Pro Kreator Workshop

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Pro Kreator Workshop: Construction Play for Creativity, Analytic Thinking, and Character Building

Cimahi, IndonesiaCimahi, Indonesia
Year Founded:
1979
Organization type: 
nonprofit/ngo/citizen sector
Project Stage:
Growth
Budget: 
$1,000 - $10,000
Project Summary
Elevator Pitch

Concise Summary: Help us pitch this solution! Provide an explanation within 3-4 short sentences.

Pro Kreator workshop uses construction play (with bricks, wooden blocks, or recyclables) to present students a design challenge, where they learn problem solving skill, team work, character, and scientific method in the process.

WHAT IF - Inspiration: Write one sentence that describes a way that your project dares to ask, "WHAT IF?"

What if we can use toys to develop students’ creativity and analytic skill, infused with soft skills and character building
About Project

Problem: What problem is this project trying to address?

Our current education system is in favour of memorizing rather than creativity and analytic thinking. From kindergarten, reading, writing, and counting skill is through drill method. Later on primary school, students are taught various subjects that seem to be separate pieces of knowledge to be memorized rather than an interconnected applicable knowledge. As the result, students know a lot without knowing what to do with what they know.

Solution: What is the proposed solution? Please be specific!

Pro Kreator workshop use construction play (with bricks, wooden blocks, or recyclables) to build students’ problem solving skill, while also applying team work, character building, and scientific method in the process. Students learn to solve a design challenge with specific theme and objective, under a set of constraints (e.g. limitation of time, material to be used, or method). Through design, students use both analytic thinking and creativity, combining their knowledge and imagination to produce a solution. Working in group and under preconditions help them to build soft skills hardly taught in class.
Impact: How does it Work

Example: Walk us through a specific example(s) of how this solution makes a difference; include its primary activities.

Typically a session begins with discussion of a theme – school subjects or current events, e.g. newspaper article about earthquake. Then students are given a scenario, e.g. a toy figure was trapped under building ruins - design a rescue vehicle. They start to discuss in group, do research by reading related books, design and construct their vehicle, test and revise their design, and write/ draw the result. Various rules applied at times to introduce character values, e.g. 1) students are only allowed to use one non-dominant hand in constructing – thus they have to find ways to work together effectively without cheating; 2) time limitation to simulate pressure – thus they have to think and make group decision fast.

Impact: What is the impact of the work to date? Also describe the projected future impact for the coming years.

Pro Kreator workshop is a flexible program that can be implemented as after school session, extracurricular in school, or even as an independent subject (curricular). From its inception, the concept of this program has been implemented/ introduced to more hundreds of students through extracurricular activity, after school program, and curricular activity in a number of schools. We conduct training for teachers on how to use toys or any available materials as part of fun learning process – a mean to develop students’ creativity and analytic skill, infused with soft skills and character building. Parents’ testimony stated how their children grow “different” from their peers, i.e. they do not easily give up and adept at exploring and finding alternative answers.

Spread Strategies: Moving forward, what are the main strategies for scaling impact?

Currently we’re running Pro Kreator workshop as an attachment to playgroup/ kindergarten, which also serve as a living lab for teachers to understand this learning concept in practice. In the future we’re thinking of franchising “Creative Playhouse” as a complete model which consist of Pro Kreator workshop, preschool/ daycare activity using the same learning concept, teachers training center, and parents support group.
Sustainability

Financial Sustainability Plan: What is this solution’s plan to ensure financial sustainability?

Currently the activity sustains through participants fee (or school extracurricular fee for initiatives run in school). To expand, franchise model is under planning.

Marketplace: Who else is addressing the problem outlined here? How does the proposed project differ from these approaches?

A number of after school programs using construction toys are readily available, but mostly targeting bigger kids and focusing more on the design skill. Pro Kreator workshop introduces construction play and design activities for children from age as early as preschool to primary school, with different difficulty level for different age group. Also, Pro Kreator workshop is a flexible program that can be implemented as after school session, extracurricular in school, or even as an independent subject (curricular), for which we also provide teachers training.
Team

Founding Story

My parents saw how I like drawing. They created a “play house” in garage, inviting the neighborhood including poor community. After finishing high school, I saw how “play” is getting less and less portion in school/ curriculum. I later studied abroad (in 80’s attending teachers’ college in Australia) and learn about the importance of play. Facing the reality back home, I continued the play house activity and tried to offer play-creativity program to schools. Seeing rejection from schools (play was considered as not learning), I finally established my own preschool/ kindergarten.

Team

Agus Moelyono: founder Sri Herma: co-founder Santi: dynamisator teacher – school relation Endah: dynamisator teacher – community based Martha: teacher
About You
About You
First Name

Agus

Last Name

Moeliono

About Your Project
Organization Name
How long has your organization been operating?

Please select

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Project
Organization Country

, JR, Cimahi

Country where this project is creating social impact

, JR, Cimahi

What awards or honors has the project received?
Funding: How is your project financial supported?

Customers.

Supplemental
Awards
Primary Target Age Group

3 - 5, 6 - 12.

Your role in Education

After-School Provider, Teacher.

Please specify which of the following best applies:

I am applying on behalf of a particular program or initiative.

The type of school(s) your solution is affiliated with (if applicable)

Private (tuition-based).

Intervention Focus

Curricular, Extracurricular.

Does your project utilize any of the innovative design principles below?

