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The Bucket Brigade - Submissions for No Right Brain Left Behind 2011

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In February 2011, The Bucket Brigade submitted these ideas as part of the No Right Brain Left Behind competition.

In February 2011, The Bucket Brigade submitted these ideas as part of the No Right Brain Left Behind competition.

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  • Transcript

    • 1. DESIGNING FORCREATIVITYBROUGHT TO YOU BY THE BUCKET BRIGADEENTRIES FOR ‘NO RIGHT BRAIN LEFT BEHIND’ (http://rightbrainsare.us) FEBRUARY 2011
    • 2. BRIEFPROVIDE THE U.S.A’S EDUCATION SYSTEM WITH SOLUTIONS THAT WILLOVERCOME CURRENT CONVENTIONSEMPOWER EDUCATORS WITH NEW WAYS OF NURTURING CREATIVITYNURTURE CREATIVITY IN CHILDREN THROUGH INNOVATIVE CONCEPTSTHAT REIGNITE THEIR PASSION FOR LEARNING
    • 3. “CREATIVITY IS THE PROCESS OF HAVING ORIGINAL IDEAS THAT HAVE VALUE.” – http://bit.ly/educationbrilliantlyput SIR KEN ROBINSON
    • 4. WHY DOES CREATIVITY MATTER?CREATIVITY ISTHE MEASUREOF OUR RESILIENCE. IN A WORLD WHERE THE FUTURE IS NOW MORE UNPREDICTABLE THAN EVER BEFORE, CREATIVITY IS AT THE CORE OF OUR ABILITY TO WEATHER UNFORESEEN AND DISRUPTIVE EVENTS.
    • 5. THE FUTURE DEPENDS ON OUR ABILITY TO DEVELOPA NEW CROP OF CREATIVE PROBLEM SOLVERS.NOWHERE IS CREATIVITYMORE CRITICAL OR INGREATER CRISIS THANTODAY’S CLASSROOM.
    • 6. FROM 150+ IDEAS SUBMITTED BY THE MEMBERS AND COMMUNITYOF THE BUCKET BRIGADE, WE MERGED AND REFINED THEM INTO 14
    • 7. VISIT THE FUTURE
    • 8. SCHOOLS RARELY TELL KIDS TO THINKCREATIVELY ABOUT THE FUTURE - THEYARE NOT BEING DIRECTLY TOLD IT IS THEIRRESPONSIBILITY TO.VISIT THE FUTURE IS A PROJECT TO GETKIDS TO THINK BEYOND THEIR ACADEMICCAREER, TO ENCOURAGE THEM TO THINKCREATIVELY ABOUT SOLUTIONS TO BIGPROBLEMS.
    • 9. AT THE BEGINNING OF EVERY YEAR, ASK STUDENTSTO MAKE 10 PREDICTIONS ABOUT WHAT THE WORLDWILL BE LIKE WHEN THEY GRADUATE FROM HIGHSCHOOL.POOL THOSE PREDICTIONS TOGETHER, NATIONALLY,AND IDENTIFY THE BIGGEST CONCERNS. THEN TURNTHOSE BACK TO THE KIDS TO ENCOURAGE THEM TOWORK TOGETHER TO FIND SOLUTIONS.GROUP KIDS BY CONCERNS AND GEOGRAPHY, NOTJUST AGE GROUP.CREATE A VIRTUAL SCIENCE FAIR FOR THEM TOPRESENT BACK.PARTNER WITH UNIVERSITIES TO GIVESCHOLARSHIPS TO WINNERS.
    • 10. SCHOOLS FOR SOLUTIONS
    • 11. THE BEST WAY TO CHANGE A SYSTEM ISTO QUESTION ITS PARADIGMS. THE BESTWAY TO GET KIDS TO CHANGE THE SYSTEMTHEY ARE A PART OF IS TO ENCOURAGETHEM TO WORK TO SOLVE REAL-WORLDPROBLEMS IN THEIR LOCAL COMMUNITIES.SCHOOLS FOR SOLUTIONS IS A PROJECT TOFOSTER CURIOSITY IN KIDS AND SHOWTHEM THAT THEY CAN HAVE AN IMPACTON THE WORLD.
