An interview with Jena Simms, Lower School Science Teacher, and Kayla Bales, Lower School Technology Teacher
Lincoln logs scattered across one table. Building blocks, popsicle sticks, and toothpicks on another. Benches papered by sheets of blueprints drawn out in crayon and markers, each marked with ideas and comments. LEGOs in varying states of build on another table. And throughout the room, seven- and eight-year-olds huddled together excitedly discussing their ideas.
During this past winter on any given Friday, a visit to the Lower School Maker Space would have resulted in witnessing the above scene: animated 1st and 2nd graders teaming up to dream up their ideal school. Led by Science Teacher Jena Simms and Technology Teacher Kayla Bales, students were shepherded through the engineering design process as they were tasked with answering the following question: If they could design and build their dream school, what would it look like? I recently had the opportunity to ask these master educators to reflect back on that project and share a bit more about the process, outcomes, and experience of their Dream School Project.
Please describe the Dream School project 1st and 2nd Grade students completed this past semester.
Beginning with a blueprint-style map of campus, students were able to grasp the space and resources available for the project. Facilitated discussions on what spaces were needed versus what additions were wanted led to dynamic brainstorming sessions. Students were then given the time and space to debate their proposals. Ideas included the addition of a sports complex, enhancement of our parking lots, and even building a separate Lower School enhancement building. One of the initial ideas was to build a road around the campus, eliminating all interior roads. They carefully considered walkways connecting buildings. Improving playgrounds was a top priority; students wanted more nature, shade coverings, and areas for kickball, soccer, and football.
With the vision of the school coming into focus, students were then divided into groups, tasked with designing specific spaces across campus: one group designed the road system, another focused on the playgrounds, and another on the enhancement building – each student contributing individually to the overall design, driven by their specific interests. Utilizing Seesaw, students tracked progress, reviewed designs from previous class periods, and found inspiration from other students’ ideas. The project culminated in each class proudly displaying a LEGO model of their design, complete with clear signage promoting each aspect of their very own Dream School.
In what ways did this project encourage the development of the Golden C’s: critical thinking, creativity, communication, collaboration, character, and curiosity?
By engaging in discussions to identify the school's needs and envision improvements, students exercised critical thinking skills, analyzing the feasibility and impact of their ideas. Dividing tasks, such as designing the road system, playgrounds, and enhancement buildings, required them to address specific challenges like traffic flow and playground safety, fostering collaborative problem-solving abilities. Examining the current layout and imagining a better version prompted students to reconsider how their environment could be more functional and enjoyable, promoting a mindset of continuous improvement.
Applying the Engineering Design Process helped students approach problems methodically, encouraging iterative thinking as they tested and refined their ideas. Working in groups and sharing their designs with other classes enhanced their appreciation for different perspectives and solutions, improving their communication and collaboration skills. Designing a dream school allowed students to use their creativity to envision innovative solutions, pushing them to think beyond conventional boundaries. Considering who would use the playground and how to ensure safety and enjoyment for all fostered empathy and a user-centered approach to design. Overall, the project provided a comprehensive platform for students to develop essential skills and a deeper understanding of how thoughtful design can positively impact their community.
Additionally, exploring different solutions and seeing the diverse designs created by their peers further fueled their curiosity, encouraging them to ask more questions and delve deeper into the subject matter. As students walked around the school, they became more aware of their surroundings. We overheard them discussing how certain elements could be improved, such as moving a sidewalk or changing the shape of a building. This newfound awareness demonstrated their ability to critically evaluate their environment and think about practical changes that could enhance their school experience. Overall, the project fostered a dynamic learning environment where curiosity and a desire for knowledge thrived, while also encouraging students to observe and rethink their everyday surroundings.
As an educator, what were you hoping students would gain from this experience? Any surprises along the way?
As an educator, we hoped students would gain a deeper understanding of collaboration, communication, and creative problem-solving from this experience. We aimed for them to see the practical applications of the Engineering Design Process and to develop a sense of ownership and pride in their work. By engaging in this project, we wanted students to enhance their critical thinking skills, learn to work effectively in teams and appreciate the importance of considering different perspectives. Additionally, we hoped they would become more observant and mindful about their environment, understanding how thoughtful design can improve their daily lives.
We noted several surprises along the way – most notably the students' enthusiasm and engagement. One day, we heard a student say, "I like your design, but what do you think about adding a backdoor?" This comment reflected the civil discourse language we had taught them, and it was encouraging to hear them using it positively. It showed that they were not only applying their problem-solving skills but also communicating respectfully and constructively. The students frequently discussed and debated their ideas, demonstrating an impressive level of maturity and critical thinking. Their ability to integrate feedback and work collaboratively exceeded expectations, proving that they had truly internalized the skills and concepts we aimed to teach through this project. And who knows? Perhaps one day we will see their ideas and designs reflected on our very own campus.