This week’s Future Prep’d project at Dutch Village was a powerful reminder of how much students grow when they’re given real problems, real partners, and real audiences. What went well was the way campers embraced the driving question—“How can we wow guests so they keep coming back?”—and moved through a clear process: exploring the park, empathizing with guests, brainstorming creative solutions, and sharing their ideas with an authentic audience. The structure of the week, the variety of experiences at Dutch Village, and the strong collaboration with our business partner all helped campers stay engaged, curious, and proud of their work.

From camper feedback, it was clear they loved having voice and choice—being able to design their own solutions, work in teams, and present to others. Many said they felt “like real problem-solvers” and appreciated that their ideas could actually matter to Dutch Village. Our business partner’s feedback highlighted how impressed they were with the campers’ creativity, the thoughtfulness behind their ideas, and the way the project helped them see their own park through fresh eyes. The authentic audience—families, staff, and community members—commented on how confident the campers were and how clearly they could explain both their ideas and the reasoning behind them.

Looking ahead, there are several things we could change or refine for next year. Build in more structured time for reflection throughout the week, not just at the end—using short daily check-ins where campers can think about what they learned, what was challenging, and how they might improve their ideas. From the business partner’s perspective, we could co-plan even more by sharing our schedule and goals earlier, so they can suggest specific locations, staff interactions, or behind-the-scenes experiences that align with the driving question.

Overall, the feedback from campers, Dutch Village, and our authentic audience will help make this project even stronger next year. The core elements—real-world context, a supportive business partner, a meaningful driving question, and time for creativity—are clearly working. With a few tweaks, this experience has the potential to become an even more impactful tradition that continues to “wow” both campers and the community.

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The observation stage was highly successful because students were fully engaged in authentic learning experiences at Dutch Village. As visitors, they carefully documented their “WOW” and “HUH?” moments while exploring the park, helping them begin thinking like designers and problem solvers. Team-building activities such as Sole Connections, Secret Handshakes, and the Collab Garden helped students build trust, communication, and collaboration skills before diving into the project work. Students actively shared ideas, listened to one another, and developed strong connections that created a positive team culture. They also demonstrated strong communication skills by asking questions, sharing observations, and building on each other’s ideas.

What Surprised Us?

One surprising aspect of the observation stage was how quickly students formed meaningful connections with one another. Through activities like Sole Connections and Secret Handshakes, students discovered shared interests and were eager to collaborate with peers they had just met. We were also impressed by how observant students were during their visit to Dutch Village. They noticed details about attractions, guest experiences, and park operations that adults might overlook. Students asked thoughtful questions and demonstrated curiosity about how the park works and what makes experiences memorable for visitors.

What Would We Do Differently?

In the future, we would provide students with even more opportunities to interact directly with guests and staff during the observation stage. While students gathered valuable observations, additional structured interviews or observation prompts could help them collect more specific feedback from park visitors. We would also build in more time for students to debrief and organize their observations immediately after exploring the park so they can identify patterns, discuss common themes, and generate even deeper insights before moving into the ideation phase.

"I liked how you felt like you were flying on the swing!"

-Bennett

"I would probably be spending this week in my room reading or cleaning. I love walking around and seeing things." -Jemma

"These are great cheeses!"

-Emmett

"I feel tired because I like to sleep in. I feel happy because I love this camp." -Layla

I'm happy because I'm here, but I'm also happy that I'm getting to do this and that I'm meeting new people, and that I am able to just be here to help a business and to make new friends. -Jemma

"I'm excited for tomorrow and happy because today was fun."

-Walter

"I really like this project." -Roman

"I am happy and proud of my speech." -Kaia

"I am happy and excited for tomorrow." -Owen

"I am proud of making the pitch so fast." -Kelsey

"I am excited for the presentation." -Ava

The incubation stage was highly successful because students generated a large number of creative ideas in a short amount of time. Activities such as Crazy Eights encouraged students to think quickly, take risks, and focus on quantity over perfection. During It's Raining Ideas, students built on one another's thinking and discovered how collaboration can strengthen and improve ideas. Students demonstrated creativity, flexibility, and a willingness to share their thoughts with others. The positive "yes, and..." mindset created an environment where students felt comfortable contributing and exploring new possibilities.

What Surprised Us?

We were surprised by the variety and originality of the ideas students generated. Many students moved beyond obvious solutions and proposed creative experiences, attractions, games, and incentives that could encourage guests to return to Dutch Village. It was also impressive to see how students' ideas evolved after hearing suggestions from their classmates. Students quickly recognized that the strongest ideas often came from combining multiple perspectives rather than working independently.

What Would We Do Differently?

In the future, we would provide additional time for students to expand on their most promising ideas before moving to the next phase. While the brainstorming activities generated many creative solutions, some students wanted more opportunities to sketch, discuss, and develop their favorite concepts in greater detail. We would also consider incorporating a few more examples of innovative attractions or guest experiences from other destinations to spark even more creative thinking before brainstorming begins.

