Katie Krummeck
Aspirational Systems Change: How to find your agency and use it to create a system you believe in
Hvernig getum við brotið þær yfirþyrmandi áskoranir sem að menntakerfinu snúa niður í aðgerðamiðuð skref? Hvernig getum við fundið kraftinn og drifkraftinn og notað hann til góðs? Manneskjumiðuð hönnun (e. Human-Centered Design) getur hjálpað okkur að búa til skóla-og bekkjarmenningu sem hefur áhrif langt út fyrir skólann.
Allt í kringum okkur er hannað, og fyrir nemendum er það húsgögn, námsgögn, stundatöflur, máltíðir og allt annað. Nemendur hafa oft á tíðum of lítið um skólann að segja. Katie er ein af þeim sem innleiddi ‘Shadow a student day’ eða sem við köllum Skuggadag skólastórnenda og fór fram í maí s.l. og verður endurtekinn á þessu skólaári sem gengur út á að skólastjórnendur setji sig í spor nemenda í einn dag. Í fyrirlestrinum spyr hún krefjandi spurninga, sýnir dæmi um hönnunarhugsun og manneskjumiðaða hönnun og sýnir okkur að við erum öll hönnuðir með máttinn til að breyta veruleika okkar og nemenda.
“Making change in schools is difficult. Human-Centered Design can help you find your agency and build a school and classroom culture that you believe in.”
— Katie Krummeck
Spurningar og svör af Sli.Do
Question 1: How do we help students to not think about grades, relax, be creative and not be afraid to make mistakes?
Think about how you can incentivize being creative and taking risks. How might you create a rubric for creative risk-taking or making mistakes as well as a rubric for skills students are building and their final product?
I think transparency about expectations helps students also to feel confident about what is expected of them. When we feel confident about the baseline, there is room to push yourself. How might you help students to set two goals for any learning experience – a baseline goal to meet the foundational expectations and a stretch goal for pushing beyond the expected?
I think emphasizing and assessing process over product can also lower the stakes of grading. Not every creative process is going to yield an amazing, breakthrough idea, but that doesn’t mean there wasn’t plenty of learning in doing the process. How might we de-emphasize the product to help students focus on their process? What possibilities for learning might open up if every students knows they will get 100% for completing the process in a rigorous way?
Lastly, another way to lower the stakes of assessment is to have students take a prototyping mindset. Instead of one final, finished product, what if students turned in two thesis statements? How might we create room for creative risk-taking by lower the pressure to get everything right in one go?
Question 2: How do we give students freedom but also boundaries?
Scaffolding! Learners need structure, guidance and clear expectations. Giving a person a blank page and a poorly defined goal and asking them to create something amazing is really unfair. Some of the most creative and successful people are those who have created their own structures, their own processes. Students may be too young to do that on their own just yet. How might we help students to define their process? How might we support students enough with scaffolding and clear expectations but without giving them a predetermined end result?
I think the tools of design thinking are amazing sources of scaffolding to help students take ownership of their learning without being left lost with no direction.
Question 3: How should teachers "re-design" the mindset of students who do not achieve grades and lacks enthusiasm for their own education?
How might we help students define their own goals for their education? If a student is not responding to a school setting or is not achieving, we have to ask ourselves “why?” Why is the student not bought in? What really matters to the student?
School, in many ways, is a set of artificial structures and requirements that students need to navigate. Many students respond well to those requirements, even though they have very little to do with the real world.
But what if a student doesn’t? How might we help students to make meaning out of school for themselves on their own terms? How might we better connect what happens in school to what happens in the real world? How might we help students to feel like they have some agency in their educational process?
Hver er Katie Krummeck?
Katie Krummeck er mennta-hönnuður og einn af fremstu hugsuðum heims í því hvernig við notum hönnun til að knýja fram breytingar innan menntakerfisins. Hún er einnig sérfræðingur í hönnunarferlinu og býr til nemendamiðiðar námsupplifanir til þess að styrkja sköpunarsjálfstraust, bjartsýni og lausnamiðun nemenda.
Hún á þrjá ketti og einn hund. Hún elskar að elda og ekur um Kaliforníu á vespu frá 1978.
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