FH Innovates Update: FH Leads

Hello, friends. It’s been a minute! My final masters class has been a slog, but I’m happy to report I’m basically done. We now return you to our regularly scheduled blog.

A lot has been happening with Fair Haven Innovates – the 21st century life, innovation, and technology program I created and run – since I last wrote. So how about an update? This week, we’ll start with my 8th grade, student-run business FH Leads.

Make it real and make it relevant are the two core values I kept in mind when I was designing FH Leads, my 8th grade consulting firm. The more real and relevant a problem is to their lives, the more passion my 8th graders will have for solving it. To make FH Leads as meaningful as possible for students, I have to get them into the real world; kids need to interact with their community. So last year, I reached out to our local hospital, Riverview, about being our first client. They couldn’t have been more excited. Through last Christmas and into last summer, we planned what the FH Leads/Riverview partnership would look like.

I did a lot of research and spoke to a lot of educators about their school/institution partnerships. I learned a lot of best practices, but two areas in the school/institution partnership stuck out to me as areas I really wanted to improved upon with FH Leads. Many partnerships seemed to be centered around 1) fake or easy problems for students to solve and 2) most programs stopped the design process at prototyping. I don’t want fake or easy problems for my kids. I want real, hard problems. I’d rather have my students fail at solving a real, hard problem than solve an easy, manufactured problem. Further, the problem with stopping students at prototyping is that they never get to the test stage. There are a million valuable life lessons to be found in the test stage. None more important than students learning to reframe failure as iteration as they test their designs and learn from failure. I don’t just want to propose prototypes and hypotheticals to the hospital and have kids wondering what if… I want  them to be able to test and iterate on their designs at least once. I want design doing, not just design thinking. I told the hospital that 1) my kids needed their real, most pressing problems and 2) my kids need to test their solutions in the hospital with the people their prototypes affect. The hospital totally got it and agreed. We were off and running. 

School started and the first few weeks of FH Leads focused on three things: teaching students to use our design process, developing the core values of our company, and creating a mission statement to keep us mission driven.

Students came up with these core values and mission statement to guide our attitude and purpose in FH Leads:

Core Values

Hardwork Pays Off
Teamwork Makes The Dream Work
No Days Off
Try, Try Again
Ship It!
Be Mission Driven
Build Bridges Not Walls

Mission Statement

We are a student-run consulting firm. We give back to our community by using our design process to help local businesses grow. FH Leads will be the competitive advantage local businesses can’t wait to hire because they know when they hire us they are getting the tireless dedication and next-level innovation needed to grow their business. From our clients, we will learn more about careers and enrich our knowledge as we make a positive impact wherever we go.

After building our business culture, we started our 8 week design challenge with our first client, Riverview hospital! 4 weeks ago, Riverview sent the head of a different department to each one of my 5 FH Leads classes to deliver each class their own challenge.

Class 1: How might we improve the lost and found system when it comes to cell phones? Riverview told us that they spend thousands of dollars a year replacing patients’ lost and forgotten cell phones. They asked if my students could design a process and a product to help them help patients to not lose their phone when they are in the hospital. To prevent loss while in the hospital, students have been designing a boxes for patients to keep their cell phone in and experimenting with the best place to put the box since they decided it should be in arm’s reach of patients. Further, and if you’ve been a reader of this blog for awhile you know how exciting this part is for me: I turned students on to nudge theory to find ways to help remind patients to take their cell phones and chargers with them when they’re discharged.

Class 2: How might we find a way to improve Riverview’s wheelchair tracking system? Students were fascinated to learn that busy nurses often hide wheelchairs in closets and showers, rather than returning them, since they are in such high demand. This was a big empathy lesson for students because at first they couldn’t wrap their heads around nurses “stealing” wheelchairs. But when our speaker told students what the typical day is like for a nurse, things became more clear. Most students in this class have started to develop a way to use the Raspberry Pi and RFID to track wheel chairs that can then be retrieved by volunteers.

