Strategies for running a “kid friendly” construction site and program. Part 1
One of the challenges in running a program like Geometry in Construction has always been, how do you “kidify” difficult construction tasks to make them kid-friendly? Those of you who have ventured on this journey to adopt all or portions of this model may be able to relate. Sometimes what seems rather basic and simple may take 14, 15, or 16-year olds an incredibly long time to figure out and complete. Situations like this can arise frequently in a program of this magnitude, which in turn can potentially lead to frustration for all parties involved. Over the next three issues of the Weather Report we will suggest proven strategies that we have developed, tested, and continue to use daily to keep our projects moving along. Although each of these strategies is shared during our trainings, we offer a refresher here. Whether you are completing your fifth house like us or are still in the preliminary planning stages, these strategies may help to alleviate many of the frustrations that arise in order to optimize the amount of success, efficiency, and enthusiasm in the program.
Appropriate Capstone Project Selection
“Kidifying” the program must begin at the very beginning of the program and should be a goal of everyone involved. Whether you are a seasoned teacher, general contractor, or engineer, remember these two facts above all else:
1. Unless student’s math scores increase, no one cares that you build a house. This vital link is the one thing that gets school districts excited about this program. Additionally, this is the only thing that helps combat against shrinking budgets that exist in almost all school districts nationwide.
2. No one likes to finish others’ unfinished business. Students continue in the program for a multitude of reasons. However, almost all students get excited about the building of the house. Speaking from experience, carrying one cohort’s project over to another leads to a general lack of enthusiasm and negatively impacts student performance. Furthermore, every school that has attempted to replicate the program by taking two years to complete one project has seen:
• Decline of student enrollment and interest
• Lack of school district support
• Disengagement of community involvement
If leveraged constructively, this is the element that keeps traditionally underachieving students engaged in the math and also creates a platform for the community to rally around the program.
Hence, selecting an appropriately sized capstone project is of the utmost importance. The following criteria is a good gauge based on approximate square footage and total program student enrollment:
Class size = 30-40 students…………..………………150-200 square foot structure
Class size = 40-80 students…………..………………200-700 square foot structure
Class size = 80-120 students…………..………..…..700-1100 square foot structure
Class size = 120 + students…………..………………1100 + square foot structure
In an effort to increase the success rate of schools wishing to replicate the program, our 2011 summer trainings will include plans for a smaller initial capstone project. The suggested project will be approximately 9’x18’ and will be intended for schools wishing to pilot the project with an initial enrollment of 30-40 students. Over the last year we have had many schools requesting a more accessible project. This is our answer to this call.
In the next issue of The Weather Report, we will include strategies for kidifying that address:
• Creation and maintenance of a unified teaching team
• Establishment of clear expectations and achievable student goals
• Instructor Preparedness and its impact upon kid-friendly planning
• Tool accessibility and Safety
