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Mooshot Thinking and PBL: Julie Stonehouse

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Mooshot Thinking and PBL: Julie Stonehouse

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A good way to connect "Moonshot Thinking" and PBL is to consider real world applications for our work. Identifying real world problems and then working for solutions to those problems is engaging for students and can lead to unexpected results (as our resources for this course have stated). A small example of this came from my multi-age classroom last year that was studying the history of our community. We visited historical WBL sites and the WBL Historical Society. As we read stories of local history,

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One way I am excited to encourage Moonshot Thinking in my Makerspace is by not being confined to the classroom. Giving students a chance to think globally about problems and "what ifs" that may seem beyond our reach could inspire some great discussions and creations.

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Moonshot Thinking - Ariana Lowther  ----  PBL opens the door to students being able to think BIG ("MoonShot Thinking").  I can create an environment within my classroom to challenge students to think bigger than their own class and even their own school by creating time and space to share those ideas.  Often time is limited and we don't always spend the amount of time necessary to create situations where students can share those big ideas before we need to move on to the next thing.  When we talk about what we could possibly create in the PBL process, I don't want to limit students.  I find that they often disregard some of their own ideas because they think they will be "shot down" before they even say it.  I want to make a space through the use of PBL for students to think BIG and share their "moonshot" type ideas and possibly even create some of what they are thinking.

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Moonshot Thinking - Ariana Lowther  ----  PBL opens the door to students being able to think BIG ("MoonShot Thinking").  I can create an environment within my classroom to challenge students to think bigger than their own class and even their own school by creating time and space to share those ideas.  Often time is limited and we don't always spend the amount of time necessary to create situations where students can share those big ideas before we need to move on to the next thing.  When we talk about what we could possibly create in the PBL process, I don't want to limit students.  I find that they often disregard some of their own ideas because they think they will be "shot down" before they even say it.  I want to make a space through the use of PBL for students to think BIG and share their "moonshot" type ideas and possibly even create some of what they are thinking.

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I think PBL allows for students to take a topic and expand their thinking to a place that they didn't know was possible. By expanding their thinking, they will be able to dive deeper and think in a high order lens. Moonshot thinking is expanding their idea and taking it to the "moon." I think by looking at the standards, deriving a guiding question that supports that standard and letting your students take off, their thinking will expand and their understanding will deepen.

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I think the idea of PBL empowers students and creates less teacher centered learning... So often I learn through trial and error... Why should it be any different for our students...?

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I love the idea of using PBL to empower students and helping them to believe that anything is possible!

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I think these have already been mentioned, but are worth repeating.  I think teachers should model risk-taking and going outside their comfort zone to promote moonshot thinking.  I also thought of a PD session I participated in with librarians in my district around the idea of answering with "Yes, and..." instead of "No" or "Yes, but..." By not automatically declining ideas, students will build the confidence they need to think 10X. I also think by creating open-ended or unGoogleable questions, it will push students towards moonshot thinking.

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PBL can really set the stage for Moonshot thinking...
Set high, even unreasonable, goals. Empower students by giving over control to them. Bring authenticity to the classroom...make it meaningful, make it something they care about. Encourage risk taking, celebrate mistakes, make sure they understand that there is no “right answer”, just lots of possibilities.

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Take Aways from Singularity Club "Why We Need Moonshot Thinking in High School Education"By Alison E. Berman - Sep 02, 2016

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Take Aways from Singularity Club "Why We Need Moonshot Thinking in High School Education"By Alison E. Berman - Sep 02, 2016

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Placing students in the driver's seat can be daunting!  I LOVE this:

“The trick is T.R.I.C.K.!” Teachers should engage with their students in ways that foster the following classroom values:

Trust

Respect

Independence

Collaboration

Kindness

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First of all, I think that it is important to recognize the spirit of Moonshot Thinking. I think the introduction to the concept was impactivful with its use of explaining the concept their thinking of the childhood spirit and curoiousity. Students are focused on performance goals to obtain marks. In most of contexts in education, they do not get to decide what they are learning or how they are learning. I think the manner in which we can create Moonshot Thinking with PBL is encourage and insist that students' topic are chosen by themselves. Furthermore, if I am not able to faciltate the project due to my own personal lack of knowledge or ability that I will try to faciltate a mentorship with an expert for the student in order for them to explore the topic that interests them.

