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Similar to Hack Class: Shape your ecology, Empower learning at SXSWedu 2013
Hack Class: Shape your ecology, Empower learning at SXSWedu 2013
- 1. HACK CLASS shape yourecology, empower learning. FACILITATED BY:
- 2. How can weempower teachers to become hackers of their learning experiences and environments? • individuals • collaborative cohorts / communities • advocates
- 3. OUR WORKSHOP PROTOTYPE BRAINSTORM INTERPRET DISCOVER HELLOS! WHY HACK? LET’S HACK! DISCUSSION: CASE STUDIES CREATING THE ECOSYSTEM
- 4. WHA DOES HACK T MEAN TO YOU WHA DO Y HOPE T OU TO GET OUT OF THIS SESSION
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- 6. why... ...as a design firm do we want to empower teachers as hackers? mmunity we lear n about co entions. ign interv need s from des these int er prototyp ventions act as es of cha nge. we believe in empowering teachers as problem solvers.
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- 8. Edutopia focuses on evidenced-based learningstrategies and teacher-tested ideas. We provide the research materials and collection of practices to make the case for hacks to schools across the country.
- 9. core strategies Comprehensive Teacher Strategies Development Project Based Technology Learning Integration Social Emotional Integrated Learning Studies
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- 11. we embrace... the spirit of a hacker. the optimism of a designer. the playfulness of a maker.
- 12. what ‘hacking’ teacher as designer can do... environment as tool empower. align. transform. teaching & learning prototype change culture build a team management engage community
- 13. mindset problem solving open creative optimistic reflective storytelling resourceful observant experimental
- 14. improvised strategized little hack. BIG HACK.
- 15. reminder... say yes to yourself. grant imperfection. yourself experimentation. failure. permission. the process itself is worth it.
- 16. reminder... grab a buddy. your network has skills, you are connections, not alone. resources, ingenuity to make it happen. there’s always your online community.
- 17. process discover interpret ideate create evolve share understand identify patterns brainstorm prototype reflect advocate & context & & opportunities solutions concepts & refine expand users
- 18. CASE STUDIES ...or adventures &misadventures in hacking and what we learned along the way.
- 19. ROOSEVELT MIDDLE SCHOOL Urban, public middle school. Math teacher, soccer coach, service learning leader, & explorer. Four days to explore. One to prep. Two to hack.
- 20. ESSENTIAL QUESTION How do we create a collaborative & creative math classroom that embraces failure as a learning opportunity? How can we create a safe, playful, and active class culture?
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- 22. PREP: WEEK OF: • Teacher interview INSIGHT to IDEAS • interviews • Administrator interview • idea/solution session • Scoping trip STUDENT WORKSHOP PLANNING, VOLUNTEERS, & • Planning meetings SHOPPING m t w th f s s m } REVEAL HACK! STRATEGY DAY • ideas to strategies DISCOVERY DAY • tours • observation • insight/pattern session PROCESS
- 23. teen tech bar& project studio teacher dj dashboard & desk room arrangement & flow HACKS to environmental HIGHLIGHT imagery & identity
- 25. SOLVE installation frompencils custom story posters & Mr. Mattice branding simplified reference posters writable walls display student work perimeter project/tech cafe whiteboards teach from anywhere project table storage digital/analog teacher dashboard in center of room 1/3 of tables on casters
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- 28. Environmental imagery & identity story& action wall
- 29. Environmental imagery & identity Mr. Mattice poster refresh MATH RESPECT. treat others the way you want to be treated share don’t be mean to others follow your rules don’t be seated don’t ...the elders be awesome be yourself the students of Mr. Mattice’s class.
- 30. Environmental imagery & identity playfulsignage & labeling
- 31. Importance of process: observation to ideas to prototypes Involvement of community and students: student engagement & enthusiasm fueled project Scrappiness, resourcefulness, and skill finding: asking friends & looking beyond What Prototype as advocate for we change: the power to start a dialogue in a school & with learned... formal leadership
- 32. THE LOVETT SCHOOL Urban, private school. English & American Studies teacher, culture maven, adventurer. Mixed cohort of teacher-designer fellows. School unrolling their “Vision for Learning.”
- 33. ESSENTIAL QUESTION Howdo we transform classrooms and a cohort of teachers into designer/hackers that embody the vision for learning?
- 34. TIMELINE catalyst! proof of concept / scale of one / expansion / integration living research of vision / empowerment a m j j a s o n d j f m a } SCHOOL } DESIGN THINKING WORKSHOP PHASE ONE PHASE TWO One teacher. Cohort of teachers. One class. Ecology of classes. IKEA hack. Light design meets hack. PROCESS
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- 36. BENNETT/MR. SPANN What isat the core of Bennett’s classroom: • A balance between playfulness & seriousness • A commitment to an intriguing, engaging, curious, stimulating classroom • Relevance and media/cultural literacy • First day: Plays up nervousness • Favorite thing: The farewell talk
- 37. Aligning Mr. Spann’sgoals with school vision.
