#bcedchat Thinking of y'all...won't be able to make it - late for dinner & relaxing with the family... Thinking of design thinking, core comps, s&el, student-led conferences focused on process, etc... Miss you!
A shift in format for #bcedchat tonight... Questions will be posted as two threaded tweets. For example, you'll see Q1 and Q1. Generally, the first tweet is info about DESIGN THINKING, the 2nd tweet is the question. (We might have exceeded 280 characters tonight).
Ian - principalingon the pacific (+10 degrees C today!!) loving the impact that Design a Thinking has had on both myself and my learners! Powerful mindset framework....and in the news: both pro: https://t.co/ug3lUCQkAi
And doubter: https://t.co/aqElKaipk7#bcedchat
Q1: Design Thinking has been getting a lot of attention, especially as it connects to the ADST curriculum. What makes Design Thinking powerful is that it provides a rich problem solving framework that is focussed on falling in love with the problem #bcedchat
Q1: Design Thinking has been getting a lot of attention, especially as it connects to the ADST curriculum. What makes Design Thinking powerful is that it provides a rich problem solving framework that is focussed on falling in love with the problem #bcedchat
Q1(2): Let’s start with questions or comments you have about any part of Design Thinking. Also-- pls have a drawing app or Pen and paper ready for later! #bcedchat
Q1(2): Let’s start with questions or comments you have about any part of Design Thinking. Also-- pls have a drawing app or Pen and paper ready for later! #bcedchat
Hi. I am a blended learning teacher with Grades 4-7 students. I’m interested in learning about the process of design thinking I terms of coding, hands-on building and investigating local and global issues #bcedchat
Q1(2): Let’s start with questions or comments you have about any part of Design Thinking. Also-- pls have a drawing app or Pen and paper ready for later! #bcedchat
A1 As a steam teacher in secondary, design thinking seems to be my norm. I love when Ss take a topic from class and use it in a way they love. #bcedchat
Q1: Design Thinking has been getting a lot of attention, especially as it connects to the ADST curriculum. What makes Design Thinking powerful is that it provides a rich problem solving framework that is focussed on falling in love with the problem #bcedchat
A1 - I’ve been using the design process for a variety of recipe design opportunities. My question is how do you design authentic opportunities for students to explore and discover on their own? #bcedchat
A1:My ss are young so we do a lot of tinkering and playing around with ideas. We try things out first and then change it. Don't do the empathize, define, ideate, prototype, test. It is sort of all melded together. Lots of hands on. #bcedchat
Q1: Design Thinking has been getting a lot of attention, especially as it connects to the ADST curriculum. What makes Design Thinking powerful is that it provides a rich problem solving framework that is focussed on falling in love with the problem #bcedchat
Q2: Let’s land on a sample challenge. We will walk through the Pillars of Design Thinking, and work on a sample challenge. Often a Design Challenge revolves around making or improving a *thing* (build a better mousetrap) #bcedchat
Q2(2):Tonight, we are going to use it to solve a challenge-- suggested by one of you. Suggestions? Anything from “How do I get my students excited about math?” to “I’d like to launch an Inquiry project, not sure how to start” Go! #bcedchat
Q2: Let’s land on a sample challenge. We will walk through the Pillars of Design Thinking, and work on a sample challenge. Often a Design Challenge revolves around making or improving a *thing* (build a better mousetrap) #bcedchat
Q2(2):Tonight, we are going to use it to solve a challenge-- suggested by one of you. Suggestions? Anything from “How do I get my students excited about math?” to “I’d like to launch an Inquiry project, not sure how to start” Go! #bcedchat
That's a great place to start! When you bring in the Empathy, you then have a real-world challenge that Ss care about deeply. Expand the process when they are ready!! #bcedchat
For me it started as an ADST framework and quickly invade each subject area to personalize how learners could focus n learning and sharing what they learned (though often they wished to skip some steps and get right to creation...)
