So life has thrown me a bit of a curveball in the past month, so while I am hoping to be able to complete Course 5, I might need to wait and see what the next few weeks bring. I’ve given some thought to possibilities for Course 5, and this is what I’ve come up with.(more…)
Tagged: IB PYP
Design thinking. What is it? A quick google gives an endless number of “design cycles”. But which one is correct? Which is the best for student learning? After looking through a few of them, it is clear that there are many similarities between them; however, there is still an overwhelming number of variations.
Design Thinking in Action
We have just completed a unit in my Grade 5 community that leant itself nicely to the use of design thinking. In this How the world works unit, students work collaboratively as “engineers” to construct their understanding of simple machines and the ways in which we use creative thinking to solve problems.
Throughout this unit students work together to in a series of design tasks (described in greater detail below). We thought that this was a authentic way to introduce students to a design cycle. This was an opportunity for a natural connection to our previous unit where we explored the idea of a creative process.
As a team, we discussed using the MYP design cycle. We thought that it would be a good opportunity to expose them to what they would be using next year. However, after a quick discussion, we realized that this cycle was far more detailed than what we were looking for. So instead we decided that our design cycle would be co-constructed with students.
In our provocation, students took part in a series of design challenges. After completing each challenge, students reflected on the task and process they went through. Together we were able to discuss with students the steps they had gone through, and co-constructed our (very simple) design process – plan, act, reflect.
As the unit went on, the focus was to engage students in a longer design thinking process. Students were given the task of creating a Fun Fair game targeted at the Reception, Prep and Grade 1 students at our school. Caine’s Arcade served as the inspiration for this task. The one catch was that they would need to learn about simple machines as they designed and built their games and explain their use within the game.
I wish I had seen John Spencer’s LAUNCH Cycle sooner. Digging through the resources this week, I realized that students may have benefitted from a framework with a little more guidance as they worked through their own design process.
This framework could have been incredibly useful for the students had we worked together to identify what could have happened at each stage. This not only would have helped guide students through the process, but may have helped them document their journey as well.
Look, listen, and learn:
– Watch Caine’s Arcade for inspiration.
– Identify a target audience.
– Identify the task.
Ask a ton of questions:
– What is a Fun Fair game? What are some examples?
– What materials do I have available?
– What are the different simple machines? How will I use them?
– How will my target audience impact the game I make?
Understand the process or problem:
– Research the different simple machines.
– Identify how these could be used in a game.
– Develop an understanding of what makes an engaging fun fair game.
– Design a fun fair game.
– Explain how simple machines will be used in this game.
– Identify what materials/supplies will be needed to build this game.
Create a prototype:
– Seek out the needed materials.
– Start building the game.
– Adjust the plan as necessary.
Highlight and fix:
– Identify what parts are working, and what needs adjusting.
– Solve problems using ingenuity (creative thinking, cleverness, new ideas).
Launch to an audience:
– Share game with the target audience at the Grade 5 Fun Fair.
While it is incredibly detailed, the one drawback to this cycle in my opinion is that the cycle goes in one direction. This tells me that one step will always follow the previous. Design thinking can be messy. I appreciate that in the MYP Design Cycle and the cycle my team created that the arrows go both ways.
Design Thinking in the Classroom
As I read through the content for this week, I pulled out a book that’s been sitting on my coffee table (neglected) for a long time – Design Thinking in the Classroom, by David Lee. In this book, he identifies five phases of design thinking:
In line with my previous comment, David Lee states that, “In this section [of the book] we go through the process in a linear fashion for clarity; however, there is no set progression in using these phases.” (Lee, 47)
Flipping through this book, I have quickly realized that a quick skim will not do it justice. There are a lot of great ideas within it that deserve a deeper read. One section that stood out to me was introduction to ideation.
David Lee writes that for ideation to occur, students need to use creativity and their imagination. He states that this can be a scary thought for a lot of students and teachers as they believe that creativity is something you either have or you don’t. He goes on to counteract this belief.
As I read through this section, I was reminded of this video. While we usually show this to our students during our How we express ourselves unit, I think it would be a nice link to this unit when asking our students to use ingenuity to solve problems.
It’s easy to look back on this unit and think about all the things we could have done differently. Although the use of a more detailed framework may have benefited our students through the process; overall, this unit was a success. Students engaged in design thinking (whether or not they can label the stages of this) and created some engaging Fun Fair games for their target audience.
And they had fun while they did it!
Last week, our school celebrated Climate Action Week. The events from Monday through Thursday were organized by the ISD Green Team. It was the intention of this team of students that this week coincided with the Fridays for Future march that was taking place in the city on Friday afternoon.
As an educator, I have always struggled with weeks like this – kindness week, spirit week, earth week, etc. While they encourage positive actions, I believe that it is our job to have discussions with students about how we ensure these actions continue in some way, even when these weeks are over. It was this very point led to a great discussion on Friday during our Grade 5 Gathering.(more…)
As I mentioned in my previous post, the more I dig into all of the resources focussing on “New Pedagogies for Deep Learning”, the more connections I am able to make to my own collaborative teaching and learning journey over the past four years.
Looking through Dr. Monica R. Martinez’s deep learning planning resources really struck a chord with me; specifically, phase 1 – Establishing a Vision.
Start with the Why
Back in the Fall of 2015, the Leadership team at my school shared their vision for the future of learning. Teachers would work collaboratively in a flexible learning space to develop a new model of education. I was excited and intrigued, so I put my name forward and was selected to be a member of this new team of five teachers. (Copied from previous post to provide context.)(more…)
Wow! I can’t believe we’re already at the end of the first course! It has been great working through this course as it’s forced me to take the time to reflect on my practice and really think about the reasoning behind why I do what I do. I have enjoyed reading through the posts of others and look forward to continuing on this journey in Course 2!
Increasing Student Agency
My teaching team has worked hard over the past few years to open up a lot of our units to allow for a lot more student voice, choice and ownership in their learning. Here are a few examples of this. We start the year with How We Express Ourselves, in which students explore the concept of originality as they work as an artist in a medium of their choice. In our Who We Are unit (with the central idea – transitions are a part of life), students engage in a guided inquiry looking at the physical, social, and emotional changes that children go through during puberty. They also have the chance to construct their own personal inquiry into an area of their choosing that relates to the central idea.
By opening up these units, we have seen huge growth in students’ engagement and in their approaches to learning. Students learn how to be good learners. They learn to manage their time and materials. They learn about goal setting and self-motivation. Arguably, the biggest benefit is the perseverance and resilience that begins to develop. So with all that said, the unit I have chosen to modify for this final project is one that we haven’t spent as much time working on, and doesn’t have as much choice for students. (more…)