Although the hour went by much too swiftly, Suzie Boss, Brett Jacobsen, and I had a great time sharing our thoughts on the topic of Bringing Innovation to School today at NAIS AC 13

The slides are above.  If you are interested, you can click over to read Mike Gwaltney’s notes from the session.

In my remarks, I made reference to my presentation a year ago at NAIS on Innovative Schools, Innovative Students, which you can find here. 

My remarks also drew heavily upon a post I wrote last fall on about the power of peer networking and Steven Johnson’s new book, Future Perfect, which can be found here. 

boss book cover

Highly recommended for our attendees and everyone else interested in this topic is Suzie’s book,  Bringing Innovation to School.

As a part of our session, we invited attendees to answer themselves on sticky notes questions about how they are, or how they would, bring innovation to school– and as promised, I’m happy to share them here:

How might we innovate around…

Learning assessment?

  • Group/self evaluation of public speaking, collaboration, using rubrics and feedback
  • Have students design the assessments and rubrics
  • Build more assessments for learning
  • Include multiple assessors (members of community, parents, etc.)
  • Use of rubrics with the 4 C’s
  • Listen more
  • Project-based assessment
  • Always think about what type of human you’re attempting to graduate first. Then match assessment (and learning) to those desired transformative outcomes

Learning space?

  • Flexible
  • Make every classroom a makerspace
  • Cover walls with Idea Paint
  • Ask: If we had a blank space to create a new middle school, what would it look like?
  • Collaborate with other subject areas and other classrooms in different schools
  • Flexible space with flexible, comfortable furniture
  • Spaces for: 1 student, 3 students to work together, 5-8 as a group, 15-25 as a class, 30+ for group experiments
  • Think “outside” the box. Different types of learning require different spaces
  • Involve students in designing their school spaces; visit as many other schools as possible (from both your and other school “genres”) (more…)
  • Design, Engineer, Build
  • Personalize, Choose, Create
  • Access, Integrate, Engage
  • Curiosity, Interest, Passion, Joy

As regular readers may recall, I’ve written several times before about the extraordinary educational leadership of Dr. Pam Moran, superintendent of Albemarle County: first from a distance, and then from a close up and in person view.

Now readers have the opportunity to view her themselves by viewing this new TEDx talk from Dr. Moran, in which she shares her many ideas and concepts for educational transformation, as can be seen above, the titles of her slides.

In this talk, she calls upon all us to take learning from what NASA deems the limitations of low orbit travel exemplified by the space shuttle to deep space exploration of Moon, Mars, and beyond missions.    Standardized testing and test prep keep us in low orbits, but we need to take learning beyond to deeper understanding, greater mastery, creativity and production as opposed to consumption and regurgitation.

I especially appreciate her passion and commitment for not just STEM, but STEAM, because integrating arts and artistic/design sensibilities into STEM learning is so critical to creating tomorrow’s innovators.    She shares very engaging examples of students participating in Coderdojos and various Design/engineer/build and Makerspace labs.

CoderDojo-102033

Note: I am delighted to be co-presenting with Dr. Moran next month at Educon at Science Leadership Academy Philadelphia, on the topic of Performance Task Assessment & the CWRA: Better Goal Posts.

Just last week I was asked by a colleague for a readily accessible, engaging and stimulating short introduction and overview of 21st century learning he could provide his faculty, and, somewhat embarrassingly, I found myself a bit stumped.

I know of plenty of great books, but what the best single short and free resource?

One option, and it is a pretty good option, is the pamphlet from NAIS, A Strategic Imperative: A Guide to Becoming a School of the Future, (which I was pleased to be a small contributor to).   But it is written a bit more for school-leaders than for teachers, is a bit long, and is a little dry.     It is still a great resource though; I’ve embedded it at the bottom of this post [after “more…”].

So it was with great satisfaction that I scanned the above first publication of Brain Food for Education, which comes from the innovation firm Unboundary and was produced by my good friend and highly esteemed educational blogger and thinker, Bo Adams.

This is a great tool for the purpose I described, and as such, includes of course great links for those who want to dig deeper and learn more.

4 things I like especially: 

1.  The visual look and graphic design is tremendous: bright, appealing, professional.

2.  The Discussion prompts shared on page 19 are very helpful: they could be a great resource for schools working to generate more and better conversation among all their constituencies as they facilitate change.    (for an additional resource, see the discussion prompts included in the guide to becoming a school of the future,page 36).