    • 12. SCHOOLS HOLD ASSEMBLIES WHERE LOCALGOVERNMENT OFFICIALS SHARE A FRANKASSESSMENT OF CURRENT CHALLENGES.STUDENTS SELECT PROBLEMS THEY ARE INTERESTEDIN AND WORK WITH TEACHERS WHO GUIDE THEIRPROCESS OF INVESTIGATING, IDEATING, DESIGNINGAND IMPLEMENTING SOLUTIONS.LOCAL GOVERNMENTS WOULD RATE THEEFFECTIVENESS OF EACH SOLUTION.CREDIT: MICHAEL ST JAMES
    • 13. KIDQUORA
    • 14. “QUORA IS A COLLECTION OF QUESTIONSAND ANSWERS COLLECTED, EDITED ANDORGANIZED BY EVERYONE WHO USES IT.THE MAIN GOAL IS TO BE THE BESTPOSSIBLE RESOURCE FOR SOMEONE WHOWANTS TO KNOW ABOUT A SPECIFICQUESTION”.KIDQUORA IS OUR SUGGESTION FORQUORA TO CREATE A SAFE-FOR-SCHOOL ,NOT-FOR-PROFIT MODEL OF THEIRBURGEONING PLATFORM FOR AMERICA’SSCHOOLS.
    • 15. STUDENTS POSE QUESTIONS AND OFFER POTENTIALANSWERS.TEACHERS HAVE A ROLE IN ANSWERING OR ASKINGQUESTIONS THEMSELVES.TEACHERS TRACK WHAT QUESTIONS THEIRSTUDENTS WERE ASKING, THEREBY GAINING ABETTER UNDERSTANDING OF THEIR INTERESTS ANDPASSIONS, WHICH THEY CAN USE TO MODELLESSONS ON OR SIMPLY TO FOSTER A BETTERUNDERSTANDING OF THEIR STUDENTS.
    • 16. RIGHT BRAIN BALANCE
    • 17. TODAY’S TEACHERS HAVE BEENPRESSURED INTO TEACHING TOWARDSTEST RESULTS.RIGHT BRAIN BALANCE IS OURSUGGESTION FOR TEACHERS TO CREATE ALEARNING EXPERIENCE THAT IS MOREDEVELOPMENTALLY BALANCED THROUGHCRITICAL AND CREATIVE THINKING.
    • 18. EXAMPLES:SCIENCE: THE ELEMENT X HAS THREE PROPERTIES X,X AND X. IF YOU WERE A SUPERHERO, WHAT ARETHREE THINGS YOU COULD DO WITH THIS ELEMENT’SPOWERS?HISTORY: THE PAINTING ‘X’ BY RENAULT DEPICTS ASCENE FROM THIS HISTORICAL EVENT. WHAT CANYOU SEE HAPPENING IN THIS SCENE THAT WAS ORWAS NOT DEPICTED IN THE OVERVIEW GIVEN INYOUR HISTORY BOOK?ART: MUCH OF THE WORLD STRUGGLES TO FINDACCESS TO CLEAN DRINKING WATER. CREATE ANOUTDOOR SCULPTURE THAT WILL REDIRECT FALLINGRAINWATER TO A HOLDING PLACE. CREDIT: RICK LIEBLING
    • 19. KIDSTARTER
    • 20. CREATIVE SOLUTIONS ARISE FROM BEINGEMPOWERED TO PURSUE THE BESTPOSSIBLE ANSWER, NOT BY FOLLOWINGSTEPS TO A PRE-DEFINED CONCLUSION.KIDSTARTER IS OUR SUGGESTION FOR THEPLATFORM KICKSTARTER.COM, WHICHALLOWS INDIVIDUALS TO RAISE FUNDSFROM OTHER INDIVIDUALS FOR CREATIVEPROJECTS, TO OFFER A SCHOOL STUDENTMODEL OF THEIR PLATFORM. THE GOAL OFTHIS IS TO MAKE CHILD-DRIVENEDUCATION A REAL PART ANDCONSISTENT PART OF THE EDUCATIONALENVIRONMENT.
