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| Source: http://dschool.stanford.edu/dgift/ |
What is Design Thinking?
“Design thinking is a human-centered approach to innovation that draws from the designer's toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success.” —Tim Brown, president and CEO
Thinking like a designer can transform the way organizations develop products, services, processes, and strategy. This approach, which IDEO calls design thinking, brings together what is desirable from a human point of view with what is technologically feasible and economically viable. It also allows people who aren’t trained as designers to use creative tools to address a vast range of challenges.
Design thinking is a deeply human process that taps into abilities we all have but get overlooked by more conventional problem-solving practices. It relies on our ability to be intuitive, to recognize patterns, to construct ideas that are emotionally meaningful as well as functional, and to express ourselves through means beyond words or symbols. Nobody wants to run an organization on feeling, intuition, and inspiration, but an over-reliance on the rational and the analytical can be just as risky. Design thinking provides an integrated third way.
The design thinking process is best thought of as a system of overlapping spaces rather than a sequence of orderly steps. There are three spaces to keep in mind: inspiration, ideation, and implementation. Inspiration is the problem or opportunity that motivates the search for solutions. Ideation is the process of generating, developing, and testing ideas. Implementation is the path that leads from the project stage into people’s lives.
Under this system, IDEO uses both analytical tools and generative techniques to help clients see how their new or existing operations could look in the future — and build road maps for getting there. Our methods include business model prototyping, data visualization, innovation strategy, organizational design, qualitative and quantitative research, and IP liberation.
All of IDEO’s work is done in consideration of the capabilities of our clients and the needs of their customers. As we iterate toward a final solution, we assess and reassess our designs. Our goal is to deliver appropriate, actionable, and tangible strategies. The result: new, innovative avenues for growth that are grounded in business viability and market desirability.
For me personally, my interest in design thinking as a learning design model was born out of a visit to Nueva School and meeting Design Thinking guru Kim Saxe. At Nueva School Saxe has taken the D. School design thinking model and has re-visioned it as a learning design model which sees students undertake inquiry in a way that insures they have an empathetic real world context.
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Source: http://designthinking.nuevaschool.org/dt-diagram
Nueva School is passionate about Design Thinking and Design Engineering. They have a Design Thinking Institute and Innovation Lab led by Kim Saxe. To me, this aspect of the school was the key to its success. It was also the aspect of the school which in a sense really exemplified what the NZC is all about. Students in this space developed Key Competencies. Their focus on real world learning and focus on empathy meant that it covered the Values and Principles as outlined in the NZC as well. The Design Thinking process they use has been developed by Kim Saxe, based on the Stanford model. It is a inquiry model and thinking process, not unlike the one used in our Technology curriculum. It is however a process that can be used across the curriculum. The real point of difference (for me at least) was the inclusion of empathy in the cycle. A great example of this was the 6th grade Health Innovation programme where students work with a person with health issues, identify needs of health care. Whilst students are not expected to find cures, they do focus on the human experience and identify issues that may have solutions. In one example given, a number of students happened to be working with people with similar illnesses and discovered that each suffered as a result of having to work through a number of different treatments to find which one suited needs, the students identified that if the patients had been informed of all choices up front and able to choose, this could have prevented much of the "trial and error" the patients experienced.
The focus on empathy and social action is woven throughout the curriculum at Nueva. Students don't just take "Business Studies" they instead learn and explore Social Entrepreneurship. They also learn a language of choice throughout using this as a platform for exploring world issues and social action on global level. Students learned about the country of their language and even engaged in a longterm in depth inquiry around designing and building an Eco house in the country they were focusing on. In the final year of the middle school, all students then spend two weeks in that country, one with a host family and the other exploring the country itself.
Inquiry was everywhere at Nueva. All students engaged in inquiries for each of the subjects, with much of the final two months of the school year being dedicated to inquiries in preparation for their "culmination" presentations which (I think) were basically an opportunity for students to present and celebrate their learning. Another core value of the school is collaboration and "collective knowledge", therefore presentations may be in groups or individual depending on how the learning took place.Students also engaged in a passion project in Middle School. The project was based on something the student is passionate about and also betters the world (that component is optional but 2/3s still opt in).Students have a mentor outside of the school and the project is very much based in the "real world". Students also participate in self-initiated projects that they engage in at lunchtime.
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| Source: HPSS Learning Design Model |
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At HPSS we, in a sense, began with the Stanford and Nueva School design thinking model, then the 'Specialised Learning Leaders' went through a process of 'deconstructing' or 'hacking the NZC' looking for the learning design model that existed within it. From this process the above learning design model was born. Visually it looks somewhat similar to the Nueva School design thinking model (and it was inspired in part by this) but look more closely and you will see that all of the words are actually pulled from the New Zealand Curriculum.
For me it is key to creating a more student directed model of teaching and learning, encouraging a way of teaching that is about students actively seeking knowledge rather than passively rote learning screeds of information.
So how do you see design thinking aligning with how you approach inquiry? Is inquiry central to your teaching practice?
