Evolving Our Makerspace: An EdCorp Designing for Slack

When I got to Fair Haven two years ago, I started our version of a makerspace called The Innovation Lab. In The Innovation Lab, we use design thinking to make for others as we expose kids to computer science, engineering, and the digital arts. Six months after launching the Innovation Lab, I realized I had a problem. As part of engineering, Katie and I let students take apart electronics donated by the community. Students love to take things apart, and while we try to put the electronics back together, we are often unsuccessful. This leaves us with a lot of disassembled junk in the lab that we were just throwing away. I wasn’t cool with that, so The Innovation Lab evolved. We added our Parts to Arts initiative to the Lab: after taking something apart, if students can’t put it back together, they are challenged to upcycle the pieces into art.

This Parts to Arts evolution led to an innovation. We now had a bunch of art in The Innovation Lab that students were just taking home or still throwing out. Students kept commenting that it would be cool to try and sell their art, so I built them a student-run online marketplace called FH Gizmos (this new FH Gizmos is still under construction). School Year to Date, FH Gizmos has made about five hundred dollars. More importantly, students love learning about and through entrepreneurship and so do I!

I say I love it too, not just because of the fun I’m having with the kids and FH Gizmos, but my personal life has taken an exciting entrepreneurial turn as well. When I got to Fair Haven, I met Chris Dudick. Chris is an innovative art teacher who had created an app to make animations with his special needs students that help improve their social skills. I loved the idea, and when Chris wanted to get serious about it, he asked if I would come aboard to help him bring his idea to market. Together we launched SiLAS. SiLAS has been a huge hit. SiLAS has spread word-of-mouth to more than a dozen districts in our area. We recently received a huge Phase I NSF grant to develop SiLAS for the browser and virtual reality. When I’m not working on The Innovation Lab, I’m working on SiLAS.  Through Teched Up Teacher, FH Gizmos, and SiLAS I’ve come to realize the power of teaching students through the lens of entrepreneurship. Entrepreneurship has taken over my life!

That’s why I was so excited when John and Elyse from Real World Scholars reached out to me with an amazing opportunity. RWS provides funding for K-12 teachers to build student-run Education Corporations in their classrooms to use business as a force for learning. RWS asked if we would like to become an edcorp and receive an inventory grant that we can use to turn FH Gizmos into a real student-run startup.

Absolutely!

Funding in hand, I set out to evolve The Innovation Lab again. I wanted the new FH Gizmos to have an authentic audience and be student driven. I also wanted students to grow the skills that pay the bills. One of the most important skills students need to learn is how to communicate asynchronously effectively. This belief led me to call up one of my edu-heroes, Kristen Swanson. Kristen is one of the original founders of Edcamp and now works for a company called Slack. Slack is my go to for asynchronous communication: SiLAS, my fantasy football league, and even one of my grad classes runs on Slack.

While it turns out, I couldn’t use Slack with my students because they weren’t thirteen yet, Kristen was curious enough to ask why I wanted to use Slack in the classroom. An FH Gizmos elevator pitch later, Kristen loved the idea and offered to have Slack be our first client!

FH Gizmos landed a multi-billion dollar client!

This Monday, we started our Slack Design Challenge. I shared these well wishes from Elyse at RWS as my kids began their new life as an edcorp:

To help us kick off the empathy phase of our design process, Kristen and Kelly sent over this design brief on Monday:

We’ve been making empathy maps all week in an attempt to better understand Slack’s need, but I really want you to know what makes this program we’re building extra special:

Beyond FH Gizmos making real money and having a real customer for their creations, students were most excited about FH Gives (also under construction). RWS not only helped us become a real business, but they also helped us build a real student-run charity. We’re social entrepreneurs! The kids voted to give 25% of FH Gizmos’ profits to the FH Gives foundation where Fair Haven students will decide how to distribute Impact Grants in their community.