    • 21. STUDENTS USE THE SITE TO DEFINE CHALLENGES,THINK THROUGH WHAT IS NEEDED TO SOLVE IT, ANDTHEN CALL FOR PARTICIPATION FROM THEIR LOCALCOMMUNITIES.OTHER STUDENTS COULD VOTE ON PROJECTS ANDSIGN UP TO OFFER THEIR TIME AND PASSION TOSEEING THE PROJECT MOVE FORWARD.SCHOOLS COULD ALSO USE THE PLATFORM TO RAISEFUNDS FOR MORE TRADITIONAL NEEDS: UNIFORMS,SPORTS EQUIPMENT, ETC.CREDIT: DAN WEINGROD, LISA RADIN, ADAM BUTLER CREDIT: RICK LIEBLING
    • 22. CREATIVE MORNINGS
    • 23. HOMEROOM, THE FIRST PERIOD OF THEDAY FOR MOST STUDENTS, IS A 15-MINUTECLERICAL DRUDGERY WHERE TEACHERSTAKE ATTENDANCE AND TRY TO CALMTHEIR STUDENTS DOWN BY HAVING THEMWATCH TELEVISION. IF THE OBJECT OFSCHOOL IS TO INSPIRE LEARNING, THENRUNNING IT LIKE A FACTORY SEEMS ANODD WAY OF ACCOMPLISHING THAT GOAL.CREATIVE MORNINGS AIMS TO TAP INTOTHE ENERGY AND SOCIAL BUZZ INHERENTTO THE FIRST FEW MINUTES OF CLASSTIME, LAUNCHING EACH DAY WITH QUICK,COLLABORATIVE, LEARNING PROJECTS.
    • 24. AS STUDENTS ENTER THE SCHOOL, LET THEM GATHERIN GROUPS AS THEY NATURALLY WANT TO.BRIEF THE STUDENTS ON A SINGLE CREATIVEEXERCISE, SUCH AS WHO CAN THINK OF THE MOSTUSES FOR A PAPERCLIP, OR HOW WOULD YOU DESIGNA DESK, AND LET THEM WORK IN THEIR SOCIALCIRCLES FOR THE FIRST 15 MINUTES OF THE DAY.TAKE ATTENDANCE BY HAVING THEM TURN IN THEIRSOLUTIONS OR SIMPLY BY HAVING THEM SWIPETHEIR ID CARDS AS THEY LEAVE THE ROOM.CREDIT: DAN WEINGROD,DERRICK BRADLEY BUTLER JOSH CARLTON, LISA RADIN, ADAM CREDIT: RICK LIEBLING
    • 25. CREATIVITY CAMPAIGN
    • 26. IN TODAY’S WORLD, ‘CREATIVITY’ HASBECOME A SYNONYM FOR ‘ARTIST’, ‘WHITECOLLAR CAREER SABOTAGE’, AND ‘NOTMEASURABLE IN TESTING AND THEREFOREJUST A LUXURY’. BUT CREATIVITY POWERSTHE ECONOMY AND SOLVES PROBLEMSTHAT WOULD STUNT THE HUMAN RACE.WE NEED TO RE-EDUCATE AMERICA ON THETRUE MEANING, VALUE AND UNIVERSALACCESSIBILITY OF CREATIVITY.CREATIVITY CAMPAIGN IS A NATIONAL,MULTIMEDIA, PUBLIC SERVICE CAMPAIGNTO EDUCATE AMERICA ABOUT CREATIVITY,AND TO CALL AWARENESS TO THEPRESENT DECLINE IN CREATIVITY LEVELS,PROVOKE THOUGHT AND INSPIRE CHANGE.
