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.
A0. Matt "blow it apart and try to piece it back together" Criscuolo, and I'm grateful that people in my life tolerate things getting broken and put back together #dtk12chat
A1 #dtk12chat What led me here was the need of a job. Why I came to stay? 'Nother story, something to do with creative freedom, discovery of my own learning habits, and risk (taking and avoiding.
realized sci ed was right for me after first year; was right because I still got to do science, but got to share love of it with others, inspire others; I wanted everyone to love science as much as I do #dtk12chat
No… I was teaching my dolls when I was a toddler. But maybe my 7th grade Spanish teacher gave me the vision of the type of teacher I’d be, and my 10th grade Comp Lit teacher showed me how awesome learning could be. #dtk12chat
I had the opportunity 2 years into my career to take on development of curriculum in a self-design humanities class. What I cobbled together over the years is in line with any "creativity/Design" curricula out there. #dtk12chat
A2: I loved my job as a PsyOp Specialist in the Army, and could have stayed there and loved it. If I could have a new job now, I’d love to consult w/companies on culture & org change..or be a professional koala cuddler... #dtk12chat
A1: I decided to become an educator because of my desire to learn. I believe teachers are constantly learning and adapting. I wanted to take my passion into the classroom to students. #dtk12chat
oh yeah! Just got back from state science conference where I organized our first ever K-5 share-a-thon and presented on 1st draft of new sci standards #dtk12chat
Q3 Prototyping is one of the steps of the #designthinking process. Please give your definition of prototyping? How do you explain prototypingto students? #dtk12chat#dtk12chat
A3. What a nuanced word -- for me prototyping is about taking the abstract in your head and making it concrete. How can we make an experience as real as possible for someone despite all our constraints #dtk12chat
A3: Prototyping is a test version of a solution to a problem; I tell students it's a model of the thing we are making; that scientists & engineering make prototypes to see if things work before spending lots of time and $ #dtk12chat
Prototyping is the process of creating the physical beginning stages of a product! I would explain it to students as a smaller/early stage example of their finished product. Something to hold and manipulate #dtk12chat
Q3 Prototyping is one of the steps of the #designthinking process. Please give your definition of prototyping? How do you explain prototypingto students? #dtk12chat#dtk12chat
Yeah, we usually end up doing roleplays as students are protoyping in the social impact space where programs and events are way more common than actual objects #dtk12chat
Whats interesting is that many ppl see "physical" and equate it to making something, like a product, but sometimes it's a pitch or an essay etc. We need to be careful not to restrict ideas #dtk12chat
In reply to
@GHSTEAMchic, @TheRealJamCam, @MattCriscuolo
#dtk12chat
A0: Marylu, substitute teacher, thankful for the life I currently have
A1: was able to provide the help others needed (in math)
A2: If I wasn't an educator I would be working with foster youth students. This is a community of students that need motivation and leaders
I see that a LOT! Have you tried timing them on the prototype? 10 minutes on draft 1 does not allow for perfection... also had one teacher tell Ss to make the worst prototype ever so they could explore and play #dtk12chat
Depends on the students... we are K-6 so the littles need some guidance sometimes. So do the older ones, sometimes. Othertimes, it's hands off and a shrug of the shoulders when asked. #dtk12chat
In reply to
@TheRealJamCam, @GHSTEAMchic, @MattCriscuolo
Very much an open question rn. Spent some time today working on a "my first prototype" sheet/experience and suggesting gets prescriptive real quick. Which gets in the way of those personal growth moments #dtk12chat
In reply to
@TheRealJamCam, @LSpencerEdD, @GHSTEAMchic
Experimenting is huge! I've found it difficult to bake the serendipity and spontaneity into experiments (chemical background) while meeting other requirements #dtk12chat
This year I started doing paper prototypes - just to get picture out and something to show and reflect on/get feedback on. It's been super effective and helps them think through issues #dtk12chat
In reply to
@LSpencerEdD, @TheRealJamCam, @SarahKjellsen
A4: I feel like through my college career there have been plenty of papers that required a lot of prototyping for the final product was good to go haha. #dtk12chat
Q5 How did you get through these prototyping (failup) moments? Did you get side tracked for an extended time or did you bounce back quickly? #dtk12chat#dtk12chat
Yes. We have done whiteboard prototypes with adults to show simple option. 1st graders did one with only index cards and masking tape. It doesn't require maker spaces. #dtk12chat
In reply to
@GHSTEAMchic, @TheRealJamCam, @SarahKjellsen
A5: You fail, and you try again until something new happens. If that doesn't work you try again until you succeed. It's difficult, but not impossible #dtk12chat
A5: After peer/self reviews, I tried to fix and reevaluate quickly. If I waited too long, the take away wouldn't be as productive. I think it's important to in criticism and fix it quickly instead of dwelling on it. #dtk12chat
A5: I think it just depends... some prototype fails were close to my heart and required some time to rebound. Others, not so much. Resiliency skills are essential, and not always built up in students #dtk12chat
A4: As I shifted from 6-8 to k-5 science, was huge prototype! Still learning how to talk to kindergarten & plan the just right rigor for primary grades #dtk12chat
A5: Whenever I've encountered failure, I've tried to reframe my perspective. Often hard to do, but looking for the silver lining and focusing on the parts that are working, helps to persevere. #dtk12chat
A5 #dtk12chat I'm not sure I'm through those moments, or if I ever will be. My move to the HS has put me in a perpetual beta state. I'm frustrated by my HS's adherence to outdated modes of assessment and pedagogy.
