CASE STUDY: The Synnovation Lab, Sycamore High School, Montgomery, Ohio
Imagine an auditorium. Now imagine that space converted into a classroom space that supports a unique instructional and learning environment for 100 students based on personalization, choice, and mastery of the core curriculum (English, Math, Social Studies, and Science). Imagine a fluid mix of teachers and students where traditional roles have been rethought so that a new iteration of the classroom experience is possible.
From the photo, it’s obvious that there are a lot of moving parts to the Lab. I think that’s what makes it interesting. Let’s uncover what’s important and what we can learn from the Synnovation Lab experience.
What’s interesting, and how does it apply to a design thinking-based classroom experience? Let’s begin with the space.
Unique learning space. It’s an old auditorium! And, it’s filled with a lot of different types of furniture that can be used to create different environments. The design of the learning space, with its flexibility, enables students to work independently, and collaboratively and to assemble as a whole group in the remaining tiered seating left from the space’s auditorium days. The space is messy, active and flexible, and engaging. It’s a learning space on demand. (1)
Time. There are no passing period bells in the Synnovation Lab - you could think of the school day as one long class period. Students are responsible for managing how they use their time to accomplish the learning goals that they have set for themselves. Students have the flexibility to design their own schedules and progress through the core curriculum according to their needs and at their own pace. To facilitate this, teachers “became activators, mentors, and motivators.” (2)
Competency-based learning. Because the Lab employs a competency-based approach where mastery of the curriculum is the goal, students earn either an A, B, or an incomplete on assignments. Students continue on an assignment until they master the concept, making the grades of C, D, and F irrelevant. (3)
Project-based Learning. In addition to mastery of the core curriculum, students are required to participate in a project-based learning experience and they have a choice of what to study and who to work with. For example, some students used this opportunity to design an attendance system for the lab. I find the dual focus on core academic study combined with the choice of a project-based learning opportunity an interesting and compelling approach. (4)
Iterative practice. Admittedly, the Lab is a work in progress. The experience of the Lab, and how each day plays out, is less predictable than in the traditional classroom. Teachers learn more about working effectively in this environment every day and make the necessary adjustments. Put it into play, learn from mistakes, and get better at it. And...that is a powerful model for students.
This experience probably isn’t for everyone…but it works for the students that are enrolled in the Synnovation Lab. And just think how much the teachers and school district are learning about new instructional methodologies and new strategies that support student learning.
The Upshot: what can this mean for your practice and a design thinking classroom?
What if your classroom offered greater choice so that students could personalize their experience? What would this mean for assessment, project work, how space supported teaching and learning, and most importantly, student ownership of the learning process? What would it mean for your role? And as a teacher, what would it mean to ask the question, as the Lab teachers did: “What if we could recreate school all over again?” (1)
The Lab operates within the context of a typical high school. To get a feel for the challenges of doing this, take a look at the FAQ which provides a picture of the complexity of adding a new experience to an existing school culture. (5)
The students still experience the core curriculum. But they have an opportunity to engage in project-based learning to undertake a project of their interest. So, the Synnovation Lab demonstrates that there are opportunities to build student-owned investigations into instructional settings that still focus on a classic curriculum model.
The space is an old auditorium and it’s filled with typical school furniture. But…the space supports an entirely new experience. Could it be better? Sure, most spaces can be. I think that the most important aspect of the spatial environment is that kids get to make it their own. This an important lesson for your own classroom filled with traditional furniture! You can still create an exceptional experience, even with typical school furniture.
The teachers jumped in and started this. It wasn’t in its final form, and the program continues to evolve today. In the spirit of iterative practice and design, get started and get better at it. Let the experience itself inform you of your progression and pathway.
The Synnovation Lab challenges the traditional elements of school: the concept of assessment and grades, the use of time, the role of the teacher, student ownership of their experience, and the use of space for learning. Bravo!
Literature Cited:
(1) Jahnigen, Charlie. “Personalized Learning Meets Start-Up Mentality in the Synnovation Lab:.” School Construction News, 3 August 2020, https://schoolconstructionnews.com/2020/08/03/personalized-learning-meets-start-up-mentality-in-the-synnovation-lab/. Accessed 1 December 2022.
(2) “Reframe: Episode 59.” Miami University, 13 August 2019, https://www.miamioh.edu/ehs/news/podcasts/2019/summer-2019/synnovation-lab.html. Accessed 1 December 2022.
(3) “Synnovation Lab / Grading in the Synnovation Lab.” Sycamore Community Schools, https://www.sycamoreschools.org/Page/3381. Accessed 1 December 2022.
(4) Bonbright, Mallory. “Synnovation Lab.” Smore, 7 November 2017, https://www.smore.com/fdtxw-synnovation-lab. Accessed 1 December 2022.
(5) “Synnovation Lab / Frequently Asked Questions.” Sycamore Community Schools, https://www.sycamoreschools.org/Page/3371. Accessed 1 December 2022.