#dtk12chat Archive
Please join us for a weekly conversation about design thinking in K12 education. We will have a variety of moderators with a wide range and depth of design thinking experiences. Each week, we will connect the dots to the design thinking methodology and how it can and will play a bigger role in today’s K12 educational arena.
Wednesday October 12, 2016
If any students are lurking out there make it a point to jump in on 2 great chats tonight. &
For the next hour, Nancy Sulla is at : creator of the Learner-Active, Technology-Infused Classroom … https://t.co/6IwAZ3irXl
Ali - tosa from CA. I handle it and ask for the input of others like my partner
hey Ali, welcome to tonight! That sounds like a great plan.
Hi ! Lots of iteration ;)
After missing last week, I am ready for tonight's fo sho. Evening, everyone!
On my way to a cohort in Oakland, so I'll have to lurk at the chat later tonight
Unfortunately recovering from super bad migraine (ER on Monday) so gotta c how long I last on screen. https://t.co/2oZF2lFCST
Welcome. I'm Lisa a Head of School for an Indy Catholic school w design focus in PIttsburgh PA. I like lists, partners and plans!
Good evening Jess, 8th grade ELA from SC. I like to talk through my obstacles with those in my life.
Bryan from Dayton, OH. Usually work at them way too long, then walk away from them, then come back with some crazy inspired idea.
hey hey.... how do you overcome obstacles?
talking things out is really helpful!
Hi, friends! I overcome obstacles by... either tucking my head down & plowing through, or asking friends for help. Usually both
Ugh! Sorry to hear that - I'm sure this won't be a crazy amount of text to read as fast as humanly possible. ;P
Hello . 4th & 5th grade classroom T & adjunct from Maine. I overcome obstacles by thinking for some time, planning possibilities.
The real question is how do obstacles overcome me? ;)
Yup! Same bat time, same bat night every week. :)
Always keep a notebook and pencil in the night stand for such occasions.
A1: Thought about this a lot when I read Dweck's book. I think fixed is an identification, growth is a relationship.
Finishing up my slide deck for & I talking & meaningful making tomorrow
A1: diff is in actions, find a problem, unable to move forward or have a prob. & find steps to solve https://t.co/8gjRqvxwEj
Never crazy fast on ;) https://t.co/XQpkEIZg84
Ugh! Sorry to hear that - I'm sure this won't be a crazy amount of text to read as fast as humanly possible. ;P
Yes! Except for me it's my phone b/c I'm too much of a geek. ;)
A1)Fixed = belief you can't change, mistakes mean you're bad. Growth = belief you're always improving, mistakes mean learning
Always at the grindstone, my friend!
A1: I like to think of a as a dynamic character & a as a static character
Yes! Definitely an active/passive thing going on there.
A1: I think that a fixed mindset doesn't leave itself room for growth
Q1b - (improv) what does a classroom embracing building a growth mindset in Ss look/sound/feel like?
"Mistakes mean learning." LOVE IT.
A1: When in a fixed mindset I feel stuck. When in a growth mindset I feel things are possible. https://t.co/oohSIoPcPX
A1: growth wants to find a way to succeed and change, while fixed stays stuck in the same pattern, not flourshing & changing
A1b:I think it looks like teachers posing many questions and also an inquiry based learning environment of Ss exploring topics
I think in growth classrooms the word yet is added to the end of a lot of sentences. https://t.co/qhSYmIINqm
Q1b - (improv) what does a classroom embracing building a growth mindset in Ss look/sound/feel like?
A1 Growth ms is seeing the potential of hard work & challenges. Fixed ms senses futility when 1st attempt to ovecome fails
A1b: Perhaps grades that are re-workable. Assignments that are only finished when the S stops or the term ends. Mastery-focused.
A1b: a classroom accepts failure, but uses it to drive the learning.
A1b) Questions flying, everyone trying new things, failing and helping each other. Different talents appreciated.