It gives me hope that you're frustrated...because I am frustrated with my daughter's high school experience and outdated modes of pedagogy/assessment #dtk12chat
Agreed. The bubble wrap we put Ss in doesn't help them build that skill. We preach failure as a learning moment, but do all in our power to prevent them from experiencing any failure, which is needed to build resiliency #dtk12chat
Totally. Theory with @zjonsee that got some development today is putting Ss in vulnerable situations where they feel the possibility of failure -- though obvs ultimately inconsequential #dtk12chat
In reply to
@LSpencerEdD, @TheRealJamCam, @zjonsee
A5 #dtk12chat-- Example: Just did a "Success and Opportunities" campfire talk with my 9th graders to reflect on the 1st Marking period and build on success and develop opportunities.
I was kinda hoping my daughter would fail her driver test, just so I could model for her how to rebound and find success, but she seems to do everything so easily... #dtk12chat
In reply to
@MattCriscuolo, @TheRealJamCam, @zjonsee
it gets a bit tricky though; if it's failure they have a chance to make right then I see them able to learn from it. But failing a math test without a chance to learn from mistakes seems like not as powerful way to build resilency #dtk12chat
A4/5 Stock answer but it's all a prototype. I try not to do anything without intent to learn and try it again. Low rebound time and just send it #dtk12chat
Definitely!! For me, all failure should be a temporary setback, and not carved in granite and placed on a monument in the public square. Tests are ALWAYS repeatable in my eyes. Learning happens. The "When" may vary, and that is okay... #dtk12chat
A6: planning enough time for Ss to learn from feedback/data collection and time to iterate; my goal is 3 models/prototypes to compare and reflect on #dtk12chat
A6: Relating their prototyping to real life situations. Showing them that they aren't alone and that everyone has setbacks. It is important for students to understand that failures are learning experiences. We don't learn without failures #dtk12chat
We have been teaching students TAG protocol. It's cool to see it being used districtwide, and has really impacted depth of convos.
T = Tell something you like
A = Ask a question
G = Give a suggestion
https://t.co/mtPM404xfg#dtk12chat
A6. Failing with their peers who are also failing. We have a session where EVERYONE has to prototype something regardless of how ready they think they are #dtk12chat
A7 #dtk12chat As writing T, Feedback is crucial, just as critique is in Design. I follow Ron Berger's method : Be kind, Be specific, Be helpful. See Austin's Butterfly https://t.co/cszBxiKgrz
I think we need to be better at showing the whole story and not just celebrate success. How many times was JK Rowling turned down before published? etc...our society loves "overnight success" stories, but they are rarely ever that! #dtk12chat
A7: Feedback is important - as long as it is productive and something they can grow from. It shouldn't be right and wrong, but it should be taking the positives and offering adaptions/suggestions. #dtk12chat
A7: Also do the Yea, But to Yes, And improv to show how it feels when ideas are always dismissed instead of built upon. Empathy helps the feedback cycle #dtk12chat
Have you done the improv where you do a clap, stomp, snap activity and then get faster, faster.. and tell people to celebrate when they fail? It's a fun way to turn the tables on failure #dtk12chat
A7: I give both + /-
If I don't provide feed back on mistakes then they wont be able make the correct and learn. Positive feedback can encourage and also challenge the student to seek for more #dtk12chat
#dtk12chat A8 I model a patient listening. I model a lot of silence, I say "thank you" and then contemplate. I will also say, thank you, and then ask probing question, like, "Could you say more about...?"
A8: I'll take feedback anyway I can get it. But the feedback that comes from a third party because they "heard from a student" is always important. The best way, just ask. #dtk12chat
Yeah, used this a few weeks ago. worked alright but not great. The colors are the org's logo colors. I work in the nonprofit space rather than in a single school w/ my own classroom #dtk12chat
A8: Also important to remain empathetic in receiving feedback. Trying to put yourself in the shoes if someone giving you feedback, can totally shift the importance of cake if the feedback. #dtk12chat
A8: I'm in a fishbowl nearly all day so get to ask for feedback of pacing, content, delivery, materials etc.. from colleagues all day; take them all to heart #dtk12chat
I want to thank you all for participating this evening. This time always allow me to reflect on my practice around #designthinking and education #dtk12chat