Developing a growth (and hacker) mindset
We will aim to explore the idea of developing a 'growth mindset' and how it can help to support teachers becoming more innovative and moving towards 'adaptive expertise'. Below is an explanation of the concept of 'mindset' from mindesetonline.com.
What is Mindset?
Every so often a truly groundbreaking idea comes along. This is one. Mindset explains:
- Why brains and talent don’t bring success
- How they can stand in the way of it
- Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them
- How teaching a simple idea about the brain raises grades and productivity
- What all great CEOs, parents, teachers, athletes know
Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference.
In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.
In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.
Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships. When you read Mindset, you’ll see how.
Source: http://mindsetonline.com/whatisit/about/
Another great explanation of fixed vs. growth mindset is this often shared one:
Keen to explore this concept more? Why not take the TEDEd lesson created by Tutor Training using video from The NCEA YouTube Channel.
Whilst the video focuses on the impact of students having a fixed or growth mindset, it is easy to translate this to the context of teacher learner. If we value looking clever, will we be as willing to take risks and learn more. I like the message that it is better to praise 'effort' than 'cleverness'. This will be our aim this term, to praise each other for effort. To encourage those taking risks and learning something new. We should expose this side to our learners. If we want them to have a growth mindset, shouldn't we be modeling it? Make sure you share your learning with your students, or even better, let them teach you!
So if this is a 'growth mindset', what makes for a 'hacker mindset'? Let's look first at the work 'hack'.
When we talk about hacking in the context of education, I think we actually mean a combination of the first two - we take education and 'cut, chop, hew', and we 'gain unauthorized access to data in a system', the system being that or the 'industrial age education system' which break into and shake up. It could be argued that one needs a 'growth mindset' if they wish to 'hack your classroom'. This video, again from the perspective of a learner, demonstrates beautifully how and why we need to hack education.
For me personally, the ideas of 'growth mindset' and 'hacker mindset', is simply adopting the Richard Branson mindset - 'screw it, just do it'. What's the worst that can happen? We can fail and move forward. But more importantly, what's the best that can happen? You can engage your students, raise student outcomes and you can learn something new along the way.
Finally as we move through the #hackyrclass project I think we can learn a lot from Henry Ford...
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| Source: http://www.liftingrevolution.com/ |
And just for the record, I think you can!
With all this talk about having growth mindset about change and hacking the classroom and curriculum it is important that we are actually
'hacking with purpose'. We need to ensure that we are innovating to improve the learning experience and not simply innovating for innovation sake. In order to do know we are doing that, there is something we do very well - know thy learner! And I mean really KNOW THEM. Sit back right now and consider a class you teach. Reel through your class list. Do you know their PAT/AsTTle levels (irregardless if you teach them English and/or Math), their ancestry, their culture, their interests, their pass times, their learning style, favourite book, musician, 1D member? If not, why not? Can we truly personalise learning without truly knowing the learner?
So what should we know about each and every learner? Well here are few suggestions to get you started:
What do we know about each student's:
- prior learning
- ethnicity/culture (Ko wai? No hea? - Who are you? Where are you from? eg. hapu/iwi/country of origin)?
- linguistic background/languages spoken?
- interests/hobbies/community involvement?
- aspirations/goals (both student and whanau/community)?
- skills, knowledge (including prior cultural knowledge) and understandings?
- expected levels of progress in your learning area
Why are these questions important?
Our two national curriculum documents The NZ Curriculum (NZC) and Te Marautanga Aotearoa place the learner at the centre of teaching and learning. In order to effectively "attend to the cultural and linguistic diversity of all students" (NZC p34), teachers need to develop a rich knowledge and understanding of who their students are, what they bring with them, and their learning strengths and needs.
Source:
http://englishonline.tki.org.nz/English-Online/Student-needs/Planning-for-learning/Planning-using-inquiry/Focusing-inquiry
- Have students create a Pinterest board with 10 pins that summarizes them.
- Ask students to create a 30 second podcast that introduces themselves. Then allow students to present them or play them on separate devices as an audio gallery.
- Create a classroom blog and ask each student to write a blog post introducing themselves to the rest of the classroom.
- Have students create a quick comic strip to describe themselves or to recreate a recent funny moment in their lives.
- Use PollEverywhere to ask students interesting questions and get to know them as a class, like their favorite subjects, bands or TV shows.
- Use GoogleForms or SurveyMonkey to survey students about their interests, academic inclinations, and background info – a 21st century alternative to the “Getting to Know You” info sheet!
- Have students create word clouds to describe themselves and share with the rest of the class.
- Have students go on a QR code scavenger hunt in teams to get to know each other and learn about your classroom rules in a fun, engaging way.
- Ask students to create their own Voki avatars that introduce themselves to the class. Encourage them to be creative with the backgrounds, characters and details of the avatar to reflect their own personalities and preferences.
- Have students create graffiti online that speaks to their interests and personalities and share with the class.
The iPhone (works with iPhone, iPod Touch, and iPad) app for Library Anywhere is now available on the iTunes App Store!
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