I have been simply amazed by the work my students have done together! Each day they impress me even more. They seem to enjoy what they are doing as they take their jobs seriously, yet still smile and laugh--all without complaining! I've found my students are more responsive and enthusiastic if the projects are shorter. Between snow days and only meeting three days per week, the inconsistency has provided some challenges. I have adjusted to shorter, quicker problems to solve! |
0 Comments
Students posted problems they wanted help solving or wanted to tackle in order to make life better for an RMS student. After all problems were posted, students were placed in small groups of 3 to 5. Each group selected one problem they wanted to solve. Through a large group discussion, we talked about how some things can seem worse than they are. I asked each group to come up with two positives about their problem. I believe this was important because of the topic involving ways to make their life better. I didn't want everything to seem negative. Using the Design Thinking process, students collaborated to discuss the problem. They defined and focused the problem and then they began brainstorming to come up with creative solutions. I encouraged students to do more research outside of class by interviewing others, online discovery, and observation over the weekend. The problems the students selected and defined include: 1. Crowded halls 2. Feeling tired 3. Crowded gym 4. Announcements are too long 5. Lockers are too small I do have quite a conundrum going on with my research and implementation of Design Thinking within my classroom. First of all, there is so much information and so many wonderful ideas that I feel like I need an entire year to fully master this subject. Secondly, I have selected to implement these ideas and develop this curriculum with a group of students I only see three times a week. This makes it difficult to move as quickly as I'd like. Finally, my district is pushing me (in a good way) to fully develop My Big Campus. This spreads my time and information over a larger space which makes me feel my work here is not the quality I'd like it to be. I've been journaling in a notebook, but have not taken the extra time to blog. So I will be catching up on that TODAY! Hmmm...well, I'm certainly learning during this process! Here is a video I shared with my students. I warned them to be prepared for the nudity! ;) They loved it and it helped them understand the design process better. What interests me in the field of art education?
1. Genetics 2. Visual Culture 3. Design Thinking How important is genetics in artistic development? Can people without any artistic background or make-up develop artistically more so than those who seem to naturally possess a talent? If a child is nurtured creatively, will they develop as quickly and become as talented as those who are naturally creative? Is artistic talent a little of both nature and nurture? How does alcohol exposure through music videos, movies, music, and advertisements influence underage drinking? How can we intervene? Alcohol industries obviously target youth. How can we propose legislation to protect our children from this exposure? Or can we? The Design Thinking Process can change the world. How can we implement this process in the classroom. How can we teach students to embrace the world through this process? In what ways can or will students embrace the world around them through Design Thinking? Many questions... |
Laurie Myers
University of Florida, graduate student. Archives
June 2013
Categories
All
|