3.   The schools selected as exemplars are inspiring– from the nation of Finland (and I was glad to learn of the RSA video about PISA here) to High Tech High and Nueva Schools in California.    As Bo writes, “just seeing even one example can help us raise our aspirations and trajectories.”   Indeed– and I’d underscore, try to go and see them first-hand.

(more…)

The Innovation Portal - Online Collaboration for the Creation of Engineering Portfolios   Online Collaboration for the Creation of Engineering Portfolios-100957

Two of my great interests and enthusiasms regarding 21st century learning have, until now, felt a bit divorced from and at odds with each other.   Yesterday, however, I learned more about a fascinating bridge developing for them.

The first is high quality, authentic 21st century assessment: if we are going to make new pathways in learning that is more meaningful for students, more preparatory for the futures they are inheriting and more engaging for the people they are today, we need to have tools that allow us to evaluate effectively their learning, both to provide meaningful endorsements of these learning paths for the skeptical and, more importantly, to correct our courses to keep doing so more effectively.

The second is the joyful messiness of open-ended and unstructured project-based learning that is found in Fab labs, design-build studios, design thinking centers, and maker-faire type spaces.   These places ought to be free from tight strictures– they should celebrate experimentation, learning by doing, trial and error, fast-failure, and never be stifled by narrow or miserable “testing.”

It might be cruel to introduce assessment to these labs and studios, but I want those teachers and students who want to find a way to build in more structure, such that they can better evaluate their own progress, get external feedback, and meaningfully improve their work to have quality ways to do so.

Clearly I am not the only one to think this (and I never am).

The Innovation Portal was launched in the last year or so, (with strong support from Project-Lead-the Way, itself also a valuable resource),and as you view the site you can see it is still developing and rounding out.  It provides a platform for

students to create, maintain and share digital portfolios. The portfolios can be used to meet a class requirement or they can be used to submit the portfolio to a scholarship or open contest. The contest owners – or anyone else invited by the student – can evaluate a student’s portfolio. (more…)

This free publication, dated to February 2012, is a valuable and economically efficient vehicle for enhancing the understanding of any faculty which is making the move toward PBL.   If it were me, I’d think about distributing it widely, making it available in a printed version for those who prefer reading that way, and use it as a faculty summer reading option or for part of a year-long faculty study of PBL.

Coming as it does as an addition to the existing literature on project-based learning, and most particularly the many resources available from BIE, both free and priced, the new book offers both reiteration, valuable as that is and well supported with examples, and a few new notes.  I thought it’d be most helpful to identify what it adds to the conversation, and most particularly where its emphases are different/additional to what BIE calls the 8 Essential Elements (and, of course, which I think are especially important).

These differences/additions can be best summarized with four C’s:

Currency, Critique, Collaborative Colleagueship, and (Traditional) Components. 

1. Currency: The booklet opens with a helpful commentary on why PBL now.

There have been two key shifts that have reignited teachers’ interest in project-based learning and helped it to shake off its stigma.

Firstly, and most obviously, digital technology makes it easier than ever before for students to conduct serious research, produce high-quality work, keep a record of the entire process, and share their creations with the world.

Secondly, we now know much more about how to do good, rigorous projectbased learning, and we can evaluate its effectiveness.

Surely all of us exmaining PBL would find many more reasons to add to the mix, most importantly that an embrace of PBL methodology follows naturally upon the previous embrace of teaching 21st century skills as our first and foremost “outcomes” priority.

2.  Critique.  BIE’s essential elements includes, importantly, one entitled “Revision and Reflection”  (though I’ve always been curious why in that order: wouldn’t one normally reflect before revising?). (more…)

I enjoyed a great day presenting at ISACS last week in Louisville.

Below you’ll find most of my materials from those presentations; thank you all who attended and thank you ISACS for inviting me.

Innovative Schools, Innovative Students:  A near identical version of those slides is available here.


Innovation is Iteration: the Marshmallow Challenge

After this highly interactive and energetic workshop, participants shared with me a set of great ideas they had for bringing the marshmallow challenge back to their schools.  One person spoke of being at a K-8 school with “family groups” composed of one student for each grade k-8, and using them there; another said she was at a PS-12 school where the pressure to be perfect and right all the time felt very strong and she wanted to do a school-wide marshmallow experience; another explained they were moving toward an iPad 1-1 implementation very slowly, concerned they needed to get everything in order just right before launching and that she wanted to do this to encourage people to jump in and start experimenting.

