"Letting go of what is, for what could be. Postulating what's next." Article by Christian Ramsey.
Click on image for the article
Emotional Design! What an interesting concept.
I would love to explore this more in our classrooms.
I couldn't help but have a lump in my throat while reading this article. I reflect on when I dressed my daughter as a baby in MY Christening dress and when she wore MY Holy Communion dress to the Church. The curious questions that she asked me and the guests as well was inspiring. The priest knew about the dress and it's history and even made mention of it during the homily. The imprinting of these garments tell a story. One that can be passed on to my children.
How wonderful if this could transpire into the classroom. Where students and teachers alike feel so connected to a thought (mind), an emotion (heart) or object (hand).
Thank you Christian Ramsey for your humanistic approach to design!
TOM BARRETT - Design Thinking enquiry critique protocol
NoTosh.com
Working with Tom Barrett from NoTosh has been truly inspiring. He introduced this type of critiquing to teachers as a tool when wanting feedback on a project or prototyping. I really would like to use this tool during leadership meetings and for students to use as well.
FAIM - Design Thinking Fine Tuning Protocol
Establish working norms
Hard on content, soft on people
Step up, step back (if you are normally quiet, step up - if you are normally very vocal, step back)
“Ting” listening with our: eyes, ears, an open heart and with undivided attention
Feedback is Kind, Helpful and Specific
Teacher presents their project
Describe the project (What are the key learning areas/learning goals, topic title?)
Describe the process so far - explain which stage you are working in with your class - Immersion, Synthesis, Ideation, Prototyping, Implementing
Presenter’s burning questions
Presenter poses questions to the participants for the later discussion
Clarifying questions
Participants ask clarifying questions about the project.
Question should be simple enough to answer with a yes, no or similarly short response.
Probing questions
Participants ask questions in an effort to understand better the presenter’s thinking, decisions and purposes.
Discussion
The presenter does not speak for this part.
It is not about the presenting teacher – it is about the project and the presenter’s question(s)
Questions for participants:
What strikes me about the project?
What questions has it raised for me?
Is the planning sufficiently rigorous?
Response
The presenter responds, saying how they now view their project, having heard the group’s response.
Other teachers respond to the presenter
What are the lessons in this for my own project?
What am I learning from this?
Group debrief
What struck you about this process?
How might you use/adapt this process in your own setting?
Break Down Of Critiquing
Establish working norms
Hard on content, soft on people
Step up, step back (if you are normally quiet, step up - if you are normally very vocal, step back)
“Ting” listening with our: eyes, ears, an open heart and with undivided attention
Feedback is Kind, Helpful and Specific
2. Teacher presents their project
Describe the project (What are the key learning areas/learning goals, topic title?)
Describe the process so far - explain which stage you are working in with your class - Immersion, Synthesis, Ideation, Prototyping, Implementing
It is important here that the participants are fully engaged as listeners. Try not to have a computer in front of you.
Be fully present!
3. Presenter’s burning questions
Presenter poses questions to the participants for the later discussion
It is helpful to write the burning question up on the board to refer to in the following steps of the critique.
4. Clarifying questions
Participants ask clarifying questions about the project.
Question should be simple enough to answer with a yes, no or similarly short response.
5. Probing questions
Participants ask questions in an effort to understand better the presenter’s thinking, decisions and purposes.
6. Discussion
The presenter does not speak for this part. It is very important that this is followed through!
It is not about the presenting teacher – it is about the project and the presenter’s question(s) Refer to Step1a. Hard on content, soft on people
Questions for participants:
What strikes me about the project?
What questions has it raised for me?
Is the planning sufficiently rigorous?
7. Response
The presenter responds, saying how they now view their project, having heard the group’s response.
8. Other teachers respond to the presenter
What are the lessons in this for my own project?
What am I learning from this?
9. Group debrief
What struck you about this process?
How might you use/adapt this process in your own setting?
Critique and Feedback - The story of Austin's butterfly - Ron Berger
Critique is more important than prototyping. Self critique is the ultimate goal. “I know where I am as a learner and where I need to go from here?" To teach students to listen attentively to others and then critique. POSE, PAUSE, POUNCE and BOUNCE is a very helpful tool. Click on the image to learn more.
Thank you NoTosh for allowing Tom Barrett to shine at St Mel's. Hopefully the teachers at St Mel's Campsie can pass on the torch.
Children have a natural curiosity to take risks. Risk needs to be nurtured. When children ask questions, they are taking risks to externalise their thoughts.Teachers reaction to children’s questions is vital. Teachers need to value children's questions. The unanswerable questions are more valuable. Teachers being comfortable with questions you can't answer. Teachers need to challenge children with these type of questions. Sometimes children feel anxious about the unanswerable questions. As teachers we need to protect children's curiosity, not encourage it because it's already there. Resilience to curiosity.
