Earlier this week, we introduced the design challenge to our students. The 2nd graders were excited for a number of reasons, and working with 7th graders topped the list. This morning, the 7th graders came down to the Marina Campus so we could interview each other. We had brainstormed a bunch of open-ended questions to ask them, and they came armed with questions of their own and templates for note-taking. One strategy we used if we got stumped was to “Act Like a 3 Year Old” and ask “Why?” five times, to get details and stories. As teachers, we were so impressed at how attentively all the boys were listening and how thoughtful they were in their responses. Signs of empathy building! We are looking forward to defining need statements from all this data!
On Friday we kicked off our first upper school STEM project of this school year: The Bungee Design Challenge. Town School 8th graders are tackling the question: “How might we use a mathematical model to design an exciting, yet safe bungee system?” This project originated when math teachers Garrett Frank and Hilary McArthur were looking for an opportunity to teach linear scaling in a fun and exciting activity. This year I am thrilled to be collaborating with them, and we have been working to create a challenge where the boys must use their understanding of linear algebra, forces, and the laws of motion to build an elastic tether to safely bungee jump an action figure. The project is structured within the design thinking framework, and the boys will also incorporate a deeper sense of their prospective users to inform their bungee system design. The action figures are scheduled to be launched from above the ENI workshop at the Marina campus on Wednesday, October 9. Stay tuned!
Exploration and Empathizing: Students watch footage of bungee jumpers to better understand how linear algebra can help them design fun and safe bungee-jumping system.
Defining the Problem: Students frame their challenge in terms of what a bungee jumper would want to experience (i.e. get really close to the ground, long rebound, etc.)
Ideation: Students engage is lively brainstorming session to identify a range of possible solutions to the challenge.
- Prototyping and Testing: Students rapidly crank out small-scale versions of bungee systems, dropping their action figures from tables, the ceiling, and stair-wells around campus. The goal here is “failing-forward!”
Today I had the opportunity to take a peek into the Explore New Ideas (ENI) Workshop, which is new to the Lower School at Town. It’s a great resource for our design thinking endeavors, as it provides space and materials to tinker and build. There are designated times for 3rd and 4th graders to use the space, and all teachers can sign up to use the space on their own, or coordinate for coaching from fourth grade teacher, Jij De Jesus (“Mr. D” to the kids), who is managing the ENI Workshop. He’s shared some background about the ENI with us:
What is it?
ENI inspires curiosity and creativity in students through hands-on, Science, Technology, Engineering and Math (STEM)-centered inquiry activities.
By creating opportunities for boys to “explore new ideas”, and coaching them through the learning and thinking processes, students develop core competencies and skills that are relevant in all aspects of life. Hands-on investigative STEM activities develop inquiry, promote an understanding of the nature of learning, and allow for students to autonomously engage in the process of knowledge construction.
As a school, we also recognize the unique opportunities presented to us as inhabitants of the Marina Campus this year. We want to take full advantage of the increased space and prime location to maximize the benefits for the boys and their learning. In that sense, ENI will draw inspiration from the Exploratorium, former occupant of the Marina campus, and the surrounding Golden Gate National Recreation Area.
ENI utilizes best practices from a number of innovative teaching approaches to meet the specific needs of our boy learners.
Project Based Learning (Buck Institute)
Design Thinking (Stanford d.school and Lime Design)
Inquiry and Science Process Skills (Exploratorium)
ENI activities and projects will involve investigating and solving a real-life problem, or building and designing a product that successfully meets a given challenge. Students will often work in small teams, using collaboration and communication skills.
Significant academic content will provide a foundation for ENI projects, exploration will be guided by questions that provide focus, and after multiple opportunities to research and develop their ideas, students will be asked to publicly share their thinking and what they learned.
ENI will be integrated into the already existing curriculum and schedule of Lower School classes.
Students in K-2 will participate in ENI activities as scheduled by grade level teaching teams, especially during times where the curricular content is particularly conducive to creative exploration.
In 3rd Grade and 4th grade ENI Workshops take the place of the former electives program. Boys in these grades will participate in 2 of the 4 ENI Workshops this year, 1 per semester. The Workshops offer small group instruction (10-12 students) during one hour-long class each week. ENI Workshops for this year are:
How does it work? Bicycles!
TED (technology, engineering and design)
ENI Challenge Workshop
Most ENI activities will take place in the ENI workshop, located in the northeast corner on the ground floor of the Marina Campus. At times, aspects of multi-day ENI activities will be facilitated in students classrooms or outside in the surrounding area.
Our second graders have used the ENI Workshop to answer questions about seed germination (How will I know if my lima bean seed it germinating? What will it look like?) and we will be heading back later this week to plant our own seeds. We are looking forward to many discoveries in the ENI Workshop!
Our students will get their first taste of design thinking this year working in cross-grade collaboration. Working reciprocally, 7th graders and 2nd graders are designing solutions to help each other better understand native plants and birds of the Presidio. The design thinking challenge beautifully bridges grade level curricular topics, while fostering creativity and teaching our students the design thinking process and mindsets. We will certainly employ a bias toward action and radical collaboration: this mini-challenge is one week long!
We are delighted that you’ve come to visit! We are at a unique crossroads in Town School’s history, as our school is not only under physical construction, but our focus on teaching and learning is being re-examined. In doing so, the school has renewed a commitment to encouraging innovative teaching practices, one of which is design thinking. After a few years of dabbling in design thinking, we are eager to share our work charting the new approach at Town.