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Take away the boundaries, define the resources- Beth Rihtar

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Take away the boundaries, define the resources- Beth Rihtar

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As a coach, moonshot thinking means just dreaming about the possible, and what the possible outcome might be, without considering the "negativity" that might come from proposing a given initiative, program, idea, etc.  Identify what resources we have, work as a team to inspire, and just DREAM.

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Moonshot Thinking in Third Grade! - Janelle Stigall - #StigallsStars

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Moonshot Thinking in Third Grade! - Janelle Stigall - #StigallsStars

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I can create moonshot thinking in third grade by first creating a community in which FAILure is only the First Attempt In Learning and in which kids are able to have collaborative discussions in which they question one another.  Currently, I make sure that we have morning meetings each day and make sure that I really teach explicitly how to disagree without hurting others.  These endeavors create a classroom climate which I think is necessary for PBL to truly thrive and for kids to truly take risks.  Once the climate is established the both PBL and Genius Hour (both of which I am planning now as a result of this 2 weeks of the cohort) are that next ingredient in creating a classroom of moonshot thinkers.  This will provide kids that ability to think big, wonder, and investigate those things they are curious about.

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Passion classroom, genius released and ideas embraced what a difference in the classroom. What can science instruction look like

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Microsoft HoloLens: Partner Spotlight with Case Western Reserve University

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Moonshot thinking offers a return to preschool days when for a child anything was possible.  It is unfortunate that school has become bogged down in standard scores and in many cases ‘teaching to the test’. Encouraging students to follow their interests and passions can lead them to moonshot thinking.
You got to try and reach for the stars or try and achieve the unreachable.

Cathy Freeman

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This year, we have a new class on Friday called "Innovative Technology". Our goal for Innovative Tech is a thought process model that combines math, language, science, shop, art, (THINK: STEM/STEAM) etc. with modern technology in a community "Do It Yourself" space. It is a spaces where students can gather to create, invent, learn, fail, and relearn.

We are noticing that many students do not know where to begin. They have not had the opportunity to start any project they desire. In schools, teachers typically give students the project idea, a specific rubric, and guidelines they need to follow to create. With Innovative Technology, we are allowing students to drive their own learning and encourage Moonshot Thinking.

What I've learned that:
1. Face to Face Time is invaluable
2. Let Go
3. Utilize social network
4. Reflect

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Moonshot Thinking. How to disrupt your industry and beat the competition. Inspired by Google X and Peter Diamandis. Moonshot thinking is shooting for the moon....

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I have noticed lately that the skill of creativity is sneaking on to lists of what our students need to be ready for the future. I used to think creativity was a gift, but I am starting to understand it is a skill to be fostered just like working with others in a group, communication, and how to handle problems all need to be implicitly taught.

I loved the line in that video: “We are not bothered because there is a part of you that thinks it is impossible. Moonshot thinking is choosing to be bothered by that.” I think PBL (inject with the belief we can take on the impossible) is a chance for us to systematically train students how to tackle the big questions in our world by teaching all the skills necessary to address a problem that has no solution.

Once students learn how to think, how to apply creativity, how to problem solve in a classroom environment, we have prepared them to go into the world to do it there too.

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Moonshot thinking is the mindset I would love for all my students to have when they are thinking about learning.  To them, everything that we do has not been done before - by them.  Having the open-mindedness to know that they will find a way to get there is a huge part of doing science.  Project-Based Learning seems to allow students to truly emphasize this mindset and see what kind of results they can achieve.  As a teacher, it is important to model this type of mindset in all things that we do and to give students opportunities to practice thinking outside of the box, failing and trying again, learning from each other, being innovative, and taking risks.  To me, this encompasses 21st century learning.  We are preparing students for jobs that don’t exist, yet, and jobs that we can’t even imagine existing.

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PBL seems to encourage Moonshot Thinking since there's really no limits. PBL doesn't focus on a single result and it is guided by real questions generated by curiosity and geared towards an authentic audience. I think the first step a teacher has to take to set the stage for Moonshot Thinking is creating an environment where students feel safe so they are comfortable being courageous. Below is a NON-example of how to elicit Moonshot Thinking

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LEGO Movie Double Decker Couch | LEGO Review & Speed Build

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Lego Movie: Introducing...The Double Decker Couch!

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A clip from the new movie, The Lego Movie! Trust me! It's hilarious! Help us caption & translate this video! http://amara.org/v/Dleq/

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PBL gives students opportunities to see their true potential. It's not about completing a project for a grade. Instead, it's about finding solutions to actual problems using YOUR OWN ideas. Ultimately, I think moonshot thinking in a classroom comes from encouragement from a teacher. Encouragement that opens up possibilities, understands failure is an option, and promotes moving beyond it to create even better ideas.

