WEBVTT
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(upbeat music)
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This presentation was produced
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under a US Department of Education contract
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number ED-ESE-14-D-0008
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with Synergy Enterprises Incorporated.
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The views expressed herein do not necessarily
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represent the positions or policies
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of the US Department of Education.
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No official endorsement by the US Department of Education
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of any product, commodity, service, methodology, technique
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or enterprise mentioned here is intended
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or should be inferred.
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Hello, and welcome to Why with Y4Y,
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our rebranded and updated webinar series
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where we talk about learning in the virtual environment
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and do a deep dive on topics relevant to you
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you're and out-of-school time leaders.
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Today's topic is learning approaches
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in a science-based education.
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My name is Yana List
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and I'm an education specialist with
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US Department of Education's
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Youth for Youth Technical Assistance Team.
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And I'm joined today by my colleague, Dave McConnell.
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Hey Dave.
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Hey Yana, happy to be here with you again
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and thanks for joining us everybody.
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We appreciate it.
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Mm hmm, today we have an exciting live Y4Y
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with you, why with Y4Y for you I apologize.
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We'll share resources and ideas
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for implementing science education
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within your 21st century community learning center programs.
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Our goals for today are,
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to define and demonstrate experiential learning
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in the out-of-school time environment.
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To connect experiential education
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to academic skill building
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particularly in science and math,
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and to provide examples of experiential learning
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in out-of-school time.
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And we'll do that with support of a few special guests.
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Some of our guests are going to be joining us live
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and some are joining us in a pre-recorded format.
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So we are joined by Ariel Raz,
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the Head of Learning Collaboration at the Stanford D.School
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and Jamie Lacktman the Site Coordinator
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for the Robert K.Schaffer 21st
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Century Community Learning Center,
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both in pre-recorded interviews.
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And we're joined live by Dr. David Coffey,
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the Director of Design Thinking
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at the Grand Valley State University
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and Deborah Perizek,
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the Executive Director of the Henry Ford Learning Institute.
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Hey, Yana we're super excited to be joined
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by all these great guests today.
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We really appreciate taking their time
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and we look forward to learning from them.
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But before we get started with today's content,
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I think our producer, Dave Mazza is gonna
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demonstrate some of our webinar features.
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Dave?
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Thank you, David yes,
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you're on our page now for,
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if you've come in and you're looking at,
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hey, something's not working, right?
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Make sure you've hit the Play button
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that's on the screen there.
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If you hit the Play
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then it will take you to our video,
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also too if you've stopped it
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for some reason and you're a little behind
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if you click on the little Live button
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it brings you to where we're at in the program.
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Now also too, a lot of people come in and say,
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hey, I'm not hearing anything.
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Well, make sure you have your microphone
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or speaker on selected this way
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you can hear it.
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You can also adjust that volume to fit your need
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by moving it up or back down.
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You may also do that in your system tray too
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where you can adjust your volume there,
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make it louder for you.
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If it's not too loud
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or make it lower for you, fit your comfortability.
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Also, we have a chat room available
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if you have any technical issues
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put your comments in there.
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We do have techs available that will help answer
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your questions.
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Below you'll find a poll, please click on that map
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let us know where you're located.
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And then if you don't like your response
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you can clear that response
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and then try to get it into the right location.
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If you have questions and you don't wanna put those
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in the chat box, you can always type them here
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and it sends a live to us here in the studio.
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Also today, there are going to be many,
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many things that will be talked about
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and those are all included
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in the feedback form in documents area.
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Remember, it's very important to at the end of the event
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look on that feedback form, let us know how we're doing,
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let us know what else we could do
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or something else you might want.
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And we can help you doing all of those.
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Also too all the documents and links are right here for you.
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So enough for that for me
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let's go back to our wonderful presenters for today's.
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Let's go back to David and Yana.
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Thanks, Dave.
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And it's great to know where our audience is,
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so we'd love to see some responses from our audience.
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Dave and I are located in the Philadelphia area
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and our two live guests are both coming to us from Michigan.
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Dave, where does it look
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like our other attendees are coming from?
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Let's look on the map here.
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Oh my gosh.
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Look at this Dave.
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They're everywhere.
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That's pretty neat to see.
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Our usual Y4Y audience,
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which is awesome and spread out over the country.
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We love to see it.
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Yana I have to just say and get it out there,
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Dave mentioned if I didn't like my response
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and I could clear that and pick a new one,
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its cold and rainy in our neck of the woods today
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I would love to be transported somewhere else
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but ultimately very happy to be here
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with you and our live guest today.
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So thank you everybody
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for joining us wherever you're coming from.
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We really appreciate it.
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Yeah, maybe I should change my location to Florida.
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See if wishful thinking makes it happen.
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So now let's launch our webinar
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by exploring methods we can use to teach science.
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So over to you, Dave.
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Yeah, thanks Yana.
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So today we're talking
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about experiential learning and we're discussing that
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and it really involves two key components, right?
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Hands-on learning and then reflection
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on the learning process.
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And this allows students to approach and understand
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kind of abstract concepts through real-world examples
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and encourage the students to really take
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a leading role in their own education.
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And all of our guests are gonna help us kind
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of understand this topic of experiential learning
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and how it differs from other learning approaches.
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But first, we're gonna bring in Dr. Dave Coffey
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to discuss this welcome Dr. Coffey.
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Thanks for joining us today,
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we really appreciate it.
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We'd love to begin by hearing a little bit
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about your background and organization that you work for.
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Thanks, Dave.
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Thanks for this opportunity to speak to your audience.
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So I'm a third generation teacher.
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My grandparents, maternal grandparents were teachers.
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My mother and father were teacher, my spouse is a teacher.
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And so I've sort of been immersed in education all my life.
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I started out by teaching middle school math
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and computers in the late 1980s, early 1990s.
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And during that time I got the bug,
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the professional development bug.
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And what that means is I was working
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with other teachers to try to improve the practice
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to develop the profession.
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And so I decided I was gonna go back and I got my PhD
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in math education in 2000
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and then started at Grand Valley that same year.
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My primary home at that point was
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the College of Liberal Arts and Sciences.
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And in particular the Math Department
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where I teach pre-service teachers.
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So math education courses
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in-service teachers, graduate courses
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and then also some foundational math courses.
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These are pre-calculus courses.
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I got interested in design thinking
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probably seven years or so ago
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when I read Tim Brown's excellent book, "Change by Design"
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and as I'm reading this, I'm really making some connections
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to both what I do as a mathematician
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but also what I do as a teacher.
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And I see where design thinking method that excuse me,
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the design thinking methods and mindset
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might actually enhance the work that I do with teachers.
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And so I started getting involved
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in the design thinking initiative here at Grand Valley.
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Part of that was being a part of the Design Thinking Academy
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that at the time was created
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and the Director was John Barry.
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Fast forward a couple of years ago,
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John retired and I took over
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as the director and my responsibility now is helping
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and supporting the development of those methods
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and mindsets in the Grand Valley community.
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And that includes one of my recent roles
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is working with a STEM Academy.
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Who's looking to try to implement design thinking
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into their teaching and learning.
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That's great.
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Thank you again for joining us.
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If anybody could take anything away from that introduction
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it's some of the expertise
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that we're gonna lean on today.
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So we really appreciate you taking the time.
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And then I think everybody else will be, you know
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following suit there.
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So let's get this started, Dr. Coffey
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how does students respond to
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and grow through experiential learning?
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So thanks for that question, Dave.
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So to be honest, some struggle with experiential learning.
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So like I said, I teach some pre-calculus courses.
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One of my courses is an algebra course for
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let's say reluctant students.
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They've struggled in math in the past,
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and they're not there by choice,
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but it's a requirement of the university.
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And I try to use experiential learning in that course
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where they're doing lots of hands-on,
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they're doing a lot of where they're trying to
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make meaning of the mathematics
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as opposed to memorizing minutiae.
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Students are often uncomfortable with this,
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especially if they've come from a situation
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where a lot of this has been spoonfed to them,
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the mathematics.
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And I remember one time a student said to me,
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"I know there's an easier way.
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You know, my high school teacher told me an easier way.
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Why don't you just tell me what to do?"
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And my response to that was to say,
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that clearly didn't work.
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Give me a chance to try something different
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let's experiment.
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Let's try to do some of this work
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and see if this time we can make the learning last.
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And so experiential learning is really about shifting
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from just memorizing facts and algorithms
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to really trying to make meaning of the mathematics.
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And how do those skills within
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experiential learning underpins support and connect
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to school day, academic learning?
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So you mentioned David, the reflection process.
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And I think that that's a huge piece
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of this, is having that opportunity
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at the end of an authentic experience to reflect on it.
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And in particular, hopefully
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that experience involves some problem solving.
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And so that what students are developing
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is this problem solving mindset
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so that they can, tackle any problem,
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any problem that they encounter in school or out-of-school.
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So for instance, the teachers that I work with
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often talk about how students struggle
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when they give them a test question
267
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that looks anything different
268
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from what they've seen in class
269
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there are the students' response is often,
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you didn't show us how to do this.
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Well, they'd had showed them how to do that.
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They just hadn't showed them how to
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do that specific problem.
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And so what we've done is we've created a sense
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of learned helplessness, where students don't believe
276
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in yourself to be able to solve these sorts
277
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of problems that they encounter in the classroom.
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What they can do is if they have a problem solving mindset,
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instead as they've reflected on those processes,
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they can apply,
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try to apply those processes
282
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into their solving of these problems.
283
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And so this is one of the key areas
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where what they can bring from experiential learning,
285
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they can apply into the academic setting
286
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is by really kind of leaning in
287
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to their problem solving processes.
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You kind of started to discuss this when
289
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we asked that first question,
290
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but how does teaching and facilitating
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experiential learning,
292
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how is that different from other instructional techniques?
293
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So it's not easy.
294
00:13:36.770 --> 00:13:39.560
And well, let me say, but it's simple.
295
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How's that?
296
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It's not easy, but it's simple.
297
00:13:42.010 --> 00:13:44.850
So what we need to do is we need to change
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from an instructional approach that starts
299
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with I do, the teacher,
300
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we do, the class, you do, individually
301
00:13:55.630 --> 00:13:58.290
because that's part of what creates
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this learned helplessness
303
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and sort of switch this around
304
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and instead give students an opportunity to engage
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in the struggle for a little bit
306
00:14:08.280 --> 00:14:11.660
before we come together and try to work things out.
307
00:14:11.660 --> 00:14:16.130
So for example, I have a class now pre-service teachers
308
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they're getting ready to teach in a classroom,
309
00:14:18.518 --> 00:14:21.940
a sixth grade classroom, and they're teaching the mean.
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So in the old way, that would be here,
311
00:14:24.800 --> 00:14:26.980
let me show you how to do the mean.
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This is the steps for finding the mean,
313
00:14:29.600 --> 00:14:32.010
here are now let's do some practice problems.
314
00:14:32.010 --> 00:14:33.403
Now do that on your own.
315
00:14:34.290 --> 00:14:37.460
My teachers are trying to flip that
316
00:14:37.460 --> 00:14:39.676
and then instead of giving them here's a dataset,
317
00:14:39.676 --> 00:14:42.310 line:15%
here's what the mean is of the dataset.
318
00:14:42.310 --> 00:14:44.240 line:15%
What do you make of this?
319
00:14:44.240 --> 00:14:46.093 line:15%
Again, this idea of making meaning,
320
00:14:47.709 --> 00:14:50.285 line:15%
what do you make of this?
321
00:14:50.285 --> 00:14:53.747
What happens when we add this other new data point to the
322
00:14:53.747 --> 00:14:55.259
to the dataset?
323
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What happens to the mean?
324
00:14:56.551 --> 00:14:57.440
What do you think that means now?
325
00:14:57.440 --> 00:15:00.110
And so the students are starting out
326
00:15:00.110 --> 00:15:02.220
by trying to again make meaning as
327
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as opposed to memorizing a formula for the mean,
328
00:15:06.330 --> 00:15:08.769
so that's the instructional shift.
329
00:15:08.769 --> 00:15:13.190
And we're gonna discuss this in a little bit more detail
330
00:15:13.190 --> 00:15:15.680
toward the end of the webinar, but we wanna
331
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kind of get a sense of what kind of content knowledge
332
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and instructional practices do staff
333
00:15:22.470 --> 00:15:25.060
need to develop to be able to implement
334
00:15:25.060 --> 00:15:27.157
experiential learning in their programs?
335
00:15:27.157 --> 00:15:29.790
Yeah, that's an excellent question.
336
00:15:29.790 --> 00:15:31.690
So as a mathematician,
337
00:15:31.690 --> 00:15:34.300
I wanna say content knowledge is important
338
00:15:34.300 --> 00:15:37.903
but not in the way that we often think about it.
339
00:15:37.903 --> 00:15:40.870
I don't, content knowledge is important
340
00:15:40.870 --> 00:15:45.270
because it provides the facilitator with a certain amount
341
00:15:45.270 --> 00:15:46.640
of confidence in the work
342
00:15:46.640 --> 00:15:49.640
that they're doing and their ability to navigate
343
00:15:49.640 --> 00:15:52.870
the learning, a learning space.
344
00:15:52.870 --> 00:15:55.220
But I don't mean confidence in terms of that
345
00:15:55.220 --> 00:15:56.540
they know everything there.
346
00:15:56.540 --> 00:15:57.960
It's not about being a no it all,
347
00:15:57.960 --> 00:16:02.160
but confidence in their ability to learn so that,
348
00:16:02.160 --> 00:16:05.210
so that they recognize if they encounter a question
349
00:16:05.210 --> 00:16:08.450
or an idea that a student brings up
350
00:16:08.450 --> 00:16:10.430
that it's okay to have a sense of humility
351
00:16:10.430 --> 00:16:11.330
and say, you know what?
352
00:16:11.330 --> 00:16:13.400
I'm not quite sure about that
353
00:16:13.400 --> 00:16:15.550
but we can learn this together.
354
00:16:15.550 --> 00:16:19.189
And so that's where we've got to again
355
00:16:19.189 --> 00:16:23.490
shift our role in the classroom from that sage on the stage
356
00:16:23.490 --> 00:16:25.620
to more of a facilitator to help,
357
00:16:25.620 --> 00:16:30.440
to be a fellow explorer with our students.
358
00:16:30.440 --> 00:16:33.340
One of the ways to do that is to be familiar
359
00:16:33.340 --> 00:16:37.387
with each of the major content areas has associated
360
00:16:37.387 --> 00:16:40.360 line:15%
with the content standards.
361
00:16:40.360 --> 00:16:42.900 line:15%
They also have standard for mathematical practice,
362
00:16:42.900 --> 00:16:44.580 line:15%
standards for scientific practice,
363
00:16:44.580 --> 00:16:48.060 line:15%
standards and the English language arts
364
00:16:48.060 --> 00:16:50.910
for that recognized the importance
365
00:16:50.910 --> 00:16:52.633
of things like problem solving.
366
00:16:53.507 --> 00:16:55.640
And so we should be familiar with those.
367
00:16:55.640 --> 00:16:57.670
We also need to find out ways
368
00:16:57.670 --> 00:17:00.505
to open up our learning space
369
00:17:00.505 --> 00:17:03.640
where students have voice and choice.
370
00:17:03.640 --> 00:17:05.760
So again, like the example of my students,
371
00:17:05.760 --> 00:17:08.303
with the mean, you know, too often,
372
00:17:09.150 --> 00:17:10.850
we spend a lot of times giving instructions,
373
00:17:10.850 --> 00:17:12.160
giving directions.
374
00:17:12.160 --> 00:17:15.819
And if, instead we can allow students to explore
375
00:17:15.819 --> 00:17:18.340
that learning, like I said
376
00:17:18.340 --> 00:17:21.604
is much more likely to last
377
00:17:21.604 --> 00:17:23.430
because it's connected to an experience.
378
00:17:23.430 --> 00:17:26.430
It's not something they've just memorized and then given up.