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I as a teacher need to let go of what I think I know, and open myself up to the idea that I do not know. To ask the question not fully knowing the answer myself is a bridge I need to cross before I allow myself to believe in the answers I will be getting. I need to trust my training and believe that conquering the unknown will be as much a challenge (a fun one!) for me as my students. That will be half the battle for me.

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Deemphasizing letter grades takes the sting out of failure. And be a little nutty: dress up; tell dad jokes. Praise students when they are out of their comfort zone.

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You, too, can reach the moon. . . you just need to change your perspective.
I believe that a classroom has to be a brave space where students feel comfortable going 'all in' by showing creativity and innovation with problem solving. PBL gives them the opportunity to solve real world challenges that adults are flabbergasted by... does it get any cooler than that for a middle school student?

(photo by Adrian Limani "Hands to the Moon" - Check out this website for similar and equally stunning photos: http://www.tinmoi.vn/bo-anh-doc-mat-trang-voi-tay-la-cham-toi-011062769.html)

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For moonshot thinking to take hold in a classroom, the teacher needs to instill confidence in the minds of their students. Yes, you can do this. Yes, you can change the world. Do not discourage out of the box thinking no matter how crazy it may sound.
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To let the students see that this is possible, sharing some inspirational stories of young people who have done just that would be beneficial.

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She broke the piggy bank to buy milk for a friend in need

Sunshine Oelfke had been saving up to buy herself a snowmobile, but she decided to break open her piggy bank long before reaching her goal. As Sunshine proceeded to load all the coins into her backpack, her grandmother asked her what she was going to do with all of that money. Sunshine said she was using them to help her friend buy milk at lunch, something that her friend couldn't afford, even though a carton of milk at their Michigan based school is only 45 cents, reports the Good News Network. Not satisfied to only give her friend milk for a day, she created a GoFundMe page to cover other children's milk for the full year-at $6,000, we think it's safe to say mission accomplished. Read on for a list of powerful ways you can make the world a better place, without breaking the bank.

They started a database to help kids find volunteer opportunities

courtesy Max and Jake Klein When these 14-year-old twins were shut out of volunteer opportunities, they took matters into their own hands. Jake and Max Klein launched the Kids That Do Good database to allow young people to search for volunteer opportunities based on age, interest, or location; opportunities include everything from helping the homeless to launching a food drive to providing Thanksgiving meals for the needy and walking to raise funds for breast cancer. It all started when the boys began cooking meals to serve the homeless with a family friend, a retired chef, in his home kitchen. "We asked him to take us with him to serve the meals, but when he looked into it, he was told, 'No, they are simply too young,'" says Max. That's when they decided to start the site, which receives an average of 100 visitors every day and has a growing list of organizations, like animal shelters and urban farming groups, requesting to be listed. KTDG also recently launched a " teacher resources" section, which includes lesson plans, tools and tips, volunteer opportunities, and related readings to help teachers instill charitable giving into their students at any age. Find out creative ways you can volunteer.

He invented a device to prevent children from hot-car deaths

Leaving a child in a hot car can cause heat stroke and death-even 10-year-old Bishop Curry V knows that. But accidents happen, so Bishop decided to do something about it. He invented a box that attaches to a car seat and blows cold air on a child's face, a device he's named "Oasis." It's pretty high tech, so much so that it's capable of alerting emergency services that the child is in trouble. People really got behind the idea on GoFundMe, raising $46,000 for its patent. Let's hope it gets moved forward by next summer-as his father notes, juvenile hot-car deaths in Texas are just way too high. Read more stories of life-changing kindness.

He became a brave advocate for kids who learn differently

Jack Bradley, a high school junior with autism, ADHD, and Tourette's from Louisville, Kentucky, has spent this year as an incredible advocate for making schools more inclusive for all learners, modeling how to bring students with special needs themselves into the conversation. Jack is a member of the Prichard Committee Student Voice Team, where he helps conduct surveys, round tables, and research around educational accessibility. He has written and spoken about this issue repeatedly on a national stage, and his article in the Hechinger Report went on to become one of their most shared pieces of the year. Jack and his mother, Judith Bradley, have challenged the Kentucky Department of Education on a number of issues related to ensuring students with special needs get the services they are guaranteed by statute, and the teen also helped found Jack Be Nimble, a non-profit dedicated to reimagining special education through creative advocacy and bridging the empathy gap that exists between students who learn differently and their peers, educators, families, and communities. Find out what not to say to a parent of a child with autism.

