2022 Experience Week Parent Info Session
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Experience Week 2022
Parent Info Session
In our Middle School (grades 5-8), all students participate in our personal passion project (P3) program. This is the fifth year for our P3 program.
Photo by EJP Photo
What is E Week?
An entire week dedicated to P3 work and preparing for our P3 Expo.
Briefly, here is what E Week is- but before we dive into the actual week, let's talk about the overall P3 process that students are doing...
Photo by EJP Photo
2021-2022 P3
personal passion projects
In our Middle School (grades 5-8), all students participate in our personal passion project (P3) program. This is the fourth year for our P3 program.
Photo by amira_a
P3 GOALS
Why are we doing this?
The following slides explain some of the reasons we do P3. We share these goals with students too!
Photo by amira_a
1. Determine what you are passionate about.
Determining what students are passionate about is often the hardest thing. In the past, we have let students choose anything they found interesting. It frequently proved difficult to keep student's attention on that topic all year.
This year, we are using the design thinking process to help students solve a problem they are passionate about. By connecting to a problem and breaking down the process, it helps students remain a bit more focused on their topic.
This year, we are using the design thinking process to help students solve a problem they are passionate about. By connecting to a problem and breaking down the process, it helps students remain a bit more focused on their topic.
Photo by ed_needs_a_bicycle
2. Pursue a passion, chosen by you, for much of the school year.
Students focus on their P3 topic for the entire school year.
A P3 class, which all MS students take, meets once a week for 30 minutes throughout the school year. We also have one week dedicated to it in March, when all classes are suspended so students can concentrate on their projects.
A P3 class, which all MS students take, meets once a week for 30 minutes throughout the school year. We also have one week dedicated to it in March, when all classes are suspended so students can concentrate on their projects.
Photo by meredith hunter
3. Improve your communication skills by working with a mentor.
A HUGE part of our P3 program is MENTORSHIP! We work hard to pair each project up with an adult mentor from our community. Here is a student working with a Roycemore parent on a comic book project.
Who are our Mentors?
- Roycemore parents
- Roycemore alumni
- friends of faculty members
- friends of parents
- student-suggested
A HUGE part of our P3 program is MENTORSHIP! We work hard to pair each project up with an adult mentor from our community. Here are some of the ways we do that.
In the background are three students video calling an animator and Roycemore alum who lives in California.
In the background are three students video calling an animator and Roycemore alum who lives in California.
4. Organize and complete a large project from start to finish.
Organizing a large project is an important skill, and a valuable part of our P3 program.
Photo by nicolasnova
PROBLEM SOLVING
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DESIGN THINKING
We use the design thinking process and encourage students to work on solving a problem they care about for P3.
Photo by Olav Ahrens Røtne
mindsets
of design minded individuals
Why design thinking? We discuss the following mindsets with our students at the start of the year. This helps them understand the design thinking process better, and gets them to think about why we are asking them to think this way.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
Photo by Dragos Gontariu
human-centered
- empathy
- solve problems from the perspective of others
- leave behind old ways of thinking
- curiosity to understand a variety of perspectives
- advocate for human needs unapologetically
We discuss the following mindsets with our students at the start of the year. This helps them understand the design thinking process better, and gets them to think about why we are asking them to think this way.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
Photo by Tyler Nix
confidently iterative
- passion to craft delightful solutions
- curiosity to imagine multiple approaches
- ability to try a variety of approaches
- courage to not get it right the first time
- belief that all are creative
We discuss the following mindsets with our students at the start of the year. This helps them understand the design thinking process better, and gets them to think about why we are asking them to think this way.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
Photo by Sara Kurfeß
courageously committed
- willing to sacrifice own ideas
- passion and stamina to make a solution a reality
- learning from failure
- courage to not get it right the first time
- embraces ambiguity
We discuss the following mindsets with our students at the start of the year. This helps them understand the design thinking process better, and gets them to think about why we are asking them to think this way.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
In fact, these are mindsets we hope to cultivate throughout our school.
These mindsets are adapted from Mindsets of Design Minded Intrapreneurs from SAP. See http://iplaysite.com/maren/DatB-Mindsets-booklet-online.pdf.