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Dutch Village was a wonderful business partner. They went out of their way to make us comfortable, enjoy the park and give us all the information we needed to come up with great ideas. I know I will be back to visit with my grandkids!" -Mrs. Harris

"This week, our campers proved that creativity grows when curiosity leads the way. As they explored Dutch Village through the eyes of real guests, they discovered that ‘wowing’ people isn’t about perfection — it’s about empathy, imagination, having fun, and the courage to try something new.

Dutch Village has so much to offer — not just to tourists, but to our entire community. This week, they went above and beyond to welcome our Future Prep’d team, accommodating every request with warmth and enthusiasm. Because of their generosity and support, our campers were able to fully experience the park, explore authentic challenges, and create meaningful solutions to their driving question. It has been an absolute pleasure partnering with such a dedicated and community‑minded organization." -Mrs. Kuyers

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The investigation stage provided students with meaningful opportunities to deepen their understanding of the challenge and the people affected by it. Students identified key stakeholders and created stakeholder maps to visualize how guests, staff, local businesses, and community members are connected to Dutch Village. They also developed empathy by reflecting on their own experiences as visitors and considering how different groups might experience the park. One of the most valuable experiences was interviewing Dutch Village owner Joe Nelis. Students asked thoughtful, prepared questions and gained firsthand insight into the history of the park, the challenges of operating a successful attraction, and what creates memorable guest experiences. Throughout the stage, students demonstrated strong communication, collaboration, and active listening skills.

What Surprised Us?

We were impressed by the depth of the questions students generated and their ability to engage in meaningful conversations with a real stakeholder. Students showed genuine curiosity and were eager to learn more about the challenges and opportunities facing Dutch Village. We were also surprised by how quickly students began thinking beyond their own perspectives and considering the needs of multiple stakeholder groups. Their empathy and ability to connect their observations to the experiences of others demonstrated a level of maturity that strengthened the quality of their thinking and problem-solving.

What Would We Do Differently?

In the future, we would provide students with opportunities to interview additional stakeholders, such as guests, employees, and community members, to gather a wider range of perspectives. While the interview with the owner was incredibly valuable, additional voices could help students gain a more comprehensive understanding of the guest experience. We would also consider providing more time for students to analyze and synthesize the information they gathered so they can identify patterns, prioritize needs, and make even stronger connections before moving into the ideation phase.

The reflection stage gave students meaningful opportunities to celebrate their growth, recognize their accomplishments, and think about their learning journey. Through daily emoji check-ins, students regularly monitored their emotions and reflected on their progress throughout the project. During the Two Stars and a Wish activity, students shared positive experiences and identified ways they could continue to grow. The character trait awards highlighted the unique strengths and contributions of each student, helping them recognize the value they brought to their teams. Presenting to authentic stakeholders, families, and community members also allowed students to reflect on the impact of their work and take pride in their accomplishments.

What Surprised Us?

We were impressed by the depth of students' reflections and their ability to thoughtfully evaluate their experiences. Their reflections demonstrated a strong sense of self-awareness, empathy, and appreciation for the contributions of others.

What Would We Do Differently?

In the future, we would build in additional opportunities for reflection throughout the project rather than concentrating most of it at the end of each day. More frequent reflection checkpoints could help students make stronger connections between their learning experiences and their personal growth. We would also consider incorporating student-led goal setting earlier in the project so students can revisit and evaluate their progress throughout the entire design process.

Students participated in a creative brainstorming activity called Crazy Eights. They folded a piece of paper into eight sections and challenged themselves to sketch eight different ideas in just eight minutes. The goal was to think quickly, generate lots of ideas, and let creativity flow without worrying about perfection. Students practiced problem-solving, innovation, and flexible thinking as they explored many possible solutions to our project challenge. After sharing their favorite ideas with classmates, students listened to feedback, built on one another’s thinking, and used a positive “yes, and…” mindset to encourage collaboration.

This activity helped students understand that great ideas often come from generating many possibilities and working together as a team.

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At the end of each day, students chose an emoji to represent how they felt about their progress on the project. After selecting their emoji, they briefly explained why they chose it—whether they felt excited, confused, proud, curious, or even a little overwhelmed. This quick reflection helped students check in with their emotions, notice their growth, and communicate their needs. Over time, the daily emoji choices created a simple visual record of how their feelings shifted throughout the project, supporting stronger communication and self‑awareness.

Mrs. Kuyers teaches fifth grade at Sheldon Woods Elementary.