I found this article 'How the Power of Interest Drives Learning' to be helpful when reflecting on the Design Thinking process. I found many links. The first statement, 'When we’re interested in what we’re learning, we pay closer attention; we process the information more efficiently; we employ more effective learning strategies, such as engaging in critical thinking, making connections between old and new knowledge, and attending to deep structure instead of surface features.' captures for me the immersion stage where students develop the skill of empathy and the synthesising stage where students make connections.
The second statement, 'Cognitive scientist Daniel Willingham notes that teachers and parents are often “so eager to get to the answer that we do not devote sufficient time to developing the question.” Yet it’s the question that stimulates curiosity; being told an answer quells curiosity before it can even get going.' is the 'How might we...' questions needed to be given time to emerge. I think this is where Tom, you were saying that the pace needs to be slow when synthesising.
My favourite statement is 'scientists have shown that passionate interests can even allow people to overcome academic difficulties or perceptual disabilities.' Special Education needs to be on this bandwagon of Design Thinking at our schools!
4 C's & 3 R's
CHOICE
COLLABORATE
CURIOSITY
CHALLENGE
RESPONSIBILITY
REAL THING (authentic)
RESPECT(individuals)
Interview time in triads. Two interview and answer, third person records what is being said.
How might we better engage with our school community?
.
Using the hexagonal thinking tool to link ideas.
Language of inquiry
HOW MIGHT WE...? (Examples)
How might we timetable for incidental learning to happen?
How might we get to know our students or new students better in the first weeks of the school year to optimise student voice?
How might we generate student voice to encourage incidental learning?
How might we provide opportunities for teacher to share authentic learning?
How might we encourage students passions?
Then write 100 ideas in 10 minutes.
Decide out of all the 100 ideas which ones are your:
Darling? (love the most)
Safe boat?
Out there?
1.Pick one of these that you would like to trial. 2. Draw your ideas on how this will look on three post-it notes. 3. Pitch your idea to people around the room.
Expectations with each grade about the design thinking process will vary.
For kinder it could be just the students understanding that questioning the world is very important.
At the end of the session, a tool that is very helpful to receive feedback was writing on the FAIM:Design Thinking Communities.
2 Stars, a Wish and an Action
This was my feedback.
1st Star - To think that hexagons could help us question the world! The best quote of this experience was 'never stop questioning the world around you'. I thought going through the process with other educators was valuable if we want to have a better understanding of how we could implement the Design Thinking journey with our students.
2nd Star - To be able to reflect on how as a teacher, mother, auntie, friend, I have reacted to the questions children have asked me. To keep a book of questions, what a fabulous idea!
Wish - To communicate with other schools/teachers who are at different stages of the Design Thinking process.
Action - To support teachers in the Design Thinking process through the 3R's and 3C's when planning teaching and learning experiences.
DESIGN THINKING IMMERSION PLANNING TOOL
DESIGN THINKING OVERVIEW PLANNING TOOL
Please not that these are not Programs, they are useful tool to get you started on Design Thinking. Immersion - Building a Learning Wall (Space)
Questions I might ask about Building a Learning Wall/Space
How is this display having an impact on the students learning?
What is the purpose of this space?
What does this classroom look like at their eye level?
Giving the students more ownership of this space.
Developmental display reflection of my learning. As we learn it begins to grow. Using the space a reminder or indication a physical invitation to learn and to take part and add their ideas to it. Teacher understands the purpose of this space. Messy learning wall.
Planning - A sense of where we might be going. A Fuzzy idea is OK. Authentic connection to the world around them.
REMEMBER, RECALL, RECOLLECT
Application stage to have assessment opportunities. It should evolve as the students learning evolves. DONE WALL - To celebrate what people have achieved.
SORT, GROUP, ORDER
Take the things off the wall and gather the things together. Group the ideas using the physical evidence. Filter the mixer of their learning. Keep the remembering and recalling should continue and assessment is a great opportunity at this point. Using hoops to categorise.
CONNECT, COMPARE, EXPLORE
How can we group this and ask students to justify why they made those connections.
Transfer the tangible objects that was used to make the thinking wall to refine and get rid of what is not needed
Connect a symbol - Words, symbols, pictures to ask students to express how they feel about these things to what is happening. Link to the language outcomes. Humour can be linked to inferencing and making connections.
Looking for things that have tension. What is the difference between ideas.
Give a title for this grouping or connection.