Photo by comeonandorra
respectful problem finder
- ability to be an insightful problem finder eager to change the status quo
- willingness to try new things despite uncertain outcomes
- start from a place of not knowing the solution
- makes and tests solutions, instead of just discussing ideas
Photo by Samuel Zeller
optimistic collaborator
- understands what is important to the whole community
- balances human needs, feasibility and viability
- believes every problem is solvable
- able to clearly communicate solutions
- inspires action
Photo by Mimi Thian
Portrait of a Graduate
All of these skills/mindsets align with many areas in our Portrait of a Graduate. See https://roycemoreschool.org/about/portrait-of-a-graduate/ for more on our Portrait of a Graduate.
Our Process
Here is a general overview of the P3 process students follow. The process has been the same for both in-person and remote learners this year.
Untitled Slide
Though there are many design thinking models, this is the one we have been using from our program (from Future Design School). Students start with a problem, brainstorm solution ideas, gather feedback, and prototype their ideas. They cycle back and forth through these steps.
Choosing a project
Photo by Jens Lelie
What do you wish was better?
To help them determine a topic, students participated in a brainstorming workshop. We asked them to think about this question.
Photo by Armand Khoury
What do you wish was better?
- ... in your home?
- ... in your school?
- ... in your community?
- ... in the world?
We asked students to think of as many answers to these questions as they could. They wrote each answer on sticky notes and put them all up on the wall.
Photo by Simon Ray
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Finally, we asked students to put together one problem with one passion. This (ideally) became their P3 topic.
Remember the most important skill:
EMPATHY
Students then started going through the design thinking process with their chosen topic. The first, and most important step is Empathy.
Photo by Annie Spratt
How might we?
Each student (or small group of students) wrote a How Might We...? question based on the topic they chose.
Photo by Infrogmation
How might we?
- HMW stop littering at Roycemore?
- HMW reduce the amount of invasive species in our area?
- HMW help other people through poetry?
- HMW get more exercise during school?
- HMW get better sleep schedules?
Each student (or small group of students) wrote a How Might We...? question based on the topic they chose. Here are some examples from this year.
Photo by Infrogmation
How might we?
- HMW gather electricity in unique ways?
- HMW make social media have more of a positive impact?
- HMW end animal brutality?
- HMW help kids at school that have ADHD?
- HMW educate middle schoolers about sexism?
Each student (or small group of students) wrote a How Might We...? question based on the topic they chose. Here are some examples from this year.
Photo by Infrogmation
Untitled Slide
We encourage our students to "fall in love with the problem" not the solution. This is tough! Often we want to focus immediately on doing the thing we think will help, or on the first idea we have. But in order to truly design helpful solutions, we must first thoroughly understand the problem.
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Next, students tried to empathize with their users; that is, they put themselves in the shoes of the people who experience the problem they want to help solve. Students were encouraged to interview users, conduct research, and speak with their mentors in order to empathize.
A search for "empathy map" returns many options, but here is one that we like from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
A search for "empathy map" returns many options, but here is one that we like from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Infographics:
Communicating the problem
To help them fall in love with the problem, each student or group conducted research, then created an infographic to explain the PROBLEM they were trying to solve.
Explain the Problem
To help them fall in love with the problem, each student or group conducted research, then created an infographic to explain the PROBLEM they were trying to solve.
Untitled Slide
To help them fall in love with the problem, each student or group conducted research, then created an infographic to explain the PROBLEM they were trying to solve.
Ideation
During Experience Week, all students participated in an Ideation workshop, where they worked in teams to brainstorm possible solutions for their problem.
For more about our Ideation sessions, see these slides: https://www.haikudeck.com/p/01bb18a0ab/p3-ideation-workshop
For more about our Ideation sessions, see these slides: https://www.haikudeck.com/p/01bb18a0ab/p3-ideation-workshop
Storyboards: Communicating the solution idea
During Experience Week, students continued with their design thinking assignments at their own pace.
After their Ideation session, each student or group chose one idea to move forward with. They created a storyboard to explain that idea. This could take the form of a sticky note timeline, a poster, a slideshow, or whatever they chose.
After their Ideation session, each student or group chose one idea to move forward with. They created a storyboard to explain that idea. This could take the form of a sticky note timeline, a poster, a slideshow, or whatever they chose.