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She became a wildlife Super Activist

For 18-year-old Annabel Caren Clark, from Dallas, her activism started small, with the planting of milkweed around the school in order to attract monarch butterflies during migration season. The gesture kicked off an early whirlwind career in environmental conservation, reports TeenVogue.com. She became a "Super Activist" with the World Wildlife Fund's Panda Ambassador program working to lead and advocate on conservation issues in the U.S. and around the world. She also created her school's own World Wildlife Fund Club and earned her the Hendrix College Book Award for artistic creativity, global awareness, professional and leadership development, service to the world, and research." Now a freshman at Wake Forest University, she is active on several campus-wide sustainability projects and has been working hard to incorporate her World Wildlife Fund high school participation onto a college campus to create a greater awareness of global issues. Her advice for young people everywhere is to start getting involved in any cause that moves them by committing to a few simple habits, such as signing online petitions and educating themselves on ways to help.

She's bringing solar-powered light to communities left in the dark

courtesy Gloria Barron Prize for Young Heroes Abbie Weeks, 18, of Centennial, Colorado, created a nonprofit that provides solar energy to underprivileged communities. Her team has installed solar electricity for a school at Nyaka AIDS Orphans Project in rural Uganda and is currently working to do the same for an elementary school on the Pine Ridge Native American Reservation in South Dakota. Abbie's group, which she launched three years ago, has also replaced her high school's cafeteria styrofoam trays with reusable ones and convinced town officials to place a fee on single use plastic bags. Learn more about her efforts on her blog, EcologicalAction.

He toddled around the block 'til he reached a mile for Hurricane Harvey

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She took the water crisis in Flint, Michigan, into her own hands

One of the most brilliant heroes to come out of the woodwork as a result of the Flint, Michigan, water crisis is 11-year-old Gitanjali Rao, who invented a device that can detect lead in drinking water-and she did it as part of her science fair project. She'd been keeping tabs on the town's progress and watching her parents test their own water and shaking her head, as it were-there had to be better methods out there. No? Alright, well, then she'd invent one. Her three-part device could be the next big thing in water purification, and help keep thousands healthy. Read more about how it works on NPR. Find out how to tell if your tap water is safe.

He's a powerful force against plastic pollution

Surfer and 17-year-old Jackson Hinkle, has always been aware of the issue of plastic pollution and its effects on ocean ecosystems. This year, though, was a big year when it came to taking action, reports TeenVogue. He became a Water Ambassador for The Water Effect at The Ecology Center, organized a march against the Dakota Access Pipeline (DAPL) in Orange County to raise awareness of water rights and support the creation of a clean future, and currently serves as founder and current president of Team Zissou, an environmental club that has popped up in schools in California, Hawaii, Washington, and Canada. Jackson is also leading a campaign in his town called "Plastic Free SC," which promotes the usage of reusable water bottles. "Our team is urging local restaurants and eateries to join our movement by transitioning from carrying plastic water bottles to selling more sustainable paper water bottles, and are planning to outfit our city with new water bottle refill stations and water fountains." Find out simple ways you can start reducing your carbon footprint today.

She beat cancer and turned back to bike for a cure

courtesy Andrew Janower Samantha "Sammi" Janower, now 16-years-old, was diagnosed with a low-grade astrocytoma (a pediatric brain tumor) at the age of three. The tumor is slow-growing and because it's pretty rare (there are only about 800 cases each year in the U.S.), there isn't much research around it or drugs to fight it. Chemotherapy is the only option, so Sammi underwent 15 months of chemo at the age of three. Six months later, her tumor grew again and she went through a second line of chemo. Today, her dad says the cancer survivor has unbelievable poise and is determined to help other kids avoid having to go through what she has gone through-and the long term side-effects that come with undergoing years of chemotherapy as a child. To that end, in 2017 her team of cyclists, Team Samantha, raised more than $327,000 for the hospital that saved her life by riding 192 miles in the Pan-Mass Challenge (PMC), a bike-a-thon across their home state of Massachusetts. Sammi is one of the youngest kids that rides in the bike-a-thon. One hundred percent of every dollar raised goes directly to the doctors and research that work on cancers like hers.