The slides above, which I used in a webinar I presented Monday for Simple K-12, is based on a post I wrote about a year and a half ago, entitled 15 Ways our Schools Can Prepare to be Relevant and Meaningful in 2015 and beyond.

The new presentation has evolved, of course,  a fair amount since that post, and it will continue to evolve, I am sure, in an organic way.     In this newer version, I made more of an emphasis on digital citizenship, added in some discussion of open computer testing, and expanded the conversation about personalized learning (via adaptive learning software) to include a discussion of recent fascination with student-centered learning analytics.

As I discuss in the webinar, this post/presentation/ongoing thinking can be seen as my response to or contribution to the work of others posing and framing the question: why school and how school should be in these fast changing times.   It is in part my tentative, still and always developing response to the subtitle of Will Richardson’s new book, Why School: How Education Must Change When Learning and Information are Everywhere.

It is also, in a sense, my take on Michael Horn’s article (co-written with Clayton Christensen), Rethinking Student Motivation, in which they offer their thinking on what students “hire” education for.  (For more about that, including a short dialogue I had with Michael in the comments, click here).  Using Horn’s metaphor of “hiring,” I am trying to answer what schools need to do to continue to be employed by students, and what they need to do to support their students in being employed in their future.

Let me unpack just a bit the two key descriptors.  By compelling, I mean learning which is engaging and attractive to students; it what they will find compelling them to want to come to school.   We want students to come to school not because it is mandatory nor because we offer them some vague promise it will prepare them for their future, but because they are eager to be there and to make the most of the environment.   In part, my intent is to preserve the bricks and mortar school-house, which I still think is a wonderful thing, but which is facing fast increasing competition from virtual learning environments, and so my argument for those situated in buildings is to determine what is it which will continue what brings students to school.

By relevant, I mean meaningfully and valuably preparatory for the world in which our students live today and, to the best of our ability to forecast, they will live in tomorrow.    What do they need to learn and what do we need to do to ensure they do?

Readers here can access and view the webinar at this link— but not necessarily for free.   If you are already a full member, you should be fine for free viewing; if you have not joined them yet, you’ll see a $17 price tag, but I think you can get a free basic membership, which then entitles you to watch a small/limited number of on-demand webinars for free.

I am seeking more opportunities to share this presentation;  readers who might be interested could suggest to your school, state or regional association, for instance, that I be invited to present at your next conference or professional development day.  This is a continually evolving conversation, which I think will be a little bit different each time I share it.

Below are some of the works cited in the presentation.

Enjoy the short video above- it is very much worth the six minutes.

It is the time of year when many are looking ahead to opening of the school year faculty and departmental meetings, so it is a good time to start sharing valuable short videos which can be used for inspiration and illumination at these meetings.   This six minute video is a great candidate (and I intend to share a list soon); it is a very current (ISTE 2012) talk in which author and provocateur Will Richardson lays out his challenge to us: Bold Ideas for Change in Education.   (Another alternative would be Will’s TEDx talk.)

Consider the opportunities: ask educators in groups to identify their bold ideas first, and compare; ask them to watch and discuss which bold ideas make sense and how might they apply them, which don’t and why not, and what original ideas do they have.

From Lisa Nielsen’s blog I’ve copied at bottom of this post the list of 19 bold ideas for easy reference.

A few comments:

1.  Of course, I am delighted to see Will’s very first “bold idea;”  I think it is so important to put a focal point on assessment as a huge lever to influence, via backwards design, everything else that happens, and at St. Gregory we worked hard to develop and advance methods for ‘open network assessments.’   (more…)

With this post I come to the end of  three terrific years as Head of School for St. Gregory College Preparatory School in Tucson, Arizona.  It has been an honor to serve, and I know I will treasure always these years as an extraordinarily high point in my educational leadership career.

In our three years together, we’ve seen enrollment stabilize and grow (after ten years of nearly continuous decline), and expanded external financial support to the annual financial aid/scholarship funding by several hundreds of thousand dollars– allowing us to considerably diversify enrollment and provide new opportunities to students who otherwise wouldn’t have this chance.  Each of the three years has ended financially with a good, positive balance sheet.

