Project Abstract
International Dream Makers, Inc.: Students work cooperatively in companies to design a theme park in a particular country. In addition, they must design a working model of a "featured ride" that will integrate with another company's "featured ride". "Cooperatives" are created that are defined as two companies from opposite team "pods". The goal is to develop one theme park layout design as a "cooperative" and to design a "featured ride" by designing a working "half" (end portion or beginning portion, randomly chosen) that will be integrated on "integration" day. Companies can communicate design decisions using email, websites, etc but cannot discuss face to face unless there is a scheduled "cooperative meeting".
Spawned by my experience as an Engineer of an International company and the Japanese division wanted to manufacture and market my design of a product.
What did you teach and how did you teach it?
See planning document in Attachments (below).
What concepts and skills did the students gain in this class through this project?
See project website for documents.
How is the curriculum for this project academically rich and grade-level challenging?
This is a particularly "real world" challenging project. The Physics and Mathematics are directly supported by the context of the project and the project as a whole reflects what happens in development of a product/design. The rigor is grade level appropriate because of the purposeful application of choice in processes and products but with expectations that are developed between students and the "CEOs" (myself and team teacher Kay Flewelling).
To what extent was there integration across disciplines in your class through this project?
This is a fully "integrated" project that crosses subject matter, and pods. Often, students may be working on Humanities "class" material while in Physics/Math "class" and vice versa.
Which Habits of Heart and Mind (HoHM) and Design Principles were utilized in this project?
This particular project is one of the more comprehensive integrated project that we do in Team Vista for the year. For this reason, all of the Habits of Heart and Mind are reflected upon throughout the project. Students will Refine their individual, company and cooperative products. Students will provide Evidence of their learning through their EoL (Evidence of Learning Website). Mindfulness is emphasized due to the complications in creating a working model roller coaster. Cooperation is done on two levels: as companies and as cooperatives. Perspective is gained in researching and developing a marketing strategy for a different country and audience. Perseverance is emphasized due to the difficulty of the project.Compassion is beginning in awareness at this point of the year and students are often asked to note their awareness or application of compassion.
The High Tech High Design Principles are utilized in the design of the project. Students meet professionals in the field (Marketing, design, financial, environmental) and replicate a process that is done in a professional design environment (Adult World Connection). For Common Intellectual Mission, students develop a strong understanding of their strengths and stretches in Marketing School and Design School. They apply for their respective positions in the companies. Their work is attempted to be completed to their abilities and emphasizes their growth in Habits of Heart and Mind and subject coverage. In this way, students have Personalization as well.
How did you incorporate refinement through this project?
Students utilize refinement throughout the project by providing Company Progress update presentations periodically throughout the project. In addition, students decided to incorporate a weekly peer critique of their company's products throughout the project.
Gallery of photos from this project (Click on the "IDM" link at the top of the page):
http://dp.hightechhigh.org/~tcuevas/hthcv/09-10/idm_de/IDM%20gallery/index.html