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.
Evening #dtk12chat! Dan Ryder, design thinker, educator & improviser from western Maine, looking forward to talkin Designing for Real Life Learning w @learn21tech#designthinking
Hey #dtk12chat Lisa here - I’ll be your moderator tonight. We’re talking about real-world learning. I just came from an event to honor real-world learning at our school. Please introduce yourself and share a “real-world” learning experience from your past.
Hey #dtk12chat Lisa here - I’ll be your moderator tonight. We’re talking about real-world learning. I just came from an event to honor real-world learning at our school. Please introduce yourself and share a “real-world” learning experience from your past.
Hey #dtk12chat folks, can you recommend any awesome #designthinking pd available over the summer for three high school teachers with a working knowledge of DT? Please share your suggestions! :)
My most memorable RWL moment was in college... I took a honors logic class and we had class at a different ethic restaurant each week where we interviewed the immigrant owners about their story and then debated issues correlated to their stories. #dtk12chat
Dan Ryder, Education Director of the Success & Innovation Center at Mt Blue Campus in Farmington, ME #SICMBC; my fave real world learning was the Tele-Vote govt stuides project my senior year of high school as we attempted to get vote-by-phone piloted in Maine #dtk12chat
Hey #dtk12chat Lisa here - I’ll be your moderator tonight. We’re talking about real-world learning. I just came from an event to honor real-world learning at our school. Please introduce yourself and share a “real-world” learning experience from your past.
4th & 5th grade school teacher and Dean of Professional Growth in Portland, Maine. Many real world experiences in school but one I am grateful for was learning how to fill out a tax form with supporting docs. #dtk12chat
My most memorable RWL moment was in college... I took a honors logic class and we had class at a different ethic restaurant each week where we interviewed the immigrant owners about their story and then debated issues correlated to their stories. #dtk12chat
A1 Real world learning is rooted in the students lived experience. It is relevant to their lives and challenges them to strengthen their habits of mind (communication, synthesis, collaboration, etc) along with content knowledge. Playful exploration and academic rigor. #dtk12chat
My summer trips often have learning experiences. 3 weeks in an Atlin, BC art camp to learn about goldmining, glaciers, and immigration... hiking the WCT trail to experience voyageurs backpacking & shipwrecks... I bring all that back 2 class #dtk12chat
A1 For my money, "real world learning" means the things happening in the classroom are having a legit impact on the world beyond the classroom; it may be experiential & happening off campus or it may push out into lasting impact beyond #dtk12chat#designthinking#deeperlearning
Hey now! Science fair projects can be fantastic authentic research & demonstration! I believe you meant to say, otherwise it's just a dumpster project #dtk12chat#intentionthebook
Missing my #dtk12chat friends much. I'm head-down in a project that I did not anticipate with a deadline that makes me want to ugly cry. I'd rather be with you. Enjoy.
#dtk12chat TOSA Paula here from San Diego. A "real-world learning experience" from my past was having to change the fuel pump on my '61 Bel Air at dusk while in my clown costume in a strange neighborhood.
We have /5th gr Ss working with an intl company to solve an actual prob they are facing. Industry experts, field trips, real research... #dtk12chat#mpowerDMUSD
Totally just jumping in briefly because this sparked a thought for me: are we designing parallel experiences or embedded? When we say ‘real-world’ do we mean walled-garden imitations? Or real field work? #dtk12chat
A1 Real world learning is rooted in the students lived experience. It is relevant to their lives and challenges them to strengthen their habits of mind (communication, synthesis, collaboration, etc) along with content knowledge. Playful exploration and academic rigor. #dtk12chat
When focused on writing, for example, HMW incorporate more digital platforms into S work? HMW explore texting, emails, and blogging as specific genre studies? These are the landscape of our learners. We can connect content to these experiences and Ss see relevancy. #dtk12chat
And that's an excellent Q; I see value in both -- for me, if we have conversations about the limitations of the experience they are having, if we don't try to conceal the layers of artifice, each can work #dtk12chat#revealthemanbehindthecurtain
(For clarity’s sake, I believe there is absolutely a role for both and I don’t intend for there to be any value in either direction associated with either side of the coin. Just thinking about the shadow opportunities of each) #dtk12chat
A1- There is interaction but the authenticity of that interaction is limited by the risk (social, political, economic) that ´authentic' school experiences allow. In some respects, it is sophisticated role play or simulation. #dtk12chat
yes, "Real world learning is rooted in the students lived experience. It is relevant to their lives" for WHAT, and for HOW, "Playful exploration and academic rigor." :<) for #dtk12chat
#dtk12chat HoS #bragchat - these are our Ss showing how outcomes of RWL look.. this was a design thinking project that lasted 6 months focused on an opportunity to innovate or solve a problem at their internship site.
