Reimagining the Rosy Mound Playground 
                                By:  J. Taylor, S. Klumpel, H. Skogen, & K. Lampen

Project at a Glance :

This project is designed for 2-4th graders to create a variety of options during outside free time and recess.  The project needs to incorporate Covid19 guidelines for keeping students safe while having fun!
      
 
Driving Question:

How might we reimagine the Rosy Mound Playground to ensure that we are “building a better me, and making a better us” ?         

Standards:

Skills4Success: Personal accountability, Communication, Critical Thinking & Problem Solving, Flexibility & Adaptability, Ethical Citizenship, Collaboration & Global Thinking

Team / Culture Building:

• Potentially group kids based on like-interests.
• Offer various options for all learning styles & personalities (verbal, video (Flip Grid?), written); so everyone has an equal voice & takes ownership.
• Values Cards​ activity

​Entry Event:

• Expose kids to the “what if?” options for recess. 
• Make a Rosy video? (MI Adventure, Summer Camp Games?)​

Stakeholders:

• Current and past Rosy Students
• Teachers
• Recess guards
• Principal
• Parents
• Grounds Crew
• Older student mentors
• WATCH DOG Dads

 Empathy Building:

• Create Empathy Maps for Stakeholders
• “Bugs & Wishes” (Lower El.) Pains & Gains (Upper El.)
• Love Letter vs. Break Up Letter (About Self-Awareness)
• Chalk Talk with pictures/quotes from students or our playground
• “Welcome to My World” (Find holes & glitches in someone’s day) - Flip Grid Videos? (Need Parameters)

Inquiry / Need to Knows:

• Determine who our stakeholders are
• Explore current safety guidelines 
• Is there a budget or other constraints? 
• Consider the challenges for different seasons on the playground

• Watching a video/scenario such as: Second Step/ Pixar L.O.U. Video)
• Create a Social Contract/Classroom Constitutions
• Examine recess data from last year
• Conduct individual interviews (students of all ages, teachers, recess guards, principals and friends at other schools to gain insights
• Research! (Connect with other schools, cultures, etc.)​

Incubation:

• List of Norms/Guidelines for Brainstorming
• Emphasize there are no bad ideas - importance of being open-minded
• Be aware of the social/emotional barriers in terms of expression & sharing ideas 
• Create an environment that feels safe and encouraging 
• Use the “Yes & Can It…”  protocol to generate ideas
• Think-Pair-Share (Share someone else’s idea)
• “Snow Ball Fight”  idea generator 
• “How would ______ solve this problem?
• “What If…?”
• 3-12-3​

• The Anti-Problem - “What would be the worst playground ever?”
• “Tell About a Time When…” (Story Telling)

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Solution Building:

• Continue to remind students of who are stakeholders are for the project - Keep coming back to the WHY?
• Reflect on Flip Grid Videos/Empathy Maps and Role Play possible solutions
• Use the Idea Quota and Affinity Mapping strategies to draw out their solution ideas, followed by Dot Voting, move to mash-up the best parts of each student’s idea (hang ideas in a different location for authenticity)
• $100 Test - Value each piece of their idea 
• Bracketology - Move ideas onto the next round

Critique and Revision: 

• Dot Voting/Gallery Walk (specific feedback: post-its; writing on the back)
• Use a parking lot for students that have a hard time letting go of their idea and moving forward
• Ensure that this solution will answering the DQ and keep the focus on the stakeholders/solution
• Take a close look at the rubric; are all parts addressed?
• Storyboard & tuning protocol
• Pitch solution ideas to other students to gain feedback
• Bring back some stakeholders from school to ask clarifying questions
• Reflect on local, national, and global interviews

Authentic Audience:​

• Current and past Rosy Students
• Teachers
• Recess guards
• Principal
• Parents
• Grounds Crew
• Older student mentors
• WATCH DOG Dads
  

Final Presentation:

• Students will create virtual presentations on either Canva, Seesaw, or Flipgrid
• Present a Poster/map of school/playground with specific ideas. 
• Create training videos/activity signs/ideas placed around the playground
• Presentations of some sort: virtual, outside on the playground, gallery walk presentations around the playground. Student leadership teams would be involved (mentors, Helping Others, Safeties, etc.)
• As a result of working through the PBL process students will naturally go one of three possible directions:​ Social/Emotional, Environmental, Games/Activities/Physical
• Authentic audiences will differ based on these (send parent letter at the beginning of the year to determine any special expertise and invite parents in to share!)

Click here for teacher's full plan.

​Reflection and Feedback:

• Rubrics for various authentic audiences (have students tweak a sample rubric)
• Rubrics for various milestones in the process
• Expectations will be clearly communicated throughout the project.

Click here for the  teacher's Journey through PBL on Padlet.

Meet the Educator:

​Jennifer Taylor, Heather Skogen,  Sarah Klumpel, & Kathy Lampen teach at Rosy Mound Elementary, Grand Haven Public Schools.  
     "I love watching the students work through problems and discuss different possibilities with their classmates." ~ J. Taylor

      "I am passionate about voice and choice in student learning.  To give the kids the reins in the learning, helps them to steer where they can go!" ~ S. Klumpel

      "I am passionate about PBL and Design Thinking because it's incredibly engaging and fosters innovative thinking in a way that all students can shine and feel empowered." ~ H. Skogen

     "I am committed to Project-based learning because it affirms all learning styles, emphasizes that all ideas have intrinsic value, and drives students to think openly and creatively." ~ K. Lampen