible ideas. In some rooms we got a lot of ideas, and some not as many, but in the end our 414 students came up 8,684 ideas!!! (10 minutes)
From here they needed to select 5 great ideas and 3 silly ones, and rate them on a 10 point scale in three categories (See pictures above):
When all was said and done, they were to choose their top rated idea and move on to the prototype stage. (10 Minutes)
In the Prototype stage, students were asked to create a visual representation of their project. Some chose to make mind-maps (which I would recommend against) but many actually sketched out their project. Ewan has a great quote on his webpage about the process:
Sketching one’s ideas, instead of writing them, is a great way to both ideate and create your first prototypes. It tends to lead to higher quality feedback.
Once the students were done their prototype visuals, we were ready to open the floor up for feedback. (10-15 minutes)
Students were asked to provide feedback to the group next to them, and the feedback again needed to be helpful, specific and kind. Students were then told to go back and use the feedback to make improvements to their drawings. At the end of this process, it was lunch time, but the students were then set with a great picture of where they wanted to go. (10-15 minutes)
In the afternoon, students got down to work and finished their Friday by getting their plan together and beginning the initial work on their projects.
It was a great start to this Innovation Week, adding the Design Thinking process definitely helped students prepare and start to be creative before they even started work on their project, which will be very beneficial. We wanted to up the quality of learning going on in our building during this Innovation Week and with the work our staff put in well in advance of the week, along with the addition of the Design Thinking, I believe we are well on our way to seeing some really quality projects and really exciting learning.
Here is one more video, an interview with Kiana and Sara about their thoughts on the addition of the Design Thinking process to Innovation Week 4.