Using a See, Think, Me, We Framework to Facilitate Making Connections

“Who pulled you in and got you invested?” enquired one student in this semester’s Entrepreneurship in a Global Context course. Her question arose from an assignment designed for students to gain a greater context of how they might creatively present themselves via video. While many teachers are interested in creating opportunities for students' voices and inviting choices to engage in meaningful projects, we sometimes forget about the critical role of connection. To stop, drop, and connect. In preparation for the 7th annual GOA Catalyst Exhibition, we tested a new strategy for students to connect. Birthed out of a motivation to gain greater context and connect, we also endeavored to promote creativity.

After engaging students with several opportunities to practice Seeing, Thinking, and Wondering, we examined ways in which we might promote a connection to self but also a bigger “picture”. The assignment titled, “Building Context for Startup Pitch” employed Harvard’s Project Zero thinking routine called, “See, Think, Me, We.” The “pump” would be primed by watching a half dozen curated videos. Each is a business pitch that students likely would be compelled to watch from start to finish because the individual’s personality blended creativity with authenticity. One example was Willy Green’s “On Party Demand”. A comment below the video summarized the feeling a viewer is left with. “Been searching for pitch samples for our class, and this appears, totally made my day. watching the whole pitch was worth it. no seconds were wasted. the best pitch ever. hoping i would be that confident.” But if this did not capture students’ attention, maybe C. Emanuel Smith’s, Cross River Reunion humorous pitch would. Viewers see a sort of relatedness as his mother’s care speaks even more loudly than her meddling. Yet, it was not the message or messages which students were meant to concentrate on. Rather, it was the emotion elicited and how a student might choose to connect.

While watching the videos or afterward, students were asked to add to the four-quadrant table. The first space requires one to be present and focus on what is observable. Simply put, “the tangible”. For example, a student noted, ”They’re being supportive and thankful whilst asking.” While watching and note-taking, questions would percolate. One such example of wondering was, “Did they ever want to quit?”

The south side of the table pushes one’s thinking a bit in a different direction or dimension. To a place of connection and how one relates to what is seen, heard, and wondered about. Personally, “Me” and then beyond oneself, “We.” Students were asked what connections they can make to their life and past experiences. But also, how they might make connections to their startup idea? And then, yet one step further, how might they connect to bigger issues or ideas? So much seemed to flow from this exercise. Meaning but also thinking would become visible.

My colleague and I intentionally create a great deal of hype about the Catalyst Exhibition. I think this is because we believe so wholeheartedly in it. The excitement levels of students are also noticeably elevated as they begin to transfer the concepts and skills learned from the course into their business startups, often real-world projects. Furthermore, several students have commented on a desire to put forward their best product. One which is realized after following the clear process. The See, Think, Me, We assignment threaded nicely into the iterative approach being taken. One where students would build on the ideas seen in the videos but also the connections made as they create their pitches. Sharing with a larger audience is also very motivating to some students. See one such video example of a creative first iteration here.

While the learning outcome ultimately is for students to utilize creativity and innovation to generate unique, competitive ideas and opportunities, so much is learned in the process. One where feedback is a cornerstone, not a capstone. So many students at GOA continue to be anxious to listen to and learn from feedback. This invitational approach to becoming better is enamoring. I remain on my toes; a smile on my face, as many first iterations are evidence of the excellence to come.

Matthew Piercy teaches Entrepreneurship in a Global Context and Introduction to Branding and Marketing for GOA, as well as being facilitator for a Senior Capstone course at Hawai'i Preparatory Academy.

For more, see:

• How to Cultivate Belonging in Online Spaces
• Supporting Your Student with Online Learning? Here Are Five Things You Need to Know
• How to Cultivate Belonging: Shifts and Strategies for Teachers

This post is part of our Shifts in Practice series, which features educator voices from GOA’s network and seeks to share practical strategies that create shifts in educator practice. Are you an educator interested in submitting an article for potential publication on our Insights blog? If so, please read Contribute Your Voice to Share Shifts in Practice and follow the directions. We look forward to featuring your voice, insights, and ideas.

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