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He's helping track and protect the cheetah population

She dedicates early mornings and weekends to animal rescue

courtesy Ava Calise Ava Calise, 14, is a volunteer with not one, not two, but three, animal rescues in New York City. Ava is the constant "go-to foster mom" for frightened dogs that need rehabilitation. Instead of sleeping in on weekends, you're most likely to find Ava administering morning medications to foster dogs at 6 a.m.-and keeping up with those medications several times through the day. Working hard is nothing new to Ava: She was born at just 1 lb 13 ounces and came out a fighter! "She has a very special way with animals. She seems to always get through even to the sickest and most frightened of the hundreds of dogs we foster each year," her mother says. Read on for 11 heartwarming dog rescue stories.

She's literally a powerhouse of ocean-saving energy

When Hannah Herbst, now 16, was in seventh grade, she found out her Ethiopian pen pal, Ruth, was living in energy poverty with minimal access to electricity: lights, medical supplies, or even sewage control systems. "I realized the environment was important at a very young age. I have always been curious, and as a child, I preferred 'rock hunts' to dollhouses, which sparked my first interest in learning about the environment," she told TeenVogue. So she created an ocean energy probe, called BEACON, or Bringing Electricity Access to Countries through Ocean Energy, which converts the kinetic movement of current energy from any moving body of water into a source of useable electricity. It's made from 90 percent recycled materials easily found throughout the world, including 2-liter plastic soda bottles and recycled spoons. Hannah envisions BEACON being used in developing countries to power desalination pumps for fresh water, run centrifuges to test blood with, and power electric buoys for maritime navigation. She is currently working on tweaking the final iteration of BEACON, and is in the process of open-sourcing her prototypes so that others around the world can replicate her creation, both for combating energy poverty in developing nations as well as to encourage STEM education in classrooms worldwide.

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He saved the lives of five stranded strangers in one week

Steffan Williams may only be eight years old, but in 2017, he saved five people in one week-and on two separate occasions. More than just being in the right place at the right time, Williams knew exactly what to do when he found that three people were in trouble in the water down by the rocks near the lifeboat station in New Quay, Ceredigion, and, just days later, when two kids found themselves stranded there as well. He kayaked over to rescue the first group himself, but when the second group found themselves in more dire straits, he investigated and called for backup. Read more on to find out exactly how it all went down. Check out these heartwarming stories that will restore your faith in humanity.

She made it her life's mission to make sure kids have healthy hearts

He became a lifeline for the homeless before reaching double-digits

She's using technology to help the legally blind see better

courtesy Annika Viswesh Eighth grade student Annika Viswesh, who attends the Stratford School in Sunnyvale, California, became legally blind when she was just one year old due to a condition known as amblyopia. Various procedures have helped to improve her sight over the years, but more than anything it was that very experience that pushed her to search for better ways to treat and manage the condition, which affects about 12 million children worldwide. So, she created the Oculus Patch Assistant which helps to simplify and improve the effectiveness of amblyopia treatment by using a smart sensor, a smartphone application, and predictive machine learning algorithms. As eye patches are a common treatment for amblyopia, Annika's model could actually cut patch-wearing by 100 to 200 hours per year. She is currently working with doctors at the Palo Alto Foundation to conduct field testing.

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The Most Inspirational Kids of 2017 | Reader's Digest

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Sunshine Oelfke had been saving up to buy herself a snowmobile, but she decided to break open her piggy bank long before reaching her goal. As Sunshine proceeded to load all the coins into her backpack, her grandmother asked her what she was going to do with all of that money.

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Moonshot Thinking can occur when students become risk takers.  They are not afraid to share their thoughts and ideas.  The thoughts and ideas they share are explored and evaluated on many different levels.  Ideas are not laughed at.  No one feels insecure.  It's a safe place to think.  As the teacher, I need to be ready for anything and change my direction in thinking to accommodate new ideas.

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My very favorite strategy is the "Yes! And..." Anytime someone comes up with an idea during a brainstorming session you follow up with "yes, and..." to encourage further out of the box thinking and idea building. The typical response is yes, but... followed by a reason why that solution or idea won't work. Once students get used to building up any idea, they start dreaming up some amazing solutions! Even if they seem lofty and impossible, it often leads to an idea that will work.

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I enjoyed the article “Why We Need Moonshot Thinking in High School Education.”  This is because the author makes a strong argument for increasing student engagement and improving graduation rates by integrating this practice into our classrooms.  It is also worth your time to watch the corresponding video about how great historical figures solved problems or invented tools that have changed the world using this philosophy.

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Take a moment and think back to when you were in kindergarten.