From the St. Gregory 2012 yearbook.

I am most pleased about the ambitious twin initiatives,  “Roots and Wings:” Advisory and Laptops, which we launched in 2010.   First, we dramatically overhauled what was previously a small homeroom program into our new, teacher-student advisory program, strengthening student “rooted-ness” with a home base over the course of each week and strengthened relationship with a teacher and other students.   Advisory has also become a new home for service learning, teacher mentoring of students, parent-student-adviser conferencing,  and much more.  We’ve also, especially in the middle school, developed several new bullying prevention programs, which brought a national award from Teaching Tolerance, and significantly revamped our bullying and harassment policy for the entire school.

Wings” is our nickname for our 1:1 laptop program, which has had two years of fine success, with students doing great project-based learning, developing fine research skills, practicing terrific on-line collaboration, and exploiting social media and other tools to connect, share, and learn together.  This project also demanded a significant expansion of the campus WiFi infrastructure and fiber-optic bandwidth.   Students need to learn how to use digital tools responsibly, and we developed and implement a fine, three day, digital citizenship “boot camp.”

We launched a trio of new student outcome measurements, CWRA, HSSSE, and MAP, and I believe we are the only one of the 1400 NAIS member schools to be using and learning from all three of these fine new tools.   We use them because we are more serious than ever about academic outcomes, and want to use the best tools we can to track, monitor, and intervene to improve our educational program.  Believing that we must assess what matters to us, new report card extension, providing goal-setting and formative feedback for our students on a set of 21st century  and mission-central skills we call the EGG: the Essential Goals for Gregorians.  We’ve also worked in both the middle school and upper school to increase and enlarge academic requirements: now 8th graders must take 8, rather than 7, classes, and our graduation requirements for high school students include four years of math and history (up from three), and have gone from 24 to 26 credits in total.

Our faculty culture of collaboration and planning has been greatly improved by the addition of two hours weekly (previously it was one monthly) for time dedicated to this, and the valuable work of our new Critical Friends groups.    I should add that an important priority of my leadership, and a critical recommendation to us from our accrediting association, was that we progress in diversifying racial/ethnically our faculty and administration, and we’ve done that significantly,  taking the percentage of professionals of color in three years from under 3% to about 15%.   In these three years we’ve also doubled the number of Ph.D’s on our faculty, from 3 to 6, with the appointment of three new Ph.D’s to our upper school.    Knowing that a high performing and always-growing faculty is of the highest priority, we worked as joint admin-faculty team to completely revamp our teacher evaluation system, taking it from every four years to annual, and building into it a stronger goal-setting and growth orientation.   I also implemented in 2011 St. Gregory’s first ever annual written evaluation for senior administrators.

A major theme for educational program development has been developing innovative mindsets and habits for our students, and we’ve developed several new elective courses, new project-based learning units, new experiential education elements, and a new special diploma program, to advance this important theme.   Dennis Connor in particularly has built his physics lab into a robotics and engineering lab, and it is a very exciting place, complete with a 3D printer.   (Some of our initiatives on this front are featured in a forthcoming book (July, 2012) by Suzie Boss, Bringing Innovation to School).

We’ve installed more than 600 solar panels on the roofs of 5 of our buildings,  providing more than 30% of our energy usage, and re-engineered air conditioning for our gymnasium, dramatically reducing our carbon footprint.  We’ve built out a new community garden on campus, and a new goat and chicken pen in the middle school.    Through a variety of initiatives, including the new Youth Leadership Summit for 7th graders from 20+ schools, the continuation of the Rotary Car show, hosting a new 5K/10K charity run,  new speaker and film events, and other activities, we’ve made good progress in better sharing our campus resources with the wider Tucson community.   Summer at St. Gregory has also been transformed; we brought back to campus the elementary day-camp Summer Fine Arts, which had left us in 2008, and we launched a brand new, now thriving,  academic enrichment summer day-camp for middle school students called Minds Alive: Leadership and Innovation camp.

Looking forward, I’m anticipating a very different and very exciting several years learning, writing, sharing, speaking, and consulting on the topic and cause I am most passionate about: advancing 21st century learning and schools of the future.   I’ll be blogging regularly, and I have several other writing projects in the works.  I’ll be keynoting and speaking at educational conferences and for faculties, boards and parents at schools around the country and beyond; I’ve already confirmed about eight  such “gigs” for the coming year and new invitations and opportunities are arriving each week.