Class 3: How might we help lost visitors find their way around the hospital by creating an all volunteer escort service and improving Riverview’s map of the hospital? One particularly clever student brought up that Disney likely put a fortune into designing the perfect map for theme parks. Since then, this class had been redesigning the hospital map as if it were a Disney map. Really cool stuff. I just need to do a better job in reminding them about the volunteer escort service part.

 

Class 4: How might we improve patients’ dignity by redesigning the hospital gown and sending patients home in clean clothes? Patients sometimes come to the hospital in soiled clothing. Riverview asked us to design a process for buying or cleaning these patients clothes so they can leave the hospital feeling and looking good. Further, while in the hospital many patients don’t wearing like the gowns. Students have been modeling the gowns and coming up with new ways to keep all of a patient’s vital areas

accessible to hospital staff while not leaving patients “butts blowing in the wind.” In the last class, there was debate among groups over who was going to learn how to sew. I’m excited to see some final products for this one! Like in Class 3, I need to do a better job reminding them to work on the clean-clothes process.

 

Class 5: How might we improve the phlebotomy process for younger patients who need to have blood drawn? The head of phlebotomy came in and explained to students how hard it is to draw blood from a panicked patient. Students have been designing “blinds” and other products to help with the blood drawing process. I was particularly proud of this class as they came up with the unique idea of developing preventive measures to calm patients down as they acknowledged the role that “the unknown” plays in fear. They believe if they can better inform young patients about what to expect, they will panic less when it is time to give blood.

I’m hoping through this eight week warm up with Riverview I can improve students creative confidence as they 

use our design process to solve these wicked problems. Creative confidence is still a work in progress. I was surprised, and maybe I shouldn’t have been, that many students didn’t think they had much to offer the hospital. They didn’t see themselves having the ability to make a difference. When they heard the problems the hospital proposed, some felt it was out of their power to solve them. I hope I can continue to encourage them and help them understand they can make a difference. 

I imagine my kids starting to learn about our design process in 4th and 5th grade through The Innovation Lab and their time with me would culminate in FH Leads. I wanted students to get out into the real world and work with real people and hear about their real problems. I always say if my kids leave my program have developed empathy for others and understanding that a design process can be used to solve all of life’s problems, I’ve done my job. I’ve started down this long road, but I think it is a road worth traveling. After this next eight weeks, FH Leads will start working with nineteen local business who have agreed to hire my FH Leads students for a 20 week design intervention. I’m so confident my kids have something to offer everyone, I said FH Leads will work for free this year to build our portfolio, but next year we’re charging! 

Until Next Time,

GLHF

Evolving Our Makerspace: The Conclusion

For those of you who haven’t been following along with my last few posts, our fifth and sixth grade student-run business, FH Gizmos, landed a manufacturing contract with Slack. Slack tasked us with making 50 desk toys for employees to use in their new education center. To read an indepth account of our experience check out this awesome article from a local paper, Red Bank Green.

For those of you that have been following along, we did it! This past week, the last week of school, we received the first of fifty S-shaped fidget spinners!

The year ended with a bang. We were featured in a host of local papers for our work with Slack, which caught the attention of the regional buyer of Barnes & Noble who said she was interested in working with us. We also finished the year working with Mrs. Daverso, Phlebotomy Supervisor for Riverview Hospital. She taught students about the phlebotomy process as we tried to make the blood drawing experience better for children. Barnes & Noble and Mrs. Daverso will be back in in September to continue our work together. The future’s looking bright!

Finished S-shaped fidget spinner for Slack (plugs not included, yet)

Further, as we end the year on these high notes, I have a much clearer idea on the final evolution of our makerspace. After a lot of networking, calling in favors, and support from my board and Superintendent, we’ll be turning our makerspace into an amazing new program called Fair Haven Innovates.

Fair Haven InnovatesFair Haven Innovates is Fair Haven school district’s 21st century life, careers, and technology program. We use social entrepreneurship to help students learn the skills they’ll need to be successful when they grow up. Students sell products and solve problems as they run real businesses turning real profits. Students use a percentage of the profits to give back to their community through their student-run charity FH Gives. Below are our programs.