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The solution stage was highly engaging because students had the opportunity to evaluate, refine, and develop their ideas into realistic solutions. Through the NUF Test and Dot Voting activities, students thoughtfully analyzed their ideas and used evidence to determine which solutions would best address the driving question. Once teams selected their ideas, students demonstrated creativity and perseverance while creating prototypes that brought their concepts to life. Developing and practicing their pitches helped students clearly communicate their thinking and strengthened their confidence as presenters. Throughout the stage, students worked collaboratively, listened to feedback, and improved their ideas through discussion and revision.

What Surprised Us?

We were impressed by how seriously students approached the decision-making process. Rather than simply choosing their favorite ideas, many students carefully considered feasibility, usefulness, and the overall impact their solutions could have on guests. We were also surprised by the quality of the prototypes and presentations students created in a short amount of time. Students demonstrated strong problem-solving skills and often made thoughtful revisions as they discovered challenges or received feedback from teammates.

What Would We Do Differently?

In the future, we would provide additional time for prototyping and revision. Many students were eager to continue improving their models and presentations after receiving feedback. We would also build in more opportunities for peer critique before the final pitch so students can gather multiple perspectives and make additional refinements. This extra time would allow teams to further develop their solutions and strengthen their confidence before presenting to an authentic audience.

Students brought their decorated wooden shoes and used them as a creative way to introduce themselves. Each student shared their name and one meaningful detail—something represented on their shoe or something on their mind. Anyone who related raised a hand, showing instant moments of connection.

Then the web began: the speaker held one end of a ball of string and tossed it to a classmate who shared that connection. That student added their own fact and tossed the string again to someone else who related. As the yarn traveled across the group, a visible web formed—showing how many ways students were linked before the project even began.

This activity built communication and teamwork while setting a warm, welcoming tone for the unit.

The validation stage was a powerful opportunity for students to share their ideas with an authentic audience and receive meaningful feedback. Students presented their solutions to Dutch Village owner Joe Nelis, staff members, families, and teachers. They confidently communicated their thinking, explained their prototypes, and justified how their ideas would WOW guests and encourage them to return.

What Surprised Us?

We were impressed by the professionalism and confidence students demonstrated during their presentations. Many students spoke clearly, answered questions thoughtfully, and showed a deep understanding of the problem they were trying to solve.

What Would We Do Differently?

In the future, we would provide additional opportunities for students to gather feedback and revise their solutions before the final presentations. Creating a formal feedback cycle with multiple stakeholders could help students further refine their ideas and strengthen their solutions.

Students interviewed the owner, Joe Nelis, to deepen their understanding of the project and find answers to the questions they had generated. Sitting together as a group, they took turns asking Joe about the history of Dutch Village, the challenges of running the property, and what makes a guest experience truly memorable. As Joe shared stories, insights, and behind‑the‑scenes details, students listened closely, compared his answers to their own observations as visitors, and asked follow‑up questions to clarify their thinking.

The conversation helped them build empathy for a key stakeholder and gave them valuable information to guide their next steps in the project.

Students developed and delivered an Elevator Pitch to communicate their ideas in a clear, engaging, and concise way. An elevator pitch is a brief presentation that explains an idea, solution, or project in about 30–60 seconds. Students worked to identify the most important aspects of their solution, including the problem they were solving, who would benefit from their idea, and what made their solution unique. Through drafting, practicing, and refining their pitches, students strengthened their communication and public speaking skills while learning how to capture an audience’s attention and share their ideas with confidence.

This activity helped students prepare to advocate for their solutions and explain their thinking in a professional and persuasive manner.

To celebrate the hard work and dedication shown throughout the project, students were recognized with special trophies that highlighted their unique contributions to their team and the overall success of the project. Awards were based on individual strengths such as creativity, leadership, teamwork, perseverance, problem-solving, communication, and innovation. This celebration honored each student's efforts and reinforced the idea that every team member brings valuable talents and perspectives to a collaborative project.

2 Stars and a Wish

At the conclusion of our project, students participated in a reflection activity called 2 Stars and a Wish. This provided an opportunity for students to thoughtfully look back on their learning journey and celebrate their accomplishments. Students shared two stars—two moments, experiences, or achievements that made them feel proud, excited, or successful during the project. They also shared one wish—something they would like to try, improve, or do differently if they had the opportunity to complete the project again.

This reflection encouraged students to recognize their growth, appreciate their successes, and develop a mindset of continuous improvement. By reflecting on both their accomplishments and future goals, students strengthened their self-awareness and gained valuable insights into their learning process.

Students participated in creating The Pitch, an exciting opportunity to present their solutions to an authentic audience. Working as a team, students crafted a short presentation that clearly explained the problem they were addressing, who their solution would help, and what made their idea unique and effective. Students created visuals to support their presentations and practiced communicating their ideas with confidence and clarity. Through rehearsal and feedback, they refined their speaking skills and learned how to focus on the most important information.

This experience helped students develop communication, collaboration, and critical-thinking skills while sharing the innovative solutions they created throughout our project.

