{"id":67,"date":"2018-04-15T19:08:32","date_gmt":"2018-04-15T19:08:32","guid":{"rendered":"https:\/\/cohort21.com\/danielleduguay\/?p=67"},"modified":"2018-04-15T19:08:32","modified_gmt":"2018-04-15T19:08:32","slug":"brave-teacher-displays-students-actual-work","status":"publish","type":"post","link":"https:\/\/cohort21.com\/danielleduguay\/2018\/04\/15\/brave-teacher-displays-students-actual-work\/","title":{"rendered":"Brave Teacher Displays Student’s Actual Work"},"content":{"rendered":"

I came across the following photo as I was scrolling through Pinterest<\/a> this weekend…<\/span><\/p>\n

<\/i>\"\"<\/a><\/p>\n

Perhaps one might think, \u201cHow does this make a teacher brave? What else would be on display other than their student\u2019s work?\u201d<\/span><\/p>\n

Often, when teachers would like to describe the success of a project to a parent, fellow colleague, administration or friend; we may choose the project with the best aesthetic appeal. This may be regardless of the depth of learning this student was able to exemplify in the <\/span>process<\/span><\/i> of creating their work.<\/p>\n

<\/span>What if I told you that until recently, I was very caught up with what my student\u2019s final product would look like at the end of a summative project? In the back of my mind, if their final product did not meet the success criteria, then it would look as though I was not clear in my teaching. I always had high expectations and I still do, however, my mindset has shifted greatly from this product focused train of thought over the past 3 years. <\/span>
\n<\/span><\/p>\n

Process Work<\/i><\/b> vs Product Work<\/i><\/b><\/h2>\n

I am happy to report that current progress on my Cohort 21 Action Plan has shed light and positivity on the power and benefit of <\/span>quality process work<\/b>. I am so thrilled to share the details with our Cohort 21 family and Design Thinking masters!<\/span><\/p>\n

For those of you who have been following my journey thus far, you are well aware of how I have been itching to introduce Design Thinking activities, similar to what we have been doing in Cohort 21, into my practice. Well, I finally did it! I took that leap, let go of the control I evidently had over my student\u2019s final products and WOW! It has been a whirlwind of experiences. Feelings of confusion, doubt, and pressure slowly transformed into student engagement, critical thinking and realization throughout our most recent project.<\/span><\/p>\n

**Warning: Design Thinking activities may cause increased engagement, critical thinking, and ownership of their final product for your students**<\/i><\/b><\/h3>\n

\"\"<\/a><\/h3>\n

\"\"<\/a>This project in my Grade 11 Media Studies class, gave students the tools to brainstorm using an adapted version of our Cohort 21 Design Thinking Booklet. Activities included: Reflecting and Validating (Discovery), Sphere of Influence, Empathizing, How Might We(Consolidate), Crowdsourced Inspiration (Ideate), Crazy 8\u2019s (Ideate) and Refining (Iterate). \u00a0<\/span><\/p>\n

Student\u2019s began their journey by brainstorming opportunities, issues, or challenges that they may be currently curious about in the world.<\/b> The lesson objective was for students to be able to use the result of their brainstorming to help inspire the type of magazine cover and contents page they would create. Then, they could apply their knowledge of print media conventions and design principles to their work. \u00a0<\/span><\/p>\n

\u2018How might we\u2026 promote a culture of ACTION<\/strong> in our students while also fostering a process of bringing these solutions to a more <\/span><\/i>manageable level<\/i><\/b>?\u201d <\/span><\/i><\/p>\n

In this regard, I was hoping to guide my students towards the realization that by turning their problem or challenge into a question, they can begin to search for solutions within their sphere of influence.<\/p>\n

<\/span>Here are some of the topics my students felt passionate about:<\/span>\"\"<\/a><\/p>\n

MindMap created using: bubbl.us<\/a><\/em><\/p>\n

When I look at this MindMap, I am impressed with the variety of interests represented. In many cases, students were able to create magazines that promoted their interests, core values and beliefs in regards to their big question. In my opinion, this process gave immense value to something as simple as creating a magazine. By creating a piece of art that sends a positive and mature message – they are making a difference in their world. See examples below:<\/span><\/p>\n

\"\"<\/a><\/p>\n

Student creations by means of the online platform:\u00a0Canva<\/a><\/em><\/p>\n

“They are making a difference in their world”<\/strong><\/em><\/h2>\n

Overall, my students felt as though our activities provided them with quality time to think<\/strong>, refine and expand on their own thoughts<\/strong>. They also appreciated that their package gave them a way to organize their ideas<\/strong> and acted as a resource they could continue to refer to<\/strong>. More than anything, my students really enjoyed the amount of formative<\/strong>\u00a0feedback<\/strong> they received from their peers and teacher in an active and ongoing manner throughout the entire process. Please enjoy some of their personal reflections at the conclusion of this blog.<\/p>\n

<\/span>As I read these quotes from my students, I am aware of how much more they were able to learn from this revised assignment. Thank you Cohort 21 for taking the time to read this blog and for giving me the push to try something new in my classroom. <\/span><\/p>\n

Some Grade 11 thoughts on the Design Thinking Process:<\/p>\n

<\/b>\u201cThroughout this design process and design thinking activities, I felt inspired to create positive change and equality in the world\u201d<\/p>\n

<\/span>\u201cI was able to gain valuable feedback and great suggestions from my classmates\u201d<\/span><\/em><\/p>\n

\u201cI was trusting my gut as opposed to overthinking every little idea through this process\u201d<\/span><\/em><\/p>\n

\u201cIt kept my ideas organized and gave me a range of new perspectives from my classmates\u201d<\/span><\/em><\/p>\n

\u201cI was continuously inspired to add to my own thoughts and ideas through this process\u201d<\/span><\/em><\/p>\n

\u201cI constantly referred \u00a0back to my design thinking package as a reference\u201d<\/span><\/em><\/p>\n

\u201cI enjoyed the process and got to fully express myself while fully flushing out my ideas, which is something I don\u2019t always have time for in other projects\u201d <\/span><\/em><\/p>\n

So tell me, have you implemented Design Thinking in your lessons? How did this way of thinking make your students feel? Do you have any feedback on how I should better implement DT in the future? Have you tried something new in the past couple of months? I would love to hear your stories!<\/p>\n

<\/span>Link to student created Success Criteria:\u00a0Magazine Assignment 2018<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

I came across the following photo as I was scrolling through Pinterest this weekend… Perhaps one might think, \u201cHow does this make a teacher brave? What else would be on display other than their student\u2019s work?\u201d Often, when teachers would like to describe the success of a project to a parent, fellow colleague, administration or … Continue reading “Brave Teacher Displays Student’s Actual Work”<\/span><\/a><\/p>\n","protected":false},"author":199,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[4],"tags":[],"class_list":["post-67","post","type-post","status-publish","format-standard","hentry","category-face-2-face-sessions"],"_links":{"self":[{"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/posts\/67","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/users\/199"}],"replies":[{"embeddable":true,"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/comments?post=67"}],"version-history":[{"count":4,"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/posts\/67\/revisions"}],"predecessor-version":[{"id":81,"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/posts\/67\/revisions\/81"}],"wp:attachment":[{"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/media?parent=67"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/categories?post=67"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cohort21.com\/danielleduguay\/wp-json\/wp\/v2\/tags?post=67"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}