I’m going to try and write weekly about the Slack Design Challenge and how we are evolving our makerspace because I hope to inspire other educators and (especially) admins to break down these edusilos we teach kids in and move toward a more real, authentic, and relevant curriculum. The type of teaching going on in most schools was meant to provide workers for the factories during the Industrial Revolution. Now, we will be sending our kids into the businesses of the Technological Revolution. Its times to evolve. I plan on evolving our program further:

The state of New Jersey has mandated new 21st Century Life and Career Ready standards. These fit perfectly into my new vision for our makerspace! A vision for a program that combines a 21st Century Life and Career readiness program with The Innovation Lab that teaches through the lens of social entrepreneurship. I pitched my vision for the program to my awesome superintendent, Sean McNeil and Principal, Amy Romano, and our amazing board of education. Next year, if everything goes according to plan, this new program, Fair Haven Innovates, will see The Innovation Lab slide down to 4th and 5th grade. 6th grade will become a class built around FH Gizmos, a student-run startup where we will tackle tame problems, sell the solutions, and grow an empire. 7th grade will be a class where environmental stewardship and innovative gardening practices meets entrepreneurship and the Internet of Things in a class called FH Grows. 8th grade will become Fair Haven Innovates’ crown jewel: a student-run consulting firm that works with small businesses in our community to find innovative solutions to their wicked, real-life business problems in a class called FH Leads. All the classes – FH Gizmos, FH Grows, and FH Leads – will donate 25% of their profits to our student-run charity FH Gives so we can make a difference in our school and community.

The Fair Haven Innovates program will change the world. Join us!

As a RWS Ambassador, I have nine more funded slots to give away to teachers and students who want to leverage the power of entrepreneurship in the classroom to breakdown edusilos and get relevant. Email me a video of your 60 second elevator pitch. If it’s awesome, you win a slot!

Until next time,

GLHF

Applying Nudge Theory to the Classroom Part I

slide2If I weren’t an educator, I would want to be a behavioral scientist. I find the field to be fascinating. Knowing what makes people tick and why they do what they do has always interested me. One of my favorite concepts in behavioral science is nudge theory: the idea that instead of forcing people to do something they don’t want to do, we can gently nudge them into making better choices often just by changing the way we present the choices to them.

As I read books, research, and listen to podcasts about nudging, I always try to imagine what the nudges being discussed would look like in a school setting. For example, the research on nudging people toward making healthy eating choices is powerful. Simple things like putting healthier foods closer to the register or putting salad tongs in the salad bar over a spoon/fork grabbing combo increases the purchasing and consumption of healthy foods. Sandwiching unhealthy food choices between healthier choices on a menu leads to more people ordering healthier meals because people tend to focus on the first and last parts of things. Another cool example, a study conducted at an airport in Amsterdam found giving users something to aim at while using the urinals resulted in an “80% reduction in spills and overall greater cleanliness in the toilets.” Why wouldn’t we want all of our schools to be using nudges like this to improve the school experience and help students make better choices? 

I use(d) a bunch of nudges in my classroom and am always on the look out for more. Here are some nudges I’ve used to help my students and I to be the best that we can be.

Achievements – long time readers know I love Gamification. In my Gamification system, I use Achievements to nudge students into doing things I want them to do. For example, a student could unlock the Early Bird Achievement if they hand in their essay early. Students earn the Unity Achievement if everyone completes their Side Quest (homework). I gave out the Iron Bladder Achievement for students who didn’t go to the bathroom for an entire marking period. My favorite Achievement? Students can earn the Outside the Slide Achievement for giving a presentation that doesn’t involve Google Slides. This nudge had students coming up with all kinds of creative presentations they wouldn’t normally try if they weren’t given that little nudge. You can see more of my Achievements here on my old gamification site and in the Gamification Guide.

Audio Comments – not quite sure if this is a nudge, but using audio comments has helped me build better relationships with my students. When a kid gets an assignment back covered in red ink, all they see is how terrible they are, or, worse, use it as evidence to prove that you hate them. Using audio comments instead of red ink lets a student here the intonation, inflection, and positivity in your voice. They can hear you’re rooting for them.  The best and free way to give audio comments right now is Read and Write by Texthelp. It is free for teachers and students don’t have to have it installed to get the audio comments. It’s great.