#bcedchat
Their empathy comes from working together in a play situation on a design problem they want to solve. Tomorrow they are redesigning the classroom to provide more room for maker space activities, including where to put the stuff you use. #bcedchat
Q3: Design Thinking is based on five pillars. Each one discussed in the next 5 #bcedchat questions. Pillar #1 is Empathy. What are meaningful ways to embrace the concept of empathy for your learners, in ways that don’t just attach to sympathy or lack of privilege? #bcedchat
Q3: Design Thinking is based on five pillars. Each one discussed in the next 5 #bcedchat questions. Pillar #1 is Empathy. What are meaningful ways to embrace the concept of empathy for your learners, in ways that don’t just attach to sympathy or lack of privilege? #bcedchat
Q3(2): For our play along challenge tonight, @MightyMsT How can educators inspire students to pursue their interests and passions through passion projects? Who is the empathetic focus of this challenge? #bcedchat
Science, math and applied skills seem to be where DT has shown up the most so far, but I think it is beginning to show it's power as a process for thinking about the humanities and social issues too #bcedchat
Q3(2): For our play along challenge tonight, @MightyMsT How can educators inspire students to pursue their interests and passions through passion projects? Who is the empathetic focus of this challenge? #bcedchat
Exactly! I have used DT in my job @#sd79learn for all manner of problem solving opportunities! Everything from Student Council projects to Custodial challenges! #bcedchat
My ss are 21st century kids. I have found it to be the best and easiest way for them to get excited about learning. And surprisingly their ideas fit in with the learning standards and ccs for their grade! #bcedchat
A3 as a Prof Engineer, Design & Problem solving are interconnected. My 1st sem of Physics gave me the ablity to break up a problem into parts that can be solved. #bcedchat
Q4: DT Pillar #2 is Define. This is the opportunity to dig more deeply into the problem through the empathetic lens you established in Pillar 1. Often in this stage participants create a Point Of View statement. #bcedchat
Q4(2): To keep focus on the end user create a POV statement. Care to DT-MadLib? User ________[(descriptive)] needs [need ________(verb)] because [insight________(compelling) Note that we are still talking about the problem, NOT the solution (yet) Post your POV!! #bcedchat
Q4: DT Pillar #2 is Define. This is the opportunity to dig more deeply into the problem through the empathetic lens you established in Pillar 1. Often in this stage participants create a Point Of View statement. #bcedchat
A4: Here is a sample POV: “Lisa, a passionate but random abstract educator, needs a way to ensure she asks interesting and engaging questions because she wants her Twitter #bcedchat to be successful”
Q4(2): To keep focus on the end user create a POV statement. Care to DT-MadLib? User ________[(descriptive)] needs [need ________(verb)] because [insight________(compelling) Note that we are still talking about the problem, NOT the solution (yet) Post your POV!! #bcedchat
A3 - If we are identifying the group that this design process is geared towards, it’s the educators looking to use passion projects within their classrooms. How can we design a process to make passion projects less daunting? #bcedchat
It’s 2019 so every kid we work with (okay - almost all) were born in 21st century - how time flies! And most don’t know a time without portable technology, so keeping it out of classrooms can be confusing....oops, wrong topic! #bcedchat
In reply to
@stellafleming23, @rilmcknight, @LisaRead
A4 My design usually is compelled by a big problem nobody seems to want to fix. I developed one of the 1st MOOC so Ss can earn BA >$5k books & test fees in 60+ majors from Several State Colleges #bcedchat
A3: I’ve enjoyed doing interviews with others to build empathy. Finding out where they’re at, how they feel, their feelings of strength within systems, their issues with systems. #bcedchat
Back to @MightyMsT question: A POV statement might be "My class of young engaged learners need inspiration and guidance so they can embrace a meaningful passion project" #bcedchat
A4: Here is a sample POV: “Lisa, a passionate but random abstract educator, needs a way to ensure she asks interesting and engaging questions because she wants her Twitter #bcedchat to be successful”
I agree but over the last five years there has been a change in the ss. Less reliant on the teacher for ideas - more about give me the space, encourage me and I will fly. Older grades may still feel the need to be spoon fed. My ss only know the new curriculum. #bcedchat
