I am a big fan of twitter chats and regularly take part in many chats based in various countries. Recently, however, I have found that they are becoming ego chambers filled with back patting and lacking critical thought. Still doing great things to connect educators, share ideas and support each other but not really allowing time or space for critical discussion to occur.
That is until the 2nd Birthday of #edchatnz last night. It was a doozy! The topic was “How can we meet students’ needs when the world changes so fast” and Rachel Bolstad (@shiftingthinkng) gave a masterclass in developing critical discussion within the fast-paced environment of a twitter chat. Continue reading →
What if we all took on the challenge to see ourselves as “transitional educators” (or, the term we’ve used in this chapter, “future-building educators”)? What if we all saw our professional responsibility as being not only about supporting young people to plan for and create their futures, but supporting the whole system to move towards a new configuration that is more likely to build a better future for our selves and our environment? What might we do differently in our day-to-day work, or over the scale of a week, year, or a phase of our lives or careers?
An inspiring call to arms towards the end of this great book (full review coming soon). I feel this is what we are trying to become at Hobsonville Point Secondary School. What if we really all took on this challenge? What if this was nation-wide? Global even?
A bias towards action is the element of a design thinking mindset that resonates with me the most and what I see as really making this such a powerful pedagogical approach. Yet, the bias towards action is bizarrely an aspect that has seen some teachers question the appropriateness of design thinking as an approach for all learning areas. For me, the bias towards action is what makes this an authentic inquiry process rather than just another project producing a poster. Continue reading →