Actively Designing Space & Culture as Essential Elements for Learning: Creating cost-effective methods to infuse a school with habits, language, and materials needed for learning through play.

Is your project targeted at solving any of the following key barriers?

Trapped Between Competing Pressures: Educators face a lack of capacity to re-imagine and restructure educational settings.

Need
Offer
What key learning outcomes does your work seek to improve?
Secondary Form
PROGRAM DESIGN CLARITY: We are hungry to know more about what exactly your model consists of. Please succinctly list a) what main activities are you doing with your beneficiaries, b) where you carry out the activities? c) how often? d) for how many hours? e) who delivers the services? and f) any other brief details

a) kids: thematic construction play w/ challenge; teachers: training “how to play seriously”
b) at school (in and outside class)
c) kids: 1) curricular: weekly as “design” subject, 2) extracurricular: weekly; teachers: event based (not regularly)
d) kids: 1) curricular: up to 40mins, 2) extracurricular: 1.5 hr; teachers: 3 days
e) kids: teachers, assistant; teachers: dynamisator teacher

INSPIRATION: What do you consider the most important trends or evidence that inspire you to believe the world is ready to Re-imagine Learning? Please elaborate.

My experience in applying construction play (design) as school subject shows how they can show more than what we thought they can, when we challenge them appropriately. We use thematic approach to explore books, build character, and introduce various topic. E.g. "Chima save Javan rhinoceros" - introducing nature conservation awareness. Through play transfer of knowledge and value is enjoyable and more effective. The result can be seen from kids' creation (design, drawing, story, etc.) and enthusiasm in facing challenge, meaning they're ready to face any challenge in future.

LEARNING THROUGH PLAY: What does “learning through play” mean to you and why it is a must-have, instead of a nice to have?

Play is a mean to balance the left and right side of our brain – building dialogue between the two, and connect them with conscience. “Challenging group play” add some depth to “just play” – exploring child’s whole potential through team problem solving while instilling the value of sharing and respecting each other. Analytic critical creative thinking and empathy grow together, and embedded to a child – in form of thinking dynamics that will remain until they’re adult, as leaders, businessman, scientist. Successful professionals are ones who play.

SUSTAINABILITY: Please list a quick breakdown of your funding, indicating the percentage that comes from each source.

operational cost approx. 5000 USD per year
10% customer (kids who joined extra-curricular and/or portion of school fee)
80% training participant (paid by collaborating school)
10% donation/ other funding (e.g. government program for teacher training)

MODEL: How does your mission relate to your business model (i.e. Non-profit, for-profit or hybrid)?

non-profit

FUNDING PRIORITIES: If your organization were given $20K in unrestricted funding today, how would you use it? Why?

- Prepare materials (books, bricks, etc.) to support replication plan
- Realizing program for low-income schools in form of “Interactive storytelling” and “My creation”
- Teachers' training
- promoting design as school subject
- parents school on how to "play seriously"

PARTNERSHIPS: Tell us about your partnerships that enhance your approach.

- Schools (sending their teachers for training to apply in schools)
- Government (training of public school teachers)

COLLABORATIONS: Have you considered or initiated partnerships with any of the other Challenge Pacesetters? If so, please share.

a plan is under way to create sharing workshop facilitated by Changemakers.

VISION: If you had unlimited funding, and you could fast forward 15 years to when your program has been able to achieve wild success - what will it have achieved?

- every school applies creative challenging play as school subject.
- kids can collaborate across cultural barrier through playing together.
- teachers understand the thinking dynamics and how to use play in teaching.
- parents support dynamics and bind with kids through play at home.
- pro kreator workshop is adopted in various form, e.g. day care, playgroup/ kindergarten, after school program in both privileged and underprivileged setting

IMPACT - KEY METRICS: Please list the key data points that you would cite as evidence that you are able to achieve lasting learning outcomes. Please also share one data point for which you most hope to see better results over time

Qualitative impact on child development:
Analytical and creativity: more effective in creating something, complexity of creation, the ability to grasp inspiration and create something (from books, environment, movie) – e.g. draw, write story, or explain something.
Social development: team work, overcoming the challenge of combining 2 hands-2 heart-2 minds.
However, this hasn’t been measured consistently. We have only observation & testimony

IMPACT - REPORTING SAMPLE: Please attach any examples of your impact reporting. [optional]:
RESEARCH AND EVIDENCE: Please link or attach any research or evidence resource you are open to sharing more widely [optional]. Building research and evidence is a key aim of this initiative, and the resources you share may be chosen for listing in the Center for Education Innovations library:
SOURCE: If applicable - who created the research or evidence you are choosing to share? :
IMPACT - REACH: How many people did your project directly engage in programmatic activities in the last year?

500 to 1,000

STUDY: Has an external evaluation or study been conducted of your organization?

No

Other (please specify)
Number of Employees:

Fewer than 10

Number of Volunteers:

Please select

APPROACHES: Given the complexity of play, it is not surprising that there have been numerous research attempts to categorize the different types and approaches! Please indicate which of the following your project focuses on.

Physical Play, Play with Objects, Games with Rules, Creating a Supportive Socio-Emotional Environment, Educational Structuring (developing playful projects within educational contexts), Adults Participating (Ensuring adults are able to play alongside children), Challenging Play (play that disrupts - where rules are disregarded and levels of imagination are high).

Other (please specify)
AFFILIATION: Please specify if your organization has any existing affiliations with the LEGO Group.
randomness