Q5: Pillar #3 Ideate. The most fun and most creative stage of the DT process. This is the rapid fire round, where creativity pours out full force. My fave way to organize this is to have participants working in groups of 4 to 8 and to do 8 rounds of 45 seconds each #bcedchat
Q5: Pillar #3 Ideate. The most fun and most creative stage of the DT process. This is the rapid fire round, where creativity pours out full force. My fave way to organize this is to have participants working in groups of 4 to 8 and to do 8 rounds of 45 seconds each #bcedchat
A3 When first starting my class with #designthinking I like to use examples that @CarrieAntoniazz taught through @ScienceWorldTR I find warming up with several short activities like What's on the Plate, get my Ss used to the format and build their initial skills #bcedchat
We need to allow students to lead where their heart desires. I always live by the phrase of yes if a student asks me can we....I leave room and opportunities for Ss to follow their personal learning. #bcedchat
This is an old sketch but I feel like the arrows encapsulate the ideate phase of DT well... always changing, new ideas formed as the process goes on, all unique and promising in their own ways. #bcedchat
Q6: Pillar #4 Prototype This is the round we start to build out a solution to our challenge. It will be a solution you came up with in the Ideation round, or a combination of ideas. Prototypes don’t have to be robots made of cardboard or scaled down flying cars #bcedchat,
I’ve found it interesting working with some students who don’t have empathy - caring only about self - and opening up a world of seeing issues/questions/topics from different lenses. Can’t be just about me. #bcedchat
Especially when they hear their experience isn't a universally shared perspective. When they listen to how something impacts someone else, they pause. #bcedchat
Q6: Pillar #4 Prototype This is the round we start to build out a solution to our challenge. It will be a solution you came up with in the Ideation round, or a combination of ideas. Prototypes don’t have to be robots made of cardboard or scaled down flying cars #bcedchat,
We have spent so much time modelling and using tech properly that it isnt an issue for me. Also when students love what they are doing, there are less issues. Let them lead the learning based on their interests. I can make all most everything fit into our classes. #bcedchat
I actually find the first two stages of DT to fit more naturally within the humanities. My next step is to focus more on steps 3-5 in these areas, while focusing more on the first two steps in ADST. #bcedchat
In reply to
@rilmcknight, @jfprovencher27, @LisaRead
Eh, I somewhat disagree. I find inquiry to be questioning and digging into something, not necessarily to solve a problem, but to learn. Inquiry can be on a topic. DT is specific to user-based problem solving and is about the person and their experience. #bcedchat
Q7: Pillar #5 Test and Reflect. Throughout the entire DT process, at any time users are encouraged to go back to a previous stage and revisit that pillar to better flesh out the needs or challenges of the end user. Not quite the same as “Back to the drawing board” #bcedchat
Q7(2): Rather, it’s like going back to that end table you are refinishing and sanding a little, then adding another layer of varnish. Recursion is an integral part of the DT Process. But as I like to say, “To understand recursion, one must first understand recursion.” #bcedchat
Q7(3): Reflect on a solution to our challenge and offer that Twitter friend a comment or reflection on their model or idea. Alternately, tell us why you think feedback and reflection is important in the DT process #bcedchat
That can be an issue. I let them pick big and them we slowly work it down to the managable size and to the true desire they https://t.co/8w3YFAp0Ad takes time and you being there to guide. #bcedchat
Q7: Pillar #5 Test and Reflect. Throughout the entire DT process, at any time users are encouraged to go back to a previous stage and revisit that pillar to better flesh out the needs or challenges of the end user. Not quite the same as “Back to the drawing board” #bcedchat
Q7(2): Rather, it’s like going back to that end table you are refinishing and sanding a little, then adding another layer of varnish. Recursion is an integral part of the DT Process. But as I like to say, “To understand recursion, one must first understand recursion.” #bcedchat
