Protocol Overview and Instructions: 
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​​Within this technique each student creates a “poster" of what their proposed solution to the driving question would be. Afterward, the posters are displayed around the room and either the educators lead a discussion with the students of what similarities and differences there are between the different solutions the students proposed, or students in teams discuss the similarities and differences between their own ideas and solutions.
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Poster Session Instructions

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Educator Thoughts:
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During the FuturePrep’d Academy students used a poster session protocol and a naming your idea protocol to narrow down their plans.  Our team had to pivot from their original trajectory after receiving and reviewing feedback from the office staff at Transmatic.  Our team was excited about the open office space ideas discovered at Haworth, however, the employees at Transmatic actually prefer MORE seclusion.  Based on this, our team decided to make some alterations to the visual appeal, and possible physical arrangements of departments within the office. We also invited a guest for the Critical Friends protocol to assist with feedback! 
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Student Quotes:
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"The poster session helped to organize our thoughts in a way that was visible to all, and we could then narrow down the solutions that we wanted feedback on when Alex came for the critical friends protocol." 

"Alex was a great mentor to come and share feedback with our team. He helped reassure them that we were on track!" 
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Meet the Educator:

I am Lisa Rilley and this is my 15th year teaching art, and my 5th year with Hamilton Community Schools. I have taught Y5 up to 12th grade in a sweeping variety of art courses!  My first 7 years of teaching were in alternative ed, and I also worked for Holland Public School and The Art Institutes. 

      "My passion for PBL came from already teaching a project based course.  PBL/Design Thinking gave me a foundation to use while helping my students unpack their creative destinations. The entire protocol guide gives structure to my tendency to be more abstract and random in my teaching style. This helps to honor my students who need and crave that structure."