    • 27. MULTIMEDIA AD CAMPAIGN (PRO-BONO)STRATEGIC PARTNERSHIPS ANDSPOKESPEOPLE: OPRAH, STEVE JOBS, ELONMUSK, MICHELLE OBAMA, GATESFOUNDATION, MINORITY GROUPS,TEACHERS ASSOCIATIONS.EVENTS: TED-UCATION, COMMUNITY-ORGANIZED EVENTS (OPEN SOURCEFORMAT, INSPIRED BY IGNITE AND PECHAKUCHA EVENTS), POLITICAL RALLIESPUBLIC RELATIONSCREDIT: BUD CADDELL, CARMEL HAGEN
    • 28. LAUNCHPAD
    • 29. MANY OF TODAY’S HOT WEB STARTUPSACTUALLY BEGAN WHEN THEIRFOUNDERS WERE STILL IN HIGH SCHOOL.HOW CAN SCHOOLS UNLEASH MORECREATIVITY AND BENEFIT FROM THEIRECONOMIC GAINS?LAUNCHPAD IS A PROJECT FOR SCHOOLSTO BECOME INCUBATORS OF CREATIVITYAND INNOVATION
    • 30. HIGH SCHOOLS SHOULD OFFERENTREPRENEURIAL WORKSHOPS TO TECH-OBSESSED STUDENTS TO ARM THEM WITHTHE BUSINESS SAVVY AND TECHNICALKNOW-HOW THEY NEED TO GET UP ANDRUNNING WITH THEIR IDEAS.LOCAL VC’S COULD GET THE HIGH SCHOOL’SFUNDING PROGRAM OFF THE GROUND (WITHTRULY MINIMAL ENDOWMENTS) IN THEHOPES OF MAKING IT A SUSTAINABLE FUND.TO INVOLVE YOUNGER KIDS, ONE AIMSHOULD BE FOR 30% OF PRODUCTS TO BETARGETED AT TWEENS OR YOUNGERAUDIENCES.
    • 31. METHOD DECK
    • 32. AN IMPORTANT PART OF CREATIVITYREQUIRES EMPATHY, FOR THE THINKERTO EMBODY THE MINDSET, THE PERIODAND THE CUSTOMS OF THEINDIVIDUAL(S) IN QUESTION. INTHEATER, THIS IS CALLED METHODACTING.METHOD DECK, INSPIRED BY IDEO’SMETHOD CARDS, AIMS TO ENCOURAGESTUDENTS TO TRULY BE INSPIRED BYHISTORY.
    • 33. STUDENT IS ASSIGNED A HISTORICAL FIGUREAND GIVEN A METHOD DECK, WHICHCONSISTS OF A FEW DOZEN CARDS. THEYTEACH THE BARE ESSENTIALS OF METHODACTING AND ASK THE STUDENT TO STEP INTOTHE SHOES OF THE HISTORICAL FIGURE.STUDENT SPENDS TIME RESEARCHING THEFIGURE TO GAIN A GREATER UNDERSTANDINGOF THEIR CHARACTER.STUDENT COMES TO CLASS THE NEXT DAY (INCHARACTER IF THEY CHOOSE) TO BEPRESENTED WTH A SERIES OF REAL-WORLDPROBLEMS THEY CAN DISCUSS HOW TO SOLVEWITH THE CLASS.CREDIT: LISA RADIN
    • 34. STUDY US
    • 35. IN VIRTUAL WORLDS, KIDS FIND THEFREEDOM TO TAKE RISKS AND COURAGETO SOLVE PROBLEMS, WHEREAS IN REALLIFE THEY ARE TAUGHT TO BE PASSIVE.VIRTUAL WORLDS HAVE BEEN SHOWN TOUNLOCK NEW LEVELS OF CREATIVITY INKIDS - IT MAKES SENSE TO INTEGRATE ITINTO THE CLASSROOM.STUDY US HOPES TO BRING JUST ENOUGHOF THE VIRTUAL WORLD INTO THEEDUCATION SYSTEM TO MAKE KIDS FEELSAFE TO TAKE RISKS AND PROUD TOSHARE THEIR ACHIEVEMENTS.