379
00:17:29.376 --> 00:17:32.157
Thank you very much for answering those questions
380
00:17:32.157 --> 00:17:33.798
to kind of kick us off.
381
00:17:33.798 --> 00:17:37.050 line:15%
A lot of great stuff there and Yana
382
00:17:37.050 --> 00:17:41.780 line:15%
I think a lot for us to unpack, to get started.
383
00:17:41.780 --> 00:17:44.600
First of all, I just wanna go ahead
384
00:17:44.600 --> 00:17:46.507
and kind of reiterate that message,
385
00:17:46.507 --> 00:17:50.096
that content knowledge is important, right?
386
00:17:50.096 --> 00:17:53.930
But for the out-of-school time educator
387
00:17:53.930 --> 00:17:56.170
who maybe doesn't necessarily have, you know
388
00:17:56.170 --> 00:17:58.986
20 years experience teaching science or math,
389
00:17:58.986 --> 00:18:02.690
I like Dr. Coffey that you mentioned that
390
00:18:02.690 --> 00:18:05.970
that confidence to be able to know a little bit about
391
00:18:05.970 --> 00:18:07.360
you know, what it is that you're talking
392
00:18:07.360 --> 00:18:09.763
about with students, but recognizing that you don't,
393
00:18:10.937 --> 00:18:11.850
you don't need to necessarily have it all.
394
00:18:11.850 --> 00:18:15.137
Yana what stuck out to you in that interview?
395
00:18:15.137 --> 00:18:16.363
I think what really stuck out to me is
396
00:18:16.363 --> 00:18:20.090 line:15%
that we can think of ourselves as explorers with our youth
397
00:18:20.090 --> 00:18:22.735 line:15%
and really engage in that learning process with them.
398
00:18:22.735 --> 00:18:25.210
And I know that's something we're gonna hear more
399
00:18:25.210 --> 00:18:26.820
about from our other speakers.
400
00:18:26.820 --> 00:18:28.770
So that's something that really resonated
401
00:18:28.770 --> 00:18:32.847
with me of making learning an active experience
402
00:18:32.847 --> 00:18:35.610
and finding those opportunities to really
403
00:18:35.610 --> 00:18:39.166
make students engage actively and make science education
404
00:18:39.166 --> 00:18:42.260
and all of these experiential approaches
405
00:18:42.260 --> 00:18:45.517
we're gonna talk about part of their wives.
406
00:18:45.517 --> 00:18:50.517
Yeah, thanks again, Dr. Coffey for again
407
00:18:50.760 --> 00:18:53.017
getting us started, really appreciate that.
408
00:18:53.017 --> 00:18:55.530
And as Yana mentioned in the beginning of our webinar
409
00:18:55.530 --> 00:18:56.363
we're gonna spend the rest
410
00:18:56.363 --> 00:19:00.320
of our time today discussing three different approaches
411
00:19:00.320 --> 00:19:02.020
to experiential learning, right?
412
00:19:02.020 --> 00:19:04.156
We're going to talk about using the scientific method,
413
00:19:04.156 --> 00:19:07.353
design thinking and the engineering design process.
414
00:19:07.353 --> 00:19:09.826
And I think now I'm gonna turn it over
415
00:19:09.826 --> 00:19:12.906
to Yana to get us started with the scientific method, right?
416
00:19:12.906 --> 00:19:14.395
Yep, thanks Dave.
417
00:19:14.395 --> 00:19:16.672
So the scientific method might be an approach
418
00:19:16.672 --> 00:19:19.257
that some of you are familiar with.
419
00:19:19.257 --> 00:19:21.700
It is an approach that is used
420
00:19:21.700 --> 00:19:23.546
both by professional scientists and by student learners
421
00:19:23.546 --> 00:19:27.650
in the classroom and outside of the classroom
422
00:19:27.650 --> 00:19:28.983
in out-of-school time
423
00:19:28.983 --> 00:19:31.839
it's a formalized process where students start
424
00:19:31.839 --> 00:19:34.373
with a question, something they're interested in.
425
00:19:34.373 --> 00:19:36.655
Then they do some background research,
426
00:19:36.655 --> 00:19:40.440 line:15%
they write a hypothesis and then they test out
427
00:19:40.440 --> 00:19:43.590 line:15%
their hypothesis through experimentation.
428
00:19:43.590 --> 00:19:46.070
As they experiment, they collect data
429
00:19:46.070 --> 00:19:48.079
and draw conclusions based
430
00:19:48.079 --> 00:19:50.739
on the data that they have collected.
431
00:19:50.739 --> 00:19:53.851
And it might sound a little bit overwhelming to start with
432
00:19:53.851 --> 00:19:56.236
but we can really find applications
433
00:19:56.236 --> 00:20:00.188
for the scientific method in everyday life.
434
00:20:00.188 --> 00:20:02.916
So we have a little clip to see an example
435
00:20:02.916 --> 00:20:06.850
of how you can turn any regular activity
436
00:20:06.850 --> 00:20:08.940
into a learning experience.
437
00:20:08.940 --> 00:20:11.897
So, Dave Mazza, we're gonna ask you to play the clip for us.
438
00:20:11.897 --> 00:20:14.647
(cheerful music)
439
00:20:22.630 --> 00:20:24.480
Hey Marianne, what are you up to?
440
00:20:24.480 --> 00:20:27.083
Making an explosion, watch.
441
00:20:29.013 --> 00:20:31.040
(soda fizzing)
442
00:20:31.040 --> 00:20:33.830
Wow, why does that happen?
443
00:20:33.830 --> 00:20:35.650
I don't know, but it's fun.
444
00:20:35.650 --> 00:20:37.970
This reminds me of your science class.
445
00:20:37.970 --> 00:20:38.850
You're learning the difference
446
00:20:38.850 --> 00:20:41.580
between chemical and physical reactions.
447
00:20:41.580 --> 00:20:43.410
Really that's what's happening?
448
00:20:43.410 --> 00:20:45.990
Maybe is the candy still in the bottle?
449
00:20:45.990 --> 00:20:47.380
It doesn't look it.
450
00:20:47.380 --> 00:20:48.700
It disappeared.
451
00:20:48.700 --> 00:20:51.836
Do you think that's a chemical or a physical change?
452
00:20:51.836 --> 00:20:53.360
Hmm, I'm not sure.
453
00:20:53.360 --> 00:20:55.040
Check your science book and notes.
454
00:20:55.040 --> 00:20:56.590
See if you can find the answer.
455
00:20:58.060 --> 00:21:01.610
A physical reaction is a change in the appearance
456
00:21:01.610 --> 00:21:05.034
of a substance and chemical reaction is one
457
00:21:05.034 --> 00:21:08.810
where the item turns into something new.
458
00:21:08.810 --> 00:21:12.103
Do you think you solid physical or a chemical reaction?
459
00:21:12.103 --> 00:21:15.085
I think it's a chemical change.
460
00:21:15.085 --> 00:21:17.578
Who knew you were a scientist?
461
00:21:17.578 --> 00:21:18.411
I am?
462
00:21:19.350 --> 00:21:22.070
Yep, you just observed an event happening
463
00:21:22.070 --> 00:21:24.450
in real life and made a prediction about it.
464
00:21:24.450 --> 00:21:25.962
You gave a hypothesis.
465
00:21:25.962 --> 00:21:27.400
I did?
466
00:21:27.400 --> 00:21:29.000
That's easy.
467
00:21:29.000 --> 00:21:31.611
Of course and now that you've made a hypothesis
468
00:21:31.611 --> 00:21:34.810
you're ready to move through the scientific method.
469
00:21:34.810 --> 00:21:36.713
A process used by scientists.
470
00:21:37.690 --> 00:21:41.002
The scientific method is comprised of the following steps.
471
00:21:41.002 --> 00:21:44.450
Ask a question, do research,
472
00:21:44.450 --> 00:21:48.510
construct a hypothesis, test with an experiment,
473
00:21:48.510 --> 00:21:53.090
analyze data and draw conclusions and communicate results.
474
00:21:53.090 --> 00:21:55.330
That sounds like a lot.
475
00:21:55.330 --> 00:21:57.400
You already did the first three steps.
476
00:21:57.400 --> 00:21:59.310
All that's left in the last three.
477
00:21:59.310 --> 00:22:00.840
And they're the fun ones.
478
00:22:00.840 --> 00:22:02.570
You already have your hypothesis.
479
00:22:02.570 --> 00:22:04.060
How should we test it?
480
00:22:04.060 --> 00:22:07.549
I could watch the soda and look for signs.
481
00:22:07.549 --> 00:22:09.482
What do you mean signs?
482
00:22:09.482 --> 00:22:11.860
In my notes,
483
00:22:11.860 --> 00:22:16.219
I listed the signs of they physical and chemical reaction.
484
00:22:16.219 --> 00:22:19.383
I'll drop the candy and look for the signs.
485
00:22:20.300 --> 00:22:21.663
Sounds like a great plan.
486
00:22:23.110 --> 00:22:25.940
(soda fizzing)
487
00:22:25.940 --> 00:22:27.580
How did the experiment go?
488
00:22:27.580 --> 00:22:30.235
Is it a physical or chemical reaction?
489
00:22:30.235 --> 00:22:34.350
Chemical reaction because the were bubbles.
490
00:22:34.350 --> 00:22:36.635
Did you see more than one sign?
491
00:22:36.635 --> 00:22:38.833
No, just bubbles.
492
00:22:40.330 --> 00:22:42.180
Hmm, let's go back to your notes.
493
00:22:42.180 --> 00:22:45.030
Oh, I need to look for more than one sign
494
00:22:45.870 --> 00:22:48.620
and maybe the candy is still in there.
495
00:22:48.620 --> 00:22:53.120
Yep, it's physical.
496
00:22:53.120 --> 00:22:55.220
My hypothesis was wrong.
497
00:22:55.220 --> 00:22:56.200
It's okay.
498
00:22:56.200 --> 00:22:58.340
Scientists are not always right either.
499
00:22:58.340 --> 00:22:59.500
What's important is
500
00:22:59.500 --> 00:23:02.270
that you figured out the answer for yourself.
501
00:23:02.270 --> 00:23:03.630
See you tomorrow.
502
00:23:03.630 --> 00:23:05.469
Hey dad, I'm a scientist.
503
00:23:05.469 --> 00:23:08.219
(cheerful music)
504
00:23:10.770 --> 00:23:14.028
I just love that video with Jen and Marianne
505
00:23:14.028 --> 00:23:16.740
and it really shows an example
506
00:23:16.740 --> 00:23:19.290
of how Marianne is a scientist.
507
00:23:19.290 --> 00:23:22.028
And Jen took that little activity where
508
00:23:22.028 --> 00:23:25.480
Marianne was just dropping a tablet
509
00:23:25.480 --> 00:23:29.340
into Coke and really gave her an opportunity
510
00:23:29.340 --> 00:23:32.270
to see science happening in everyday life.
511
00:23:32.270 --> 00:23:33.853
Dave, what stuck out to you?
512
00:23:35.430 --> 00:23:39.050
Well, I really liked the idea of just kind of witnessing
513
00:23:39.050 --> 00:23:44.050
like a teaching opportunity in that, you know
514
00:23:44.637 --> 00:23:49.240
Marianne started off just with something like fun
515
00:23:49.240 --> 00:23:51.780
that she was witnessing and kind of experimenting with
516
00:23:51.780 --> 00:23:53.640
and then turning that into a learning opportunity,
517
00:23:53.640 --> 00:23:56.190
connecting it back to, you know, what she had learned
518
00:23:56.190 --> 00:23:58.260
and going back to the textbook when appropriate
519
00:23:58.260 --> 00:24:00.597
which I think was pretty neat.
520
00:24:00.597 --> 00:24:03.970
I'm curious if Dr. Coffey
521
00:24:03.970 --> 00:24:06.230
or Debbie who's been hanging in with us
522
00:24:06.230 --> 00:24:07.593
have anything to add here?
523
00:24:09.100 --> 00:24:10.816
No pressure, but.
524
00:24:10.816 --> 00:24:12.899
(laughs)
525
00:24:24.419 --> 00:24:25.800
I think there's a competition to see
526
00:24:25.800 --> 00:24:28.000
who unmutes themselves.
527
00:24:28.000 --> 00:24:29.490
Dr. Coffey why don't you go first
528
00:24:29.490 --> 00:24:32.292
and then we'll turn over to Debbie.
529
00:24:32.292 --> 00:24:34.341
So yeah, like I said,
530
00:24:34.341 --> 00:24:38.419 line:15%
I really appreciate the way that the scientific method
531
00:24:38.419 --> 00:24:43.419 line:15%
sort of connects with mathematical problem solving.
532
00:24:43.930 --> 00:24:46.247 line:15%
So if you think about, there's a really good book
533
00:24:46.247 --> 00:24:48.950
"How to Solve It" by George Polya
534
00:24:48.950 --> 00:24:52.510
that talks about these phases of problem solving,
535
00:24:52.510 --> 00:24:55.630
understanding the problem, creating a plan, carrying it out.
536
00:24:55.630 --> 00:24:57.660
And like we said earlier, reflection.
537
00:24:57.660 --> 00:24:59.610
And so I love that there's that connection
538
00:24:59.610 --> 00:25:02.080
but what's interesting is I also see this
539
00:25:02.080 --> 00:25:04.190
as a connection to teaching, right?
540
00:25:04.190 --> 00:25:06.730
So as a teacher, I go through this same process
541
00:25:06.730 --> 00:25:09.600
of trying to understand where my students, right?
542
00:25:09.600 --> 00:25:12.468
Come up with a plan about what it is, recognizing that plan
543
00:25:12.468 --> 00:25:15.820
as an experiment, trying that experiment out
544
00:25:16.975 --> 00:25:20.130
and then re reflecting on it and revising it.
545
00:25:20.130 --> 00:25:22.550
So, it's always a good reminder
546
00:25:22.550 --> 00:25:23.550
a good thing to see.
547
00:25:24.700 --> 00:25:25.533
Great.
548
00:25:25.533 --> 00:25:27.788
Debbie, did you have anything to add for our audience?
549
00:25:27.788 --> 00:25:30.660
We haven't officially introduced Debbie
550
00:25:30.660 --> 00:25:32.760
but we will in just a moment, but Debbie,
551
00:25:32.760 --> 00:25:34.380
before we move on,
552
00:25:34.380 --> 00:25:37.060
did you have something you wanted to add?
553
00:25:37.060 --> 00:25:39.520 line:15%
So I think the thing that stood out to me
554
00:25:39.520 --> 00:25:41.220 line:15%
was really the sense of it
555
00:25:41.220 --> 00:25:44.010 line:15%
being a learning partnership, where you have an adult
556
00:25:44.010 --> 00:25:48.030 line:15%
who's able to frame an opportunity and really nudge
557
00:25:48.030 --> 00:25:51.360 line:15%
or urge the student to explore, to develop his
558
00:25:51.360 --> 00:25:54.911
or her creative confidence and the student trusting
559
00:25:54.911 --> 00:25:56.360
that the teacher or the adult facilitator
560
00:25:56.360 --> 00:25:58.677
the person who's kind of walking alongside,
561
00:25:58.677 --> 00:26:02.580
is also willing to be urged to try something new
562
00:26:02.580 --> 00:26:06.200
to take a small risk in a supported and safe space.
563
00:26:06.200 --> 00:26:08.790
And that learning partnership really is fundamental
564
00:26:08.790 --> 00:26:10.620
to becoming an independent learner
565
00:26:10.620 --> 00:26:11.950
which is something that's really critical
566
00:26:11.950 --> 00:26:13.793
to the work that we're doing right now.
