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<\/a>We’re always trying to find ways to make sure that students can tell the story of a project. This serves multiple purposes. <\/p>\n
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. <\/p>\n
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. <\/p>\n
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? <\/p>\n
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. <\/p>\n
Example one:
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