    • 36. AS A CHILD BEGINS THEIR EDUCATION, ANAVATAR IS CREATED FOR THEM INDIDE THESTUDY-US WORLD.ACHIEVEMENTS IN THE REAL WORLD ARETRACKED IN STUDY-US AND CAN BE TRADEDFOR SOCIAL SKILLS (LIKE MESSAGINGBETWEEN AVATARS) AND VIRTUAL GOODSLIKE CLOTHING.AS KIDS BEGIN TO GROOM THESE ONLINEIDENTITIES, REAL WORLD PROBLEMS BEGINTO BEFALL THE STUDY-US WORLD, ANDSTUDENTS HAVE TO WORK TOGETHER TOSOLVE THEM. THEY CAN ALSO WORK WITHDEVELOPERS TO SUGGEST NEW GOODS ORPROBLEMS TO INTRODUCE INTO THEENVIRONMENT.CREDIT: LISA RADINCREDIT: ANJALI RAMACHANDRAN, MIKE ROZYCKI, LISA RADIN, JAMES
    • 37. PROBLEMS PERIOD
    • 38. PROBLEMS PERIOD IS A PERIOD OF CLASSTIME DESIGNED TO FACILITATE THE FREE-FORM CONSTRUCTION OF CREATIVE ANDCOLLABORATIVE SOLUTIONS TOEVERYDAY OR POTENTIAL PROBLEMS.RATHER THAN TEACH SOLUTIONS TOPROBLEMS, THE TEACHER OF THISPERIOD DELIVERS A PROBLEM, THENMERELY ACTS AS A FACILITATOR FORCHILD-DRIVEN SOLUTIONS IDEATION ANDEXECUTION MAPPING.
    • 39. PROBLEM CONCEPTS:HISTORICAL PROBLEMS: ASSIGN INDIVIDUALSTUDENTS A ROLE IN A HISTORICAL EVENT.THROUGH ROLE-PLAYING, RE-ENACT AND RE-SHAPE THE EVENT USING PERSONALDECISIONS OF INDIVIDUAL CHARACTERS.INDUSTRY PROBLEMS: INVITE LOCALBUSINESS LEADERS AND THOUGHT LEADERSTO PRESENT A PROBLEM THEY FACE TO THECLASS, TASK STUDENTS WITH DEVELOPING ASOLUTION.EVERYDAY PROBLEMS: PRESENT A REAL-LIFEOR INTERPERSONAL PROBLEM THAT REQUIRESA SOLUTION, E.G: ASHLEY LIKES REDFROSTINGRADIN CUPCAKES BUT IS ALLERGIC TOCREDIT: LISA ONREAD FOOD COLORING. HOW CAN WE MAKETHE FROSTING RED? MIKE ROZYCKI, LISA RADIN, JAMESCREDIT: ANJALI RAMACHANDRAN,
    • 40. UNFINISHED STORIES
    • 41. CREATIVITY DEMANDS EMPTY SPACE TOBE FILLED, UNANSWERED QUESTIONS TOBE ANSWERED.UNFINISHED STORIES AIMS TO GET KIDSTO TAKE THEIR FIRST STEPS IN CREATIVEWRITING.
