This afternoon we were privileged to have Nathan Mikaere Wallis at school to talk with us (our staff plus some staff from other schools in our CoL) about neuroscience. This post is sharing my notes from the session (so please ignore grammatical errors etc. as Nathan is highly entertaining and moves at great pace!).
He is a highly entertaining speaker and the 2 hour session sped by. If you get the chance to see Nathan seak, then make sure you take it!
Nathan said we were trying to cover 6 hours of material in 2 hours. So, here are my notes to summarise it even further. Some of my thoughts on the implications of all of this follow at the end. Continue reading
Over the last couple of years there has been an explosion of teachers talking about Design Thinking. Previously unheard of, it is now fairly commonplace to hear the term used in online conversations and at education conferences. For my eFellowship research this year, I investigated whether the student experience of Design Thinking matched up to why teachers were implementing this approach in their classes.
Over the last 2 years I have read about Design Thinking, applied it to creating structures for our new school and then used a teaching approach within my classes. It has felt like a more powerful version of inquiry through it’s focus on developing empathy, students iterating their understanding and then having to use their knowledge rather than just remembering information. Many of the teachers starting to use Design Thinking in New Zealand, Australia and the US have experienced a similar feeling or hunch of Design Thinking’s effectiveness. As a relatively new approach to teaching there has been very little research done on how effective it is as a practice.
The hunch of many is that Design Thinking is effective, but is it actually working for our students? source: Wikipedia
I set out to see whether this hunch of effectiveness was actually right. Whether the teacher aims for starting to use Design Thinking are matching how the students actually experience it in class. Continue reading
A while ago I shared my thinking behind why I was going to focus on Design Thinking for my eFellows inquiry (see this post here). This post is about sharing my methodology for this inquiry.
For those who don’t wish to go back and re-read my old post I have also included my aim so that you can see where this is coming from:
This research project aims to gather the student perspective in regards to Design Thinking. It will then provide a comparison with teacher aims and perspectives on using Design Thinking as a pedagogical approach. Continue reading
This year I am part of Core Education’s eFellowship program. The purpose of this scholarship is to “inspire transformational practice through inquiry.” For my inquiry I am looking to explore Design Thinking which, for those who read my blog or follow me on twitter, is something that I have been passionately using lately. This year for me is a chance to put a critical eye on its use.
At our first meeting of the year in late January, we got to explore the purpose of our inquiry and here is what I managed to generate:
Through reflection on this, more reading and a skype session with Louise Taylor who is in charge of our research from Core Education, I have put together the following plan for my inquiry: Continue reading
What would you focus the research on?
Who would you get involved as the researchers?
How long would you run the research for?
What would you hope to gain out of it?
How would you share these findings?
What would the funding be spent on that you couldn’t do as a school already?
How important is it for your school and your learners to find this information out?
Is it possible to do these things without the funding?
How will you try to get funding?
How might you make the research happen without the funding?
This post is Day 25 of My Question Quest