567
00:26:15.270 --> 00:26:18.300
Those are wise words, and we will be back with Debbie
568
00:26:18.300 --> 00:26:22.650
in a few minutes, but really what we want to dive into
569
00:26:22.650 --> 00:26:24.910
now that we have gotten that introduction
570
00:26:24.910 --> 00:26:28.350
to the scientific method is we are excited
571
00:26:28.350 --> 00:26:30.340
to move on to our next approach
572
00:26:30.340 --> 00:26:33.028
and talking about design thinking,
573
00:26:33.028 --> 00:26:34.990
which might be an approach that's a little bit newer
574
00:26:34.990 --> 00:26:37.220
to some members of our audience.
575
00:26:37.220 --> 00:26:39.137
So design thinking is an approach
576
00:26:39.137 --> 00:26:43.771
that's a process for using to solve challenging problems.
577
00:26:43.771 --> 00:26:46.840
And the purpose of design thinking is to have
578
00:26:46.840 --> 00:26:49.723
students create solutions for real world problems.
579
00:26:50.590 --> 00:26:52.330
So the steps of design thinking
580
00:26:52.330 --> 00:26:55.269
which we will see are to emphasize,
581
00:26:55.269 --> 00:26:59.110
define, where we empathize
582
00:26:59.110 --> 00:27:00.040
we're starting to think
583
00:27:00.040 --> 00:27:02.370
about the community we wanna serve.
584
00:27:02.370 --> 00:27:04.430
We want to define the problem,
585
00:27:04.430 --> 00:27:06.970
we wanna understand the problem.
586
00:27:06.970 --> 00:27:10.270
We ideate, we come up with potential solutions
587
00:27:10.270 --> 00:27:11.910
to the problem.
588
00:27:11.910 --> 00:27:13.740
Then we create prototypes
589
00:27:13.740 --> 00:27:17.470
and we test the effectiveness of our prototype.
590
00:27:17.470 --> 00:27:20.539
So really what design thinking is all about
591
00:27:20.539 --> 00:27:23.530
is thinking about how you can take what seems
592
00:27:23.530 --> 00:27:27.530
like a big problem and really bring the opportunity
593
00:27:27.530 --> 00:27:30.549
for students to try to solve problems
594
00:27:30.549 --> 00:27:31.820
in their own community.
595
00:27:31.820 --> 00:27:35.060
So Dave was able to catch up with Ariel Raz,
596
00:27:35.060 --> 00:27:38.160
the Head of Learning Collaborations at the Stanford d.School
597
00:27:39.148 --> 00:27:40.820
a couple of weeks ago in a short interview.
598
00:27:40.820 --> 00:27:43.470
So let's watch that to get a brief introduction
599
00:27:43.470 --> 00:27:44.393
to this topic.
600
00:27:45.330 --> 00:27:47.526
Hi, everyone I'm joined today for this recorded interview
601
00:27:47.526 --> 00:27:51.420
by Ariel Raz, Head of Learning Collaborations
602
00:27:51.420 --> 00:27:55.290
for the K-12 lab at Stanford's d.School.
603
00:27:55.290 --> 00:27:56.800
Hey Ariel, thanks for joining us.
604
00:27:56.800 --> 00:27:57.830
Before we get started,
605
00:27:57.830 --> 00:28:00.078
can you tell us a little bit
606
00:28:00.078 --> 00:28:01.930
about yourself and your role at the d.School?
607
00:28:01.930 --> 00:28:03.470
Sure, yeah.
608
00:28:03.470 --> 00:28:04.690 line:15%
So my name is Ariel.
609
00:28:04.690 --> 00:28:07.460 line:15%
I'm a Californian, I live out in Oakland, California
610
00:28:07.460 --> 00:28:12.450 line:15%
and I, previous to my coming to the Stanford d.School,
611
00:28:12.450 --> 00:28:15.210 line:15%
I was a middle school, special ed math teacher.
612
00:28:15.210 --> 00:28:16.830
I taught math using games.
613
00:28:16.830 --> 00:28:18.930
That was kind of my experience
614
00:28:18.930 --> 00:28:21.320
and introduction into creative pedagogy.
615
00:28:21.320 --> 00:28:24.032
Mostly I stumbled upon that pedagogy
616
00:28:24.032 --> 00:28:25.610
because it worked much better
617
00:28:25.610 --> 00:28:29.227
for my special ed students, then, you know
618
00:28:29.227 --> 00:28:32.120
worksheets and drill and kill and more algorithmic teaching.
619
00:28:32.120 --> 00:28:36.500
So what is design thinking and how does teaching
620
00:28:36.500 --> 00:28:38.505
and facilitating design thinking
621
00:28:38.505 --> 00:28:41.850
differ from other instructional techniques?
622
00:28:41.850 --> 00:28:45.170
My simple sort of four word definition
623
00:28:45.170 --> 00:28:50.170
of design thinking is make something that matters.
624
00:28:50.190 --> 00:28:53.220
So it's a creative pedagogy that allows you
625
00:28:53.220 --> 00:28:55.980
as a designer to make something that matters.
626
00:28:55.980 --> 00:28:57.650
And there are, it's important
627
00:28:57.650 --> 00:28:59.010
to kind of split those things up.
628
00:28:59.010 --> 00:29:02.800
So making something has to do with craftsmanship
629
00:29:02.800 --> 00:29:03.790
it has to do with scale,
630
00:29:03.790 --> 00:29:06.250
it has to do with an understanding
631
00:29:06.250 --> 00:29:10.320
of how to use your hands, computers, maybe even art, right?
632
00:29:10.320 --> 00:29:14.597
A whole range of sort of fabrication skills you might say.
633
00:29:14.597 --> 00:29:19.597
And then that matters is what we consider to
634
00:29:20.250 --> 00:29:24.350
be an empathy driven process or sort
635
00:29:24.350 --> 00:29:28.840
of insight experience where you look at the people
636
00:29:28.840 --> 00:29:32.190
who are going to be used or who, sorry,
637
00:29:32.190 --> 00:29:34.860
who are going to use the thing that you make.
638
00:29:34.860 --> 00:29:36.780
And you make sure that it's the right fit,
639
00:29:36.780 --> 00:29:39.240
that you're not missing a particular user group
640
00:29:39.240 --> 00:29:42.440
or that it's really tuned to their specific needs,
641
00:29:42.440 --> 00:29:44.250
which is a whole other set of skills, right?
642
00:29:44.250 --> 00:29:46.377
It has to do with being empathetic of course,
643
00:29:46.377 --> 00:29:48.825
it has to do with being able to notice,
644
00:29:48.825 --> 00:29:50.979
to observe, to ask questions,
645
00:29:50.979 --> 00:29:54.120
to analyze and synthesize perhaps something
646
00:29:54.120 --> 00:29:55.180
that you would typically think
647
00:29:55.180 --> 00:29:58.469
of as being in the domain of the humanities.
648
00:29:58.469 --> 00:30:00.410
So, right there
649
00:30:00.410 --> 00:30:02.450
like you just sort of see the intersection
650
00:30:02.450 --> 00:30:07.450
of the liberal arts and the sciences and so
651
00:30:08.610 --> 00:30:10.530
that's how I think of design thinking.
652
00:30:10.530 --> 00:30:13.170
How does teaching and facilitating design thinking
653
00:30:13.170 --> 00:30:15.890
differ from other types of instructional techniques?
654
00:30:15.890 --> 00:30:20.890
The pedagogy of giving students a creative challenge
655
00:30:21.411 --> 00:30:26.411 line:15%
is I think quite difficult to reconcile
656
00:30:26.930 --> 00:30:29.778 line:15%
within a very heavily standardized system.
657
00:30:29.778 --> 00:30:32.290 line:15%
If you're gonna make something new by starting out
658
00:30:32.290 --> 00:30:34.280 line:15%
you inherently don't know what it is, right?
659
00:30:34.280 --> 00:30:35.936 line:15%
You're going to create something new,
660
00:30:35.936 --> 00:30:36.769
that's the point.
661
00:30:36.769 --> 00:30:37.910
And so how do you standardize that?
662
00:30:37.910 --> 00:30:39.312
Right?
663
00:30:39.312 --> 00:30:40.152
It's difficult.
664
00:30:40.152 --> 00:30:41.048
You need to use rubrics
665
00:30:41.048 --> 00:30:41.881
you can't use traditional assessments.
666
00:30:41.881 --> 00:30:44.590
And so the sort of like approach that you need to take
667
00:30:44.590 --> 00:30:48.400
as an educator, as a teacher and actually as a learner
668
00:30:48.400 --> 00:30:50.240 line:15%
as well, not to mention being an apparent
669
00:30:50.240 --> 00:30:52.970 line:15%
like it needs to be more comfortable with failure
670
00:30:53.878 --> 00:30:56.020 line:15%
something that the traditional education system, right?
671
00:30:56.020 --> 00:30:58.830 line:15%
Tries to kind of issue and prevent from happening.
672
00:30:58.830 --> 00:31:01.170
In some ways it's not so dissimilar
673
00:31:01.170 --> 00:31:03.011
to project based learning.
674
00:31:03.011 --> 00:31:05.890
The main difference I would say is that
675
00:31:05.890 --> 00:31:09.100
project based learning, has you start with a project
676
00:31:09.100 --> 00:31:10.430
in mind, right?
677
00:31:10.430 --> 00:31:13.563
Like oftentimes the teacher will say, we're going to create
678
00:31:13.563 --> 00:31:16.870
or we're gonna take this Mercedes, you know
679
00:31:16.870 --> 00:31:19.950
SL 320 from 1988, and we're gonna convert it
680
00:31:19.950 --> 00:31:22.820
from running on diesel to vegetable oil.
681
00:31:22.820 --> 00:31:24.020
Let's get it going, right?
682
00:31:24.020 --> 00:31:25.050
Awesome challenge.
683
00:31:25.050 --> 00:31:25.883
Let's go doing it.
684
00:31:25.883 --> 00:31:26.716
Let's go do it.
685
00:31:26.716 --> 00:31:28.400
But me as an instructor
686
00:31:28.400 --> 00:31:30.102
I've already told you what we're doing.
687
00:31:30.102 --> 00:31:32.220
Design thinking is distinct in
688
00:31:32.220 --> 00:31:34.240
that we actually set up the structure
689
00:31:34.240 --> 00:31:38.050
for you to figure out what's worth making from the get-go.
690
00:31:38.050 --> 00:31:40.920
One of the things that we want to have participants
691
00:31:40.920 --> 00:31:43.080
come out of this webinar today with
692
00:31:43.080 --> 00:31:44.340
there are some, some techniques
693
00:31:44.340 --> 00:31:47.672
or best practices that they can use with their students.
694
00:31:47.672 --> 00:31:49.940
Is there anything that you can share
695
00:31:49.940 --> 00:31:53.011
particularly around questioning techniques
696
00:31:53.011 --> 00:31:54.733
to use during design thinking?
697
00:31:55.610 --> 00:31:58.590
We internally in our teaching as well
698
00:31:58.590 --> 00:32:01.440
as in our own learning because we sort of teach design
699
00:32:01.440 --> 00:32:03.260
but we also do design ourselves.
700
00:32:03.260 --> 00:32:05.280
We love the Project Zero thinking routine.
701
00:32:05.280 --> 00:32:08.920
When it comes time to making is parts,
702
00:32:08.920 --> 00:32:12.170
purposes, complexities where you might take
703
00:32:12.170 --> 00:32:15.670
an object and I'll reveal that I have a toenail clipper
704
00:32:15.670 --> 00:32:17.770
on my desk, (laughs)
705
00:32:17.770 --> 00:32:19.090
you might take an object like this,
706
00:32:19.090 --> 00:32:21.580
and you analyze the parts, right?
707
00:32:21.580 --> 00:32:22.730
So that's just kind of looking
708
00:32:22.730 --> 00:32:24.350
at the different pieces of it.
709
00:32:24.350 --> 00:32:27.576
What are the purposes of those parts, right?
710
00:32:27.576 --> 00:32:29.210
So this has a lever.
711
00:32:29.210 --> 00:32:31.017
The purpose is to be able to squeeze it
712
00:32:31.017 --> 00:32:33.229
and so you can trim your snaggle nail
713
00:32:33.229 --> 00:32:36.210
and then the complexities.
714
00:32:36.210 --> 00:32:39.338
What might be the thing about this that I don't understand?
715
00:32:39.338 --> 00:32:40.908
And that's really helpful
716
00:32:40.908 --> 00:32:44.067
as a way to sort of backwards map what a product is.
717
00:32:44.067 --> 00:32:46.290
And it aligns with the type of skill building
718
00:32:46.290 --> 00:32:48.340
that you would need in fabrication
719
00:32:48.340 --> 00:32:50.310 line:15%
'cause you need to be able to analyze an object
720
00:32:50.310 --> 00:32:53.590 line:15%
and sort of work backwards so that you can then say, okay
721
00:32:53.590 --> 00:32:55.430 line:15%
this is how that object is engineered.
722
00:32:55.430 --> 00:32:56.840 line:15%
Projects Zero has a ton
723
00:32:57.711 --> 00:32:59.461
of other thinking routines and they're fabulous.
724
00:32:59.461 --> 00:33:01.001
So I would dive into those.
725
00:33:01.001 --> 00:33:02.928
Great, thanks for sharing those.
726
00:33:02.928 --> 00:33:06.420
So as we near the end of our interview today,
727
00:33:06.420 --> 00:33:08.841
again we really appreciate you taking the time.
728
00:33:08.841 --> 00:33:11.590
How, did the skills that students develop
729
00:33:11.590 --> 00:33:14.820
and practice through design thinking
730
00:33:14.820 --> 00:33:18.120
support and kind of underpin academic success?
731
00:33:18.120 --> 00:33:21.910
There was a really fascinating study put out
732
00:33:21.910 --> 00:33:24.570
by our colleagues over in the School of Education
733
00:33:24.570 --> 00:33:27.398
at Stanford, actually the Dean Dan Schwartz,
734
00:33:27.398 --> 00:33:28.620
and some of his colleagues around
735
00:33:28.620 --> 00:33:31.450
teaching design thinking techniques to middle schoolers.
736
00:33:31.450 --> 00:33:34.641
And they found that what it allowed them to do,
737
00:33:34.641 --> 00:33:37.730
especially for students who were not
738
00:33:37.730 --> 00:33:40.030
at the top of the pack, but more,
739
00:33:40.030 --> 00:33:42.140
I guess what you might call lower,
740
00:33:42.140 --> 00:33:43.790
middle achieving students.
741
00:33:43.790 --> 00:33:48.120
They noticed that they were applying creative strategies
742
00:33:48.120 --> 00:33:51.070
to novel problems solving and to novel problems
743
00:33:51.070 --> 00:33:51.980
and new contexts.
744
00:33:51.980 --> 00:33:54.330
So this question of transfer, which is huge
745
00:33:54.330 --> 00:33:56.090
if you look at the education resource, right?
746
00:33:56.090 --> 00:33:58.690
If I learned something in math, like
747
00:33:58.690 --> 00:34:00.440
does that transfer over to science
748
00:34:00.440 --> 00:34:02.960
or does that transfer over to my personal life?
749
00:34:02.960 --> 00:34:03.960
Like, that's what you want.
750
00:34:03.960 --> 00:34:05.820
That's showing that the education sticks
751
00:34:05.820 --> 00:34:07.330
and it's transferring.
752
00:34:07.330 --> 00:34:09.250
But a lot of times education does not,
753
00:34:09.250 --> 00:34:11.536
it stays sort of contained within its domain.
754
00:34:11.536 --> 00:34:15.355
So what they found is that the problem solving strategies
755
00:34:15.355 --> 00:34:20.355
did have significant transfer from a research perspective.
756
00:34:20.560 --> 00:34:22.250
So that was really encouraging for us,
757
00:34:22.250 --> 00:34:24.730
that these sorts of strategies and in the strategy
758
00:34:24.730 --> 00:34:27.253
might be like if I don't know what to do,
759
00:34:27.253 --> 00:34:30.800
or if I'm gonna make something, it's better to make
760
00:34:30.800 --> 00:34:32.240
multiple versions of that thing
761
00:34:32.240 --> 00:34:33.250
and that's gonna help me, right?