Q7(3): Reflect on a solution to our challenge and offer that Twitter friend a comment or reflection on their model or idea. Alternately, tell us why you think feedback and reflection is important in the DT process #bcedchat
Hi Carrie-- I know, it was a LOT tonight -- Here was the Q from @MightyMsT "A2 - How can educators inspire students to pursue their interests and passions through passion projects? #bcedchat"
Q8: The Test and Reflect stage is very rich, and works great if you have participants divided into 6 or 7 groups, allowing groups to share, receive feedback, alter prototypes, re-share with a new group and repeat. #bcedchat
Q8(2) A final share out to the whole big group is especially rewarding when all groups started with the same challenge, because depending on where each group landed with their empathetic focus, the solutions are often varied and wildly different. #bcedchat
A6: Prototypes in Foods classes are typically the recipes the students have planned and then prepared. Often students reflect on their delicious creations and offer changes/edit they would make for the next time they prepare their recipe. #bcedchat
I always tell my students that the process is more important than the product. That is why the work to get to the answer in math is worth more than the answer itself. #bcedchat
I’m just sitting back and loving the thinking being shared tonight! Fills my heart to see Design Thinking being seen as a useful tool (especially with Project Based Learning) to personalize the learning (and showing the learning) process #bcedchat
In reply to
@CarrieAntoniazz, @LisaRead, @MightyMsT
Q8: The Test and Reflect stage is very rich, and works great if you have participants divided into 6 or 7 groups, allowing groups to share, receive feedback, alter prototypes, re-share with a new group and repeat. #bcedchat
A6: Prototypes in Foods classes are typically the recipes the students have planned and then prepared. Often students reflect on their delicious creations and offer changes/edit they would make for the next time they prepare their recipe. #bcedchat
Q8(2) A final share out to the whole big group is especially rewarding when all groups started with the same challenge, because depending on where each group landed with their empathetic focus, the solutions are often varied and wildly different. #bcedchat
Good strategy! In foods there are lots of areas to explore and helping students to make it a more manageable endeavor is something I hope to explore more this year. #bcedchat
Im not understanding your comments. I came into this chat late so still trying to catch up to conversations of thinking. Please explain where youre headed #bcedchat
Orginal projects are rare, and have been the first design only to not get credit even if I'm 2 yrs before My MOOC was 2yr before Coursera by they got the disrupt LOL #bcedchat
I love design thinking - it really is at the base of so much I did in my classroom - Not just in math and Science, but in languages as well. I love how excited students got about writing when I replaced "draft"with prototype! #bcedchat
Please take a look at this whole #bcedchat@bcedchat and see the questions if you want to give #designthinking a go, this will get you a start! Thanks so much for hanging out with me-- I have some resource links coming next!
A8 I think i have learn a lot, i can move from an inquiry process to a design thinking model quickly, creating challenges for my students to solve #bcedchat
Thank you guest mod @LisaRead and thank you for joining #bcedchat tonight! Don’t forget about @EdCampBCCC next week on Saturday, Jan. 19th in Richmond followed up by @bcedchat Live Event in Stevenston. Sign up and we hope to see you. https://t.co/b92Ew1W4Ur
Please take a look at this whole #bcedchat@bcedchat and see the questions if you want to give #designthinking a go, this will get you a start! Thanks so much for hanging out with me-- I have some resource links coming next!
Thank you guest mod @LisaRead and thank you for joining #bcedchat tonight! Don’t forget about @EdCampBCCC next week on Saturday, Jan. 19th in Richmond followed up by @bcedchat Live Event in Stevenston. Sign up and we hope to see you. https://t.co/b92Ew1W4Ur
Please join #bcedchat next week on Sunday, January 20th at 7pm PST for our topic Core Competencies EdCamp with guest-mods @jnovakowski38 and @carrieantoniazz.
We all need to remember that math and science are not stand alone classes. Every single thing we work on has a cross curricular aspect and we need to pursue those more. Just my thoughts...#bcedchat
In reply to
@CarrieAntoniazz, @technolandy, @LisaRead, @MightyMsT