- 38. ZONES & DESIGNCONCEPTS threshold transition, invitation, curation hearth harkness studio relationship, intimacy, meet, gather, kitchen production, focus, discussion table collaboration, flexibility, workshop stage reflection presentation, windows, debate, storytelling, nook grouping viewing multimedia, center, consumption
- 39. ZONES & DESIGNCONCEPTS hearth threshold relationship, transition, intimacy, focus, invitation, curation discussion harkness reflection meet, gather, windows, debate, kitchen table grouping
- 40. ZONES & DESIGNCONCEPTS studio stage production, presentation, collaboration, storytelling, nook flexibility, viewing multimedia, center, consumption
- 41. GIVING TEACHERS THE TOOLS TO REMIX.
- 42. Being able towrite on the walls is a nice addition to the classroom. It allows the entire class to be writing on the "board" at the same time... It also takes away the "teacher standing at a whiteboard" idea of classrooms and teaching. STUDENT SURVEY
- 43. It has helpedme to understand that there are many ways to learn and many different settings that help students learn. STUDENT SURVEY
- 44. This new roommakes it so the class is never the same every time we meet and, for me that is a huge plus. STUDENT SURVEY
- 45. I think thestory studio allows kids to think out of the box and more creatively. STUDENT SURVEY
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- 48. How does thedesign of the "story studio"... Empower multiple Facilitate learning student VERY styles involvement MUCH 5 Energize Energize Enhance class Energize teacher students class 4.61 content Fit class 4.52 4.48 4.45 Facilitate reflection 4.2 4.39 4.27 Facilitate 4.15 independent 3.82 work 3.4 3.55 MID 2.6 1.8 NOT AT ALL 1
- 49. In addition tomy observations about the physical space, I found myself observing teachers in a different way. ...my new approach to teaching has me asking questions and trying to see various possibilities and hypotheticals rather than observing everything at face value MR. SPANN REFLECTION
- 50. How can wecreate learning experiences and environments that facilitate the development of the Lovett learner? What resources & access (tools, people, information) do students need to support these experiences?
- 51. Vision for Learning Critical Thinker EXPERIENCES The Lovett Effective Communicator Student PEOPLE TOOLS Rooted in Character Creative Agent ENVIRONMENTS Independent & self-directed honesty • respect responsibility • compassion Purposeful Collaborator
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- 53. A cohort ofhackers... Co-processing Cross-Pollination Collaboration a moment to step back mixing ideas and perspectives building together reflection interdisciplinary making introspection creativity brainstorming consistency interactive Critical support Experimentation constructive collegiality permission to try something new critique feedback new practices innovation tinkering prototyping
- 54. A single classcan act as a catalyst, but a constructive community is crucial to larger school change. Hacks can spread and be thought of as an ecosystem. Simple planning tools can help teachers choreograph use of space in their classes. Reflection and sharing is key to What professional evolution. we Measuring outcomes is tricky, but learned... important
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- 56. our hack themes Unleash Cultivate one project based learning. two Relationships. Capture & Rethink the three teacher zone. four curate student work.
- 57. Standard Classroom. 25 student desks,1 teacher desk, teacher wall, 1 window wall, 1 door, no closet, 1 row of built-in bookshelves. 50-min class that meets 5x week. After school meetings hosted in the classroom. Maybe a 'blog' used on occasion; standard academic situations.
- 58. DISCOVER. 6 MINUTES What does our theme currently look like in the standard classroom? What do students/teachers want to do? What barriers are there? Where do I see promising examples?
- 59. INTERPRET 4 MINUTES What patterns do we see? What areas do we want to focus on? Identify 2-4 “How might we” questions.
- 60. ideate how 10 might MINUTES cluster select we... & build
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- 62. Lay the foundation for big ideas. Create structure, but leave room for flow. Root your brainstorming in empathy. Hone problem statements. Create an immersive environment. Gather a diverse team. There will be time for iteration and critique.
- 63. ideate 1. Deferjudgment. 2. Encourage wild ideas. 3. Build on the ideas of others. 4. Stay focused on the topic. 5. One conversation at a time. 6. Be visual. 7. Go for quantity. FROM IDEO’S RULES FOR BRAINSTORMING.
- 64. create 5 MINUTES a sketch prototype.
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- 66. HACK CLASS shape yourecology, empower learning. FACILITATED BY:
- 67.
- 68. Drop us anote. Share your story. www.thethirdteacherplus.com @thethirdteacher Melanie Kahl Christian Long mkahl@cannondesign.com clong@cannondesign.com @melaniekahl @christianlong www.edutopia.org @edutopia Lora Ma lora.ma@edutopia.org @loraeducation