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A world outside the classroom

With the Greenlight-funded Space Kit Game, teachers can explore space—learning space—for new schools in an interactive way.

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<p><b>Camilo Bearman:</b></p> <p>It's a discussion generator not so much a tool for a solution.</p> <p><b>Rob Winstead:</b></p> <p>Engaging clients, especially when you’re taking them out of their comfort zone, how do we make that fun instead of a task or a chore?</p> <p><b>Ingrid Tucker:</b></p> <p>It gave people an opportunity to just come in and be able to think freely about what could be.</p> <p><b>Camilo:</b></p> <p>We had a lot of information in our brains around different kinds of spaces and places for learning. We found that starting to create this catalog of space types was giving us a lot of clarity around a conversation. What do we mean when we say “break out”? What do you mean when you say “commons”?</p> <p>We were wanting to take the space types into a more interactive conversation. At the same time, fixing what we were seeing deficiencies in especially the building level charrette approach.</p> <p><b>Rob:</b></p> <p>Often we find that in our planning and visioning sessions, we're taking our clients out of their comfort zone. We ask them, &quot;If you could have any kind of learning environment that you wanted, what would it be like?&quot; The answer we get back is &quot;What I have now but more outlets and more storage.&quot; We felt like, &quot;How do we break them out of that thinking and how do we take them further?&quot;</p> <p><b>Ingrid:</b></p> <p>That Space Kit game was really an extension of what we try to do with our students every day, and they were able to do that with our adults. I think it was a very powerful exercise or game that really energized a lot of people who it was difficult for them to see what the space currently looks like. Once they started participating in that it became clear to them that there are endless possibilities.</p> <p><b>Camilo:</b></p> <p>Making it a game really loosens everybody up. There's a combination there of seeing that other things exist and schools are using them and it's okay, but then also making it a game, I think, relieves some of the pressure.</p> <p><b>Rob:</b></p> <p>When you see people laughing and talking and working together, that's a really great value to bring to our clients.</p> <p><b>Camilo:</b></p> <p>I think we really have a good time, and have a sense that we’ve explored ideas about learning in a deeper way than we would have if we’d just said “hey, what do you want in your school?”</p> <p><b>Ingrid:</b></p> <p>They were able to take almost an empty canvas and allow Cambridge Montessori to paint away through this process and come up with a masterpiece.</p>

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