762
00:34:33.250 --> 00:34:35.583
So if I'm gonna create like a cup,
763
00:34:35.583 --> 00:34:37.593
I should create three cups.
764
00:34:37.593 --> 00:34:40.700
And then ultimately I might create a better cup.
765
00:34:40.700 --> 00:34:43.719
So strategies like that, we do find having
766
00:34:43.719 --> 00:34:48.719
some sort of success in other disciplines,
767
00:34:49.760 --> 00:34:51.150
which is really good.
768
00:34:51.150 --> 00:34:54.400
I think another thing is experienced
769
00:34:54.400 --> 00:34:57.420
with failure in the structure of a process
770
00:34:57.420 --> 00:34:59.838
of sort of reconciles failure directly as,
771
00:34:59.838 --> 00:35:04.838
as a learning experience or as something to grow from.
772
00:35:06.630 --> 00:35:08.219
Like, there is a bit of growth mindset baked
773
00:35:08.219 --> 00:35:11.450
into the design process because you're told,
774
00:35:11.450 --> 00:35:16.450
like it's almost the cliche about fail early,
775
00:35:17.410 --> 00:35:19.332
fail often so you can succeed sooner.
776
00:35:19.332 --> 00:35:22.960
We do that by prototyping and it's very much
777
00:35:22.960 --> 00:35:24.390
in the spirit of like, you know what,
778
00:35:24.390 --> 00:35:26.690
I prototype this, let's see how it works.
779
00:35:26.690 --> 00:35:28.670
Let's see how it lands and let's grow from it
780
00:35:28.670 --> 00:35:30.590
because I know I'm gonna prototype more
781
00:35:30.590 --> 00:35:32.810
because I know that's sort of the,
782
00:35:32.810 --> 00:35:35.300
that's the mindset that I wanna have
783
00:35:35.300 --> 00:35:39.775
as I design as I do this type of process.
784
00:35:39.775 --> 00:35:42.590
So, I mean, to me that actually speaks
785
00:35:42.590 --> 00:35:45.510
to a lot of perseverance and grit
786
00:35:45.510 --> 00:35:48.530
which I would think is really conducive
787
00:35:48.530 --> 00:35:50.238
to long term academic success.
788
00:35:50.238 --> 00:35:54.088
And so I find that the design process gives access
789
00:35:54.088 --> 00:35:58.780
to sort of learning those skills within
790
00:35:58.780 --> 00:36:00.980
a structure where I realize, hey,
791
00:36:00.980 --> 00:36:02.650
like maybe I should pick up
792
00:36:02.650 --> 00:36:03.930
some of those engineering skills.
793
00:36:03.930 --> 00:36:06.777
And I see why it's important because it's in the structure
794
00:36:06.777 --> 00:36:09.860
of doing this project where I make something that matters.
795
00:36:09.860 --> 00:36:12.040
I make something that helps other people
796
00:36:12.040 --> 00:36:13.850
and that's motivating for me.
797
00:36:13.850 --> 00:36:17.398
So I think it provides a really good entry way
798
00:36:17.398 --> 00:36:19.760
for folks that might not see themselves
799
00:36:19.760 --> 00:36:23.090
as STEAM students to stay, to be able to see,
800
00:36:23.090 --> 00:36:24.573
actually I see my place in this
801
00:36:24.573 --> 00:36:27.337
and maybe it'll even lead to them saying,
802
00:36:27.337 --> 00:36:30.189
I see why these technical skills are important.
803
00:36:30.189 --> 00:36:32.610
Like now I feel motivated to pick some
804
00:36:32.610 --> 00:36:34.193
of those skills up myself.
805
00:36:35.080 --> 00:36:39.817
Yeah, really good point and great parting words I think.
806
00:36:39.817 --> 00:36:42.880
So, we really appreciate you taking the time
807
00:36:42.880 --> 00:36:44.105
to join us today.
808
00:36:44.105 --> 00:36:46.910
Thanks for giving us all of that insight.
809
00:36:46.910 --> 00:36:48.147
We really appreciate it.
810
00:36:48.147 --> 00:36:49.458
You're very welcome.
811
00:36:49.458 --> 00:36:50.533
It was an honor to be here.
812
00:36:54.170 --> 00:36:57.648
So Yana, I think my conversation with Ariel
813
00:36:57.648 --> 00:37:02.648
really showed how design thinking shows kids
814
00:37:02.700 --> 00:37:04.018
that that learning matters.
815
00:37:04.018 --> 00:37:07.710
But I think we should probably try to drill down
816
00:37:07.710 --> 00:37:11.313
a little bit more into some of the student outcomes
817
00:37:11.313 --> 00:37:13.660
that we wanna discuss as part of this process, too?
818
00:37:13.660 --> 00:37:14.493
Right?
819
00:37:15.377 --> 00:37:17.740
So how does this learning approach assist students
820
00:37:17.740 --> 00:37:19.723
in making academic gains?
821
00:37:20.630 --> 00:37:22.619
You know, Dave, that sounds
822
00:37:22.619 --> 00:37:24.100
like a great question for our next guest.
823
00:37:24.100 --> 00:37:26.510
We're happy to welcome Debbie Parizek
824
00:37:26.510 --> 00:37:28.030
the Executive Director
825
00:37:28.030 --> 00:37:29.988
of the Henry Ford Learning Institute
826
00:37:29.988 --> 00:37:33.500
to talk about how design thinking impacts student learning.
827
00:37:33.500 --> 00:37:36.237
Debbie, thanks for being with us.
828
00:37:36.237 --> 00:37:38.197
It's my pleasure.
829
00:37:38.197 --> 00:37:40.940
All right, so before we get started,
830
00:37:40.940 --> 00:37:43.330
we'd love to hear a little bit about yourself
831
00:37:43.330 --> 00:37:45.630
and the Henry Ford Learning Institute
832
00:37:45.630 --> 00:37:47.650
and the work that you guys do.
833
00:37:47.650 --> 00:37:49.420
Sure, thanks for including us today.
834
00:37:49.420 --> 00:37:52.180 line:15%
So as Yana said, my name is Debbie Parizek.
835
00:37:52.180 --> 00:37:55.133 line:15%
I'm based in Southeastern Michigan, just outside of Detroit.
836
00:37:55.133 --> 00:37:58.970 line:15%
I've been a high school educator and administrator
837
00:37:59.858 --> 00:38:00.980 line:15%
and now I'm in nonprofit leadership
838
00:38:00.980 --> 00:38:04.130 line:15%
have been with HFLI for the last almost 16 years,
839
00:38:04.130 --> 00:38:05.270 line:15%
hard to believe.
840
00:38:05.270 --> 00:38:07.340
And over the course of that career
841
00:38:07.340 --> 00:38:09.780
I've worked primarily with underserved
842
00:38:09.780 --> 00:38:11.820
and under-resourced communities really thinking
843
00:38:11.820 --> 00:38:16.180
about how can we reimagine and redesign learning, teaching
844
00:38:16.180 --> 00:38:19.010
and leading to better impact the experiences
845
00:38:19.010 --> 00:38:22.170
that students have, their families have, the educators have
846
00:38:22.170 --> 00:38:24.820
and to the greater good of the community.
847
00:38:24.820 --> 00:38:27.450
Ultimately HFLI is really about using deeper learning
848
00:38:27.450 --> 00:38:30.430
by design to make sure that we are empowering
849
00:38:30.430 --> 00:38:33.520
and activating young people to lead transformational change.
850
00:38:33.520 --> 00:38:36.453
So those are huge words and aspirational outcomes.
851
00:38:36.453 --> 00:38:40.150
We think about that and bringing together, you know
852
00:38:40.150 --> 00:38:42.250
really strong instructional practices
853
00:38:42.250 --> 00:38:44.820
using the tools and methods of design thinking
854
00:38:44.820 --> 00:38:46.910
and also culturally responsive practices,
855
00:38:46.910 --> 00:38:49.120
because the communities that we work in,
856
00:38:49.120 --> 00:38:51.750
really need to be front and center
857
00:38:51.750 --> 00:38:54.520
of the work and to drive the desires
858
00:38:54.520 --> 00:38:57.110
and the values that they have for their children.
859
00:38:57.110 --> 00:38:59.740
Ultimately, that's the work that we seek to do,
860
00:38:59.740 --> 00:39:01.687
that we're really proud to do.
861
00:39:01.687 --> 00:39:04.470
And I'm really excited to engage with in-school educators
862
00:39:04.470 --> 00:39:06.770
and out-of-school educators to make it happen.
863
00:39:07.790 --> 00:39:08.623
Fantastic.
864
00:39:08.623 --> 00:39:10.140
So we're going to talk about some
865
00:39:10.140 --> 00:39:12.747 line:15%
of your experiences and some of the projects you've done
866
00:39:12.747 --> 00:39:14.550 line:15%
but I think what we wanna start
867
00:39:14.550 --> 00:39:16.545 line:15%
with is really thinking about how we can connect
868
00:39:16.545 --> 00:39:20.480
design thinking to academic skill building.
869
00:39:20.480 --> 00:39:23.265
So from your experience and from what you've seen
870
00:39:23.265 --> 00:39:26.084
and done with youth, what are some
871
00:39:26.084 --> 00:39:27.760
of the academic skills that we can seek to build
872
00:39:27.760 --> 00:39:31.230
in our students by practicing design thinking?
873
00:39:31.230 --> 00:39:33.350
I think some of them have already been mentioned, right?
874
00:39:33.350 --> 00:39:34.780
We've talked about critical thinking.
875
00:39:34.780 --> 00:39:36.290
We've talked about collaboration
876
00:39:36.290 --> 00:39:38.525 line:15%
we've talked about growth mindset.
877
00:39:38.525 --> 00:39:41.970 line:15%
So I think that those are significant outcomes.
878
00:39:41.970 --> 00:39:43.493 line:15%
We've talked about application of information.
879
00:39:43.493 --> 00:39:46.277 line:15%
And if we dive a little bit deeper into that
880
00:39:46.277 --> 00:39:49.240
it really is, well, where are you getting this information?
881
00:39:49.240 --> 00:39:50.670
So how are you doing research?
882
00:39:50.670 --> 00:39:52.590
How are you gathering data?
883
00:39:52.590 --> 00:39:54.940
How are you gathering facts and figures
884
00:39:54.940 --> 00:39:57.410
and then synthesizing that and analyzing it,
885
00:39:57.410 --> 00:39:58.380
well once you have that,
886
00:39:58.380 --> 00:39:59.870
what do you do with that information?
887
00:39:59.870 --> 00:40:01.300
You need to communicate it.
888
00:40:01.300 --> 00:40:04.850 line:15%
You need to reframe it in order to address a challenge
889
00:40:04.850 --> 00:40:06.945 line:15%
or a problem, or to respond to a complex question.
890
00:40:06.945 --> 00:40:10.500 line:15%
You need to communicate with other people
891
00:40:10.500 --> 00:40:11.440 line:15%
what are your findings?
892
00:40:11.440 --> 00:40:12.990
Are you going to do that visually?
893
00:40:12.990 --> 00:40:14.510
Are you going to do that verbally?
894
00:40:14.510 --> 00:40:17.710
Are you going to put together a formal presentation
895
00:40:17.710 --> 00:40:19.720
or an informal presentation?
896
00:40:19.720 --> 00:40:20.960
All of those are skills
897
00:40:20.960 --> 00:40:24.570
that you can develop in, with and through design thinking
898
00:40:24.570 --> 00:40:28.010
in order to demonstrate and explore further
899
00:40:28.010 --> 00:40:29.930
the problems that you're thinking about.
900
00:40:29.930 --> 00:40:32.566
And ultimately all of those skills are necessary
901
00:40:32.566 --> 00:40:37.500
for success in a path toward your academic achievements
902
00:40:37.500 --> 00:40:39.940
whether it's in your class or it's out-of-school,
903
00:40:39.940 --> 00:40:43.220
whether it's toward a post-secondary learning opportunity,
904
00:40:43.220 --> 00:40:45.500
or onto college, both of those matter.
905
00:40:45.500 --> 00:40:47.670
And then ultimately what's the career path
906
00:40:47.670 --> 00:40:48.503
that you wanna choose?
907
00:40:48.503 --> 00:40:50.850
So you go back to, I can talk about it,
908
00:40:50.850 --> 00:40:51.700
I can analyze it,
909
00:40:51.700 --> 00:40:53.350
I can find out the right information,
910
00:40:53.350 --> 00:40:55.650
I can connect with others to strengthen
911
00:40:55.650 --> 00:40:58.020
and deepen the learning that I'm engaged in.
912
00:40:58.020 --> 00:41:00.202
And I can do it with voice and choice.
913
00:41:00.202 --> 00:41:02.019
So we mentioned growth.
914
00:41:02.019 --> 00:41:04.079
I just cut you off, I'm so sorry.
915
00:41:04.079 --> 00:41:05.451
No, please.
916
00:41:05.451 --> 00:41:08.310
I think there's the intangible too, right?
917
00:41:08.310 --> 00:41:10.648
If you want to achieve inside of school
918
00:41:10.648 --> 00:41:13.270
and outside of school
919
00:41:13.270 --> 00:41:16.250
you need to be a confident, independent learner,
920
00:41:16.250 --> 00:41:18.340
you need to be able to drive your own learning,
921
00:41:18.340 --> 00:41:21.170
to find adults and to connect with adults
922
00:41:21.170 --> 00:41:22.160
who can nurture you
923
00:41:22.160 --> 00:41:23.930
through that learning partnership.
924
00:41:23.930 --> 00:41:25.450
You need to have skills and strategies
925
00:41:25.450 --> 00:41:28.480
for when you get stuck, how is, how am I gonna navigate
926
00:41:28.480 --> 00:41:30.340
through something that's hard for me?
927
00:41:30.340 --> 00:41:31.963
And ultimately we describe that
928
00:41:31.963 --> 00:41:34.560
as an orientation of innovation.
929
00:41:34.560 --> 00:41:37.350
And so in that space, you have knowledge of the world
930
00:41:37.350 --> 00:41:40.360
in which you live, there's your academic skills and content.
931
00:41:40.360 --> 00:41:43.217
You have a sense of yourself as someone who can bring value
932
00:41:43.217 --> 00:41:46.319
to a collaborative effort, to a team, to a class,
933
00:41:46.319 --> 00:41:49.852
to a project, you are developing creative confidence.
934
00:41:49.852 --> 00:41:52.640
I've done it before, I've worked on challenges,
935
00:41:52.640 --> 00:41:53.961
I can do it again.
936
00:41:53.961 --> 00:41:57.930
You then are able to have a commitment to see
937
00:41:57.930 --> 00:42:00.310
the opportunity that you can bring your talents
938
00:42:01.596 --> 00:42:02.530 line:15%
to bear that compulsion to act
939
00:42:02.530 --> 00:42:04.360 line:15%
make the world a better place.
940
00:42:04.360 --> 00:42:07.180 line:15%
And then you have an optimism that it can be a better place.
941
00:42:07.180 --> 00:42:09.570
So when you factor all those things in
942
00:42:09.570 --> 00:42:11.779
you have a motivation as a person
943
00:42:11.779 --> 00:42:15.210
to go through the hard work and to instill
944
00:42:15.210 --> 00:42:17.336
in yourself that independent drive
945
00:42:17.336 --> 00:42:19.993
for your own learning and your own future.
946
00:42:21.970 --> 00:42:24.050
Debbie, those are such inspiring words
947
00:42:24.050 --> 00:42:27.350
and really thinking about how we can use design thinking
948
00:42:27.350 --> 00:42:29.600
to change the way students think of themselves
949
00:42:29.600 --> 00:42:32.978
as learners and active parts of their community.
950
00:42:32.978 --> 00:42:35.830
And now that we have that really big picture,
951
00:42:35.830 --> 00:42:37.303
I think we'd love to hear one
952
00:42:37.303 --> 00:42:40.590
or two examples of how you've seen that play out.