Activities like capturing tadpoles, making birdfeeders, and building forts filled school days with wonder and excitement. Now fast-forward to 9th grade memories; the magic of the classroom begins to dwindle, right? There's a reason for this.

When kids enter school around age six, they're naturally engaged in the classroom; their minds are fresh slates and sponges of curiosity. But research shows that around 9th grade, classroom engagement begins to plummet.

Educators have also identified 9th grade as the make or break year for many students -the tipping point between succeeding or dropping out.

With about 20% of teens dropping out of high school and 5.6 million Americans between the ages of 16-24 (that's 1 in 7) disconnected from both school and work, it isn't too wild to say that we have an engagement crisis in the US.

This lack of engagement comes at a high cost to the economy and to taxpayers, who spend $93 billion dollars annually on disconnected youth (those not in school or working) and $1.6 trillion over their lifetime.

But that spending isn't preparing the population to thrive in today's workforce.

In fact, 40% of U.S. companies cannot find qualified candidates to fill their jobs, and employers spend more on skills training annually than universities and government combined.

If your head is spinning from this cycle of inefficiency, you're not alone.

Education experts Esther Wojcicki, a distinguished visiting scholar at Stanford's MediaX, and Leila Toplic, CMO at LRNG, a non-profit aimed at redesigning learning to match 21st-century needs, had a panel discussion at Singularity University's Global Summit on how to solve these problems.

They both point to moonshot thinking as a way of addressing these challenges.

What is moonshot thinking?

Put simply, moonshot thinking is when you approach a huge challenge (like disengaged high school students) with a radical solutions-oriented mindset. In this mindset, the focus is on creating solutions that can make 10x improvements to the problem rather than 10% improvements.

Moonshot thinking motivates teams to think big by framing problems as solvable and encouraging "anything is possible" dialogues around how to solve the challenge.

During the panel, Leila Toplic said, "We live in a time of an unprecedented abundance of learning opportunities... but education is fragmented and disconnected from how the world really operates in the 21st century."

Both Toplic and Wojcicki say outdated classroom education is causing this disconnect, but moonshot thinking around the role of the teacher and the use of class time can change this.

Moonshot #1: Moving from 'sage on the stage' to 'a guide on the side'

Think about it like this: the more a teacher does for the student, the less empowered the student feels. The sage-on-the-stage teaching models make students dependent on the teacher at each step of their learning journey.

The guide-on-the-side model, however, focuses on empowering students through building autonomy in the classroom. Wojcicki says, "We need to empower kids so that they can control their future," and we can begin this by giving students control over their learning.

But giving up control can be extremely hard for teachers, and it requires a shift in mindset. To do this, Wojcicki says, "The trick is T.R.I.C.K.!" Teachers should engage with their students in ways that foster the following classroom values:
Singularity University Global Summit is the culmination of the Exponential Conference Series and the definitive place to witness converging exponential technologies and understand how they'll impact the world.
Moonshot #2: Bringing the 20% rule into high school classrooms

Many companies have adopted Google's 20% principle, where employees can dedicate 20% of their time to a project that inspires them and might improve an area of the company.

Wojcicki is applying this concept in her own classrooms by dedicating 20% of "classroom time" to project-based learning. During classroom time, students get to create and lead their own real-world projects, like a student-published magazine that features stories of student leaders and inspiring members of the local community.

"Give students freedom and a taste of what is coming in the 21st century. This is a wise approach because teachers are not just going to stop lecturing," said Wojcicki. "No one asks you what your SAT scores were when you apply to a job. They want to know the projects you've worked on."

Self-directed project learning gives students practical experience and work samples to use as they search for internships and careers after college. It also fosters collaboration and teamwork, and it empowers students to find ways to overcome problems on their own instead of relying on their teachers.

Unfortunately, this innovative type of learning is often easier to integrate into well-funded schools.

This is one reason why LRNG is working to create experiential learning opportunities, both online and in person, that link disconnected and disengaged students with local organizations like museums, schools, businesses, and libraries.

Paraphrasing William Gibson, Toplic says, "Yes, the future is here, but it's not equally distributed."

Scaling new types of classroom learning also requires shifting mindsets within major institutions from evaluating students based on SAT scores to using project-based work examples.

