“Matt Caldwell, head of Ilminster Avenue nursery school, Bristol, says the youngest children’s creativity and conversational skills have increased since cardboard boxes and cans replaced toys.”
“Paul Howard-Jones, professor of neuroscience and education at Bristol University, who has visited to observe the children playing with their new “toys”, says humans learn from novel situations and curiosity is important to that process. ‘Children should be prompted and encouraged to ask questions even though that can be challenging for the teacher,” he says. “We do need to find some time for questions during the day. There is not enough time in schools for creativity and following up on curiosity.'”
From process to ability
“At the d.school we endeavor to enable our students in eight core design abilities so that they might develop their own creative confidence and also inspire others, take risks, and persevere through tough projects throughout their lives. We want our students to be their own unique chefs. We don’t want to churn out individuals that only know how to follow a recipe.”
Move Between Concrete and Abstract
Build and Craft Intentionally
Design your Design Work
There is no THE
“Though we live in the age of urgency, mastery takes time, patience, and practice. So, while I think it often makes sense to introduce first-timers to design by following a process, remember that it’s not THE process. It simply gives them a small taste of the abilities designers flex. Design as a discipline is evolving and becoming a sophisticated catalyst for positive impact on projects big and small, but the road to results is far from formulaic.”
It takes physical courage to set healthy boundaries and practices for sustaining your energy rather than succumbing to burnout and overwork. In doing so, though, you risk being seen as weak or uncommitted.
It takes moral courage to speak truth to power, like we’re seeing with people sharing their stories of sexual abuse and harassment in the workplace, or reporting unfair business practices. But again, you risk losing your job, your privacy, retaliation, and so on.
It takes social courage to show up with your whole self, to risk sharing your best ideas, to risk being wrong, to be vulnerable and honest about acknowledging your limitations, or to risk asking for help.
It takes courage to be innovative in the commonly used sense of “creative,” the courage to risk and fail and try again. But what about the courage to create a culture where people can truly flourish? Yet again, to go against the status quo and try new ways of “being and doing” at work can be risky.
Collective courage is what we need most—people working together with integrity, commitment, and a capacity to cross lines of difference. Without such courage, we risk complex, volatile issues getting even worse. We risk missing a chance to make things better.
This article is great in that it illustrates how a simple challenge can draw a student in, send them in different directions, and it talks about good questions to use with students to “uncover and articulate” the process.
Great site with a lot of good resources! https://pdsdigitalcitizenship.org/
The Connecting, Making, Designing and Composing article talks about how we teach design thinking and making through the context of what we know about teaching writing. In particular, I found it important to think about design thinking as being integrated within the content, much like we’ve done with instructional technology.
As we move to a focus on design and making in education, we should consider how design or making is woven throughout the disciplines and consider how making and design emerge from disciplinary problems. We could learn a lot from the years of research in writing across the disciplines that could inform more thoughtful infusion of design thinking and making across our curriculum.
I loved this quote below about making and how it emerges:
As maker spaces take their place in schools, perhaps we should turn to artists, poets, engineers, scientists, and so on and ask them to describe what it means to make in their communities. We might turn a critical eye to the ways in which making emerges from communities instead of thinking that we bring making to their communities of practice.
And in particular loved the summary here in the last paragraph:
Like many of you, I will continue to be a champion for doing, making, tinkering, and composing ideas and artifacts. At the end of the day, design and making could be exactly the trojan horse we need to infuse constructivist pedagogies in teaching and learning. An affordance of a maker space is also its potential for breaking down disciplinary silos: a maker space can bring together a variety of disciplines and make explicit the kinds of problems various disciplines can solve, and more importantly, highlight the interdisciplinary approaches to meaning making and problem solving. As we take this step toward design and making in schools, my hope is that we keep an eye on the messy, recursive, and disciplinary ways we make and design.
Full Article here:
Thinking about design thinking and making through the context of teaching writing
The conventional view of emotions as good or bad, positive or negative, is rigid. And rigidity in the face of complexity is toxic. We need greater levels of emotional agility for true resilience and thriving.
I very much enjoyed this article and the great strategies from Wendy Ostroff, author of Cultivating Curiosity in K-12 Classrooms, to encourage older students to be creative! I especially loved that the article described her as “a student of imagination and curiosity.” What a great way to be described.