    • 42. THIS IS A NATIONAL PROGRAM WHERE PUBLICDOMAIN WORKS LIKE ‘PRIDE & PREJUDICE’ARE RE-PRINTED (PERHAPS SHORTER FORFASTER READING, DEPENDING ON STUDENTS’AGES) AND LEFT BLANK AT THE CLIMAX.STUDENTS WOULD JOIN READING GROUPSTHAT FOLLOW ONE STORY AND THEN THOSESTUDENTS WOULD BE ASKED TO FINISH THESTORY THEMSELVES.THEIR STORIES ARE SHARED IN THR GROUPAND ONLINE (WHERE THEY CAN BE VOTED ONAND DISCUSSED). FINALLY, THE STUDENTSWOULD READ THE ORIGINAL ENDING ANDDISCUSS.CREDIT: LEAH PANT
    • 43. BAN THE BOOKS
    • 44. ONE OF THE EDUCATIONS SYSTEM’SLARGEST EXPENSES IS TEXTBOOKS. TOCOMBAT THIS, MANY SCHOOLS NOWREQUIRE STUDENTS TO PURCHASETEXTBOOKS, PUTTING LESS FORTUNATESTUDENTS AT AN IMMEDIATEDISADVANTAGE. MOREOVER, TEXTBOOKSTELL KIDS THERE ARE RIGHT SOLUTIONSTO EVERY PROBLEMS. TODAYINFORMATION IS FLUID AND FREE BUT INSCHOOLS THEY ARE BOUND ANDCONCRETE.BAN THE BOOKS IS A PROJECT TO GETTEACHERS TO DESIGN THE CURRICULUMWITH STUDENTS, ACCORDING TO THEIRREAL-TIME INTERESTS.
    • 45. SAVE SCHOOLS MONEY ON EXPENSIVE ANDOUTDATED BOOKS.INSPIRE STUDENTS TO GET CREATIVE INDESIGNING THEIR OWN EDUCATION (WHICHGIVES THEM CONTROL).FORCE TEACHERS TO SHARE BEST PRACTICESAND IDEAS VIA WIKIS OR OTHER KNOWLEDGESHARING PLATFORM.ENABLE STUDENTS TO SUBMIT QUESTIONS ORFEEDBACK ON THE CURRICULUM.CREDIT: DREW WEILAGE, WILLIAM SCOTT
    • 46. FROM CLOSE TO 300 IDEAS SUBMITTED BY 115 TEAMSONE OF OUR IDEAS MADE IT TO THE SHORTLIST OF 12
    • 47. STAND-UP DESK
    • 48. THE VERY DESIGN OF THE CLASSROOM ISPREDICATED ON AN ANTIQUATED MODELOF PEDAGOGICAL AUTHORITY ANDCONTROL, ONE WHICH FEW KIDS BUYINTO THESE DAYS. ALSO, INSTALLING ATEACHER AT THE HEAD OF A CLASSREINFORCES THE NOTION THAT CHILDRENARE THERE TO SIT QUIETLY AND ‘RECEIVE’KNOWLEDGE.THE STAND-UP DESK WILL ALLOW KIDSTO BE MORE CREATIVE ANDPARTICIPATIVE BY PROVIDING ANENVIRONMENT THAT MOTIVATES THISBEHAVIOR.
    • 49. ALLOWING DESKS TO BE MOVABLEENCOURAGES CREATIVE DISCUSSION. BUILDON THIS AND DESIGN A DESK THAT FLIPS THETEACHER-STUDENT DYNAMIC.THE DESK FEATURES A WHITEBOARD TOPTHAT CAN BE FLIPPED UP TO BE USED AS ANEASEL, SO THAT EACH STUDENT COULD LEADTHE CLASS IN A DISCUSSION, SHARE AN IDEA,OR PRESENT A SKETCH. STUDENTS COULDALSO USE THE DESK TO STAND UP ANDMAKES NOTES ON DURING GROUP TIME.OVERALL, IT ENCOURAGES STUDENTS TO RE-THINK THEIR PLACE IN THE SCHOOLENVIRONMENT, FROM PASSIVE LEARNERS TOACTIVE EXPLORERS.CREDIT: JAKE THOMAS, SKETCH: CLAY PARKER JONES