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I think the requirements for moonshot thinking are a lot like the requirements for intrinsic motivation as described in self determination theory. They need to believe that their decisions matter. They need to believe they are capable. They need to feel connected to others. We are wired to dream big. We stop dreaming big because we either don't believe we can do it, we don't think it will matter, or we feel disconnected from others. Sadly, I think that is what some people call growing up, losing our intrinsic motivators that cause us to dream big.

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I think for my students in my classroom Moonshot Thinking derives from utilizing Project Based Learning (PBL) to build student confidence in their abilities and ideas. Confidence will aid students to understand failure is simply a learning experience on the way to success and passion for that success will lead to moonshot achievement.

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Moonshot Thinking Solve for X
Another quick motivation for teachers and students - this is the way our children will need to be able to work and think in order to succeed in an ever changing world!  Our student's resumes will not look like our resumes - quite a challenge for me as a teacher and a mother of young boys.

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We Solve for X is a forum to encourage and amplify technology-based moonshot thinking and teamwork. http://we.solveforx.com G+: http://goo.gl/T3qQo We Solve for X is a place where people can go to hear and discuss radical technology ideas for solving global problems. Radical in the sense that the solutions could help billions of people.

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I believe that the driving question is really going to spark moonshot thinking. A good driving questions and provoke and push students thinking beyond what they would normally do. As the teacher we should allow students to work on their own and just check in from time to time and see where they are. We shouldn't try to hinder or minimize their thinking as long as it is not getting completely out of hand. Doing some teachers checks as they are working can help direct the students but not suffocate their project and learning.

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In my classroom moonshot thinking means putting the students in the position where they have to stand on the shoulders of giants. The answers aren't there for them to find, there may be guidance and ideas out there for them to use as a foundation but to reach their solution they have to go somewhere new.  It also allows me to to use the power of the shrug, because I don't know the answer. Give them a situation that has relevance and a few ideas/examples to whet their appetite and then watch them go.

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Find and save recipes, parenting hacks, style inspiration and other ideas to try.

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Moonshot thinking starts with developing a culture in your classroom that allows students to speak their minds. It allows students to say and try something new without being ridiculed. Not only should they not fear what their peers think, they should push each other to dig deeper and not settle for average.
Implementing PBLs allows teachers the opportunity to show their students that they believe they can do and produce great things. It allows students the freedom to pursue different paths which brings autonomy and purpose into the classroom. PBLs encourage students to become life long learners and in turn, they help develop a culture that applauds authentic effort and strides over a perfect score.

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I love the quote in the video about “choosing to be bothered by the impossible.”  All of the great discoveries have happened as a result of this mindset and there are still people in this world that are choosing to be bothered and seeking to make the impossible possible.  In the classroom, we can encourage moonshot thinking by presenting our students with impossible situations and asking them to think creatively, be willing to make mistakes, take risks, and celebrate the attempts as much as we do the successful outcomes.  PBL gives us that space to design these types of learning experiences for our students.  As teachers, we can create a seemingly impossible scenario through our driving questions and let the students problem solve with abandon, nothing is off limits.

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Moonshot Thinking in the classroom begins at the planning stage. We have to organize our units and lessons to even have the space for our kids to practice Moonshot Thinking. Also, we need to be positive role models for this subject as well. Students are so used to seeing only what is front of them, only completing what is asked of them, and only working for the "now". We as educators have to continue to encourage them to think out of the box, notice problems, and try and solve them. I chose this photo below because first, it made me laugh, and second, because it is true. Our kids are so afraid of making mistakes and so focused on their grades, it can be difficult to let them try to shoot for the moon, even if they miss.

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All great ideas come from people who think outside the box. I think the best way to include moonshot thinking in the classroom and within PBL is to get out of the way and let the students get carried away. We never know where the next great idea will come from. Our students all have the potential to come up with something new and innovative. All to often we adults limit our students potential unknowingly by assuming they are "too little"to handle big ideas or big projects. This is a huge disservice to the great minds we are working with.  We need to start encouraging our kids to step out of their comfort zones and to think big! I think we can encourage moonshot thinking by encouraging kids to be a bit silly and try to solve real world problems. Their creativity and at times innocence, will be exactly what is needed to  find new solutions and innovate!

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All great ideas come from people who think outside the box. I think the best way to include moonshot thinking in the classroom and within PBL is to get out of the way and let the students get carried away. We never know where the next great idea will come from. Our students all have the potential to come up with something new and innovative. All to often we adults limit our students potential unknowingly by assuming they are "too little"to handle big ideas or big projects. This is a huge disservice to the great minds we are working with.  We need to start encouraging our kids to step out of their comfort zones and to think big! I think we can encourage moonshot thinking by encouraging kids to be a bit silly and try to solve real world problems. Their creativity and at times innocence, will be exactly what is needed to  find new solutions and innovate!