To expand the breadth of the work I do supporting schools, districts and associations, I’m developing and promoting my new educational consulting practice, JonathanEMartin Ed. Services.  At the same time, I’m forming affiliations, formal and informal, with a wide variety of national educational organizations and consulting firms, including Educational Collaborators,  for whom I’ll do some consulting on strategic planning, technology integration, and professional development.

As a family, we are staying here in Tucson, most of all because both my sons are happily enrolled in schools which suit them well, including my older son, who will be entering the 9th grade right here at St. Gregory, which my wife and I believe is a perfect match for him.   My wife, Carman Ryken, has accepted a terrific appointment as a math teacher at an exciting, dynamic, progressive charter school here in Tucson, Paolo Freire Freedom School, a middle school of about 75 students.   The school is a great match for her educational philosophy and ideals and also for my own views:  the school uses a very interesting and exciting problem-based learning math curriculum called “Connected Math,” out of Michigan State University. I’ll surely blog about the qualities of this math curriculum in the months to come.   With my wife employed full-time, I’ll be, happily, picking up a larger share of the household management and parenting.   As a family, we’ll also continue hosting in our home international students enrolled at St. Gregory, something we enjoy greatly.

We’ve relocated to a home closer to both boys’ schools and within walking distance of shops and cafes, so we’ve downsized to just one car and are happy to be conducting a relatively more urban lifestyle, walking and cycling around Fort Lowell neighborhood.  I have a home office, but I expect I’ll spend as much time working at the two nearby Starbucks (Swan/Camp Lowell in the Basha’s, and Swan/Grant) as I do in my office, so Tucsonans can look for me there and say “hello.”

Over the course of what potentially will be 25-30 more years of professional work are many possible career paths and projects, I anticipate: among them are returning, almost certainly at some point, to independent school leadership positions; joining a national educational reform organization on a full-time basis;  and taking on state/regional or national association management roles for independent schools or other school groups.

To my St. Gregory colleagues, parents, students, and supporters, thank you very, very much for inviting me to join this community and serve this school’s excellent and extraordinary mission.  To my readers, please know that the blog carries on and the best is yet to come.    Onwards.

This book has been withdrawn from publication due to issues of integrity, and is no longer available.  I was sorry to hear about the book’s problems, and certainly condemn the errors.   Nevertheless, I think the particular points shared below are still relevant, and I leave them here on the blog. 

I’ve already twice posted appreciations for Jonah Lehrer’s new book, Imagine, but I want to add a short third post here appreciating his thoughts about the book’s lessons for educators.   In the last chapter, he profiles the excellence of NOCCA: the New Orleans Center for Creative Arts.

What’s interesting is what does not happen [at the school.]  The students don’t sit in chair and listen to a long lecture.  Many rooms don’t even have chairs.  They don’t retrieve textbooks or being a series of exercises designed to raise their test scores on standardized tests…  Instead, students spend their time creating: they walk over to their instruments and sketchbooks and costumes and get to work.

Lehrer quotes the school’s CEO, Kyle Wedberg, with an emphasis which resonates loudly with the thinking on this blog: we need to advance learning by returning to learning by doing, by creating learning environments where the greater emphasis on students doing the work of the subject under study, and using the best tools available to do so.  Wedberg:

We’re 120 years behind the times in all the right ways.  At some point, vocational education became a dirty word. It became unfashionable to teach kids by having them do stuff, by having them make stuff.  Instead, school became all about giving kids facts and tests.  Now, I’ve got nothing against facts and tests, but memorization is not the only kind of thinking we should be encouraging.    When we obsess over tests, when we teach the way we’re teaching now, we send the wrong message to students.   We’re basically telling them creativity is a bad idea. (more…)

(This is the third post in a series; be sure to read the first for context).

This Class project was a year in the making: It began last spring, and I posted then about the class plans and my conversations with the working group as they “pitched it” to me and sought my approval and sponsorship. It is worth checking out this previous post to show the sequence, beginning with designing and planning and now culminating in completion:

Below are the student overview of the project’s purpose and procedure, and after the jump (more)  is the Solar Oven Project.

Purpose:  The purpose of this project was to provide the school’s students with an environmentally friendly way to charge their laptops.

