Welcome to #MOedchat!
Introduce yourself and tell us where you are from and what you do!
Questions will be coming from @manuelherrera33 and @sadielewis, so be sure to follow those accounts so you don’t miss a question!
Welcome to #MOedchat!
Introduce yourself and where you are from!
Questions will be coming from @manuelherrera33 and @sadielewis, so be sure to follow those accounts so you don’t miss a question!
Hey #MOedchat! I’m Sadie, Instructional Innovation Specialist in @MehlvilleSD
So excited to be talking design and the creative process with you tonight!
Welcome to #MOedchat!
Introduce yourself and tell us where you are from and what you do!
Questions will be coming from @manuelherrera33 and @sadielewis, so be sure to follow those accounts so you don’t miss a question!
Welcome to #MOedchat!
Introduce yourself and where you are from!
Questions will be coming from @manuelherrera33 and @sadielewis, so be sure to follow those accounts so you don’t miss a question!
A1: Giving students (and Ts) TIME to actually go through a design process is crucial.
Assign > Create > Present > Done doesn’t give them any time (or room) to explore and think! #moedchat
Feedback during the process! It can be tough. Giving each Ss some input when you have 100+ students at the secondary level. Often times the only feedback they receive is the grade. Kudos to you. #moedchat
Struggling with tiered supports? Our intervention library is loaded with the best options from @khanacademy and other fabulous resources. We make sure you know the right move to help kiddos who need a little extra! #edchat#moedchat
Hit get started!
https://t.co/mBgc0B5ILF
A1: Since I teach #gradstudents I am asking my learners (Ts) to #design learning experiences that engage and empower kids, the work is awesome, and I am looking for ways to make the design process more tangible and collaborative, suggestions? #moedchat
A1: Allowing Ss to truly show their creativity and not confine them to a box of your choosing. You also need to give them tie and the opps for collaboration #moedchat
A1: Comes down to communication, trial/error, and a skilled teacher who is a master at asking questions that prompt crit thinking. Designing ideas can occur anywhere, even in the hallway while waiting for the bathroom! #moedchat
A1 - listen to the ideas that students have and offer feedback and suggestions based on their plan - not give them advice on what "I think would be cool" but what they want to incorporate. #MOedchat
A1: Time is crucial, but so is a bit of pushback when they don't go deeper with their thinking while designing. Gentle nudges to go farther, time to do it, and time to reflect. #moedchat
A1 by supporting staff and students with feedback, and letting them know its ok to try new things and fail as long as they keep creating and trying #MOedchat
A1: Having Ss look at plan from different viewpoints, partner feedback, asking questions / things to consider that Ss may not have initially thought of #moedchat
One of the ways that I see it become more collaborative is by showing Ss how to visualize their thinking w/ one another. Drawing ideas out. Words & pictures. That's half the battle. We each have different mental images. Putting it on paper helps to get the process going.#moedchat
A1: develop a culture of that encourages questioning. Teach students how to openly question. If the fail teach them to pick up and ask what if #moedchat
Asking good questions is so important. Do you work with students on their questioning techniques/questioning each other to prompt critical thinking? #moedchat
A great support that can get left out is allowing time for reflection and to go back and redesign. Too many times, we complete the project and move on. So much learning in the redesign. #MOedchat
A great support that can get left out is allowing time for reflection and to go back and redesign. Too many times, we complete the project and move on. So much learning in the redesign. #MOedchat
Q2 :Often when assigning projects, the audience is the teacher.
How do we empower our students to identify and understand the needs of an authentic audience?
#MOedchat
Q2 :Often when assigning projects, the audience is the teacher.
How do we empower our students to identify and understand the needs of an authentic audience?