Narrative to connect things - Use Story Wheel App
Be in tune with what the discussions are at this stage because they might express what they are interested in, to pursue with inquiry (example of the canteen problem)
PURGE, ELIMINATE, STRUCTURE (HEXAGONAL TASK)
Hexagonal task allows you to use it as a summative assessment. What students have learnt. To see where the students are at. Large copy to connect characters in a narrative. Linking to narrative using the characters, scene, objects, plots, emotions, themes, a combinations of words and pictures in the story to make the links. Decide what we want to focus on and we add structure to this latter part of learning. Allows students to visually how things are related to each other.
Helps students to see the links. How do we as teachers capture the spoken dialogue that happens when they explain why students have put the things go together? (Put hex together on a whiteboard and write the links)
Students can put their ideas on the hexagon and then justify their links OR teachers put ideas on hexagons and ask students to put these things Conversation with students is very important. Justification of how they make the connections. High order thinking. This has been a challenge. How does one record the rich conversions and dialogue that happens when students are justifying their reasons for connections.
Students being able to articulate their meta-cognition. Being able to explain where they are at with their learning and them knowing where they need next to extend their learning. To bridge the gap between where they are in their learning and where they need to go.
If students come up to what they want to pursue make sure it is an authentic goal, don’t just jump into anything they come up with. Don’t loose sight of ongoing assessment Summative.
To look in depth about an object - attributes. Examples: pen, staff meeting, cake Attribute listing analysis Morphological Changed Forced
Only works with a solution. Redesigning, challenging the world around us. How can we change … for someone …. To empathise with someone to validate their ideas.
Draw and talk about their ideas on post it notes. Quick process.
100 ideas is a forced strategies as well. Forcing students to come up with ideas, you need to think about changing the pace of their ideas coming forward. Their idea incubates for a period of time. You need to draw onto these ideas as they go on this journey of design thinking.
Have a balance of the pace we expect the students to come up with their ideas.
Great ideas sometimes come about when you are not thinking about the problem.
Eleanor Duckworth- Confusion, Play and Postponing Certainty
Putting learners directly in touch with their subject matter, whereby the subject matter becomes the authority. It's NOT with words about the subject matter, it's not just mediating between the subject matter and learners, its not a matter of telling them how to think about it. The teacher should be connecting the learner to the subject matter itself. Having faith in the subject matter and faith of the students minds. Students becoming engrossed in learning!
Bug bank - quick fixes around the school.
To be able to critique something you have to share your prototype for others to give feedback. To build the language skills for students to communicate their ideas. Finding a problem that is real life Link Government unit to ask leadership team to change real life experiences within their community. (supports design thinking) Know your students where their motivations are. Space can constrain and open up inquiry. Immersion Looking at UbD
How do you capture the conversions with kids? How do you assess in the early years? How do students reflect?
How We Learn What We Learn http://issuu.com/rosendale/docs/how_we_learn
The Six A's ofDesigning Projects
Excerpted fromAdria Steinberg, Real Learning, Real Work,Routledge, New York, 1997Order from Amazon.com
AuthenticityAcademic RigorApplied Learning
Active ExplorationAdult RelationshipsAssessment
Authenticity
Does the project emanate from a problem that has meaning to the student? Is it a problem or question that might actually be tackled by an adult at work or in the community? Do students create or produce something that has personal and/or social value, beyond the school setting?
Academic Rigor
Does the project lead students to acquire and apply knowledge central to one or more discipline or content areas? Does it challenge students to use methods of inquiry central to one or more disciplines? (e.g., to think like a scientist) Do students develop higher order thinking skills and habits of mind? (e.g., searching for evidence, taking different perspectives)?
Applied Learning
Does the learning take place in the context of a semi-structured problem, grounded in life and work in the world beyond school? Does the project lead students to acquire and use competencies expected in high performance work organizations (e.g., teamwork, appropriate use of technology, problem solving and communication)? Does the work require students to develop organizational and self-management skills?
Active Exploration
Do students spend significant amounts of time doing field-based work? Does the project require students to engage in real investigations, using a variety of methods, media, and sources? Are students expected to communicate what they are learning through presentation and/or performance?
Adult Relationships
Do students meet and observe adults with relevant expertise and experience? Do students have an opportunity to work closely with at least one adult? Do adults collaborate on the design and assessment of student work?
Assessment
Do students reflect regularly on their learning using clear project criteria that they have helped to set? Do adults from outside the classroom help students develop a sense of real world standards for this type of work? Will there be opportunities for regular assessment of student work through a range of methods, including exhibitions and portfolios.
from http://www.gsn.org/web/pbl/sixa.htm
NoTosh valuing my post on the FAIM: NoTosh Design Thinking Community.