953
00:42:40.590 --> 00:42:43.261
So if you could give an example or a couple of examples
954
00:42:43.261 --> 00:42:46.810
of projects you've done with youth and how that changed
955
00:42:46.810 --> 00:42:49.070
and the skills that youth developed
956
00:42:49.070 --> 00:42:50.420
when doing those projects
957
00:42:50.420 --> 00:42:52.483
I think that could give our audience a really concrete
958
00:42:52.483 --> 00:42:57.170
sense of how design thinking can influence their youth.
959
00:42:57.170 --> 00:42:58.705
Sure.
960
00:42:58.705 --> 00:43:00.510
So I'm gonna do kind of two opposite ends of the spectrum.
961
00:43:00.510 --> 00:43:02.070
So I'm gonna I talk about our kindergarteners
962
00:43:02.070 --> 00:43:04.630
because our kindergartners are amazing.
963
00:43:04.630 --> 00:43:07.063
So they, in some of the schools that we work with,
964
00:43:07.063 --> 00:43:09.590
one of the kindergarten design challenges
965
00:43:09.590 --> 00:43:13.273
is to design a better environment for your pet.
966
00:43:13.273 --> 00:43:16.220
And so in that sense, we haven't defined what
967
00:43:16.220 --> 00:43:18.030
is the environment we haven't talked about
968
00:43:18.030 --> 00:43:18.863
what is the pet?
969
00:43:18.863 --> 00:43:20.730
We've simply said, there's a need here.
970
00:43:20.730 --> 00:43:23.000
Your pet needs a better space.
971
00:43:23.000 --> 00:43:25.370
And so our kindergarteners can then think about
972
00:43:25.370 --> 00:43:26.950 line:15%
what kind of animal is it?
973
00:43:26.950 --> 00:43:28.750 line:15%
What are the environmental needs?
974
00:43:28.750 --> 00:43:32.360 line:15%
What are the science and math and related social-emotional
975
00:43:32.360 --> 00:43:34.090 line:15%
needs that this animal might have?
976
00:43:34.090 --> 00:43:36.440
And begin to do that empathy work.
977
00:43:36.440 --> 00:43:37.670
They can then carry it through to say,
978
00:43:37.670 --> 00:43:40.980
okay, how am I gonna define the focus of our challenge
979
00:43:40.980 --> 00:43:43.010
around my particular, if it's my hamster
980
00:43:43.010 --> 00:43:47.809
or my cat or my snake, or my friend's dog, any of those?
981
00:43:47.809 --> 00:43:50.360
And they can work through that process of prototyping
982
00:43:50.360 --> 00:43:53.640
an option, getting some feedback on it from classmates,
983
00:43:53.640 --> 00:43:56.060
maybe even checking with local pet store owners
984
00:43:56.060 --> 00:43:59.490
or the Humane Society as they've done in our case.
985
00:43:59.490 --> 00:44:03.030
And then ultimately they bring their prototype options back
986
00:44:03.030 --> 00:44:05.720
to the class and can share those
987
00:44:05.720 --> 00:44:07.609
back and give a critical presentation
988
00:44:07.609 --> 00:44:11.120
of the findings that they've had reflect on it.
989
00:44:11.120 --> 00:44:11.953
How did it go?
990
00:44:11.953 --> 00:44:13.160
What did I learn?
991
00:44:13.160 --> 00:44:14.780
All with their kindergarten minds
992
00:44:14.780 --> 00:44:16.590
and their kindergarten tools.
993
00:44:16.590 --> 00:44:18.850
Now it's challenging and there's many of them
994
00:44:18.850 --> 00:44:20.590
are not able to yet write
995
00:44:20.590 --> 00:44:23.450
and they may not have access to lots of different resources.
996
00:44:23.450 --> 00:44:24.782
So we do a lot of that visually,
997
00:44:24.782 --> 00:44:27.300
supporting them with drawing pictures
998
00:44:27.300 --> 00:44:29.500
or collaboratively with the teacher,
999
00:44:29.500 --> 00:44:31.530
documenting what students are saying
1000
00:44:31.530 --> 00:44:34.634
and bringing together a class division or direction.
1001
00:44:34.634 --> 00:44:36.840
And then at the end of the year,
1002
00:44:36.840 --> 00:44:38.660
they and many of their other grade level teams
1003
00:44:38.660 --> 00:44:42.840
will demonstrate their learning in a school-wide exhibition.
1004
00:44:42.840 --> 00:44:44.600
So when you think about how does it go
1005
00:44:44.600 --> 00:44:46.880
from one question in kindergarten all the way
1006
00:44:46.880 --> 00:44:48.577
through to the end presentation?
1007
00:44:48.577 --> 00:44:50.770
There's your communication,
1008
00:44:50.770 --> 00:44:53.220
there's your verbal skills, there's your synthesizing
1009
00:44:53.220 --> 00:44:55.610
and analyzing and representing what you've learnt
1010
00:44:55.610 --> 00:44:58.980
to others as a new found expert.
1011
00:44:58.980 --> 00:45:01.710
So there's my early stage entrepreneur
1012
00:45:01.710 --> 00:45:03.640
and innovator example.
1013
00:45:03.640 --> 00:45:05.869
Last summer, we worked in Detroit
1014
00:45:05.869 --> 00:45:09.890
with a local nonprofit who had summer interns
1015
00:45:09.890 --> 00:45:12.080
who needed to have a college going,
1016
00:45:12.080 --> 00:45:14.870
career preparation experience over six weeks.
1017
00:45:14.870 --> 00:45:17.510
And with them, we challenged them to think
1018
00:45:17.510 --> 00:45:20.660
about how might you redesign equity access
1019
00:45:20.660 --> 00:45:23.491
to higher ed opportunities for Hispanic youth.
1020
00:45:23.491 --> 00:45:25.410
Over the course of those six weeks
1021
00:45:25.410 --> 00:45:27.690
they went through the same design process.
1022
00:45:27.690 --> 00:45:29.440
They thought about their own experiences
1023
00:45:29.440 --> 00:45:32.120
in order to build empathy from a personal perspective
1024
00:45:32.120 --> 00:45:33.910
but they also interviewed each other,
1025
00:45:33.910 --> 00:45:35.860
they connected with college representatives,
1026
00:45:35.860 --> 00:45:37.590
they connected with community leaders
1027
00:45:37.590 --> 00:45:38.780
on the importance of college.
1028
00:45:38.780 --> 00:45:40.840
And what are the barriers to access?
1029
00:45:40.840 --> 00:45:43.208
What might they find in terms of the research data?
1030
00:45:43.208 --> 00:45:45.070
They then looked at and said,
1031
00:45:45.070 --> 00:45:49.900
where in this whole span of tremendous numbers of obstacles
1032
00:45:49.900 --> 00:45:50.990
is the one that they cared about?
1033
00:45:50.990 --> 00:45:52.130
Was it mental health?
1034
00:45:52.130 --> 00:45:54.423
Was it social-emotional support?
1035
00:45:56.505 --> 00:45:57.759
Was it academic programming
1036
00:45:57.759 --> 00:45:58.592
that wasn't happening in their schools?
1037
00:45:58.592 --> 00:45:59.440
Was it peer mentoring
1038
00:45:59.440 --> 00:46:02.150
that they wanted to seek out and really think about?
1039
00:46:02.150 --> 00:46:04.550
And from their particular frame
1040
00:46:04.550 --> 00:46:07.016
they went into ideating solution ideas,
1041
00:46:07.016 --> 00:46:09.640
prototyping some of those and getting feedback
1042
00:46:09.640 --> 00:46:10.710
again from each other
1043
00:46:10.710 --> 00:46:13.810
but also inviting in experts from the community
1044
00:46:13.810 --> 00:46:15.500
and from the local schools to see
1045
00:46:15.500 --> 00:46:17.130
how could they make that work.
1046
00:46:17.130 --> 00:46:19.257
And then from there presenting their ideas
1047
00:46:19.257 --> 00:46:22.592
to a local panel and some of them pitching them
1048
00:46:22.592 --> 00:46:24.760
for further funding.
1049
00:46:24.760 --> 00:46:27.673
So same skills, different level of sophistication,
1050
00:46:27.673 --> 00:46:29.870
different level of expectation,
1051
00:46:29.870 --> 00:46:32.470
but in all of them thinking about
1052
00:46:32.470 --> 00:46:34.100
how do you manage a project?
1053
00:46:34.100 --> 00:46:35.900
How do you connect with your team?
1054
00:46:35.900 --> 00:46:37.060
How do you develop some
1055
00:46:37.060 --> 00:46:39.783
of those skills that are age and developmentally appropriate
1056
00:46:39.783 --> 00:46:43.032
through this project so that you can continue your path
1057
00:46:43.032 --> 00:46:44.793
towards independent learning?
1058
00:46:46.210 --> 00:46:48.530
Debbie, it's amazing to hear that you were able
1059
00:46:48.530 --> 00:46:52.270
to really integrate design thinking into kindergarten
1060
00:46:52.270 --> 00:46:55.380
and really connecting that to those academic skills.
1061
00:46:55.380 --> 00:46:57.600
Students were learning about the very basics
1062
00:46:59.766 --> 00:47:01.101
of the biology and the,
1063
00:47:01.101 --> 00:47:02.230
what their pets needed of what,
1064
00:47:02.230 --> 00:47:03.680
is that environment look like.
1065
00:47:03.680 --> 00:47:07.140
So really building those skills from a very young age,
1066
00:47:07.140 --> 00:47:09.210
even before a lot of those children
1067
00:47:09.210 --> 00:47:10.720
have learned how to read
1068
00:47:12.669 --> 00:47:13.502
but they really got that sense of
1069
00:47:13.502 --> 00:47:15.210
from your description that they had the power
1070
00:47:15.210 --> 00:47:18.670
and the potential to make the lives of their pets
1071
00:47:18.670 --> 00:47:21.350
of the animals in their lives so much better.
1072
00:47:21.350 --> 00:47:22.790
And that's really exciting to see
1073
00:47:22.790 --> 00:47:24.945
that we can give students agency
1074
00:47:24.945 --> 00:47:28.130
and give students that connection to their community.
1075
00:47:28.130 --> 00:47:30.805
And that same thing applies when you were thinking
1076
00:47:30.805 --> 00:47:33.640
about working with high school students,
1077
00:47:33.640 --> 00:47:35.125
as many of them might be thinking about
1078
00:47:35.125 --> 00:47:37.486
going to college or career,
1079
00:47:37.486 --> 00:47:39.030
really making them feel
1080
00:47:39.030 --> 00:47:40.984
like they have an active role to play
1081
00:47:40.984 --> 00:47:43.700
in forging that career path,
1082
00:47:43.700 --> 00:47:46.496
forging that connection to college and being successful.
1083
00:47:46.496 --> 00:47:48.840
So those are all skills that, right,
1084
00:47:48.840 --> 00:47:50.768
exactly what you said how this is all
1085
00:47:50.768 --> 00:47:53.276
about being both developmentally appropriate
1086
00:47:53.276 --> 00:47:56.950
but also giving students so much freedom to grow
1087
00:47:56.950 --> 00:47:59.894
and freedom to really become independent partners.
1088
00:47:59.894 --> 00:48:03.044
So that was really amazing to hear about.
1089
00:48:03.044 --> 00:48:06.250
And one of the things I'd like to follow up with
1090
00:48:06.250 --> 00:48:08.623
in thinking about wherever students are
1091
00:48:08.623 --> 00:48:11.670
on their academic spectrum, whether they're
1092
00:48:11.670 --> 00:48:14.348
in elementary school or into high school,
1093
00:48:14.348 --> 00:48:17.490
how can we use design thinking to support students
1094
00:48:17.490 --> 00:48:19.410
who might be struggling academically
1095
00:48:19.410 --> 00:48:22.160
or who might be struggling in the school day?
1096
00:48:22.160 --> 00:48:24.890
So how can we, as out-of-school time educators
1097
00:48:24.890 --> 00:48:26.910
for our audience really support
1098
00:48:26.910 --> 00:48:30.490
that growth with the design thinking process?
1099
00:48:30.490 --> 00:48:33.449
So for me, when I think about kids who struggle,
1100
00:48:33.449 --> 00:48:37.710
I think about oftentimes what they are strong at
1101
00:48:37.710 --> 00:48:40.510
isn't valued, or the learning that they've done
1102
00:48:40.510 --> 00:48:43.005
beyond the classroom isn't recognized.
1103
00:48:43.005 --> 00:48:47.240
And so in large part, the experiences that they can get
1104
00:48:47.240 --> 00:48:50.493 line:15%
in working in a project-based or a team-based setting
1105
00:48:50.493 --> 00:48:52.440 line:15%
are about building confidence,
1106
00:48:52.440 --> 00:48:54.810 line:15%
building their voice, trying things out
1107
00:48:54.810 --> 00:48:56.514
and figuring out the support.
1108
00:48:56.514 --> 00:48:59.126
Design thinking is all about being human centered
1109
00:48:59.126 --> 00:49:01.810
and connecting to the needs and insights of others.
1110
00:49:01.810 --> 00:49:04.310
So learning how to connect with other people
1111
00:49:04.310 --> 00:49:06.480
in order to understand from their perspective,
1112
00:49:06.480 --> 00:49:09.220
their feelings, their experiences can help you
1113
00:49:09.220 --> 00:49:12.210
strengthen your ability to convey your own,
1114
00:49:12.210 --> 00:49:14.847
as well as figure out how to situate yourself in there.
1115
00:49:14.847 --> 00:49:18.530
The other thing I love about, another thing I love
1116
00:49:18.530 --> 00:49:20.440
about design thinking is it really draws
1117
00:49:20.440 --> 00:49:21.590
on what are you good at?
1118
00:49:21.590 --> 00:49:24.790
Like there are so many different talents that are needed.
1119
00:49:24.790 --> 00:49:26.890
You need to visualize, you need to story tell,
1120
00:49:26.890 --> 00:49:28.880
you need somebody who can do research.
1121
00:49:28.880 --> 00:49:30.485
You need somebody who can analyze the data.
1122
00:49:30.485 --> 00:49:33.390
You need somebody who's comfortable talking to new people.
1123
00:49:33.390 --> 00:49:35.457
You need somebody who's comfortable making things.
1124
00:49:35.457 --> 00:49:37.521
So you can really find opportunities
1125
00:49:37.521 --> 00:49:40.140
for kids to shine with what they do well
1126
00:49:40.140 --> 00:49:42.130
and then stretch them where
1127
00:49:42.130 --> 00:49:43.550
they might not be as comfortable,
1128
00:49:43.550 --> 00:49:45.730
might not be as skilled
1129
00:49:45.730 --> 00:49:47.300
or have had the opportunity
1130
00:49:47.300 --> 00:49:49.240
for some of that academic preparation
1131
00:49:49.240 --> 00:49:51.295
or some of that tangible preparation.
1132
00:49:51.295 --> 00:49:55.781
You know, I think Ariel mentioned it, that design thinking
1133
00:49:55.781 --> 00:49:59.730
and the process itself is deeply connected
1134
00:49:59.730 --> 00:50:04.210
to this sense of revise, refine, do it again.
1135
00:50:04.210 --> 00:50:06.480
And so learning that it is okay
1136
00:50:06.480 --> 00:50:08.210
not to have a perfect product
1137
00:50:08.210 --> 00:50:10.757
or a perfect service or a perfect idea coming out.
1138
00:50:10.757 --> 00:50:13.359
And that perfect is actually not really a great term anyway
1139
00:50:13.359 --> 00:50:16.640
that you can continue to grow and change
1140
00:50:16.640 --> 00:50:18.720
and your idea can continue to grow and change
1141
00:50:18.720 --> 00:50:21.270
and there's value in each of those steps.
1142
00:50:21.270 --> 00:50:22.540
It's not a failure.
1143
00:50:22.540 --> 00:50:25.570
It's one step closer to the way you want it to be.