Procedure 1. Screw wooden beams onto the preexisting structure. 2. Cut L-shaped metal to the correct length to fit the desired mounting angle of the panels and cut L-shaped metal to fit the length of the panel. 3. Attach the metal to the panel. 4. Attach the panel supports to the metal running the length of the panel. 5. Put the panel on the roof. 6. Attach the panel by screwing it to the structure. 7. Run conduit from the panels to the wall. 8. Drill a hole through the wall. 9. Run the wires from the panels through the hole. 10. Attach the panel wires to the charge controller. 11. Attach the charge controller to a car battery. 12. Attach the car battery to a power inverter. 13. Run a power cord from the inverter to a wall outlet outside. (more…)

See previous post for more information about the Design Build Tech Innovation Class. Reports written by students in the class.

Alex,  Nik and Michael: An LED matrix. 

8X8LEDMatrixThis project started with a 7 by 5 L.E.D Matrix found in the physics room. I then had the urge to get it working, so I started to test connections on the Matrix too see how the wiring was done.

I figured out that the Matrix worked in a row column fashion which made it impossible to make any other letter than I or l. Then I told myself that if I switched rows and individual dots every millisecond, I could then make any letter, picture, shape, etc. I then started looking for the most practical programming chip, an Arduino.

After the large amount of wiring I started programming. My first program consisted of turning on and of lights very quickly, which is simply but requires about 150 line of code. After completing one letter, “N”, everybody realized that this thing was freaking awsome! So everybody started to get involved (mostly Alex). (more…)

I’ve been writing recently about FabLabs (here and here), and the importance of providing times, ways, and places for students to design and build their own “solutions” to problems, especially problems they discover, and to refine those “solutions” in multiple iterations.

(Be sure to see the two other posts sharing class work also: here and here).

At St. Gregory, where we aspire to “create innovators,” one of our most important and most exciting initiatives over the past two years has been the steady advance of our “Design Build”  Tech Innovations class,  taught by the amazing and awesome Mr. Dennis Conner.   It is an entirely PBL formatted class, with no set curriculum other than having students investigate “problems” and choose one to design and build solutions for.

The class continues to be a great success, and the difficult question looming for us at St. Gregory is whether to decide to move it from an optional elective (it is taught pass-fail, students can take it as many times as they wish, and it has received great enthusiasm from its participants) to a required freshman or sophomore class, formatted as an “introduction to and foundations of innovation” class.     The jury is still out on this one.

Suzie Boss, an edutopia blogger and author of Reinventing Project Based Learning with Technology, and  who visited St. Gregory last spring for two days, wrote this recently, in a piece entitled “How Design Build Curriculum Can Transform a Community.”

Where does a project like this fit into current discussions of 21st-century skills?

Our students are learning skills like welding and carpentry, 2D and 3D modeling. But those are the vehicles to do something else. We blog as much as we’re on the table saw. We’re giving them tools for entrepreneurship, for innovation, for local citizenship and engagement. We’re giving them a way to think through problems in their own lives. Design is all about possibility. For a student, that’s the best gift you can give them.

With the fall semester now completed, I want to share, in this post and in two following posts, examples of student work completed in the past few months by their own reports.  You can find the whole set on the class website here.

Spencer B’s project: a HEXAPOD

This is a hexapod. A hexapod is a robot with 6 ‘legs’, in this case with 3dof per leg. And before I bore you, I want to tell you that this is quite possibly the greatest project I have ever worked on. It has cost me, so far, just below 1k. Bit expensive, no? But the experience and result has been worth it. Intrigued?

This has been a labor of love. It’s been frustrating. It still won’t walk, this is because I had no idea about its power consumption. 8 amps? Despite that ridiculous number for a rather small robot, the control program (which consists of a virtual cube you can rotate with arrow keys and change with a few keystrokes) is nearly there! I’ll post it later on.

The robot was constructed primarily out of anodized aluminum parts and 18 servos. It includes a high amp regulator, as well as a microcontroller and a radio module. It looks like something out of a Sci-Fi movie. Here’s a link to where I got the parts:   WWW.LYNXMOTION.COM

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Clayton M’s project: Rockets!

Michael and others: the Trebuchet 2:

Filmed at our soccer field just behind our Science Laboratories, and also at a Trebuchet competition held in October on the campus of the University of Arizona, in which our students competed.