#MOedchat
A1: develop a culture of that encourages questioning. Teach students how to openly question. If the fail teach them to pick up and ask what if #moedchat
A1.2 Encourage a safe place to fail; allow rethinks and reworks. If they can prove they can meet an expectation then I don't care how many attempts it takes. #moedchat
A1: Having Ss look at plan from different viewpoints, partner feedback, asking questions / things to consider that Ss may not have initially thought of #moedchat
My media class is story boarding their first video right now. Lots of questions about what they can do (music, b&w/color, etc.) Just told them we can TRY anything! I'm learning right along w/them. #moedchat
Yes. Looking at the world from the lens of a problem solver. "Hmmm... How can I make that better?" or "There/s a more efficient way to do that." Watching ppl interact with the world around them. #moedchat
A1: Comes down to communication, trial/error, and a skilled teacher who is a master at asking questions that prompt crit thinking. Designing ideas can occur anywhere, even in the hallway while waiting for the bathroom! #moedchat
a1 I'm so happy with our inquiry learning in algebra. Today one student group ran out of room and designed an extension with pink sticky notes. #moedchat
A2: By giving them control of the assignments. I try and tie in as many real world examples as possible. Tomorrow they have to write a letter of request to our principal. #moedchat
A2: When designing the lesson, Ts focus on Ss and their thought process. Encouraging reflection, choice, and asking purposeful questions to guide are essential. #moedchat
A2: Give students a problem or challenge, and let them define their audience. I love using Think Cards to help students identify and relate to their audience. #moedchat
Yes, our focus this year is math in expanding our thinking in how they arrived at the answer on their own to gain deeper understanding. Teacher modeling, then prompting to Ss, now Ss are asking their own ? w support
A2: We must engage students in finding projects that are empowering to them, where ownership occurs and where constant feedback comes from the audience to the producer. Ss want to be given feedback, we just need to provide those meaningful opportunities #moedchat
Q2 :Often when assigning projects, the audience is the teacher.
How do we empower our students to identify and understand the needs of an authentic audience?
#MOedchat
A2) I have written a few posts about authenticity with student's audiences https://t.co/MxtOEBNRaB the short version is an authentic audience requires a choice for the audience to read and respond. #moedchat
A2: Easy! Make the products authentic. Publish, display, send-out, etc what the students publish. Our community isn't big on academics so I encourage the students to go wider, reach out to surrounding communities, the online world, etc #moedchat
A2) To truly reach an authentic audience, students need to foster a community of like minded people. Not even the great #comments4kids hashtag will build that. #moedchat
And sometimes the messy parts of design lead you and your students to the right questions to ask, clarify what questions they should be exploring, etc. #MOedchat
A2: It’s important to spend some time thinking from an audience standpoint. Openly discussing thoughts on diverse projects. As they work on projects, encouraging peer/group questioning and feedback. #moedchat
Off topic but we are looking at making a change in our MS math dept. I would love to know what programs and resources all of you are passionate about. Please inbox me #moedchat
If we tell Ss “You’re going to create a [presentation, app, structure, etc.]” we’ve just told them who their audience is (the teacher) and what they are creating.
That’s a recipe, not an authentic design project. #moedchat
Q2 :Often when assigning projects, the audience is the teacher.
How do we empower our students to identify and understand the needs of an authentic audience?
#MOedchat
A2: First thing to do is to show Ss that the classroom walls no longer exist thanks to the wonders of technology. I currently have a HS Mythology class paired with a 3rd grade class in Oregon as kindness mentors. There's no boundaries for audience. #moedchat
A2 huge goal in my spring #researchmethods course, having Ts conduct interviews w/ different stakeholders - expand the complexity of an issue & increase the agency the T feels in conducting #edresearchforgood thanks for reminding me that I need to make this a priority #moedchat
A2: Brainstorm w/ Ss other audiences besides me. Had them design own writing project. Principals, colleges, favorite YouTuber, little brother, even McDonalds and NASA #moedchat
A2 encourage staff to connect students to a larger audience by finding a classroom or group outside to be their audience and give feedback could be digitally or live ie parents or community panel #MOedchat
Yup. It has to. If not, you're trying to find solutions in a vacuum. You spend all this time on a "cool" solution but it's not feasible, no one needs it, and it's not viable. #moedchat
A2: Give students a problem or challenge, and let them define their audience. I love using Think Cards to help students identify and relate to their audience. #moedchat
A2: First thing to do is to show Ss that the classroom walls no longer exist thanks to the wonders of technology. I currently have a HS Mythology class paired with a 3rd grade class in Oregon as kindness mentors. There's no boundaries for audience. #moedchat
a2 I use a cheap doc camera and project excellence. Sometimes I have a resource manager take their team product around to other groups to show. #moedchat
A2: when possible, actually provide students with an authentic audience. An example at HS are entrepreneurship students presenting @NFTE ideas #moedchat
They give kiddos a little nudge while working. If I notice they are struggling with empathy, for example, I might give them cards with questions to help them think about their user. #moedchat
A2: Give students a problem or challenge, and let them define their audience. I love using Think Cards to help students identify and relate to their audience. #moedchat
Q3: The more ideas you generate, the more creative your solutions can become.