The Innovation Lab (4th and 5th grade): The Innovation Lab is where 4th and 5th graders learn the skills they’ll need to be successful in the world of tomorrow. Students are introduced to design thinking, engineering, computer science, and the digital arts as they learn to reframe failure as iteration and become the architects of their future. The Innovation Lab is the farm league for the rest of Fair Haven Innovates.

Mrs. Daverso walking students through the phlebotomy process.

FH Gizmos (6th Grade): will be a student-run startup that focuses on solving people’s tame problems and selling the solutions. We will start the year selling the custom fidget spinners we created. Since we were successful designing for Slack, we think we can pitch other big companies to work with us. In all, FH Gizmos made close to $3,000 this year. We hope to 10x that next year!

FH Grows (7th Grade): is where students learn to be stewards of the environment as they use innovative gardening techniques and the Internet of Things to grow and monitor (with Cayenne) vegetables as well as sell dried herbs and spices. Key partnerships will allow for the constant support of the students and program through the Rutgers Master Gardeners, an executive chef to cook with students through the school year, and the ability to have student-run Farmers Markets at both of our schools because after talking with our awesome elementary school principal, Mrs. Cuddihy, we see a lot of potential for my 7th graders to work with her 3rd graders in a project we’re calling FH Cares. Further, FH Grows will embrace NJ’s Farm to School initiative with the help of the Dept. of Agriculture. There is also the possibility of introducing students to incubation (businesses, not chickens) and the opportunity to learn about venture capitalism thanks to our partnership with Real World Scholars, but this part is in the early planning stage.

The picture team taking shots for future marketing campaigns.

FH Leads (8th grade): FH Leads is a consulting firm where students team up with local businesses to solve their real world business challenges. We currently have 25 businesses on board as well as Riverview hospital. Students will be able to do site visits, surveys, interviews, and conduct experiments to help business owners solve their challenges while also learning about potential careers.   

FH Gives25% of all profits from FH Gizmos, FH Grows, and FH Leads will be donated to our student-run charity FH Gives. FH Gives is currently set to run a pet adoption with the Monmouth County SPCA in November. The idea that students will be running a charity instead of giving to charity is an important part of this program that I will talk more about soon.

Thank you for taking this ride with me as I try to find new ways to introduce my students to the things that matter and evolve my makerspace into a district wide program with the hopes of inspiring other educators and changing the world.

Until Next Time,

GLHF and see you at ISTE

 

Evolving our Makerspace: 3 Lessons Learned Designing for Slack

The Slack Design Challenge continues! If you haven’t been following my last few posts, I have decided to take entrepreneurship in our makerspace, called The Innovation Lab (under construction), to the next level! In my last post, I announced that FH Gizmos, our student-run edcorp, has been hired by Slack. Since my last post, I’ve learned a lot about evolving our makerspace into the three distinct student-run businesses it will become next year.

Since I last wrote, students have made their way through our design process. We started with empathy to understand Slack’s need. Next, we moved through the define, imagine, and make stage as we produce prototypes to help solve Slack’s problem. This week, we are wrapping up our in-house testing stage. I’m mailing our best prototypes to Slack tomorrow for their feedback.

Fifth Grade Team’s Fidget Spinner

I felt confident in the design process I developed for students. It’s a process we’ve used for almost two years. Designing for Slack was different, though. My kids have never designed for a real client let alone a client across the country from them. Asynchronous communication isn’t a skill my students have used before. Obviously, we used Slack to communicate with our users at Slack and it has been fun watching them learn to communicate asynchronously and be patient while Slack gets back to them. Further, the fact that my students are accountable to real people, not their teacher, has made the learning process so much more engaging, meaningful, and authentic.

When I taught English, I always had students push their work to a larger audience because my kids always worked harder when they knew someone other than me would read their writing. I’m happy to report the same holds true for the makerspace/student-run edcorp: my students are working harder because they know they have to ship a final product to Slack by the first week of June.

Students Need To Ship it!

Ideas Ready To Ship!