Great answers tribe - a classroom focused on building GM is a little loud, project based, nimble, students voice is present.
EXACTLY what I was going for but more succinct. Thank you!
growth is uncomfortable and stinks but fixed is familiar but dulling
A1) GM views mental ability/skills as grow-able (not fixed) to give Ss hope and motivation. https://t.co/V9uf9Mm6Ke
have you seen the article going around re: number/letter grades destroying growth mindset?
No, but I bet I could write it...
A2 Modeling growth mindset requires making thinking transparent. Show the mess, show the mistakes, show the effort req to revise.
A2: I think we can let the students do more. When they have questions turn it into a lesson and have them find the answers
growth mindset: be like a seed; you gotta be prepared to go through some manure
A2: Make mistakes. I make a mistake, laugh about it & then turn it into a teachable moment showing S's how to learn from it
A2) Be wrong a lot. :-D Set off the fire alarm, break stuff... then laugh and reflect. Having patiently amused admin helps...
A2: my MO that bugged some Ts: not being afraid to scrap/shift/redo an activity/lesson if it goes in an unhelpful direction
Too much of edu is highly polished. T share lessons they have mastered over the yrs, presenting exemplars that are cream of crop.
Love this answer yes on all accounts https://t.co/fsHWsne6Tw
A2) Be wrong a lot. :-D Set off the fire alarm, break stuff... then laugh and reflect. Having patiently amused admin helps...
A1) Fixed stays comfortable – Growth stays unsatisfied
A2: I think when we share thinking and model transparency we help foster a learning culture.
Srsly. We have "curriculum maps" but I can't keep same year-to-year!!
Yes, and honed over years and years of sameness, in some unfortunate instances. Experience is a double-edged sword...
Well said - we all know folks who always want more... maybe its not a bad thing! https://t.co/AEnNx8eo5K
A1) Fixed stays comfortable – Growth stays unsatisfied
= perfect example of growth-mindset admin :-)
wow unlearning can be HARD - what tips do you have?
I enjoy this process. It can also help to cultivate how to use digital tools for learning outside the classroom
Maps are also good to know where not to go. ;)
I try new things well outside my comfort zone. Solo hike for 5 days WCT. 55 days in a Muay Thai camp
Drum roll please... Q3: How does Design Thinking promote a growth mindset? Be specific as possible. https://t.co/zznGtd9taX
I think its mportant to get away from generalized responses. S's like it when we talk specifically to what they did
super awesome.. you are walking not just TALKING
Wow thats certainly adventurous!
A2) Laugh at your mistakes when you can but be honest about negative emotions when you can't.
A3: It can be hard for Ss to embrace "failure" and bouncing back from obstacles... DT helps with this naturally and build skills
A3: low res rapid prototyping. Process oriented and not product oriented. Reframing "mistakes"
A3 The iterative process - prototyping, gathering feedback, revising, etc sets the tone that work will take time, it'll be bumpy.
A3: For me DT is itself a mindset that starts from a place humility & optimism. Accept that the starting point doesn't define end
yes.. must help Ss understand its OK to be bumpy! You will support them.
A3) early hitting the there's-not-one-right-answer mentality. Exploring LOTS of ideas.
. You said: "Q3: How does Design Thinking promote a growth mindset? Be specific as possible… https://t.co/phBXnuKZfZ
Yes! Agree 100% https://t.co/Rsh7zdyEUM
Tchrs must be willing to let go of practices (unlearn) which no longer meet the needs of kids.
A T of mine used to say that + "...though there are plenty of wrong ones..." :)
A3: it promotes a growthmindset b/c it allows S's to reinvent what they were thinking & overcome obstacles
Yes ! And when you sit eye-to-eye with them and discuss their plans and progress! https://t.co/mFMgQqNrNd
I think its mportant to get away from generalized responses. S's like it when we talk specifically to what they did
Yes, and accept / acknowledge that the needs of kids change over time.
