We’re always trying to find ways to make sure that students can tell the story of a project. This serves multiple purposes.
One, we want to make sure that they can see the full arc of a project, from beginning to end. As much as possible, we want them to see it as a story of completion, from having an idea to its final execution. Even if finishing proves to be difficult — obstacles get in the way, things take too long — the project is over.
Two, we want them to see what the productive detours were. As I did the activity below, I realized where things may have seemed to stall; some of those moments seemed paralyzing while others proved to be very helpful. One such moment made the final design come alive.
Three, we want them to move past the usual student stories — I didn’t use my time wisely, my group wasn’t good, I need to focus/do better — and onto deeper, more lasting concerns. How did you keep focused when the problem seemed insurmountable or when something unanticipated occurred? How did your group deliberate when faced with a decision without a clear answer?
Four, as you start to write the story, you realize how many steps you took, even if you didn’t write them all down at once. During the conversation, I asked students to write down what was missing from their drawing, and many realized exactly how much work we did and how many small steps go into a project.
Example one:
Example two:
(Handwriting is tough but I really like the fact that a project ends with “mystery.”)
Mine:
