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Students applied the NUF Test to evaluate their ideas by asking if they were new, useful, and feasible. This protocol helped them refine their designs and select ideas that best addressed the driving question.

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Students used the 100 Ideas Quota to push their thinking and generate a wide range of creative possibilities for their PBL project. This process encouraged divergent thinking and helped students move beyond their first ideas to more innovative solutions.

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Students used Affinity Mapping to sort and group their ideas related to the driving question. By labeling patterns and themes, they identified strong directions to move their designs forward.

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Students shared Bugs and Wishes about different types of furniture, pointing out what worked well and what could be improved. Their feedback helped designers think more carefully about function, comfort, and user needs.

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Students identified and discussed stakeholders connected to the driving question, thinking about who would use the furniture and why. This helped them better understand different needs and perspectives to guide their designs.

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Students created empathy maps for individual stakeholders, thinking about what each person might think, feel, say, and need. This activity helped them better understand user perspectives to design more thoughtful furniture solutions.

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Finished empathy maps of all the stakeholders

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Students put their final solutions from the "Yes and Can It Be..." session on the poster and put them through the NUF test.

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Students used the Crazy 8’s protocol to rapidly sketch eight (four) different ideas in a short amount of time. Each student had 2 minutes to sketch the ideas and then move to the next idea/box. This fast-paced process encouraged creative risk-taking and helped students explore multiple design possibilities.

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Students used the Yes, and Can It Be... protocol to build on each other’s ideas rather than shut them down. This encouraged collaborative thinking and helped students push their designs in new and innovative directions.

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Students then conferenced and added on to each of the ideas.

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Create a furniture concept that provides individuals with unique needs, or for use in various environments (public spaces, private spaces, natural environments, business spaces, industrial spaces).

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Our Team at Haworth

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Please list speakers and business partners you encountered throughout your journey.

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Students visited Haworth to explore real-world spaces and observe how furniture is designed and used. The field trip helped them gather ideas and inspiration to investigate their driving question and design solutions that meet different needs and environments.

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As a whole group we broke down the driving question into key components and details and how we have experienced each one.

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Dan West- Industrial Designer

Eric Pratt- HR

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Please add quotes from students, parents, authentic audience, and any business/community members you utilized. Please use first names only.

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Show through pictures, videos, examples of student work, links to reflect how your students built empathy, determined Need to Knows, and uncovered important information to solve their driving question.

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Show through pictures, videos, examples of student work, and written documentation to reflect how teams were built, how students uncovered and understood the driving question, the standards covered, and the launch into the project.

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Show through pictures, videos, examples of student work to reflect on the check ins done throughout the project.  How did students reflect throughout the process? How did student critique and revise?

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Show through pictures, videos, examples of works to reflect on how students narrowed their ideas, determined their best solution, and developed the solution.

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Show through pictures, videos, examples of student work to reflect how your students came up with multiple ideas.

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Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

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Take time to reflect on what went well. What will you change for next year? What feedback did you get from students, the business partner, the authentic audience that can help make this project even better?

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Please include a brief description and picture of each team's final idea.

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Students decorates nametags and uses emoji stickers to share how they are feeling about Future Prep'd group and driving question

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We built connections at the start of club by having students write 3 snacks they would love to have at future prep'd. Then we shared ideas and organized them and dot voted on the top ideas.