1144
00:50:25.570 --> 00:50:27.730
I think all of those experiences
1145
00:50:27.730 --> 00:50:29.880
can create some resiliency
1146
00:50:29.880 --> 00:50:32.520
and help you build that sense of confidence
1147
00:50:32.520 --> 00:50:34.130
that I can do this.
1148
00:50:34.130 --> 00:50:35.222
I've done it here.
1149
00:50:35.222 --> 00:50:38.205
I can bring it in to school now, too.
1150
00:50:38.205 --> 00:50:41.457
That's wonderful to see in that top,
1151
00:50:41.457 --> 00:50:44.990
that idea of transfer which Ariel mentioned,
1152
00:50:44.990 --> 00:50:46.760
and you just mentioned as well
1153
00:50:46.760 --> 00:50:48.870
of helping students connect what they're doing
1154
00:50:48.870 --> 00:50:51.075
with these design thinking product, projects
1155
00:50:51.075 --> 00:50:53.319
whether they're researching what their animals need
1156
00:50:53.319 --> 00:50:54.720
or they're thinking
1157
00:50:54.720 --> 00:50:56.738
about how to make that transition to college,
1158
00:50:56.738 --> 00:51:00.830
whatever topic that our community decides to address
1159
00:51:00.830 --> 00:51:02.216
with design thinking,
1160
00:51:02.216 --> 00:51:05.850
it's really all about helping students make those goals
1161
00:51:05.850 --> 00:51:09.020
and develop all of those diverse skills.
1162
00:51:09.020 --> 00:51:10.560
So you already mentioned some of them
1163
00:51:10.560 --> 00:51:11.840
but I'd love to hear more
1164
00:51:11.840 --> 00:51:15.280
from you about with those two groups that you mentioned
1165
00:51:15.280 --> 00:51:17.400
or with another group that you've worked with,
1166
00:51:17.400 --> 00:51:19.630
what are the skills that students can take
1167
00:51:19.630 --> 00:51:20.971
from their design thinking experiences
1168
00:51:20.971 --> 00:51:23.970
and their design thinking projects
1169
00:51:23.970 --> 00:51:25.670
and then apply in the school day
1170
00:51:25.670 --> 00:51:28.023
and out-of-school time throughout their lives?
1171
00:51:29.190 --> 00:51:30.850
So I think we have mentioned a lot of them
1172
00:51:30.850 --> 00:51:32.720
but just kind of to summarize,
1173
00:51:32.720 --> 00:51:35.510
I think there is communication.
1174
00:51:35.510 --> 00:51:38.470
So you have to read and you have to read closely
1175
00:51:38.470 --> 00:51:40.240
and you have to read for information.
1176
00:51:40.240 --> 00:51:41.840
You then need to document it.
1177
00:51:41.840 --> 00:51:43.410
So there's writing, you need to doc,
1178
00:51:43.410 --> 00:51:44.570
you write to communicate,
1179
00:51:44.570 --> 00:51:46.436
you write to remember, you write to reflect.
1180
00:51:46.436 --> 00:51:49.080
You need to talk about it with others
1181
00:51:49.080 --> 00:51:51.500
so you have to frame the ideas that you have
1182
00:51:51.500 --> 00:51:53.510
in ways that other people can understand
1183
00:51:53.510 --> 00:51:55.330
but you also have to listen, right?
1184
00:51:55.330 --> 00:51:56.920
So if someone else is saying something back,
1185
00:51:56.920 --> 00:51:58.990
you can't just be waiting for the answer
1186
00:51:58.990 --> 00:52:00.190
that you wanna put out there,
1187
00:52:00.190 --> 00:52:01.500
the response you wanna put out
1188
00:52:01.500 --> 00:52:03.380 line:15%
because it's not even really a response at that point
1189
00:52:03.380 --> 00:52:05.048 line:15%
it's just the next idea you wanted to say.
1190
00:52:05.048 --> 00:52:08.379 line:15%
All of these communication skills show up across classes.
1191
00:52:08.379 --> 00:52:11.679 line:15%
There's this sense of critical thinking.
1192
00:52:11.679 --> 00:52:13.590 line:15%
What ideas are we framing?
1193
00:52:13.590 --> 00:52:15.080 line:15%
Are we asking the right questions?
1194
00:52:15.080 --> 00:52:16.670
Are we answering questions?
1195
00:52:16.670 --> 00:52:18.250
Is the information we're using to
1196
00:52:18.250 --> 00:52:20.140
answer those questions valid?
1197
00:52:20.140 --> 00:52:22.043
Is it credible?
1198
00:52:23.158 --> 00:52:23.991
Where else can I find holes
1199
00:52:23.991 --> 00:52:26.500 line:15%
in what I know or don't know, what assumptions am I making?
1200
00:52:26.500 --> 00:52:29.530 line:15%
So now you're analyzing your own thinking
1201
00:52:29.530 --> 00:52:32.350 line:15%
and that metacognitive strength helps you again
1202
00:52:32.350 --> 00:52:34.730 line:15%
across classes but then you synthesize your data
1203
00:52:34.730 --> 00:52:35.840
for your information.
1204
00:52:35.840 --> 00:52:38.140
You analyze it, looking for patterns or themes
1205
00:52:38.140 --> 00:52:40.613
or insights, and then say, okay so what?
1206
00:52:40.613 --> 00:52:43.170
I learned this, what can I do with it?
1207
00:52:43.170 --> 00:52:47.480
How do I apply it to a hypothesis, to a research question
1208
00:52:47.480 --> 00:52:50.670
to a project that I'm being asked to engage in
1209
00:52:50.670 --> 00:52:52.500
or even to the art I want to create
1210
00:52:52.500 --> 00:52:56.560
so that it speaks beyond simply a creative expression
1211
00:52:56.560 --> 00:52:59.080
that it has a voice, that it has an impact?
1212
00:52:59.080 --> 00:53:02.190
Those are a few, I think, independent of that,
1213
00:53:02.190 --> 00:53:05.002
you've got leadership development, entrepreneurial skills
1214
00:53:05.002 --> 00:53:08.876
and all of those growth mindset pieces as well.
1215
00:53:08.876 --> 00:53:12.410
That's wonderful to hear.
1216
00:53:12.410 --> 00:53:15.281
And it's so exciting to see how design thinking,
1217
00:53:15.281 --> 00:53:17.960
what you've discussed really shows up
1218
00:53:17.960 --> 00:53:20.662
and can be applied in all these different contexts.
1219
00:53:20.662 --> 00:53:23.410
So Debbie, thank you so much for sharing that.
1220
00:53:23.410 --> 00:53:27.510
And I'd love to circle around to Dr. Coffey
1221
00:53:27.510 --> 00:53:28.950
and to hear your reflections
1222
00:53:28.950 --> 00:53:30.950
on what Debbie was just telling us
1223
00:53:30.950 --> 00:53:34.289
and how we can connect that to what our teachers
1224
00:53:34.289 --> 00:53:37.624
need to know, our facilitators need to know
1225
00:53:37.624 --> 00:53:41.370
and also how that can help students in their learning
1226
00:53:41.370 --> 00:53:43.570
throughout their lives, whether they're in kindergarten
1227
00:53:43.570 --> 00:53:46.050
or in high school, or even going into college.
1228
00:53:47.730 --> 00:53:49.354
So thank you, full disclosure here too
1229
00:53:49.354 --> 00:53:52.470
I've learned a lot about design thinking
1230
00:53:52.470 --> 00:53:54.427
from Debbie and HFLI.
1231
00:53:55.970 --> 00:53:58.295
So, I wanna be clear about that.
1232
00:53:58.295 --> 00:54:01.978
I think that one of the really important pieces
1233
00:54:01.978 --> 00:54:05.687
of this and Ariel brought it up too
1234
00:54:05.687 --> 00:54:09.140
is that the role failure plays, right?
1235
00:54:09.140 --> 00:54:12.690
We talk about failure and in schools too often
1236
00:54:12.690 --> 00:54:14.977
we try to avoid failure,
1237
00:54:14.977 --> 00:54:19.977
a good friend of mine, Ela Ben-Ur who is a designer.
1238
00:54:20.150 --> 00:54:22.730
She worked with Idio, one of the big design firms.
1239
00:54:22.730 --> 00:54:26.820
She's also a MIT engineer grad
1240
00:54:26.820 --> 00:54:30.620
and now teaches design thinking at Olin college
1241
00:54:32.021 --> 00:54:35.770
in Massachusetts, introduced me to this idea of failure
1242
00:54:35.770 --> 00:54:38.010
if you take that as an acronym,
1243
00:54:38.010 --> 00:54:43.010
first attempt in learning, unless reflection exists.
1244
00:54:43.305 --> 00:54:45.240
So this gets back to our our earlier idea
1245
00:54:45.240 --> 00:54:47.220
of experiential learning, right?
1246
00:54:47.220 --> 00:54:49.722
We need to have that reflection, right?
1247
00:54:49.722 --> 00:54:52.010
Too often when students fail,
1248
00:54:52.010 --> 00:54:54.160
they don't take time to do, you know
1249
00:54:54.160 --> 00:54:56.637
that post-mortem that to look at what worked
1250
00:54:56.637 --> 00:54:59.777
and what didn't, and then do it better next time.
1251
00:54:59.777 --> 00:55:03.107
And design thinking gives you that opportunity
1252
00:55:03.107 --> 00:55:05.760
to be sort of metacognitive about
1253
00:55:05.760 --> 00:55:07.973
the approaches that you're using.
1254
00:55:07.973 --> 00:55:10.728
And that's a skill that's gonna be useful
1255
00:55:10.728 --> 00:55:14.870
all across your different disciplines,
1256
00:55:14.870 --> 00:55:17.970
to be able to take a moment to step back and to look
1257
00:55:17.970 --> 00:55:22.220
at the work that it's being done and ask yourself,
1258
00:55:22.220 --> 00:55:25.793
does it make sense, or how might we improve it?
1259
00:55:27.830 --> 00:55:30.117
What a great connection, what a great summary.
1260
00:55:30.117 --> 00:55:32.161
And actually for our audience to know,
1261
00:55:32.161 --> 00:55:34.690
I actually met with Debbie first
1262
00:55:34.690 --> 00:55:36.690
and I mentioned to her that I was going to be talking
1263
00:55:36.690 --> 00:55:39.180
to Dr. Coffey and turns out you guys work together
1264
00:55:39.180 --> 00:55:40.809
and know each other.
1265
00:55:40.809 --> 00:55:43.330
So it's great to see how a lot
1266
00:55:43.330 --> 00:55:45.466
of that work is happening and making that connection
1267
00:55:45.466 --> 00:55:48.465
between even our youngest learners in kindergarten
1268
00:55:48.465 --> 00:55:52.458
and Dr. Coffey for you working with pre-service educators
1269
00:55:52.458 --> 00:55:55.325
or even in-service educators, and really thinking
1270
00:55:55.325 --> 00:55:59.270
about how we can create that learning experience
1271
00:55:59.270 --> 00:56:02.620
and create that opportunity for all our learners.
1272
00:56:02.620 --> 00:56:05.987
So that's been our brief introduction to design thinking
1273
00:56:05.987 --> 00:56:08.330
and some examples of what design thinking
1274
00:56:08.330 --> 00:56:10.660
can look like at different ages.
1275
00:56:10.660 --> 00:56:12.955
And we also wanna talk about a third approach
1276
00:56:12.955 --> 00:56:15.800
which is the engineering process.
1277
00:56:15.800 --> 00:56:17.745
So, Dave, can you tell us a little bit about that?
1278
00:56:17.745 --> 00:56:20.821
Yeah, sure, thanks Yana.
1279
00:56:20.821 --> 00:56:23.290
And thanks again, Debbie and Dr. Coffey
1280
00:56:23.290 --> 00:56:26.210
for summarizing that for us, we really appreciate it.
1281
00:56:26.210 --> 00:56:29.030
We wanna cover the engineering design process
1282
00:56:29.030 --> 00:56:32.784
as kind of our last big segment of today's webinar.
1283
00:56:32.784 --> 00:56:35.870
And over the past few years, which, you know
1284
00:56:35.870 --> 00:56:38.590
some people joining us might be familiar with,
1285
00:56:38.590 --> 00:56:41.370
the 21st CCLC program has participated
1286
00:56:41.370 --> 00:56:46.370
in inter-agency agreements with NOAA, NASA, IMLS
1287
00:56:46.712 --> 00:56:50.250
and NPS to bring high quality content
1288
00:56:50.250 --> 00:56:52.500
to out-of-school time programs.
1289
00:56:52.500 --> 00:56:53.790
And even if you've only been,
1290
00:56:53.790 --> 00:56:56.237
if you're not familiar with those partnerships
1291
00:56:56.237 --> 00:56:59.217
if you've been on, I think Yana, we had, what was it two,
1292
00:56:59.217 --> 00:57:01.801
two webinars ago, back in September,
1293
00:57:01.801 --> 00:57:04.423
we kind of highlighted some of those partnerships?
1294
00:57:06.040 --> 00:57:09.380
NASA's content uses the engineering design process
1295
00:57:09.380 --> 00:57:14.022
as a vehicle for students to explore NASA challenges
1296
00:57:14.022 --> 00:57:17.180
and potential solutions, and really kind of see themselves
1297
00:57:17.180 --> 00:57:19.398
as in the role of a scientist.
1298
00:57:19.398 --> 00:57:22.058
And to share a little bit
1299
00:57:22.058 --> 00:57:23.806
about that initiative and participating in that initiative,
1300
00:57:23.806 --> 00:57:27.090
we spoke to Jamie Lacktman
1301
00:57:27.090 --> 00:57:30.690
from the Robert Shaffer 21st CCLC Program
1302
00:57:30.690 --> 00:57:32.800
in Bensalem, Pennsylvania
1303
00:57:32.800 --> 00:57:35.610
to learn how her program kind of leverages
1304
00:57:35.610 --> 00:57:39.392
that design challenge to address a student science needs.
1305
00:57:39.392 --> 00:57:43.952
Jamie, wasn't able to join us for the live webinar,
1306
00:57:43.952 --> 00:57:47.613
you know being in schools and in programs at this time,
1307
00:57:47.613 --> 00:57:49.856
but we were able to get a recorded interview.
1308
00:57:49.856 --> 00:57:51.656
So we'll go ahead and play that now.
1309
00:57:52.714 --> 00:57:53.712
Please tell us a bit about yourself
1310
00:57:53.712 --> 00:57:55.568
and your 21st CCLC site.
1311
00:57:55.568 --> 00:57:58.800
Sure, my name is Jamie Lacktman.
1312
00:57:58.800 --> 00:58:00.790
This is my eighth year teaching.
1313
00:58:00.790 --> 00:58:04.410
It's my second year in the Bensalem Township School District
1314
00:58:04.410 --> 00:58:06.800 line:15%
at Shaffer Middle School, which is a site
1315
00:58:06.800 --> 00:58:09.460 line:15%
that I am currently the site coordinator
1316
00:58:09.460 --> 00:58:11.760 line:15%
for the NASA program.
1317
00:58:11.760 --> 00:58:13.760
We have a very diverse group of children
1318
00:58:13.760 --> 00:58:15.900
that we work with in all of our programs
1319
00:58:15.900 --> 00:58:17.870
and even specifically NASA.
1320
00:58:17.870 --> 00:58:21.820
So can you describe the NASA Design Challenge?
1321
00:58:21.820 --> 00:58:23.940
What are kids actually doing?
1322
00:58:23.940 --> 00:58:27.390
So we're using the engineer design process,
1323
00:58:27.390 --> 00:58:31.030
so that's kind of the overview and where we started.
1324
00:58:31.030 --> 00:58:33.950
So teaching the students the proper way
1325
00:58:33.950 --> 00:58:37.080
of going through the design engineer process
1326
00:58:37.080 --> 00:58:38.646
was our starting point.