What I do know is a nudge is the way I give them audio feedback. Using the same theory as the menu example from above, I say something positive, give them constructive criticism, then say something positive again.

Separating Tough Students From Their Audience – schools run on a reputation economy. If you challenge a tough kid in front of his or her peers, they will likely push back because they don’t want to lose social currency. Instead, I try to get a tough student away from their classmates and talk to them one-on-one. Tough kids quickly become more reasonable if you take away their audience.

The Power Of Expectations – teachers talk. Every year I knew which kid to watch out for before they even got to my classroom on the first day of school. When I heard I had a tough kid on my roster, I would stop them at the door on the first day and tell them how excited I was to have them in class. I tell them how highly his or her teachers had spoken about them. I keep this up throughout the year because people, especially kids, will live up to the reputation you give them. I choose to give every kid, even the tough ones, a great reputation to live up. They don’t often disappoint. Every kid needs someone to believe in them.

Positive Points Only – On an assignment, I use to put the amount of points a student got wrong on their paper, -25. Now, I put the amount of points a student got right, +75. A positive nudge like this lets students know they’re not all bad. Further, I’d love to see more teachers and schools adopt the video game inspired method of grading: instead of starting kids at 100 and putting them in a system where failure is the only options, why not mimic a video game and start them at 0. When you start a kid at 0, everything they do makes them more successful. Success breeds success. Instead of grading with negative numbers and starting kids at a 100 and losing points, use positive numbers and start them at a 0 and let them earn points.

Nudging often doesn’t cost a lot of money or take a lot of effort to deploy, but they can yield serious results. I encourage you to take the time to understand how and why people make choices and then find the best way to present these choices to them – learn to nudge. The UK and even our own government are getting into the nudge business. Schools should be too.

Cultivating Accountability and Motivation in the Makerspace

cropped-slide2-1.pngIn the Innovation Lab, our fifth and sixth grade blended learning makerspace, we see students once a week for the entire school year. During the school year we “grade” students based on their use of our design thinking process rather than grading students solely on their final products. Because we’ve blended the Innovation Lab and focus more on the process than the product, students can take as long as they like to finish a project; they can work on something, fail forward, until they are happy with the results. While we think its the best way to run the Innovation Lab, at least until we move away from the weekly format, these factors can make holding students accountable and motivating them to complete a project difficult. With lessons learned from last year, we’ve developed a few tricks to get the most out of our students. Here is how we hold students accountable and motivate them in the Innovation Lab.

Lanyards. Our Innovators physically wear lanyards during Innovation Lab. The lanyards have proven to be the best method for holding kids accountable that we’ve ever come up with. Part 1: when students enter the Lab, they grab their lanyard and an index card. On the front of the index card, students write their challenge statement. The challenge statement, part of the (re)define stage of our design thinking process, is a one sentence declaration of what students are designing, for who, and why. For example, “I’m designing a grocery reminder app for my mom because she always forgets something at the store,” would be an example of a good challenge statement. Once they’ve written their challenge statement on the index card at the beginning of class, they put their lanyard on and get to work.

This is great for students because they have a constant reminder hanging around their neck of what they should be designing. If they decide to change their project, which they have the freedom to do, they must let us know and rewrite a new challenge statement. Writing the challenge statement on the lanyard is great for us because we can review them before students come in. We like to spend a few minutes talking to each student about their project each class and thanks to the lanyards we don’t have to waste time asking students what they are working on, we already know. Instead, we can start the conversation by discussing what phase of our design thinking process they’re on. This saves a precious few seconds per student that adds up by the end of the day.

Part 2: during the last five minutes of class, students take the index card out of their lanyard. On the back, students are expected to write their goal for next week and one thing they learned during Innovation Lab. When students come in the next week, we have them start by reading the goal they wrote last week and (re)defining their challenge statement again. This cycle continues each week. The lanyards help everyone stay focused, organized, and encourages students to work through our design thinking process. This lanyard system is the back bone of accountability in the Innovation Lab.