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To me, Moonshot Thinking is quite simple; don't underestimate your students. Whether they are 5, 15, or 25, you shouldn't treat them like "students", but rather like humans/adults. When you start to look at your students as adults without limitations, your PBL experiences really do go to the moon...and man, is it gratifying! Kids are the best...and they always shatter expectations.

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What I hope my students "hear" in my class: Turn the world upside down. If it is a good idea coming from a place of love and compassion, think it.. do it.

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Moonshot Thinking is what I strive to do and use in my science classroom. I encourage students to go beyond the textbook and notes and make the notes become real-life. They find their passion from the driving questions, they take the risks to try something new and possible "fail" at first, they accept the challenge to think and they really do love learning. PBL helps my students become scientists! Science cannot happen without PBL and moonshot thinking, in my opinion! My message to students every year is this: I do not expect you to remember every vocabulary word and concept, but I do believe that if you learn how to THINK, you will go anywhere your mind takes you! Students learn how to believe in themselves in my classroom, and I love being a part of that experience by modeling, demonstrating the thinking process and providing those opportunities to explore their own interests!

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This board focuses on innovative learning experiences.

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I think the best way to create moonshot thinking is to have very powerful driving questions. The question needs to relate to what students are curious about and lead to them asking even more questions. If they really want to know about something, they'll keep asking questions and seeking ways to find those answers!

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Dave Gallant Reflection Moonshoot thinking.... Hmmmm... at the outset when I think about this idea of dreaming big and shooting for the stars, I sometimes tend to shrug it off and think more practically or at least I did up until 4 years ago. 

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Dave Gallant Reflection Moonshoot thinking.... Hmmmm... at the outset when I think about this idea of dreaming big and shooting for the stars, I sometimes tend to shrug it off and think more practically or at least I did up until 4 years ago. 

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Then I was on a team that tried to help teachers plan PBL's with their students. It was a slow process but changes did start to happen. Moonshot thinking compliments nicely with some of the new 20% time, FedEx Time, Genius hour trends that are gaining momentum now in education. When a teacher creates a safe and inspiring space with driving questions, products that are produced for real audiences, in projects that are driven by learners, well.... Moonshot Thinking becomes a natural by-product of this environment. When the conditions are right and the project is well managed and structured, students will surprise you! As a teacher I now see the value and power when students have time to wonder.

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Moonshot thinking requires a well designed PBL. It has to be interdisciplinary to promote the skill-sets in all subjects. A great driving question is of foremost importance to set the ball rolling and motivate students towards experiential learning

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Moonshot thinking tears down the walls of the classrooms and opens up the possibilities of taking what you are doing with PBL and applying it to the world. It is where learning becomes your passion and the struggle to learn something challenging becomes your happy place rather than tedious work. PBL helps validate what students are learning and gives them an opportunity to offer their answer to questions that have not been answered. It also teaches them to find comfort in the struggle of not knowing the answers as they strive to know more. It values the potential of students to be the ones that might solve some of the questions that have yet to be solved.

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I love the idea of Moonshot Thinking. It is great to watch that clip and be reminded of how many impossible things we have done in our world, and how it is wonderful to try the impossible. PBL is a fantastic vessel for Moonshot Thinking because it takes away the boundaries and limitations that traditional lessons often create. PBL gives the students the question and then they are able to truly embrace Moonshot Thinking to try and come up with a solution.  PBL gives room and encourages error.  It in itself is a challenge so the idea that there is not “one correct answer” gives students the opportunity to “try the impossible”.

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Sometimes it's discussing the fact that there are ALWAYS obstacles in the way on the road to anywhere.  We have to take those obstacles and make them a challenge to overcome.  Every challenge you overcome gets you one step closer to your goal!  Yes, sometimes that means we take some wrong turns, but just remember, it's the scenic route!  You might see something along the way that completely revolutionized your thinking!

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Sometimes the best ideas come from the "craziest" ideas. When brainstorming, creative minds are not afraid to stray from the status quo and to think bigger. I love that PBL gives students the opportunity to dream. By giving students the freedom to come up with their own driving questions or ideas for a final product, they will be more passionate and take ownership of their learning.  As a teacher, I strive to create a safe environment where students can share and accept each others ideas. One thing that I've used to do this is the bad idea factory, which was introduced to me by Kevin Brookhouser at our local Google Summit. The bad idea factory challenges students to think up and brainstorm the worst ideas possible. After they have done this, Moonshot thinking could be used to rethink and transform these "bad ideas" into great ideas, making impossible POSSIBLE!