Wojcicki is working on this by targeting college admissions counselors at institutions like Stanford, who have huge decision-making power around changes to high school curricula. She believes that as long as these institutions assess students based on SATs, learning will remain optimized for test scores.
Image credit: Shutterstock
High school teachers need to experiment more with restructuring classroom learning. But administration at both the high school and college level must also welcome moonshot thinking and solutions so that teachers are supported when they want to put new ideas into practice.

Alison tells the stories of purpose-driven leaders and is fascinated by various intersections of technology and society. When not keeping a finger on the pulse of all things Singularity University, you'll likely find Alison in the woods sipping coffee and reading philosophy (new book recommendations are welcome).

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Why We Need Moonshot Thinking in High School Education

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Take a moment and think back to when you were in kindergarten. Activities like capturing tadpoles, making birdfeeders, and building forts filled school days with wonder and excitement. Now fast-forward to 9th grade memories; the magic of the classroom begins to dwindle, right? There's a reason for this.

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As a teacher, in order to create Moonshot Thinking, the power to voice their opinions and thinking must be given back to students. Students should be empowered to fail. But also, teachers need to empower students to innovate. The desire to redirect students at every moment before they fail, needs to become less frightening. Thus, mistakes become realizations and understanding about how the World.

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My students love to check boxes. Encouraging moonshot thinking would have to take the teacher-created box away. Moonshot thinking would have to then allow them to create their own, enlarged box and figure out how or even IF it could be checked or marked or completed in some way. PBL would allow students to create the box to check themselves. For many of the students that come through my classroom, this alone could bring tremendous learning.

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We need to show our students that they are capable of achieving remarkable things by encouraging them to try!!!

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To get moonshot thinking we have to model it and fail at it...in front of our students. Show them that we are always learning and we are struggling too. Show them how they can make an impact. How a small project in class can buy water filters for hurricane ravaged islands. Involve them! Reminding them and giving them the opportunities to grow and take risk and think outside the box or in my case off the vocab list.

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Ask students to find a real-world problem to solve!

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Ask students to find a real-world problem to solve!

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Let the kids see you FAIL and show them that it is a First Attempt in Learning. Model resiliance and rigor. Teach them to ask, "How can I do better?"

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Getting out of your comfort zone is HUGE! The magic usually happens when you are doing something you wouldn't normally do. Kids are the same way. We need to get them thinking about solving problems, wondering how things work, and taking risks. PBL can help them with the 10x thinking. They can be passionate about their learning and try to make our world a better place. They are so not used to this kind of learning or thinking. I'm guessing their parents didn't have this experience in school, so it's our job to encourage Moonshot Thinking. It's exciting to be a part of the PBL process that encourages our kids to think big, wonder, take risks, ask questions and solve problems.

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We can provide our students with as many opportunities to start thinking outside the box or the four walls that make up our classrooms.  Through PBL's we can provide the right set of circumstances for students to explore meaningful world life issues that they can truly be part of and experience.  I tell my students all the time that we are giving them the chance to be greater than they ever thought possible and that we are here to help push their dreams and goals.  10x thinking is not only going to help motivate our children, but I truly believe help improve our world.

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We can encourage Moonshot Thinking through PBL by allowing students think outside of the box and giving them the support they need to take risks. Students have become so conditioned to find the "one right answer", but PBL is about trying to solve a problem that has multiple possible answers. We need to encourage students to "bothered" enough by the challenges in our world that they are motivated to try to solve those problems. As teachers, we need to comfortable with not having the answers and becoming learners and innovators alongside our students.

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Moonshot Thinking is a mindset. In order to encourage Moonshot Thinking we need to promote a growth mindset. Teachers and students who are OK with failing and trying again. Teachers and  students who believe that learning is a process not a product.  Providing teacher and students with opportunities of  choice where  it is possible for them to make a difference.  Here is  quote I found that stuck with me. It part of this video.

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We can achieve Moonshot Thinking with our students by giving them the freedom to explore and think on their own. We should also ensure that our driving questions are crafted in such a way that they are able to evaluate a topic at their level with voice and choice for an end product. Students must have the comfort, security and trust needed to reach for the stars and not be afraid to "fail forward".

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I believe we can create Moonshot Thinking with PBL by inspiring our students to always try and never give up on their thoughts and dreams. As Thomas Edison once said, "I have not failed.  I have just found 10,000 ways that won't work."  Our drive and inspiration as teachers is what our students will remember as they embark on their journeys to solve the world's future problems.

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I believe that Moonshot Thinking in the classroom, has to start with the teacher.