Photo by Kelly Sikkema
Untitled Slide
During Experience Week, students continued with their design thinking assignments at their own pace.
After their Ideation session, each student or group chose one idea to move forward with. They created a storyboard to explain that idea. This could take the form of a sticky note timeline, a poster, a slideshow, or whatever they chose.
After their Ideation session, each student or group chose one idea to move forward with. They created a storyboard to explain that idea. This could take the form of a sticky note timeline, a poster, a slideshow, or whatever they chose.
Feedback & Iteration
Students got feedback on their storyboards from peers, teachers, and family members. They made changes based on these suggestions.
Elevator Pitch
Next, they wrote and practiced an elevator pitch, to be given at our Expo at the end of Experience Week.
Prototyping
Our students are now in the midst of prototyping their ideas. We conducted a prototyping workshop during Experience Week.
The workshop began with making a quick prototype of a homework machine, based off the poem “The Homework Machine” by Shel Silverstein. This idea is from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Several students started creating a prototype of their solution, which they shared at our Expo.
The workshop began with making a quick prototype of a homework machine, based off the poem “The Homework Machine” by Shel Silverstein. This idea is from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Several students started creating a prototype of their solution, which they shared at our Expo.
The Homework Machine
Our students are now in the midst of prototyping their ideas. We conducted a prototyping workshop during Experience Week.
The workshop began with making a quick prototype of a homework machine, based off the poem “The Homework Machine” by Shel Silverstein. This idea is from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Several students started creating a prototype of their solution, which they shared at our Expo.
The workshop began with making a quick prototype of a homework machine, based off the poem “The Homework Machine” by Shel Silverstein. This idea is from #EducatedByDesign, a book by Michael Cohen, the Tech Rabbi.
Several students started creating a prototype of their solution, which they shared at our Expo.
Prototyping
Here is a prototype of a solar powered energy generator to help people during blackouts.
Mentors
Students are in touch with their mentors as often as possible throughout the process. Here is one of our 8th graders with his mentor at our Expo!
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We use Google Classroom to organize our design thinking assignments.
When is the project due?
P3 is not really ever "done" as students are encouraged to keep going as long as possible.
P3 is not really ever "done" as students are encouraged to keep going as long as possible. We ask them to keep working on it at least until the end of the school year, in some capacity. Sometimes this means expanding their question and explorations.
How does my student get an A+?
There are no letter grades for P3. Students complete a self-reflection and receive written reports.
P3 work does not receive a traditional letter grade. Students complete self-reflections, and there will be a written summary of their work on their final (4th quarter) report card.
Try not to think of P3 as a traditional school project.
It may be helpful not to think of P3 as a traditional school project like science fair or a book report. Through P3, students learn 21st Century skills like critical thinking, collaboration, communication, and creativity. Of course, we strive to teach those skills through the rest of our content here at Roycemore, but with P3, the content piece varies from project to project.
Photo by Dougal Campbell
Experience Week
one week dedicated to P3
A lot of our P3 work is completed during weekly P3 time on Thursday mornings and during each student's EAGLE time. But some of the most in-depth work takes place when we pause all regular Middle School classes and focus entirely on P3. This week is called Experience Week!
This year, Experience Week will take place March 14-18, the week before spring break. Wherever students are in their numbered assignments is where they start for E Week.
This year, Experience Week will take place March 14-18, the week before spring break. Wherever students are in their numbered assignments is where they start for E Week.
Site Visits
- Chicago-area museums
- Evanston Animal Shelter
- Respiratory Health Association of Chicago
- Mentor's offices
- Feed My Starving Children
One unique aspect of Experience Week is that we encourage and allow students to go off-campus during that week.
Here are some of the places students have visited in the past.
Here are some of the places students have visited in the past.
Site Visits
- Center on Halsted
- Everyone Reading Illinois
- Northwestern University
- Pediatric Sleep Specialist
- Classes and workshops
One unique aspect of Experience Week is that we encourage and allow students to go off-campus during that week.
Here are some of the places students visited this year.
Here are some of the places students visited this year.
Am I required to find things for my child to do outside of school?
NO! Teachers are working hard on a great schedule for those that will be at school.