1327
00:58:38.646 --> 00:58:41.910
Part of that is letting students understand
1328
00:58:41.910 --> 00:58:44.030
that they are the ones that are coming up
1329
00:58:44.030 --> 00:58:46.350
with everything and they're really driving
1330
00:58:46.350 --> 00:58:49.070
all of the findings and the building
1331
00:58:49.070 --> 00:58:50.566
and everything that goes around it.
1332
00:58:50.566 --> 00:58:53.733
So it really gives them a little insight
1333
00:58:53.733 --> 00:58:56.533
into what it's like into certain jobs
1334
00:58:56.533 --> 00:59:00.693
and opportunities that come up
1335
00:59:00.693 --> 00:59:05.000 line:15%
for when we're looking at jobs in the long run.
1336
00:59:05.000 --> 00:59:07.010 line:15%
And they've just really liked to get involved,
1337
00:59:07.010 --> 00:59:10.630 line:15%
like the hands-on and even with COVID being around
1338
00:59:10.630 --> 00:59:12.180 line:15%
we found a way to make it work,
1339
00:59:14.293 --> 00:59:15.489 line:15%
so happy to have that program for them.
1340
00:59:15.489 --> 00:59:17.754
Jamie, I'm curious to know what elements of STEAM
1341
00:59:17.754 --> 00:59:21.152
are kids practicing when they build their prototypes.
1342
00:59:21.152 --> 00:59:26.152
So it starts with kind of looking at a problem,
1343
00:59:26.440 --> 00:59:28.649
finding a problem, developing that problem.
1344
00:59:28.649 --> 00:59:31.610
Once they had that problem, they then have to research it.
1345
00:59:31.610 --> 00:59:33.360
So they have to know the background information
1346
00:59:33.360 --> 00:59:35.350
before they get in, they're realizing
1347
00:59:35.350 --> 00:59:38.200
that research can take a little while.
1348
00:59:38.200 --> 00:59:40.330
And a lot of them are now looking at,
1349
00:59:40.330 --> 00:59:42.667
oh, well I looked up this program
1350
00:59:42.667 --> 00:59:44.190
and it said something about lifts
1351
00:59:44.190 --> 00:59:46.210
but I don't know what lift is with a glider.
1352
00:59:46.210 --> 00:59:48.053
So then they had to research that
1353
00:59:48.053 --> 00:59:50.373
taking that scientific background knowledge
1354
00:59:50.373 --> 00:59:53.210
and putting it to the real life application.
1355
00:59:53.210 --> 00:59:55.750
So right now they're in the designing stage.
1356
00:59:55.750 --> 00:59:57.392
So they actually have to draw out all
1357
00:59:57.392 --> 01:00:00.293
of their pieces that they're going to wanna use.
1358
01:00:00.293 --> 01:00:03.330
They have to show measurements on there.
1359
01:00:03.330 --> 01:00:06.165
So drawing to scale is something that a lot
1360
01:00:06.165 --> 01:00:09.100
of them are struggling with right now
1361
01:00:09.100 --> 01:00:12.200
and figuring out, okay, I'm not gonna draw it to scale
1362
01:00:12.200 --> 01:00:14.053
but I have to have the correct measurements,
1363
01:00:14.053 --> 01:00:17.152
making sure that everything adds up, making sure that,
1364
01:00:17.152 --> 01:00:19.410
when we're doing a budget,
1365
01:00:19.410 --> 01:00:20.688
you're inside your budget.
1366
01:00:20.688 --> 01:00:24.650
So it's just a lot of different kind of culminating parts
1367
01:00:24.650 --> 01:00:26.133
that come into one.
1368
01:00:26.133 --> 01:00:28.932
And I think now they're seeing the payoff,
1369
01:00:28.932 --> 01:00:31.110
research was kind of the difficult part,
1370
01:00:31.110 --> 01:00:32.803
they're like we have to research this again?
1371
01:00:32.803 --> 01:00:35.013
We have to go, but I have 10 questions now,
1372
01:00:35.013 --> 01:00:39.031
but now that they had that research,
1373
01:00:39.031 --> 01:00:41.490
you can see the like confidence in them
1374
01:00:41.490 --> 01:00:43.380
when they're doing their designs
1375
01:00:43.380 --> 01:00:45.300
because now they know what they're talking about.
1376
01:00:45.300 --> 01:00:47.070
So I had a girl yesterday who,
1377
01:00:47.070 --> 01:00:49.530
or not yesterday excuse me, last week,
1378
01:00:49.530 --> 01:00:51.610
who was like, no we can't make the wing that way
1379
01:00:51.610 --> 01:00:52.760
it won't have enough lift.
1380
01:00:52.760 --> 01:00:57.290
And she now knew what lift was because she researched it.
1381
01:00:57.290 --> 01:00:58.240
So it's cool.
1382
01:00:58.240 --> 01:01:01.110
So, there we're seeing a number of
1383
01:01:01.110 --> 01:01:04.250
the components of STEAM been practiced and of course, sounds
1384
01:01:04.250 --> 01:01:05.989
like they're practicing a lot of their maths
1385
01:01:05.989 --> 01:01:08.470
as well, right?
1386
01:01:08.470 --> 01:01:09.560
So we like to,
1387
01:01:09.560 --> 01:01:13.109
they actually give it as an option to do a budget.
1388
01:01:13.109 --> 01:01:15.349
I gave them the option.
1389
01:01:15.349 --> 01:01:16.742
I said, would you like to do a budget?
1390
01:01:16.742 --> 01:01:17.741
It's a lot of math added into there
1391
01:01:17.741 --> 01:01:19.410
along with the measurements.
1392
01:01:19.410 --> 01:01:21.750
They were like, yes, we need to be on a budget
1393
01:01:21.750 --> 01:01:23.922
because we need to know what this would really cost.
1394
01:01:23.922 --> 01:01:26.380
And I think that kind of came from
1395
01:01:26.380 --> 01:01:28.900
but when we went with a couple of the NASA personnel
1396
01:01:28.900 --> 01:01:31.440
they talked about how much it costs to build each part
1397
01:01:31.440 --> 01:01:34.962
and how much it costs to do the test trials,
1398
01:01:34.962 --> 01:01:36.710
to have the different sites,
1399
01:01:36.710 --> 01:01:38.570
the different from people,
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01:01:38.570 --> 01:01:40.584 line:15%
they even asked if they could budget in salaries
1401
01:01:40.584 --> 01:01:43.940 line:15%
and kind of look at that, because that is true
1402
01:01:43.940 --> 01:01:47.620 line:15%
that you don't think about salaries, play into the budget
1403
01:01:47.620 --> 01:01:48.780 line:15%
you're gonna have for a project.
1404
01:01:48.780 --> 01:01:50.620
So I thought it was cool that they came up with that
1405
01:01:50.620 --> 01:01:53.650
not even me, and they really drive the project.
1406
01:01:53.650 --> 01:01:56.120
So it's nice to see them taking the lead.
1407
01:01:56.120 --> 01:01:59.120
So they are indeed having
1408
01:02:00.301 --> 01:02:01.900
that real world experience then essentially
1409
01:02:01.900 --> 01:02:02.990
with every aspect
1410
01:02:02.990 --> 01:02:05.581
of the project that they are completing.
1411
01:02:05.581 --> 01:02:07.130
Yeah and they get to kind of look
1412
01:02:07.130 --> 01:02:08.840
when they're doing the research,
1413
01:02:08.840 --> 01:02:11.180
it leads them into a path of looking
1414
01:02:11.180 --> 01:02:13.193
at what did someone do previously and what can we fix?
1415
01:02:13.193 --> 01:02:16.590 line:15%
Why is there a need for this?
1416
01:02:16.590 --> 01:02:19.378 line:15%
That's kind of the question we've been talking
1417
01:02:19.378 --> 01:02:21.540 line:15%
about recently in the past two weeks is like, why?
1418
01:02:21.540 --> 01:02:23.399 line:15%
Why would we need this?
1419
01:02:23.399 --> 01:02:25.440 line:15%
I thought it was really nice
1420
01:02:25.440 --> 01:02:28.717
the last week when we met, we were talking about a glider
1421
01:02:28.717 --> 01:02:30.430
how does it relate to real life?
1422
01:02:30.430 --> 01:02:32.096
And how can it help people?
1423
01:02:32.096 --> 01:02:35.560
And we're working on a more fuel efficient glider.
1424
01:02:35.560 --> 01:02:37.499
So they had said,
1425
01:02:37.499 --> 01:02:42.120
they had said that if it's more fuel efficient,
1426
01:02:42.120 --> 01:02:44.540
it will help with commercial flights
1427
01:02:44.540 --> 01:02:46.820
and more people will get to see their families.
1428
01:02:46.820 --> 01:02:48.520
And that's a win-win for everybody.
1429
01:02:48.520 --> 01:02:50.720
So they're seeing the payoff in it too.
1430
01:02:50.720 --> 01:02:52.040
So just not the application
1431
01:02:52.040 --> 01:02:54.330
but how it's helpful, which is good.
1432
01:02:54.330 --> 01:02:57.040
What are the result of student's participation
1433
01:02:57.040 --> 01:02:59.400 line:15%
in the NASA Design Challenge?
1434
01:02:59.400 --> 01:03:02.280 line:15%
So, one thing that I really found interesting
1435
01:03:02.280 --> 01:03:04.270
was that a lot of my students
1436
01:03:04.270 --> 01:03:06.840
didn't realize what goes into NASA.
1437
01:03:06.840 --> 01:03:09.917
They really just thought it's astronauts and that's it.
1438
01:03:09.917 --> 01:03:11.997
They didn't think about the other job opportunities.
1439
01:03:11.997 --> 01:03:14.410
They didn't think about what goes
1440
01:03:14.410 --> 01:03:15.901
into a lot of these projects.
1441
01:03:15.901 --> 01:03:17.720
So it really opened their eyes
1442
01:03:17.720 --> 01:03:21.220
to different programs that they can get involved in.
1443
01:03:21.220 --> 01:03:23.596
I have one student in particular, he loves technology.
1444
01:03:23.596 --> 01:03:26.437
He automatically said, I'm going into a tech school.
1445
01:03:26.437 --> 01:03:29.570
I'm going to design apps.
1446
01:03:29.570 --> 01:03:32.730
I'm gonna design websites, joined NASA club.
1447
01:03:32.730 --> 01:03:36.310
He's been doing so awesome, really involved with it.
1448
01:03:36.310 --> 01:03:38.190
And now he is interested
1449
01:03:38.190 --> 01:03:42.000
in doing the NASA internship when he gets to high school.
1450
01:03:42.000 --> 01:03:44.738
And he now wants to pursue a career
1451
01:03:44.738 --> 01:03:48.410
that involves more than just technology.
1452
01:03:48.410 --> 01:03:51.310
So I love that he loves tech, but he's bringing that
1453
01:03:51.310 --> 01:03:55.037
into and incorporating it into a lot of other aspects.
1454
01:03:55.037 --> 01:03:59.370
I have a lot of the female students that I work with
1455
01:03:59.370 --> 01:04:01.440
thought that it was never possible to work
1456
01:04:01.440 --> 01:04:03.340
at NASA because they're female
1457
01:04:03.340 --> 01:04:04.740
and they're now seeing like
1458
01:04:04.740 --> 01:04:07.741
I can do this, so it's good to see them.
1459
01:04:07.741 --> 01:04:09.230
All right.
1460
01:04:09.230 --> 01:04:11.037
And that leads me to my next question,
1461
01:04:11.037 --> 01:04:14.050
because an important topic of discussion
1462
01:04:14.050 --> 01:04:19.050
is always inclusion and the diversity in STEAM.
1463
01:04:19.450 --> 01:04:21.120
And so it'll be interesting to hear
1464
01:04:21.120 --> 01:04:24.145
from you how the NASA Design Challenge
1465
01:04:24.145 --> 01:04:29.145
inspired, had inspired students interest in STEAM careers.
1466
01:04:29.360 --> 01:04:31.670
And you just mentioned one just now, what, if there are
1467
01:04:31.670 --> 01:04:33.138
any other examples you can share that would also be great.
1468
01:04:33.138 --> 01:04:37.020
Yes, so I think the number one is really
1469
01:04:37.020 --> 01:04:39.440
getting the females involved in STEAM.
1470
01:04:39.440 --> 01:04:42.670
I know that it's a predominantly male industry
1471
01:04:42.670 --> 01:04:46.830
and even in NASA, that was kind of the normal for awhile.
1472
01:04:46.830 --> 01:04:48.930
It was predominantly male.
1473
01:04:48.930 --> 01:04:51.320
Luckily for our students here, they're able to see
1474
01:04:51.320 --> 01:04:53.981
we have a predominantly female science department.
1475
01:04:53.981 --> 01:04:56.280
So we have four science teachers
1476
01:04:56.280 --> 01:04:58.382
and out of the four, three are female.
1477
01:04:58.382 --> 01:05:01.761
They also said seeing me being such a strong personality
1478
01:05:01.761 --> 01:05:03.404
and really like taking the risk
1479
01:05:03.404 --> 01:05:05.250
that they wanted to take the risk
1480
01:05:05.250 --> 01:05:07.665
and join NASA club, and I made them feel more comfortable.
1481
01:05:07.665 --> 01:05:10.636
And then when they met with some of the NASA personnel
1482
01:05:10.636 --> 01:05:12.870
it was great for them to hear
1483
01:05:12.870 --> 01:05:16.640
from specifically from NASA personnel, you can do this.
1484
01:05:16.640 --> 01:05:18.161
It doesn't matter a female, male.
1485
01:05:18.161 --> 01:05:20.140
You can still be a part of this.
1486
01:05:20.140 --> 01:05:22.161
You can do it as long as you put your mind to it.
1487
01:05:22.161 --> 01:05:25.041 line:15%
I know that a lot of NASA personnel were impressed
1488
01:05:25.041 --> 01:05:28.385 line:15%
that we had such a large number of female students.
1489
01:05:28.385 --> 01:05:32.540 line:15%
We also like to include our ELD students
1490
01:05:32.540 --> 01:05:35.410
which are our English language development learners.
1491
01:05:35.410 --> 01:05:38.444
So we have a lot of bilingual students.
1492
01:05:38.444 --> 01:05:41.520
We talk about how that can be incorporated into our project
1493
01:05:41.520 --> 01:05:45.450
and thinking about, okay, if we're designing this
1494
01:05:45.450 --> 01:05:47.580
can we design it in other languages?
1495
01:05:47.580 --> 01:05:49.850
So I have one girl that speaks Russian,
1496
01:05:49.850 --> 01:05:53.230
I have another male student that speaks Spanish.
1497
01:05:53.230 --> 01:05:55.060
So we were kind of adding that in.
1498
01:05:55.060 --> 01:05:57.350
So when we make our pictures
1499
01:05:57.350 --> 01:05:59.500
we always have it in three different languages.
1500
01:05:59.500 --> 01:06:00.740
(laughs)
1501
01:06:00.740 --> 01:06:02.721
Wow, that's amazing.
1502
01:06:02.721 --> 01:06:05.819
So how have you adopted the NASA Design Challenge
1503
01:06:05.819 --> 01:06:10.182
to teaching in a hybrid program?
1504
01:06:10.182 --> 01:06:12.870
So I kind of took a poll.
1505
01:06:12.870 --> 01:06:15.520
I took from my students what they thought based
1506
01:06:15.520 --> 01:06:17.420
off of what I could accommodate.
1507
01:06:17.420 --> 01:06:19.960
So for Shaffer Middle School, they are divided
1508
01:06:19.960 --> 01:06:22.150
into a blue team and a gray team.
1509
01:06:22.150 --> 01:06:23.410
The blue team comes on Mondays
1510
01:06:23.410 --> 01:06:26.390
and Tuesdays gray team comes on Thursdays and Fridays.