The biggest lesson I’ve learned about combining entrepreneurship and the makerspace actually took me six months to figure out. Even before FH Gizmos started working with Slack, the co-founder of Real World ScholarsJohn Cahalin, and I have been discussing the difficulties we’ve found in moving kids from thoughts to action; taking kids from design thinking to design doing. Choice paralysis and fear of failure is something I see a lot from students and even adults. Some people would rather do nothing than do something wrong. You can’t blame them. For years, schools have punished kids for making mistakes even though we know that’s how learning happens. If you’ve ever run a business or created something, you know that their isn’t always a clear path to the right choice. Mistakes happen. Often, you have to take your best guess, see it through, and iterate on what you learn when you fail, then do it all over again.

Whether it is the due date, the real client, or having a manufacturer waiting to turn students’ ideas into real, sellable products, I have been teaching with a sense of urgency. I have been getting on my kids to make decisions, fail quickly, and bang out another prototype. I have been saying things like, “done is better than perfect.” I’ve been telling kids that their prototypes are going to fail and that’s ok because I want them to test their way to the right answer. Hurry up and build the plane while it’s flying.

John from RWS called me last week. As we got into another brainstorming session about moving student thoughts to action, John taught me about the concept of Shipping and asked me what that would look like in the classroom.

The concept of Shipping was new to me, but good teachers wanting student learning to be authentic isn’t new. We want our kids to learn the things they’ll need to be successful through real-world experiences. To do that, we have put students at the center of the class and help kids summon the courage to turn thoughts and ideas into actions that they are then brave enough to share with people outside the walls of the classroom. In my program, I need to help my kids Ship! Shipping means every time a kid takes a thought, idea, prototype, product, elevator pitch – anything – out the classroom door and into the real world, they are shipping it! The urgency that I am using to move students toward action can best be summoned up by the Ship It mentality. Helping my students Ship needs to be a focus in my program going forward because it’s never been more important to reframe failure as iteration.

Grouping Students By Perceived Talents Works

We used a Google Form to survey students on their perceived talents. Students were asked which talent – creative, logical, outgoing, and technical – was most to least like them. Instead of randomly assigning groups for the Slack project, we took these student responses and made groups that had a student that was strong in each one of these talents. We also made sure that groups had an even mix of boys and girls.
Overall, this experiment was a success. Each group member was promoted to team leader when they reached the design stage that best matched their perceived talents. Some students struggled to work with members of the other gender at times, but, overall, having different voices and talents represented in each group made a positive impact on the quality of work. Next year, I’ll refine and reuse this method to make predetermined business teams based on a student’s perceived talents. I hope this method helps foster leadership skills, stretch talents, and grow an appreciation for diversity in group dynamics.

 

Waste Can Be Combated

For the Slack Design Challenge, we wanted students to prototype quickly using the simplest, cheapest supplies possible. This meant a trip to the dollar store! I kept careful track of supplies and how they were used because waste is expensive for makerspaces and a valuable lesson to teach young entrepreneurs.

Scout and Sketch in action

After our four week make/test design loop, I figured out that it cost about a $1.05 per student in prototyping supplies. Meaning, I see 225 students in The Innovation Lab. I needed to buy around $230 in supplies for prototyping. Hot glue, tape, popsicle sticks, rubber bands, and cardboard were definitely the most popular supplies. Most of the other stuff I bought went unused.

The first week of the make/test stage of our Slack Design Challenge was a real eye-opener. Students went through supplies at an alarming rate! A lot of supplies were wasted and trashed at the end of class. To combat this, I added the Scout and Sketch step to the Make Stage. During Scout and Sketch, students were not allowed to take supplies. Students were asked to scout out what materials were available to them to build with, sketch how they were going to use these materials in their prototyping, and list what these materials represented in a final product. Meaning, if students used rubber bands in a prototype, they had to explain what the rubber bands would become in the final product. Pausing for thoughtfulness dropped cost per student significantly. I think I can get cost down even more by improving thoughtfulness and buying the supplies I know they’ll use. I also had our custodians bring in any cardboard boxes the school got. Free cardboard is best cardboard.

In my next couple posts, I’ll let you know how the manufacturing and final delivery to Slack goes.

Until Next Time,

Ship It!

P.S. – I want to make a jobs board similar to Favro or Trello for my classes. I don’t know what that looks like. Thoughts?

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