Kickoff
EXPERIENCE WEEK
We start Experience Week with a Kickoff session, where we talked about how students might need to "unlearn" how to do a traditional school project, as well as practicalities for the week.
For slides from our 2020 Experience Week Kickoff, see this link: https://www.haikudeck.com/p/6f9e6bb206/experience-week-2020
For slides from our 2020 Experience Week Kickoff, see this link: https://www.haikudeck.com/p/6f9e6bb206/experience-week-2020
At school
- Workshops
- Guest speakers
- Meet with mentors
- Project work time
- Get ready for Expo!
For those who are at school, we will fill the time with activities like these.
If there is enough interest, faculty may take small groups of students on local field trips.
For those who are at school, we will fill the time with activities like these.
Can my child just stay home all week?
Maybe: only if they are doing project-related work approved by you.
Examples of work to be done at home are baking/cooking, sewing, building something, or any other hands-on work that requires special equipment or parent help.
Parents could also sign students up for online workshops or classes. Those could be done from home, but we could also arrange a space and supervision for your student to do those from school.
Parents could also sign students up for online workshops or classes. Those could be done from home, but we could also arrange a space and supervision for your student to do those from school.
Schedule
Please click here below see a version of our schedule from 2021. This year's will be different, but this will give you an idea!
https://docs.google.com/document/d/1RlRf6FlmF21KAvcTjYHCErAHJU6kDuK1qdEUhlc...
https://docs.google.com/document/d/1RlRf6FlmF21KAvcTjYHCErAHJU6kDuK1qdEUhlc...
A note about Upper School Classes
* Please note: Students in upper school classes will still attend those classes, unless they are participating in off-campus activities and receive approval from their teachers.
Memories
from past Experience Weeks
* Please note: Students in upper school classes will still attend those classes, unless they are participating in off-campus activities and receive approval from their teachers.
Memories
- Going places with my mentor
- The fact that I was helping a cause greater than myself
- Exploring the museum
- Dog guy (guest speaker)
- Building a computer
Memories
- Being free to do whatever I wanted on my project
- Going around the school to see other people's projects
- Getting to show people what I've been working on
P3 Expo
Friday, March 18
Finally, students will share their work in progress at our P3 Expo at the end of Experience Week!
What is presented?
At our P3 Expo, students are encouraged to show their project at whatever stage they are in. Some will have a fully developed prototype and might be testing it at the Expo (for example, having people taste a candy bar). Others will have an infographic explaining the problem, and might just be starting to interview those who experience the problem. Still others are somewhere in between.
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Some students will complete traditional presentations for the Expo.
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Other students might show or share something more tangible- like this computer prototype built by students!
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Next steps
Experience Week Schedule
Planning Document
DUE MARCH 5
You can see a template of this planning document here: https://docs.google.com/document/d/1ldRcvQSrhqalxQtTKVTzt4n3g6ydGqIft5jcK-c...
Students should access this document through Google Classroom. Parents should help their student fill it out, if they haven't already, and initial any sections that involve being out of school. It's ok to just put down that they will be at school each day!
Students should access this document through Google Classroom. Parents should help their student fill it out, if they haven't already, and initial any sections that involve being out of school. It's ok to just put down that they will be at school each day!
Untitled Slide
You can see a template of this planning document here: https://docs.google.com/document/d/1ldRcvQSrhqalxQtTKVTzt4n3g6ydGqIft5jcK-c...
Students should access this document through Google Classroom. Parents should help their student fill it out, if they haven't already, and initial any sections that involve being out of school. It's ok to just put down that they will be at school each day!
Students should access this document through Google Classroom. Parents should help their student fill it out, if they haven't already, and initial any sections that involve being out of school. It's ok to just put down that they will be at school each day!
How do I help my student with P3? Is there homework?
Encourage them to keep working on their numbered assignments and keep emailing their mentor.
Most students are caught up with the assignment we've done so far, but a few have some missing. Check Family Portal for anything with a grade of 0.
Let us know if you know of a guest speaker or community service project.
Let us know if you know of a guest speaker, community service project, or other opportunity that students might be able to do over Experience Week.
Questions?
Please email me if you have any more questions.
Please don't hesitate to email eshutters@roycemoreschool.org if you have any more questions.