Digital Portfolios and Digital Evidence. Our students are expected to write an entry in their digital portfolios every three weeks. In each entry, students give a big picture overview, complete with digital evidence, on what they have been doing and learning in the Innovation Lab. The digital evidence piece is important because it requires kids to take pictures and videos of their design thinking process, which makes them more mindful of how they spend their time in class. For example, while a student might want to play Survival rather than design in Minecraft, if they know that screenshots that capture the process of their build are expected in their portfolio soon, they are less likely to lose focus. Digital evidence helps students stay present and focused as they work through a design. The portfolio entries are then used as a jumping-off point for a more focused, interview-style conversation the following week. During the interview, students are asked to make direct connections to the design thinking process as they walk us through their portfolios. All of this adds a layer of urgency to what they are doing.

Time, Date, and Preparedness Limitations. We have a recording studio in the Innovation Lab. As you can imagine, it is a popular destination for many students. To keep things orderly, and to help students move forward in a design, we use limitations on when, where, and how students can use the recording studio. Whether making a podcast or a video, students can’t enter the recording studio without having a script or storyboard. Once they talk us through what they are recording, they have up to twenty minutes in the studio, then the next group goes in. Additionally, whatever they are recording can’t be longer than five minutes. If they have previous recordings that haven’t been edited into a final product, they can’t use the studio. Finally, students can signup for the studio a week in advance. By limiting how long a product can be, how long they can use the studio for, and asking them to have a plan before they can use the Studio, we have been able to get a much better workflow and more finished products than we had last year. By requiring students to have any previous recordings finished before making a new one, and allowing students to sign up a week in advance for the studio, we have added an additional layer of incentives for students to be prepared to make. We use these tactics in places other than the recording studio.

Competition. We were lucky to have Hot Wheels send us a Speedometry Kit and bunch of great video game companies like Paradox Interactive and Mohawk Games gift us some great learning AAA games. Ms. Smith and I make posters to hang on the wall that track some of the design challenges students can tackle in the Lab. Challenges like highest population, happiest population, lowest pollution, longest jump, most loops made, allow competition between classes which have many of our kids running to class to see if they still hold the record. I love gamification, so I try to use these types of game mechanics where I can to motivate students to keep them moving forward.

Entrepreneurship and Narratives. More motivating than competition, narratives are great to insert into the Makerspace. Our narrative invokes pride in ownership and all the lessons and learning that comes with running a business because we’ve brought entrepreneurship to the Innovation Lab. In the Innovation Lab, students can sell their creations on FH Gizmos, our student-run school store. I made the store not only to expose students to entrepreneurship, but to also motivate them to finish more designs. When we talk about FH Gizmos with students, we talk about it as if we are part of a startup. Students who open a store on FH Gizmos are given a stock certificate which entitles them to vote at the share holders meeting; the meeting where we decide how we get to spend the profit we’ve made. Students also earn “commission” on what they sell. They can use the commission to buy things from FH Gizmos. By trying to make the experience of running their FH Gizmos store as authentic as possible, we’ve wrapped the experience in a narrative where students feel like they are part of a real business. Anytime you can add a story, or even better, an authentic narrative to the works students are doing, they’ll be more motivated to participate.

Pushing to a Larger Audience. Pushing student work to a larger audience was something I started doing as an English teacher. My students hated writing essays, but when we started blogging instead, they loved it. Part of the appeal was being able to count likes and views. Students will never work harder than if they know the whole world might see their creations. This is why social media is great in the classroom. I love social media as a tool to build relationships with students. We use social media in the Lab to capture the great things students are making. Students are generally excited to see their efforts pop-up on the Instagram feed. We also push student work to a larger audience through our digital galleries. We show off student work on the Innovation Stations, where anyone can see and hear the great things our kids have made. Students love to know how many views they have, and often start to design, create, and speak to their audience. When I told one of our podcast teams that their podcast had 500+ views, they actually started to talk to their listeners during the podcast and thank them. They even started to call their listeners Squiggly Monsters, taking a page from many celebrities who nickname their fan base. A larger audience through social media and digital galleries have been great for increasing motivation.

Hopefully you found something here you can start using in your class tomorrow!

Until Next Time,

GLHF

 

 

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