What process do you use to find inspiration and generate ideas as a designer? What strategies do you use with kids? #moedchat
Q3: The more ideas you generate, the more creative your solutions can become.
What process do you use to find inspiration and generate ideas as a designer? What strategies do you use with kids?
#moedchat
Q3: The more ideas you generate, the more creative your solutions can become.
What process do you use to find inspiration and generate ideas as a designer? What strategies do you use with kids? #moedchat
A2 - authentic audience starts with empathy. When you truly try to see a problem from multiple perspectives, you are more driven to create an authentic solution because you are emotionally invested. #MOedchat
Honestly nothing fancy. Just little cards with questions to provoke thinking. "How will your user interact with your design?" "Is your design adaptable?" #moedchat
A3: Brainstorm within small groups and then share ideas with the larger group. To first kick it off I have them think of "real world" scenarios similar to theirs and see what was done then. #moedchat
A2: I believe sometimes students know their audience. We (the adults) are uncomfortable with letting students reach out to that audience because it's an unknown. Or it's uncomfortable for us. #moedchat
A3: As a designer, I do lots of research on things that might already exist. I love looking at magazines, advertisements, and websites to get design inspiration! #moedchat
Without reflection we don't really ever have a good design. Spot on comment! We must be thoughtful and reflect on whether or not the design is meeting the goal, if not change and revise to find that sweet spot! #moedchat
A3 Often introduce something 'new' and provide challenges to explore. After exploration period, encourage to use knowledge / skill in a new way, to solve a problem, etc. #moedchat
Q3: The more ideas you generate, the more creative your solutions can become.
What process do you use to find inspiration and generate ideas as a designer? What strategies do you use with kids? #moedchat
A2 - authentic audience starts with empathy. When you truly try to see a problem from multiple perspectives, you are more driven to create an authentic solution because you are emotionally invested. #MOedchat
A3: Start with the most crazy, mundane, sky-is-the-limit ideas, then ask questions to think about task or problem in different ways. I wish I could find the prompts I used last year... #moedchat
A3: Multiple resources, thinking outside the box, embrace the crazy, bounce ideas off those around me, seek scholar input + reflect when we're done! #moedchat
a3 I've noticed I get ideas when I go out for a walk. Quick little walks are also suggested for my Ss in the teacher's manual so I'm thinking there's research to support walking. #moedchat
And we, as adults, don't know which path it will take our students down, making it even more uncomfortable and unknown. If more Ts opened their classes to more unknowns it would be a positive change #moedchat
What a great way for Ts to gain a better understanding of the stakeholders in the community and how partnerships can develop. Real partnerships. Presenting problems, from the various community industries, for students to solve or research. #moedchat
Bouncing ideas off others is my weakness as a designer. I hate showing my work before it's done, and that's not conducive to good design at all! I'm getting better though, right @manuelherrera33? #MOEdchat
A3: Multiple resources, thinking outside the box, embrace the crazy, bounce ideas off those around me, seek scholar input + reflect when we're done! #moedchat
A3: Brain Dump. For a set amount of time, Ss download everything onto paper that they can think of about their topic, followed by think/pair/share and then refined in a #Sketchnotes Well, that's one method I use. Brain science. :) #moedchat
A3. Using a “brain dump” activity you can clear out the cob webs and the things cluttering your mind. This will help you open up and be able to focus. #moedchat
A3 - quantity over quality...this is hard for students and adults. Even if the first idea is the best, you might find ideas to improve the original one from your brainstorm list. Also need ideas that are “impossible” to stretch thinking. #MOedchat
Structured brainstorming sessions - independent or collaborative - help us generate multiple ideas. When we start to design, if the first idea fails, we have several to fall back on! #moedchat
A3: At times it is great to start with an awful design or fail, how can we changes this, improve this, combine it with something, scrap it and start fresh #moedchat
If we tell Ss “You’re going to create a [presentation, app, structure, etc.]” we’ve just told them who their audience is (the teacher) and what they are creating.
That’s a recipe, not an authentic design project. #moedchat
Q4: A prototype is a rough draft of a digital or physical design.
What types of tools, materials, and methods do you currently use with students in helping them mock-up their physical or digital designs?
#moedchat
Q4: A prototype is a rough draft of a digital or physical design. What types of tools, materials, and methods do you currently use with students in helping them mock-up their physical or digital designs?