and I love that you've been able to establish the systems & structures that can make that a reality in your school; it's one of those "the leadership needs to remove the barriers" for that high-end learning experience to happen #dtk12chat
A2 RWL in the classroom is hopefully given plenty of time and embraces the iterative process. In doing so Ss are learning to fail forward, to reflect and revise, to lean into discomfort, to collaborate, and to dismantle in order to rebuild. #dtk12chat
Hey! I'm John, a student from Stanford, and when I leave the Stanford bubble and enter the real world, I learned that so many people don't understand the power of design and so many decisions are made without actually consulting users #dtk12chat
A2 When we provide students real world learning experiences within the safety nets of a school environment, we can challenge them to take more mitigated risks bc we can help them if things go awry -- support them in their struggles #dtk12chat#tenfingersnotumbilicalcords
A2: RWL helps Ss take static academic content and apply it in meaningful, relevant ways so they built confidence to aspire to college and careers - especially for traditionally marginalized IMO #dtk12chat
A2 RWL in the classroom is hopefully given plenty of time and embraces the iterative process. In doing so Ss are learning to fail forward, to reflect and revise, to lean into discomfort, to collaborate, and to dismantle in order to rebuild. #dtk12chat
A2 So much of learning inside the classroom can feel not relevant to the real world, but getting out of the school environment really shows kids how the information is a applicable #dtk12chat
This is a big deal. If we’re gonna be real about ‘real-world learning,’ we’ve gotta talk about the active role of leaders in creating access, opportunity, and equity for learners. It’s not accidental or serendipitous! #dtk12chat
A1+A2) Ts can use wide scope of #DesignThinking (used for almost all we do in life) to build bridges from S’s past life-experiences into school, AND from school into their future life-experiences, https://t.co/6xBxsOgTYK#dtk12chat
A3 The world is a team sport. Classrooms of the past rewarded individual success but we know that must change. The world outside of school is connected & collaborative. DT embraces user interface, exploration of ideas, iterations, and collaboration. #dtk12chat#edchat
I follow some game designers who also game out public emergencies & responses. Is there an acceptable continuum of authentic or is that suggestion offensive to the mantra? #dtk12chat
In reply to
@WickedDecent, @classroom_tech, @Learn21Tech
A3: Design thinking is a lens to see the world through. By teaching it, students perceive the world in a different way, with greater empathy. Design thinking also helps teach kids what to do with what they learn from the real world #dtk12chat
yes, "active role of leaders in creating access, opportunity, and equity for learners" will help motivate more Ss (with wider diversity) to "go for it" and, because principles of DT will help them succeed, so they'll have success-experiences in solving problems. #dtk12chat
In reply to
@classroom_tech, @WickedDecent, @Learn21Tech
#dtk12chat A3) Authentic Design Thinking is RWL. Having empathy, identifying needs, solving complex problems, revising after testing, and collaborating + adapting in & out between the components are critical life skills.
A3- if approaches to DT explore and allow for the voices & equitable involvement of traditionally disenfranchised & the oppressed, then it has potential. Otherwise, it is psuedo involvement, enforcing parity not equity. #dtk12chat#socialjustice
yes, "The world is a team sport, ... connected & collaborative." Teamwork is encouraged by DT activities (i.e. it happens for Ss, they DO it), and is supported by DT principles. #dtk12chat
#dtk12chat A3) Authentic Design Thinking is RWL. Having empathy, identifying needs, solving complex problems, revising after testing, and collaborating + adapting in & out between the components are critical life skills.
In my experience, DT is such a different style of learning than worksheets that when kids get the opportunity to engage with other students and people from the real world they really engage with it #dtk12chat
I’ve had that experience with Ss but also Ss who say “we aren’t learning anything” because it doesn’t look like what they are used to experiencing in schools. #dtk12chat
A4 One of our efforts in the fall was to collaborate with the local @UnitedWay chapter & connect with their affiliated partners of non-profits; allowed Ss to see what it's like to empathize w a service provider & w a user #dtk12chat#twotierusercake
A4: We are building industry partnerships by getting outside our edu bubble; attending other industry events & inviting them in. Showing what our Ss are doing already helps. #dtk12chat
yes, when DT is used well, it will "explore" possibilities, and "allow for the voices & equitable involvement of traditionally disenfranchised & oppressed," providing opportunities for Ss who often don't become involved in other kinds of school activities. #dtk12chat
A4: partnerships can take RWL and turn it into an authentic project by identifying real “clients” Ss can design with to solve problems, innovate, reach new markets etc #dtk12chat
Is it possible that idea is reflective of priveledge? There is much in the world to suggest that there is Balkanization, tribalization and institutionalized discrimination that ensures only certain people get to play on the field. #dtk12chat
I'm not a professional educator, but DT isn't fact based, like math or history classes, so making ties to things like Physical Education classes and working out a muscle might help. It's easier with younger kids who get a lot of emotional kinds of training. #dtk12chat