Specific design methods also really seem to help build growth mindset... especially the opp to build
A3: I think DT starts by having Ss create their own thoughts and q's and what thy want to learn about that gets the wheels turnin
Ela joining from Toronto instead of Cambridge today! Great Q's !
A3: if u know u r 'playing' & prototyping different solutions & can come back to it, takes away pressure.
there are subjectively bad ideas, & just objectively incorrect ideas. Having them isn't bad... digging in heels is!
A3) Design thinking requires participation and energy. Like all exercise this fosters growth.
A3 When Ss have time they have the freedom to attempt many solutions to a problem. Most systems don't provide that. 1 draft cycle
yes! unlike other Teaching and Learning approaches or defining a driving Q in PBL, Dt puts the Ss in charge
And we can model bumpy & how we get through it. https://t.co/mq7lY2TojV
yes.. must help Ss understand its OK to be bumpy! You will support them.
A2) at (Oct 9-11) my favorite talk included Growth Mindset for Ss, to improve self-image & effort. [1of2]
[2of2] at , “Understanding the Brain” to improve edu-Equity & “Access to STEM” by Kelly & Anne-Marie of
*Love* this, & modeling this as educators is our greatest contribution to their growth mindset. https://t.co/npkvsNL8Bg
A3: For me DT is itself a mindset that starts from a place humility & optimism. Accept that the starting point doesn't define end
a3: growth mindset is clearer when folks can see the specific skills they acquire. Wild West style inquiry... Not so much
Hey , btw, I'm doing a design dots activity at local workshop on Friday! Citing you :-)
Cool! Let me know which one you do and how it goes!! https://t.co/aPwdkAgmvF
Hey , btw, I'm doing a design dots activity at local workshop on Friday! Citing you :-)
Hi !!! Still inspired by meeting you this summer!
Q4: Lacking resilience and in turn GM can make a DT project/challenge.. what ideas do you have or use? https://t.co/Gmf0kuqYC8
it's the invent-to-solve-a-literary-conflict activity again. I love that one!
A3) maybe with DT some Ss will experience success (more than in other activities) that --> GM w better self-image, motivation,...
Do exciting to hear about the being used out in the world! ;) https://t.co/qUAgktacB7
it's the invent-to-solve-a-literary-conflict activity again. I love that one!
Sorry... not sure I get the Q... :/
A4: being able to talk S's through frustration or lack of effort & helping them find a way it works for them to overcome it
A4 When Ss find a felt need for their learning & can solve a real world problem they stick with it
Just came across this chat for the first time! This is great!
A4) Don't do stuff FOR kids... don't touch their computers, don't tie their knots or rip their tape. Learned helplessness sux
Not only is the Axis of Meaning a powerful mental model you can spin it off for merchandising. Band name?
Too funny! Apparently I birdwalked without even knowing it. ;) https://t.co/flmeFRwxC0
What?? I'm missing Ellen birdwalking?? :) Sorry can't chat tonight; polishing off some presentations for tomorrow. Chat soon!
meaning tends to be more or less indiv vs shared; also more or less literal vs metaphorical
so glad you found us... we are a 24x7 community and PLN
A4 give them challenges that are mountainous at first glance but when broken down can be managed
welcome! Thrilled to have you!
A3 not all kids are ready to think "big" everyday. Important to have manageable bite sized bits
A4. Work that involves passion and purpose goes a long way to self-motivate resilience. (thanks & )
what do you do when you receive negativity from Ss..
Bring in community members, authors, inventors who all failed countless times before succeeding. How did they learn? Persevere?
i think that role-model part is SO key.
Creating a safe space for taking risks and failing forward builds the skills Ss need to learn to persevere
A4: Action research helps They see time it takes 2 filter through the internet to find validity but are determined 2 find answers
it usually comes from somewhere else in life so we talk and see if outside factors are causing challenges.