This authentic audience helped students see the real-world relevance of their learning and understand that their ideas have the potential to influence decisions and create meaningful change beyond the classroom.

Students took part in the Prototyping phase of our project, where they transformed their ideas into tangible models and representations. Working in teams, students created drawings, diagrams, and physical prototypes to show how their solutions might work in real life. As they built and tested their designs, they discovered new insights, identified challenges, and refined their thinking.

This hands-on experience encouraged creativity, problem-solving, and perseverance while helping students communicate their ideas more clearly. Students learned that prototypes do not need to be perfect; instead, they are valuable tools for exploring ideas, gathering feedback, and improving solutions before creating a final product.

Students then participated in a Dot Voting activity to help identify the strongest solutions for our project. After generating a variety of ideas, students reviewed all of the possible solutions and used a limited number of voting dots to select the ones they felt would best answer our driving question. This strategy encouraged students to carefully evaluate each idea, think about its potential impact, and make thoughtful choices. Once the voting was complete, students discussed the results, shared their reasoning, and reflected on why certain ideas received more support than others.

Through this process, students practiced decision-making, collaboration, and communication while working together to move the best ideas forward.

Students used a decision-making strategy called the NUF Test to evaluate the ideas they generated for our project. Working in teams, students reviewed a list of possible solutions to our driving question and were asked to rank them on a scale of 1-5 on the newness, usefulness, feasibility and fun. They discussed the strengths of each solution, allocated their points accordingly, and explained the reasoning behind their choices. This activity encouraged students to think critically, justify their decisions with evidence, and collaborate with their peers to identify the most effective solutions.

Through thoughtful discussion and reflection, students learned how to prioritize ideas and make informed choices as they move forward in the design process.

By giving students a voice in the learning process and allowing them to make choices about how they approached challenges, they became more engaged, motivated, and invested in the success of their project. This experience helped students develop independence, confidence, creativity, and a deeper understanding of how their ideas can make a real-world impact.

Students spent time generating the questions they needed to answer the project’s driving question. Working together, they brainstormed what they still needed to learn and identified which details would help them better understand the perspectives of key stakeholders. After refining and organizing their ideas, they selected the most important questions to bring into their upcoming interview.

Once their list was complete, students prepared to interview the owner of the property, using their collaboratively created questions to guide a thoughtful and purposeful conversation.

Students built empathy for the stakeholders by reflecting on their first‑day experience as visitors to Dutch Village. After revisiting what they noticed, felt, and wondered during their visit, they considered how those same moments might impact different groups—such as guests, staff, performers, and local community members. By connecting their own emotions and observations to the perspectives of others, students deepened their understanding of how each stakeholder might experience the village and why their project decisions mattered.

This reflection strengthened their communication and teamwork as they shared insights and listened to one another’s viewpoints.

Students created a concept map showing the stakeholders affected by their project. They identified groups such as visitors, staff, local businesses, and community members, then drew lines to represent how each stakeholder was connected or influenced by others. As the map grew, students discussed how decisions in one area could ripple through the whole network.

This activity strengthened communication and teamwork while deepening their understanding of collaboration and impact within a real‑world community.

Student dove into the driving question by reflecting on what it felt like to be a visitor to the park. They used their journals to reflect on the parts of the park they loved, and the parts of the park that they think could use some improvements.

This activity helped students reflect before working on solutions to the problem.

This real-world presentation experience allowed students to practice public speaking, collaboration, critical thinking, and professionalism while demonstrating the knowledge and skills they developed throughout the project. Presenting to community partners and family members helped students see the value of their work and understand how their ideas can make a meaningful impact.

This quick, hands‑on activity helped students experience how collaboration can flourish even when words aren’t available.

Students created a secret handshakes. Students worked together to brainstorm ideas, listen to one another, and combine their creativity to design a unique handshake that represented their team.

This activity encouraged students to practice important social-emotional skills such as communication, cooperation, problem-solving, and teamwork. As they created and performed their handshake, students learned the value of working together, respecting different ideas, and celebrating what makes their group special.

Not only did we have lots of laughs, but we also strengthened our classroom community by building trust, fostering friendships, and creating a sense of belonging. The secret handshakes remind us that every member of our class is an important part of our team! 🌟

Students also participated in a collaborative brainstorming activity called “It’s Raining Ideas.” Each student began by writing down an idea related to our project and then joined a circle where ideas were passed from person to person while music played. As students read one another’s ideas, they discovered how one thought can spark many new possibilities. Volunteers shared ideas that inspired them and explained how those ideas led to additional creative thinking. This activity encouraged students to be open-minded, build on the ideas of others, and see collaboration as a powerful tool for innovation. Students learned that sharing ideas can reduce the fear of making mistakes and that some of the best solutions come from working together and learning from one another.