Lisa (and others) - How do you persuade "Ss who say 'we aren’t learning anything' because [it's different than typical school activities]" that they are learning valuable real-life skills? #dtk12chat
Awesome! I’m sure they’ll love it. We’re off to Mitchell Intl tomorrow to fact find for our problem of how to ensure car safety after a crash #dtk12chat
In reply to
@Learn21Tech, @pghtech, @Uber, @Google
It went okay; it's extra difficult to teach students how to work with community partners while also introducing them to DT while also keeping them just plain motivated to come to school each day and invest #dtk12chat#DTisntadonedeal#PBLisntapanacea
Yes and we need to do the work to break these systemic inequities. My hope is that RWL experience grow a new breed of young activists that fight systemic oppression and kyriarchy. #dtk12chat
One thing that some teachers have done is give us frameworks like 2 by 2s that we have to turn in and writing essays about what we learn. They try to ground it in activities that line up with things we've seen before and give them a kind of assessment. #dtk12chat
yes, "tribalization and institutionalized discrimination" can function as gatekeepers (intentional or not) to determine who plays the game, and who improves their life-skills. #dtk12chat
A4: Our 6th grade did a DT project through a service & leading class. They served at various organizations, conducted empathy interviews w/ their leaders, & presented prototypes to the orgs. Just a start but great work. Started w/ collaborative planning a/ teachers. #dtk12chat
We did a huge simulation challenge for a week. So far all seem engaged. After tomorrow, they can start self-selecting their level of involvement. DT Problem solver, PR team, project management, etc #dtk12chat
Great idea @CreativeWotown send students, faculty & the community a message that creative minds don’t stop when the bell rings. Creativity is a way of being. It’s a way of experiencing the world around us. Challenge accepted:) #K12artchat#dtk12chat#ohedchat#edchat
We definitely had good things come of it, but it was far from idyllic; trying a different approach this time around -- prototyping w full awareness of empathy-empty design; use the 1st iteration as the conversation starter for deep empathy #dtk12chat#haveyouempathizedyet
A5: Depends on their def of rigor. Is rigor memorizing facts and algorithms for a test? Or breaking thru barriers to solve complex/volatile problems #dtk12chat
yes, "frameworks like 2 by 2s ... and writing essays about what we learn" can help Ss LEARN MORE from their experiences. And "grounding it in activities that line up with things we've seen before" can help Ss transfer skills from life to school and back into life. #dtk12chat
#dtk12chat A5) It all depends on your definition of rigor. Just because RWL doesn't feel like 'work' doesn't mean it's not challenging. Hey, Rigorous Whimsy sure sounds familiar...😜
Most of the public ties “rigor” to test scores and how many APs a school offers... if more schools shift to RWL which is the antithesis of these variables perhaps the perception would change #dtk12chat
Most of twitterverse edu is all unicorns and rainbows. It doesn't often share the authentic struggles teachers experience. Some days, it is just about mucking out #dtk12chat
In reply to
@Learn21Tech, @WickedDecent, @UnitedWay
Craig - this is so important especially when we factor in equity. Many Ss are asked to leave their life experience at that door or told their life is literally worth less... #dtk12chat
That’s where we luck out being K-6. Doing W.I.T has a yearlong entrepreneurial program for teens and provides UC college credit. Maybe those types of opp will help show rigor #dtk12chat@doingWIT
A5) we should creatively combine the special benefits of "traditional learning" plus "real world learning" in eclectic combos, because both are valuable, with Ts and Ss thinking both-AND instead of either-OR. #dtk12chat
We include learning objectives and standards in our DT project descriptions. We blog about projects. Document process visibly. Invite parents in. #dtk12chat
Q5: I think incorporating traditional assignments & content instruction alongside of DT typically works satisfies both camps but also ensures RWL & content mastery. The DT hooks the students & they see the connection of WHY they need the content. #dtk12chat
My concern is that the experts in the real world have a wide body of knowledge (facts, concepts, vocabulary, experience) and a broader, well developed schéma that facilitates creative connections. Inquiry may be a disadvantage to some students. #dtk12chat
wow, it's sad if Ss feel they "are asked to leave their life experience at that door or [especially] told their life is literally worth less." Most Ts don't want to do this, but Ts need IDEAS (and motivations) for how to help more Ss more effectively. #dtk12chat
Our Ss are so excited about sharing their work. When a Ss tells P they are partnering w/4th yr med students to adapt body systems for climate change, its powerful. #dtk12chat
Well, if an Indigeneous student way of knowing and naming the world involves traditional teachings, by protocol, they have to leave it at the door. What we see in a classroom is them negotiating a way of knowing, not their full experience #dtk12chat
A6: That is such a tough question. If we knew, we'd have an assessment for it. I see it as more of an internal thing of having made a real connection with someone. Even if the idea doesn't become a reality, knowing that they can help people is key to accepting DT #dtk12chat
this -- "Our Ss are so excited about sharing their work. When a Ss tells P..." -- is very motivating for Ss, can help Ss (+ Ps) in many ways, with their attitudes toward school & self, in addition to learning life-useful skills. #dtk12chat