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PBL is one way to encourage our students to be wrong, to make mistakes and to learn from them. Makers spaces are one wonderful example of this: students are given a task and must create the solution, through exploration, building and experimentation. Once our students relearn how to make mistakes, moonshot thinking comes into play.

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My first thoughts on how to answer this question go to allowing students to see how I think. In the GRR world they call it ThinkAloud.  I demonstrate to them my questioning process. I usually do this with what we are working on. Sometimes I show them how I come up with ideas and the type of questions I ask.  They are encourage to try it. I also know that if I am excited about a project, issue or finding they begin to get excited.   It is lovely playing the devil’s advocate and challenge their thinking process.  Working in the art world students are more comfortable to share and hold crazy ideas.  They often revel in weird ideas which get each other thinking crazy thoughts.  I work on keeping my room safe to explore ideas. The upperclassmen often have deep challenging ideas, in which underclassmen hear.  I don’t have to be part of the conversation although they know I eavesdrop sometimes.  This opens the way for students to create moonshot thinking.

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Moonshot Thinking is exciting and exhilarating to me.  However, the students I work with have been programmed to play "school ping pong" where they are served a task, they complete it and hit it back only for the process to begin again.  Moonshot Thinking will be uncomfortable and that's the beauty of it because that's where all dreams begin.  This is a great way to excite students about pursuing learning and more importantly about owning their own learning.

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I think that schools should be at the forefront of experimenting and innovating, and yet they always seem to be the last to catch up. Does anyone else feel that way?! The imagination of kids should be the fuel for moonshot thinking but we often limit it and dismiss or dampen it down, instead of letting them try (and maybe fail) but learn from that instead. The more we do it, the the more kids will accept this instant dismissal of their ideas out of hand. 'Presentation' in many cases, even for kids, conjures immediately this idea of something dry, written, text-based and so on I think: in my PBL unit I am going to try and take the lead from the children and see if they can apply Moonshot Thinking to their final 'presentations' and come up with something truly stellar, and not of this less imaginative world that we often make them live in!

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I feel as though you haven't really designed a great PBL if it doesn't naturally allow for a little moonshot thinking. A great driving question will have students thinking about different solutions and interesting way to solve problems. We as teachers need to design the PBL so that students feel as though they can venture down different path and are open to all kinds of possibilities and outcomes. A well designed PBL is extremely student driven in their own learning . Overall I love this quote that I have heard so many times growing up, but I feel as though I now fully understand it!

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Prior to starting this course, colleagues and I decided to design a project on exploration and it's influence on the United States.  It seems all the stars are aligning as I was searching for motivation for my project and saw videos with fragments of video we just watched...President JFK endorsing exploration, the space shuttle launching, etc.  Teachers need to promote and cultivate curiosity.  With professional risk taking and encouraging our students to also take risks, we can only Fail Forward!

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PBL give student the freedom to explore the parts of the curriculum that interest them, and shape their own understanding of material. The most authentic learning happens when students are interested and exploring. Moonshot thinking encourages the spirit of exploration into information. The goal is to have students become life long learners, and  in today's day in age, that is done though the exploration of information. PBL goes a long with critical thinking and moonshot thinking is how it can be accomplished.

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PBL allows us to keep our curriculum that we need to have in class, but use innovation in doing so.  Letting students have a say in their learning creates ownership to the project and makes them feel more accountable for what they create.  I love the idea of creating a bad idea factory. Students will be less fearful of sharing their ideas with class if they share them through the idea that they are bad ideas.  We as teachers can then go through each bad idea and show kids how they are or could become amazing ideas. Moonshot ideas!

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Share your own crazy ideas... (see below)

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Unfortunately, it seems that education, especially in the US, has become increasingly entwined with testing, standards, and mundane practice and with all of this has come a loss of true creativity. I think on our own journey to encourage students to have moonshot ideas, we need to share our own. I believe that the creativity is locked within each student, but we have to show them that it is okay to think this way and model how they can hone their own thoughts into ones of power. It is these ideas and these driving questions that are at the center of PBL.

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I like this quote and I think it applies to Moonshot Thinking and PBL.  I think we as teachers have to learn to give up a little bit of control.  We get stuck in our ideas about what will work and what won't.   Letting students try out their own ideas can lead to great things and result in accomplishments we didn't know were possible!

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The PBL I am creating is all about envisioning people traveling to other places in the solar system (or the universe) and designing protective suits for that journey. So the entire premise of the project is based on moonshot thinking. A science unit on space is perfect for moonshot thinking (pun intended!)