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A1: Drama lessons- lots of opportunities for thinking in terms of creative design- costume,set,sound&music,lighting,directorial concept,front of house marketing and more #ukedchat
#UKEdChat A1 I’ve tried to incorporate design into as much as possible this year. Topic work has worked especially. Design possible layouts for presenting work. It gave the children more freedom over what they were making.
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In my humble language classroom, this is my own responsibility. No other (higher) parties are involved. I can spend as much time and effort in creativity and the design process as my lesson plans / curriculum allows me to.
#ukedchat A2 My experience is that few recognise a design process and even fewer understand the need to develop a supportive environment and set of skills before setting the task. A task that involves the instruction "Design a poster" is not design thinking.
#UKEdChat A2 I would say not at primary. End product often looks nothing like what was planned. Tweaks and improvement are fine, but there needs to be some relation and evolution from one to the other.
A2 #ukedchat There is a process, sure, but it still constrains very tightly, due to exam requirements. I think it’s still very important to encourage creativity within a design process, but the system does not necessarily agree with this anymore, IMHO.
Agree. Design thinking is a separate process entirely, not necessarily relevant in curriculum. Would argue it’s an essential skill, but not sure where design thinking would fit #ukedchat
#UkEdChat#A3
Pupil: "I can think of suitable ideas and solutions."
Pupil: "I dare to dream and to talk about these dreams."
Pupil: "I 'think out of the box'".
Pupil: "I see new possibilities and/or alternative solutions."
A1 Unfortunately 'design' seems to have fallen by the wayside in English. However Media Studies at A Level is very design oriented from initial ideas in storyboard format to design a magazine/ tv advert! Getting my head around new design tools/apps however 🤯 #ukedchat
Curiosity, observation, empathy and research are all key skills in the design process #UKEdChat A3 Also, being brave to make mistakes, learn from them, and improve your processes.
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Escape room = a physical adventure game in which players solve a series of puzzles and riddles using clues, hints, and strategy to complete the objectives at hand (according to Wikipedia 😄)
A2: The process for AS Media is worth more than the finished article and so the focus is drilled in to students. It's obvious that they've never really had to do this before however. Not easy skills to teach in limited curriculum time #ukedchat
#UKEdChat A3 evaluating and critique is key. Children find it tough to go back to something once they’ve finished it. But if they persevere and improve it the impact can be huge. That’s across the board I think.
Maybe we need to rethink our definition of 'design' - not the traditional diagram but more a process. And process is often more valuable than the end result/product #ukedchat
These are all fantastic soft skills that are essential for many areas in the world of work and yet there's little time or opportunity in the curriculum to allow students to develop them A3 #UKEdChat
Planning time is so limited now for A Level. I teach them a very basic essay format and how to plan an essay in 10 mins for exams. There's no time even for the draft & edit process as I use the yellow box due to limited contact time and huge content for the syllabus #ukedchat
The process is what school librarians teach when delivering information literacy skills - and this can be applied to many other areas within the curriculum. Planning - researching - evaluating - modifying - ethical use - reflection #UKEdChat
You're right about not going back ... they have no concept of something being a draft. Once it's done then that's it ... box ticked so they can get onto the next task. Maybe we need to focus a bit more on drafting rather then the finished item? #UKEdChat
Forgive me, I am sincerely not trying to be argumentative, it’s just that I have seen design thinking used in business situations, and struggled to see how current education systems can adopt or adapt many of the ideas #ukedchat
A3: unfortunately it's about what is required to get the best marks from AOs. Start at the end and work backwards. Useful for the workplace however -look at what the client wants/needs and work back from their to achieve it! Quickly! #ukedchat
A3: unfortunately it's about what is required to get the best marks from AOs. Start at the end and work backwards. Useful for the workplace however -look at what the client wants/needs and work back from there to achieve it! Quickly! #ukedchat
#UkEdChat A1 Maths skills are certainly needed in design and technology and joint planning for these subjects in primary can ensure that required skills are developed beforehand. This is a subject where older pupils can benefit from specialists.
How many schools have this wonderful opportunity now? So much library time is cut from the curriculum and yet these skills are hugely useful for almost all subjects! #ukedchat
Keeping a reflective journal or video blog of the rehearsal process is useful. Looking back to where you started once you have the final drama/theatre piece #ukedchat A5
More schools than perhaps you realise but they need a librarian who has the opportunity to work with departments & teachers who see value of research lessons in the library. It's a two-way relationship. Need to see it not as library time but lesson time in the library #UKEdChat
I’ve explored the Stanford Design Thinking model, and see how relevant it is for teachers and their planning and curriculum development (seeing teaching as design) Not so much in the learning for students #UKEdChat My bad, essentially.