#moedchat
A3: At times it is great to start with an awful design or fail, how can we changes this, improve this, combine it with something, scrap it and start fresh #moedchat
A3: This is my jam! I love getting kids to generate ideas. Pen / Paper. That's all you need. No google doc or collaborative digital tool. I work with them on "vomiting ideas". Good. Bad. Silly. They all build on each other. #moedchat
Q4: A prototype is a rough draft of a digital or physical design.
What types of tools, materials, and methods do you currently use with students in helping them mock-up their physical or digital designs?
#moedchat
A4: I’m a Paper and Pencil (or pen...or marker…) person when it comes to drafting my designs. I have to sketch and draw and make little notes to myself. #MOEdchat
It's scary. And we always hear the negative stories. But behind those are the successes. The students finding a voice in a place they feel really listens. The students can do nothing but grow from that experience and those interactions #moedchat .
A4: Ask them. We can't limit their thinking by then squishing them into a process we choose. Ss have utilized many avenues and in some cases realized the first one was not working & switched to another. It's all a process! #moedchat
A4: For anything that has multiple steps, parts, or process, I like having kids storyboard before creating. Lets them see big picture how things fit together. Paper with boxes, or an 11x17 folded a bunch of times to create sections. #moedchat
I usually suggest traditional paper/pencil so as to avoid distractions from there start working on their actual product. Most of my student products are web based so rarely is there a physical component. #moedchat
If we assign a project, Ss shouldn’t open a slideshow (for example) and start creating. Research, planning, drafting should take place before a final product is ever started. #moedchat
A4: We use a lot of paper prototyping and tape. These are more physical prototypes. A digital method we've been using is through an app called Ipevo whiteboard. Allowing feedback and other quick sketches to occur. #moedchat
Q4: A prototype is a rough draft of a digital or physical design. What types of tools, materials, and methods do you currently use with students in helping them mock-up their physical or digital designs?
#moedchat
Q4: A prototype is a rough draft of a digital or physical design. What types of tools, materials, and methods do you currently use with students in helping them mock-up their physical or digital designs?
#moedchat
Great point, Hannah. I think we get stuck into thinking "prototype" means a physical, tangible thing, like a model or structure. Really it's a draft, mockup, etc. that you can get feedback on and improve. #MOEdchat
A4: Well, anything they ask for that I have, I give to them. Some want gold or silver sharpies, paper, posterboard, etc. I try to have a variety of things available, and our library now has a maker space too. It has even more materials than I do. #moedchat
A4 - prototyping is about using any available tools, resources that get the job done. Doesn't always have to be fancy. Love this prototype from the Scratch Team. This looks like it could come from an elementary makerspace.
https://t.co/1epMsvzpNt#moedchat
A4: I ask students to sketch out their ideas first. Several of them. It help you and your team see what it is you are trying to build so everyone is on the same page. #moedchat
A3: This is my jam! I love getting kids to generate ideas. Pen / Paper. That's all you need. No google doc or collaborative digital tool. I work with them on "vomiting ideas". Good. Bad. Silly. They all build on each other. #moedchat
Q5: Layout. Color. Type. A visually appealing design plays a major role in conveying a message.
How do you use these design elements in your work? Is visual design a component in the projects you currently assign?
#moedchat
Q5: Layout. Color. Type. A visually appealing design plays a major role in conveying a message.
How do you use these design elements in your work? Is visual design a component in the projects you currently assign?
#moedchat
A4. Transform traditional seated labs into innovation stations w shelves full of #makerspace materials, access to 3D printers, etc. Move to mobile devices instead of desktops. No more rows of computer banks. Tables, flex seating, room to create and experiment. #moedchat
A5: Having a more purposeful design creates deeper understanding and a better final product where Ss are able to explain their thinking and how they arrived to the end result. This has to be taught just like routines/procedures. #moedchat
Design Matters.
Teaching kids how to code, but ignoring the need to teach them about user experience, will leave them unprepared. There’s a reason app navigation is at the bottom...these software developers understand layout design.
#moedchat
Those are the lessons that we want students to learn. Even though they worked on a project, sometimes it might not meet the criteria for showcasing at a higher level. Students need chances to reflect and get feedback to learn #moedchat
I often connect it to the writing process. Ss struggle with the idea of going back and continuing to revise. No, you're not done yet... there's always something that can be improved upon #moedchat
Layout and Composition Matter. Let’s stop accepting slides that *look* like slides! Challenge kids to start with a blank slide, and create their own layouts!
