# data[].attributes.body
We created trading cards and included whether we were a helper, doer, thinker, or feeler. These were used to create groups of 4.

# data[].attributes.body
We did hopes and fears as I usually do at the beginning of the year. When creating norms, we focused on how we want to feel/be treated.

# data[].attributes.body
I created a rubric based on the goals.
Teamwork: Include your whole team.
Teamwork: Set and achieve goals as a team.

# data[].attributes.body
We brainstormed examples for an anchor chart of what we might say to teammates to help everyone participate and stay focused.

# data[].attributes.body
We used this as an opportunity to practice our norms and teamwork strategies. We talked about the challenges of not being able to talk. Some students found it easier.

# data[].attributes.body
What parts of this current room or previous classrooms have bugged you?
Some students focused on physical aspects, others behavioral.

# data[].attributes.body
What might get in the way of your learning/working?
What features don't you like about our classroom?
One student thought that our solutions would be like the propellor - helping the boat to go!

# data[].attributes.body
We interviewed a partner (from another group) to find out what helps them learn, what they like in a classroom, how they want to interact with their environment.
We wrote down our questions and discussed what interviews look like before.

# data[].attributes.body
After our interview, we met up with our group and shared our partner's answers in order to create empathy maps.

# data[].attributes.body
We created a Top Ten list within our groups and then combined them for a Top Ten of the whole class by noticing patterns and synthesizing ideas.

# data[].attributes.body
Prior to this activity I created a template with the different categories around the driving question. This was my way of adding constraints - things that had to be in our classroom.  The categories were bookshelves, teacher desk, student desks, Be Respectful Be Responsible Be Safe (our school expectations), and an other category.

The evening after we did this activity was open house. I left the posters out and encouraged parents to check out our ideas and leave some feedback on a sticky note. Not many left a note but many commented verbally to their child.

# data[].attributes.body
Each group then used the NUF test to eliminate or change ideas that were not new, useful, but mostly feasible. There were a few tough conversations around how much things cost and who would be responsible for new items being bought or added to our classroom.

# data[].attributes.body
Each group made a map of the classroom with their ideas on it. I encouraged them to make sure it was different from the current set up and also reminded them about the driving question - that it had to help everyone LEARN.
Each group presented their maps in a quick pitch.

# data[].attributes.body
Each student got 3 dot stickers to place on the specific part of a map that they liked.

# data[].attributes.body
This was a challenging step. We had a class discussion.. Each group shared portions of their map that received several votes and we made sure it matched the driving question, NUF test, and our Top Ten list. Once we had all of the ideas written down, one member from each group worked together to draw one map with all of our ideas. Other students wrote sentences explaining why each idea would help us learn. It was difficult to juggle these tasks with a lot of students participating.

# data[].attributes.body
Our map and sentences were put in the teacher's lounge to receive feedback. I encouraged the use of sentence stems "I wonder..." or "Yes and...".
I brought the feedback to my students and they let go of a few ideas (class pet) and re-thought a few (if we sat in rows we wouldn't need to worry about curtains because no one would be facing the windows).

# data[].attributes.body
After rearranging the room based on the students' ideas, they wrote and planned out a pitch that I videotaped and sent to parents and the principal.