#UKEdChat A5 As we do in all situations we experience, products we buy, services we receive - we test and evaluate. Time spent doing this is not wasted.
I need to teach them about tools/apps to use to achieve the end result before getting to grips with guiding them through the design process too. There's a lot of expectations at college that they have skills from school and often they don't #ukedchat
#UkEdChat A2 We have run cross-curricular projects in upper primary where pupils have to design and sell items in order to make a profit. Very time-consuming when lots of time is spent on design. But v worthwhile and highlight of term for many pupils. Need a supportive head.
#UKEdChat A6 By showing them and have them experience learning as easier, better and quicker when they see it as, and employ, problem solving strategies.
#UKEdChat A5 keeping drafts so they can see the process. Small steps and edits too. They don’t need to rip it up and start again every time. I think it’s important to complete a draft too and not just start again when you’ve made a ‘mistake’
Perhaps show them failed designs, drafts, a real-life example of how a design was developed from initial ideas and the first stages through to finished product? A5 #UKEdChat
A5: we make students title them 'plan 1/draft 1' and include comments on them for the next draft to show the edits/changes. All of these are then included as part of their coursework. This was IB English, AS Media Studies & Welsh Bacc #ukedchat
#UKEdChat A6 give it a purpose. Someone is going to see it. And get experts involved if possible. It gives them so much more drive to do the best they can.
If they know they are going to be assessed and marked on the process and not just end result then this may encourage more engagement and give them more motivation. I think many also need the process explicitely explained as they just don't know what's involved A6 #UKEdChat
A6: We have a showcase at midpoint and during this, students explain process and ideas and this allows for a dialogue to open up and thoughts to be explored out loud rather than the working in their own heads approach. #ukedchat
Modelling and real life examples is great even to just start a dialogue and springboard ideas. A blank page is often the most difficult point to start from! #ukedchat
I work with EPQ students and use examples of good quality previous logs to show them what is expected. Often they really just don't know because it's a new concept to them. A5 #UKEdChat
Melowy vol 3: The Night of Courage by Danielle Star - The Defense Techniques teacher tests the girls on their survival skills, leaving them in the Forest of Colors overnight - daily new children's book #ukedchat#readingrockshttps://t.co/IQ0uLs1WsM
It is? #ukedchat Metacognition is all about adopting strategies for problem solving. Perhaps the ideas and concepts are actually closely related than we realise.
A7 we are doing a 'maze' theme this term upcycling to create maze games eg old CD cases, cartons, etc etc. Looking forward to trying out some ideas #ukedchat
A2 I think the skills involved in designing need careful consideration such as looking at real examples, planning and then evaluating after creating. #UKEdChat
As with many approaches, there are many misconceptions, frustratingly aligned with a lack of time, investing in teachers CPD, or inclination. That’s why I think we’re both singing from a similar hymn sheet #ukedchat
A3 Sharing ideas, questioning, planning, thinking differently, listening to others, evaluating in a honest manner and reflecting on the process. #UKEdChat
Using the uni is twofold. Scares the bejeesus out of them in to applying themselves properly but also introduces them to uni skills. A real step up from school!
#UKEdChat A8 I try my best to guide and give them examples of what they could do. I try not to emphasise what it has to look like, more why it could look like. The more great examples for inspiration the better.
A7: we take old adverts (tv or print), analyse them and then discuss how they could be made better or more pertinent to today's audiences. Some absolute shockers for drink driving from the early days of the campaign 😮 #ukedchat
A4 Time can hinder the design process. Sometimes blocking off half a day or a day for making and evaluating can work better than trying to do a little each week over a half term. #UKEdChat
#UkEdChat A4 Bridging the gap between what the more creative would like to achieve and what is possible within the timeframe and limited resources when most of the limited school budget for resources has been allocated to core subjects.
A5 Show children how 'famous people' who created useful things had to revise their ideas 10s or hundreds of times. Comparing the plan to the final outcome can also show that they have revised ideas and can lead to discussion about why this was so. #UKEdChat
But how do we approach metacognition in schools? How do students see it? We need to create an environment where learning is seen as a problem solving activity and then the pieces fall into place. I use a term "Learning Intelligence" Our ability to manage our learning environment.
Two people holding different ends of the same stick! The issue is we need a narrative that makes it easier for people (teachers &students) to see how it all fits together. I have been using the idea of LQ to do this with significant success on individual basis. Need a school now!
A8: During the summer I trial the task. That way, if and when a student is struggling with an aspect, I've done it & understand the process and (hopefully) can explain it better/in a different way to support their learning. Sometimes I even share my attempts as a model #ukedchat
In response to your other point about teachers also being parents, how does reading negative assumptions around ‘parents’ in general, impact your interactions with your child’s sch? #UKEdChat
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@janetifimust, @KarenWespieser, @EduWarble
