After much back and forth over Voxer with my Design Thinking group, we were able to settle around the challenge of creativity as being or not being used in classrooms as part of teaching and assessment. We first started out discussing why we were grouped together and what interests we shared to explore. Then we worked towards the idea of classroom design. However, in consideration to the 21st Century Skills and its 4 Cs, we tried narrowing down our focus to find the correlation between creativity and the learning environment. Finally, with more brainstorming, we realized that “Creativity” itself was simply too broad. We wanted to explore how others were facing the challenge of defining it and how they were implementing it in their classrooms. Hence, “How should teachers, especially non-VAPA teachers, assess creativity?”
Personally, I took on the responsibility to add some “artistic visuals” to the group’s organization. I initiated the Google Doc and included charts in areas where I thought would help sort our thoughts during discussion. I put together our group icon for our group name and mascot. I researched YouTube videos that could be used as resources and found evidence of creativity assessed through rubric examples. I created an online survey using SurveyMonkey that we passed out to colleagues and Twitter, to collect End Users data. I also put together the visual reminder for the question. Apart from these, I contributed in the overall discussions and brainstorming, and shared my experience in using BC Curriculum standards, Prescribed Learning Outcomes, as guidelines for assessment.
The struggles of working online, was finding time for all of us to meet. Nearly impossible, we decided to use Voxer as a way to verbally message each other instead of leaving text messages only, which made it more convenient and required less effort (hands free). Learning to use Voxer and becoming comfortable with it was a personal challenge myself since I didn’t even have the app before this project. The greatest difficulty was figuring out what the challenge we wanted to focus on. We had moments of confusion going over the checklist and exemplar. However, after a few group meets and instructor feedback, we proceeded on our way.
If I was to take Design Thinking to my school, to direct through problems on our site around exploring 21st Century Skills, I would definitely support the idea of putting members together according to their interests. Furthermore, having a checklist will keep the group on track and coherent; while using a Google Doc centralized everyone’s ideas. As for Voxer and Hangout, I would recommend it as a means of flexible communication. This group project is actually allowing the most collaboration I’ve had so far in this master's program, and I’m thankful to have the opportunity to get to know my peers a bit more. Even though we don’t meet in person, we still see, talk, and text each other.
21st CENTURY SKILLS & DESIGN THINKING VISION
The Mission Statement at the last school I worked at didn’t include any focus on technology, although the did create a Digital Code of Conduct to reflect the school and district policies and BC Human Rights Code. My Vision for this school will encompass collaboration, communication, critical thinking and creativity, to engage students through an educational experience that will be personalized with the integration of technology in order to prepare them for the global information age
To create the Vision with 21st Century Skills and Design Thinking I would go through the following 3 (generalized) steps:
- Analyze the school demographics and community. Recognize and utilize the available support and resources to create tangible goals that are significant and relevant to the students (and staff), the end users.
- Inform parents, teachers, and stakeholders about the importance of 21st Century Skills, what the 4 Cs are, and how they are essential to students education at a global level. With understanding, more will “buy-in” and jump on board with the program to believe in the vision.
- Organize teams with school leaders that will help create the vision, especially a Technology Team that will provide direction with data and devices. Establish a clear framework, a step by step process, with the involvement and contributions of a collective.
LEARNING SPACE
Due to the subject specializations I teach, there are some specifics that are mandatory in the learning space. For example, for home economics, we need large tables, lots of storage, and sewing machines for Textiles Courses; and large prep spaces, cooking equipment and tools for Food & Nutrition Courses. In a Visual Arts classroom, bar stools, large tables, and sinks are just a few components that are needed. Therefore, the space I teach in requires a lot of hands-on learning, moving around, and group work. Students will be expected to experiment with all their senses: tasting, smelling, touching, and visualizing. Their educational experience will be a continuation of exploration and personal expression.