Q5: What DT methods or strategies do you use to promote "failing fast" in your classes/school/org? https://t.co/laHj181CKU
Any Secondary Science Chem teachers out there?
When I see an author's edited draft filled w/ red it makes my T sprit jump. We all start from scratch
no band name will ever beat Broken Donut
thanks Nancy! it's still in need of some more reflection, but I think we're on to something
yes, designing activities with "manageable bite sized bits" is key teaching strategy to help Ss grow, and develop GM.
A4: improv, model, be transparent, reflect honestly, share 'failures.'
I am a fan of sticky notes and stacking when doing dt rather than big pieces of paper
A5 Look deep into the problem first often Ss want a solution but it ends up shallow. Knowing the problem leads to iteration.
A4. Having Ss reflect generatively—observations, principles, ideas to iterate their experiments (in writing, making, anything).
A4: That no-grade-is-final-until-you-stop thing. Combines intrinsic (work-value) w/ extrinsic (traditional grades)
A5 Fewer products. More frequent due dates/check ins/iterations. Assign fewer essays. Expect faster turn around.
yes! Glad you mentioned assessment
Ha! I might categorize that as bad design, though. ;)
It's the tail that wags a whole lot of our dog, for better or worse...
A5 My grades don't calculate until I have enough evidence to show trend; allows Ss to get critical fb w/ less stress
A5: improv, rapid prototyping, quick writes, word whips...
love this... you have it set up in your online grade book that way?
A5 We dont talk about failures. We talk about lessons learned and moving forward
A5: Time! Never give them as much time as they think they need. Keeps work fast, light, and re-doable
Aw man, that's just depressing... I hope they play darkwave
Yup. Put in each stdrd as assignment w due date of last day of Q; all others "exempt," look for pattern of achvmt
A5: Talk about the disposition we have towards trying/mistakes/success/ideas/feedback
A5: Model for the Ss and act on your feet and share your own successes and failures
A5) DT helps Ss Learn More from All Experiences (whether “success” or semi-failure) with GM https://t.co/8OG9M35yQ3
A6 We dont talk about failures. We talk about lessons learned and moving forward
This was supposed to be a6 not 5
grading 1st try is like being graded for your liscence 1st time behind a wheel
A6: Words of encouragement go a long way in the mind of a child!
What a fascinating approach! What, if any, *bugs* have there been to the method? Any Ss/Ps end up neg. surprised?
rarely; very rarely; and when it happens we talk evidence available; sometimes Ss have better evidence than have shared
Thanks to all for joining us tonight for
A6: i had Ss cr8ing personal logos 4 visit from Not sure how 2 do in 140characters. Aidan always gave up easily 1/2
A5: With our teacher innovation teams, we have them do a pre-mortem of their ideas.
We don't give grades... only narrative comments. Can just focus on learning.
*ducks thrown tomatoes*
SO true https://t.co/Jwel3zTwXR
A5: Model for the Ss and act on your feet and share your own successes and failures
EXCELLENT! I love multiple turn-ins for assignments and replacing grades instead of averaging :)
and I have started to see movement to standards based grading where we work for true mastery
hate averaging; it's inherently unfair
Thank you Lisa for spurring some great conversation and sharing :)
Thanks for letting me tag along I will be sire to join more often
YES. Please. This. Everywhere. https://t.co/43M5HqCPmu
We don't give grades... only narrative comments. Can just focus on learning.
*ducks thrown tomatoes*
Good ideas in tonight's chat for your innovation project!
yes, Luke Walton ( coach) is on TV "talking about lessons learned [in practice game] and moving forward."
Big to for swank mod skills on tonight!
Be sure to follow any new folks you meet on tonight's chat!
A5. I like having Ss evaluate and comment on their and other teams' work with the same rubric we Ts use.
Prototyping is a great provocation to engage in discussions with students and faculty about feedback and formative assessment
Agreed 10000000%. Why should I dock you points for coming a long way in your learning?
