iProject | it's about learning

To My Beloved Community at Mount Vernon Presbyterian School and The Mount Vernon Institute for Innovation:

You inspire me.

Your inquiry. (You’re inquiry.)

Your innovation. (You’re innovation.)

Your impact. (You’re impact.)

They inspire me, and you inspire me. And so I challenge you.

What is your “mold?” What is your idea bubbling forward and exploding out from/to your inquiry and innovation and impact?

I challenge you to spend as long as it takes to watch “The Year in Ideas: TED Talks in 2014.” (And if you are “older,” please consider starting with the TEDx below from Jonathan Sackner-Bernstein: “It’s Not Too Late to Make a Difference.”)

The talks themselves are incredible, instructive, and educational. I learned quite a bit from watching them all myself. They are full of content. They model remarkable skills. They are stories from innovators nurtured.

But that’s not why I share them here and challenge you.

I share them with you and use them to catalyze a challenge that you are already engaged in. More than most schools, our school is designed for us to find our mold and make a difference, whether defined through an inquiry, an innovation, or an impact…or perhaps at the intersection of all three.

We have our courses. We have our co-curriculars. We also gloriously have our (i)Project. We have our (i)Diploma. We have MoVe talks. We have #MVIFI. We have our R&D teams.

Yes, more than most, we live in a system that encourages us and supports us to be just like the people on that stage in the TED and TEDx talks.

What will your talk be about? What actions and pursuits will provide the meat and potatoes for your talk?

I cannot wait to listen and learn from you!

And please let me know how I can help, join in, participate, celebrate, provoke, applaud, provide feedback, nourish, spur, support, and challenge you even more.

Thank you for all you do to inspire and challenge me daily. I am grateful and humbled at being a part of this beloved community. I am thankful to be a #Transformer alongside you.

On to 2015!

Sincerely,

Bo Adams

Parent, Colleague & Chief Learning and Innovation Officer

My dream is to build the world’s first underground park in New York City.

I always knew as a kid that I wanted to make a difference, and to somehow make the world more beautiful, more interesting and more just. I just didn’t really know how.

– Dan Barasch: A park underneath the hustle and bustle of New York City

My dream is _______________________.

What a powerful sentence starter. What a powerful action starter. If we only treated it that way more often. What a profound entry point into an endless supply of worthwhile projects. And not the kind of “dessert-at-the-end” style projects that are all too common in schools when the “important content” has already been “covered.” But the kind of projects that serve as the meal and the fundamental sustenance on which the nutrients of interdisciplinary topics are baked in and intentionally made part of the main course. (On a brief aside, this makes me think that we might need “nutrition labels” on projects — like those nutrition labels on our cereal boxes and cans of food. But in this case, the learner would progressively include what learnings are contained in his or her project.)

People from all over contact me to talk about project work. I think more than a few struggle with seeing what others view as robust and vigorous projects. So, I look for examples to show people. Dan Barasch’s TED talk is just one such example. And it’s an excellent six minute view into how dreaming can materialize into a vibrant project of inquiry, innovation, and impact.

When Dan shares his vision and work on the Lowline, I also see the potential for almost any high schooler or middle schooler to showcase similar stories of their dreams and projects. Maybe they would’t have the 3D computer renderings of the proposed space, and maybe they wouldn’t have the solar arrays built for a pilot installation. Or maybe they could. With partnerships of internal and external experts. If not, they could be coached and supported to produce comparable and lower-resolution prototypes, sketches, concept drawings, etc.

So many possibilities to dig into one’s dreams. And as an integral part of schooling.

As this blog post was bouncing around in my head waiting for me to put it in writing, I re-watched October Sky with my family.

I was reminded of how Homer Hickam’s project started with an observation of Sputnik, a curious spark about rocketry, and a teacher who did not let her lack of knowledge about rocket science allow her to say, “I can’t do this — I don’t know anything about rocketry and it’s not part of our curriculum.” Still, Homer’s project, at least how it was portrayed in the movie, was mostly confined to time outside of school and the project work only “counted” in school thanks to the science fair possibility.

But what if that work had actually been a fundamental part of Homer’s schooling? And not simply confined to “Science” class, but originated in a project-block such that the subject-areas were allowed to weave together as they naturally do, unbridled by the typical boundaries of 55-minute, subject-narrow periods.

At the risk of seeming like this post is “all over the place,” I also remembered Dolphin Tale as my family watched October Sky last Friday night and visions of the Lowline project connected in my mind. Dolphin Tale is another “based on a true story” movie that shows how a student struggling with typical school finds a project that lights his heart and mind on fire. I first saw the movie on Oct. 1, 2011. I know because I walked out of the theatre and had to quickly record a blog post by phone.

Why do so many project ideas seem to happen outside of school? Why can’t they BE school? At least a part of school.

So, here are three examples that I believe help many people visualize the power of project-driven, transdisciplinary learning. I hope they help you see the potential of drawing this form of working and learning into our next iterations of school.