#moedchat
Thanks @manuelherrera33 and @sadieclorinda and #moedchat crew for a great chat tonight! Have you gotten on the #EDUdailyTweets train yet? We're starting a global pineapple chart via the hashtag. Join in on the fun and sharing!
A5: YES! @awall777 just taught me about the Rule of thirds and it's rocking us. Also, aesthetics are huge. Prototypes are MESSY... LAUNCHES are beautiful (we use @spencerideas LAUNCH Cycle.) Movies and web designs, et al need to be "satisfying" to look at. #moedchat
The Rule of Thirds is one of the easiest layout rules to follow. Most interesting part of your design is at the intersection of the lines. Leave one section empty.
#moedchat
A5: This seems to be overlooked at times but it is so important in conveying the concept or design. We can’t underestimate the power of emotion and how the visual design can impact it. #moedchat
Q5: Layout. Color. Type. A visually appealing design plays a major role in conveying a message.
How do you use these design elements in your work? Is visual design a component in the projects you currently assign?
#moedchat
A5: Aesthetics of student work is severely overlooked. Look in your halls or project boards. Would an ELA teacher allow a Student to put up sub-par work in the hall knowing it came from their class? Yet we allow it to happen w/ design elements within projects #moedchat
When it comes to Type, simple is better. But...know your audience! I choose different typefaces when working with kids and adults.
Challenge students to find Typefaces they like!
#moedchat
Making them think through colors and balance will make such a HUGE impact on their final product. They will start noticing design all around them! #MOEdchat
Layout and Composition Matter. Let’s stop accepting slides that *look* like slides! Challenge kids to start with a blank slide, and create their own layouts!
#moedchat
A5: Different appreances and aesthetics pair with different moods and topics. Ss play around with color, fonts, brightness to convey a mood or reach a certain audience #moedchat
Have an Ice Day tomorrow? Catch up on the METC Podcast! Find it on https://t.co/k7wGwiWIcZ or on iTunes & Google Play! Episode 25 came out this morning! #moedchat
You opened my eyes to this @manuelherrera33 You would be proud of some of the work our middle school students have produced this year! #moedchat#InspiredByYou
A5: Aesthetics of student work is severely overlooked. Look in your halls or project boards. Would an ELA teacher allow a Student to put up sub-par work in the hall knowing it came from their class? Yet we allow it to happen w/ design elements within projects #moedchat
Layout and Composition Matter. Let’s stop accepting slides that *look* like slides! Challenge kids to start with a blank slide, and create their own layouts!
#moedchat
A6: Working on designing NEW badges for non-traditional learners to earn. And for teachers to earn to push up SAMR. We're going to present at #ISTE18 but we need more ideas! THERE IS NO BOX. Think maker....coding....design.....music....art....3D...anything! #moedchat
A6: Great resource to help you and your students learn to find inspiration in everything and push your creative potential - https://t.co/J3cEYgEW39#moedchat
A6: I am currently working on a way to have my practice and assessment activities combine STEM, standards-based grading, and student choice. Something like a #hyperdoc where Ss design their own learning and practice plans to show mastery of standards #moedchat
I'm wondering when we recognize excellence in design, how much leeway we should give for beauty in the eye of a different beholder. Does "simple elegance" count? #moedchat
A6: My co-presenter and I are currently working on our #METC18 presentation--excited to be in the first set of breakouts on Tues--we're waiting on pictures so we can have the digital media class put together a video for us #moedchat
Thank you for an amazing Chat @manuelherrera33@sadieclorinda ! Hoping...but not hoping...for an ice day tomorrow! Up too late learning with ya'll but have great work to do with Ss too! #moedchat
I think this all goes back to your audience. Who are we creating (insert project / solution) for? Sometimes simple elegance makes sense. Sometimes attention to detail (color/layout/typeface) evokes emotion #moedchat
Join #moedchat next week for our #OneWord (2018 edition) Chat. You still have time to identify your one word. P.S. have your one word poster ready for next week!
Any advice on how to get a student who doesn't want to put in the extra time excited about designing PPs? I'm just an bserver of classes right now, but some student's just don't seem to care. Where do I start? #moedchat
Join #moedchat next week for our #OneWord (2018 edition) Chat. You still have time to identify your one word. P.S. have your one word poster ready for next week!
Instead of creating a traditional PP, maybe let them change the page size to 5X7 (Layout tab) and use shapes to text boxes to design an app that presents the same info. #MOEdchat
