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                      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” ?         

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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.
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​Entry Event:
  • Expose kids to the “what if?” options for recess. 
  • Make a Rosy video? (MI Adventure, Summer Camp Games?)​
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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.)​
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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​
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  • 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.
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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!).
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Click here for teacher's full plan.

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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.

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Meet the Educator:

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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
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  • Home
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