Real-World Learning in Size 5 Sneakers: Learning in the Field with Elementary Students
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This document provides an agenda and instructions for an expedition to Pearl Street in Boulder, Colorado to mimic the process used in the Houseless Project, which incorporates design thinking elements. It outlines the goals of conducting field work and observations, talking to people, keeping track of time, connecting with others, sharing stories, and trying new things before understanding them. Upon returning from the field work, it instructs participants to reflect on their observations and experiences. The document emphasizes reflecting on learning to cement it in one's mind. It provides prompts for participants to respond to and reflects upon with the goal of modeling behaviors to nurture in students.
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Real-World Learning in Size 5 Sneakers: Learning in the Field with Elementary Students
- 2. Chris Andres Jim Tiffin Jr. @chrisandr @JimTiffinJ
- 3. Tweet or ‘gram with: #tvrse17 #MVIFI
- 9. We’re going to Pearl Street!! ImageCredit:“PearlStreet,Boulder,Colorado”byLetIdeasCompete fromFlickr–CC-BY-NC-ND2.0
- 10. Mimic the Houseless Project’s process, and its embedded design thinking elements. ImageCredit:“Colorado–Boulder:PearlStreetMall–Metamorphicrock” byWallyGobetzfromFlickr–CC-BY-NC-ND2.0
- 13. A note about talking to people during expeditions… ImageCredit:“StreetJuggler”byMatthewPeoplesfromFlickr– CC-BY-NC-ND2.0
- 14. The Size 5 Field Guide ImageCredit:“FiledNotes–booksread”byAndarsfromFlickr–CC-BY-ND2.0
- 15. Keeping track of time ImageCredit:“PocketWatch”byPeterMillerfromFlickr–CC-BY-NC-ND2.0
- 17. 1. Connect with someone new. 2. Share your story. 3. Try it before you understand it. 4. Play
- 19. • Get a few “observation laps” in • Respond to, and reflect with, some prompts Modeling the behaviors we want in nurture in our students
- 21. “Reflecting on learning is necessary for students to cement learning in their minds for later.” ImageCredit:“mortar”byAlyse&RemifromFlickr–CC-BY-ND2.0
- 22. Individually, identify a content possibility for each timeline moment. ImageCredit:“Wendy’sBurgerisSmaller”byIanAberlefromFlickr–CC-BY2.0
- 23. Individually, identify a content possibility for each timeline moment. Collectively, build upon the ideas of each other. ImageCredit:“Wendy’sBurgerisSmaller”byIanAberlefromFlickr–CC-BY2.0
- 24. You have to have an eye for opportunity, and the COURAGE to be open to it. ImageCredit:“Discovery.”byJ.Michel(aka:Mitch)CarrierefromFlickr– CC-BY-SA-ND2.0
Editor's Notes
- Sharing
- What the journey looked like…
- Introducing Pearl Street
- An expedition that attempts to mimic the Houseless Project that Chris’s students went through, complete with the aspects of design thinking that made it possible, along with some lessons learned along the way to improve the experience.
- DEEP flow
- Explain how we will have moments in the field where they are working with teams, and will be coming together as a group to simulate a classroom moment.
- “Some people will be open to being talked to… others, not so much. Always ask, especially if we see street performers.” Bring up a point about doing this with children.
- Share with them the book we made, and how it is a prototype.
- Nature of timing as a constraint, and a necessary feature of the workshop nature of this expedition
- Clarifying what we’ve explained based on participant questions
- HT to the Traverse Norms
- Coaching the Think puzzle explore VTR from the Size 5 Field Guide
- Observation laps
- Debriefing activities
- Importance of reflection
- Divergent individual work, and convergent group work, will help us identify content possibilities. Post-It notes, then gallery walk.
- Divergent individual work, and convergent group work, will help us identify content possibilities. Post-It notes, then gallery walk?
- Message about the importance of having an eye for opportunity, and being open to it
- Debriefing activities
- Resources