1511
01:06:26.390 --> 01:06:30.700
So I decided to do blue team meets on Tuesdays in person
1512
01:06:30.700 --> 01:06:33.730 line:15%
Thursday, gray team meets in person
1513
01:06:33.730 --> 01:06:35.670 line:15%
and anyone who's fully remote can come
1514
01:06:35.670 --> 01:06:37.660 line:15%
to the Zoom and join us that way.
1515
01:06:37.660 --> 01:06:39.760 line:15%
So then this way I kind of have two teams going
1516
01:06:39.760 --> 01:06:41.142 line:15%
at the same time.
1517
01:06:41.142 --> 01:06:43.140
And then at the end everybody's
1518
01:06:43.140 --> 01:06:44.210
gonna kind of work together.
1519
01:06:44.210 --> 01:06:45.910
They're going to have two different prototypes,
1520
01:06:45.910 --> 01:06:47.200
they're going to compare them.
1521
01:06:47.200 --> 01:06:49.970
And it kind of helps to have a little competition
1522
01:06:49.970 --> 01:06:51.964
of like, oh my glider lasted longer.
1523
01:06:51.964 --> 01:06:54.180
Your glider didn't go as far.
1524
01:06:54.180 --> 01:06:56.961
So they really liked that competitive edge to it.
1525
01:06:56.961 --> 01:07:00.020
I've also worked with my director
1526
01:07:00.020 --> 01:07:03.950
for 21st century to get the material list in early.
1527
01:07:03.950 --> 01:07:05.260
I know that that's always kind of
1528
01:07:05.260 --> 01:07:07.570
like the hard part is budgeting
1529
01:07:07.570 --> 01:07:09.320
and making sure that it's in the budget.
1530
01:07:09.320 --> 01:07:11.360
I was able to make little care packages.
1531
01:07:11.360 --> 01:07:13.030
I dropped them off to all the students
1532
01:07:13.030 --> 01:07:14.420
who were fully remote.
1533
01:07:14.420 --> 01:07:16.124
And then I do let the students take home
1534
01:07:16.124 --> 01:07:18.860
any materials that they want to.
1535
01:07:18.860 --> 01:07:21.110
And they each had their own little baskets
1536
01:07:21.110 --> 01:07:23.600
in my room that holds all their paperwork
1537
01:07:23.600 --> 01:07:24.920
holds all their materials.
1538
01:07:24.920 --> 01:07:27.100
It's just, and they know where to go.
1539
01:07:27.100 --> 01:07:30.720
They sanitize it after, it's definitely a different type
1540
01:07:30.720 --> 01:07:32.850
of learning, but it's still great.
1541
01:07:32.850 --> 01:07:37.150
And our final question,
1542
01:07:37.150 --> 01:07:39.860
how do you evaluate the success of your program
1543
01:07:39.860 --> 01:07:43.723
and use that information to plan for future implementation?
1544
01:07:45.121 --> 01:07:47.020
I think there's many ways that I'm gonna look at this.
1545
01:07:47.020 --> 01:07:48.980
We do have to have a presentation
1546
01:07:48.980 --> 01:07:51.160
at the end that we give that's gonna be part
1547
01:07:51.160 --> 01:07:52.620
of the evaluation process.
1548
01:07:52.620 --> 01:07:54.604
There is a rubric that goes along with it
1549
01:07:54.604 --> 01:07:56.710
but I think just looking
1550
01:07:56.710 --> 01:07:59.080
at a rubric and giving it evaluation
1551
01:07:59.080 --> 01:08:01.722
isn't the true test of what was successful.
1552
01:08:01.722 --> 01:08:04.820
I think we hit a lot of successes already
1553
01:08:04.820 --> 01:08:06.780
like having students realizing what
1554
01:08:06.780 --> 01:08:09.484
STEAM is really about how they can apply it to jobs.
1555
01:08:09.484 --> 01:08:14.060
Some kids who really maybe aren't as great at math
1556
01:08:14.060 --> 01:08:17.804
but how they can adapt to having their success help others.
1557
01:08:17.804 --> 01:08:21.840
So I have a lot of students who really good at math,
1558
01:08:21.840 --> 01:08:25.100
science isn't their forte, but they work together.
1559
01:08:25.100 --> 01:08:28.200
Teamwork is something that they've learned
1560
01:08:28.200 --> 01:08:31.100
and I think it's great seeing them in this kind of time
1561
01:08:31.100 --> 01:08:34.440
learn to adapt to socially distancing yourself
1562
01:08:34.440 --> 01:08:36.456
in a classroom, but still working together,
1563
01:08:36.456 --> 01:08:40.410
seeing them talk to each other across the room
1564
01:08:40.410 --> 01:08:42.000
and decide that they're not gonna put the wing
1565
01:08:42.000 --> 01:08:43.850
on the plane. (laughs)
1566
01:08:43.850 --> 01:08:46.420
It's, they've adapted to it
1567
01:08:46.420 --> 01:08:49.220
and they're realizing how it can really help them
1568
01:08:49.220 --> 01:08:50.163
in the long run.
1569
01:08:51.816 --> 01:08:52.649
And I think that's a true success stories,
1570
01:08:52.649 --> 01:08:56.020
seeing them have that aha moment.
1571
01:08:56.020 --> 01:08:57.950
So it's not just the evaluation at the end
1572
01:08:57.950 --> 01:09:00.390
but I think it's really those little successes
1573
01:09:01.576 --> 01:09:03.800
throughout that really make, for me at least,
1574
01:09:03.800 --> 01:09:05.660
make it a really successful program.
1575
01:09:05.660 --> 01:09:08.200
And it also allows me to see what I should focus
1576
01:09:08.200 --> 01:09:09.033
on next year.
1577
01:09:09.033 --> 01:09:10.662
This is my first year doing the NASA program.
1578
01:09:10.662 --> 01:09:12.561
I am the science teacher at Shaffer
1579
01:09:12.561 --> 01:09:15.920
so it does give me a little bit of a leg up
1580
01:09:15.920 --> 01:09:17.560
but it definitely gives me little thoughts
1581
01:09:17.560 --> 01:09:20.830
for next year of how to kind of start the program.
1582
01:09:20.830 --> 01:09:23.570
So, it's not just about the outcome
1583
01:09:23.570 --> 01:09:26.324
but also the successes in the process
1584
01:09:26.324 --> 01:09:29.030
of implementing and designing and bringing
1585
01:09:29.030 --> 01:09:31.980
the project forward, right?
1586
01:09:31.980 --> 01:09:34.670
Yeah, it's kind of seeing when I heard some
1587
01:09:34.670 --> 01:09:37.320
of the female students say, like, we can do this.
1588
01:09:37.320 --> 01:09:40.630
That was like a win to me, to know that they felt empowered
1589
01:09:40.630 --> 01:09:42.510
that they can go into careers
1590
01:09:42.510 --> 01:09:46.260
that have to do with STEAM was a success for me,
1591
01:09:46.260 --> 01:09:49.940
seeing a student who was so set on tech
1592
01:09:49.940 --> 01:09:52.190
and he was never gonna do anything else,
1593
01:09:52.190 --> 01:09:56.570
now apply to the NASA internship, is a success for me.
1594
01:09:56.570 --> 01:09:59.224
Seeing students happy about doing extra work
1595
01:09:59.224 --> 01:10:01.290
is a success for me.
1596
01:10:01.290 --> 01:10:03.050
I mean, they're putting their time into this
1597
01:10:03.050 --> 01:10:05.490
and they're taking on extra work
1598
01:10:05.490 --> 01:10:06.870
because they want to be here.
1599
01:10:06.870 --> 01:10:08.170
And to me, that's a success
1600
01:10:08.170 --> 01:10:11.210
because they're seeing how it can not only just help them
1601
01:10:11.210 --> 01:10:14.523
but help everyone in the long run.
1602
01:10:15.960 --> 01:10:17.610
Well thanks so much, Jamie for joining us
1603
01:10:17.610 --> 01:10:19.344
and all the best for you
1604
01:10:19.344 --> 01:10:22.910
and your students as you compete the NASA Design Challenge.
1605
01:10:22.910 --> 01:10:24.383
Thank you.
1606
01:10:24.383 --> 01:10:25.502
Well, I'll have to send you a picture
1607
01:10:25.502 --> 01:10:26.780
of our finished glider.
1608
01:10:26.780 --> 01:10:28.064
Looking forward to seeing it, great.
1609
01:10:28.064 --> 01:10:29.143
Thank you.
1610
01:10:33.120 --> 01:10:36.620
So Yana, a ton there in that interview, again
1611
01:10:36.620 --> 01:10:38.330
thanks to Jamie for hopping on
1612
01:10:38.330 --> 01:10:40.683
with us a couple of weeks ago, and thanks
1613
01:10:40.683 --> 01:10:44.421
to Andrew for facilitating that interview, a lot to unpack.
1614
01:10:44.421 --> 01:10:48.820 line:15%
I really do kind of like how Jamie
1615
01:10:48.820 --> 01:10:51.860 line:15%
talked about the career aspect as part of this
1616
01:10:51.860 --> 01:10:53.210 line:15%
which is a big part of
1617
01:10:53.210 --> 01:10:56.170 line:15%
of specifically the NASA curriculum, right?
1618
01:10:56.170 --> 01:10:59.830 line:15%
We want to make sure that we're exposing students
1619
01:10:59.830 --> 01:11:03.543
to a variety of different potential career paths, of course,
1620
01:11:03.543 --> 01:11:05.190
but we also need to balance
1621
01:11:05.190 --> 01:11:06.860
that a little bit with how do we make sure
1622
01:11:06.860 --> 01:11:08.890
that for any students who may not be interested
1623
01:11:08.890 --> 01:11:10.960
in following those careers at all,
1624
01:11:10.960 --> 01:11:13.780
how do we help build transferrable skills
1625
01:11:13.780 --> 01:11:16.884
that can be useful in, you know, any type of career choice
1626
01:11:16.884 --> 01:11:19.290
which I think in all of our interviews
1627
01:11:19.290 --> 01:11:23.010
we've kind of gotten down to that point, which is great.
1628
01:11:23.010 --> 01:11:23.843
What about you Yana?
1629
01:11:23.843 --> 01:11:24.803
What do you think?
1630
01:11:25.960 --> 01:11:27.750
I think what really stuck out to me
1631
01:11:27.750 --> 01:11:30.300
is that even though there's slight differences
1632
01:11:30.300 --> 01:11:33.810
between the engineering design process
1633
01:11:33.810 --> 01:11:37.650
and the design thinking process and the scientific method,
1634
01:11:37.650 --> 01:11:39.150
they all have slightly different steps
1635
01:11:39.150 --> 01:11:42.450
but really what is underpinning all of those
1636
01:11:42.450 --> 01:11:45.580
is helping students be leaders in their own learning
1637
01:11:45.580 --> 01:11:49.000
and really taking the opportunity to really have a lot
1638
01:11:49.000 --> 01:11:51.130
of agency in their learning.
1639
01:11:51.130 --> 01:11:53.077
So I think that was really impactful to hear
1640
01:11:53.077 --> 01:11:56.340
and really powerful to see different examples
1641
01:11:56.340 --> 01:11:57.510
at different ages.
1642
01:11:57.510 --> 01:11:59.810
And we've heard from Debbie talking about
1643
01:11:59.810 --> 01:12:01.290
both elementary and high school
1644
01:12:01.290 --> 01:12:04.290
and we heard from Jamie talking about middle school
1645
01:12:04.290 --> 01:12:07.530
and Dr. Coffey talking about pre-service teachers.
1646
01:12:07.530 --> 01:12:09.340
So on that college level and working
1647
01:12:09.340 --> 01:12:11.060
with adults and in that continuum of education,
1648
01:12:11.060 --> 01:12:15.685
we all can give students the opportunity
1649
01:12:15.685 --> 01:12:18.965
to really have agency and take leadership
1650
01:12:18.965 --> 01:12:22.970
and ask questions and make a difference in their community.
1651
01:12:22.970 --> 01:12:25.110
So as students are building gliders
1652
01:12:25.110 --> 01:12:27.620
in the NASA Design Challenge, they're also thinking
1653
01:12:27.620 --> 01:12:30.320
about how, if planes are more fuel efficient
1654
01:12:30.320 --> 01:12:31.650
that's better for the environment
1655
01:12:31.650 --> 01:12:35.030
and it's more possible for people to travel widely.
1656
01:12:35.030 --> 01:12:37.990
So that's something that really has resonated for me
1657
01:12:37.990 --> 01:12:40.245
in all of these different conversations that we've seen
1658
01:12:40.245 --> 01:12:43.170
and the interviews that we've seen thinking
1659
01:12:43.170 --> 01:12:45.850
about how we can take all
1660
01:12:45.850 --> 01:12:49.290
of these different scientific approaches and topics
1661
01:12:49.290 --> 01:12:53.523
and give students that power to lead their own learning.
1662
01:12:57.870 --> 01:12:58.703
Yeah, absolutely.
1663
01:12:58.703 --> 01:13:00.261
I think that's kind of
1664
01:13:00.261 --> 01:13:01.110
like the dream for any educator, right?
1665
01:13:01.110 --> 01:13:03.590
Is to get students motivated enough
1666
01:13:03.590 --> 01:13:06.770
to want to learn more about a subject.
1667
01:13:06.770 --> 01:13:09.883
And I think that's ultimately what we want to build toward.
1668
01:13:09.883 --> 01:13:14.883
So I think we wanna now, as we get toward the end
1669
01:13:15.010 --> 01:13:18.250
of our webinar shift our focus a little bit, right Yana?
1670
01:13:18.250 --> 01:13:23.250
And discuss some of this aspect of preparing staff, right?
1671
01:13:23.990 --> 01:13:27.925
We've seen and heard about the scientific method,
1672
01:13:27.925 --> 01:13:30.739
design thinking the engineering design process
1673
01:13:30.739 --> 01:13:33.400
and toward the end of the webinar,
1674
01:13:33.400 --> 01:13:35.930
let's bring back Dr. Coffey, just one more time
1675
01:13:35.930 --> 01:13:37.344
to discuss how
1676
01:13:37.344 --> 01:13:42.344
21st CCLC Program staff can help make decisions
1677
01:13:42.710 --> 01:13:45.730
about activity implementation.
1678
01:13:45.730 --> 01:13:47.803
So, Dr. Coffey, thanks for hanging in with us
1679
01:13:47.803 --> 01:13:49.480
again, we appreciate it.
1680
01:13:49.480 --> 01:13:52.661
We talked a little bit about the content knowledge
1681
01:13:52.661 --> 01:13:54.021
earlier on in the webinar.
1682
01:13:54.021 --> 01:13:59.021
Let's think about this kind of logistically,
1683
01:13:59.083 --> 01:14:04.043
what types of information or data does staff need
1684
01:14:04.043 --> 01:14:07.953
to be able to implement experiential learning in STEAM?
1685
01:14:10.820 --> 01:14:12.810
So, I'm gonna also, again, connect this
1686
01:14:12.810 --> 01:14:15.210
because you've done all done, such a wonderful job
1687
01:14:15.210 --> 01:14:17.600
introducing all of these different sort of frameworks.
1688
01:14:17.600 --> 01:14:19.430
And I agree with Yana that
1689
01:14:19.430 --> 01:14:21.051 line:15%
like I said, in my introduction, I,
1690
01:14:21.051 --> 01:14:24.534 line:15%
what really got me interested was seeing the connections.
1691
01:14:24.534 --> 01:14:28.530 line:15%
And so one of the things to know about design thinking
1692
01:14:28.530 --> 01:14:31.073 line:15%
is it's also called human centered design.
1693
01:14:31.073 --> 01:14:34.889
And so when I think about the information that staff needs
1694
01:14:34.889 --> 01:14:39.889
to implement experiential learning in STEAM,
1695
01:14:40.854 --> 01:14:44.270
the thing is they need to be curious
1696
01:14:44.270 --> 01:14:46.830
about the people at the center of that work, right?
1697
01:14:46.830 --> 01:14:50.555
They need to cultivate curiosity in themselves and others.
1698
01:14:50.555 --> 01:14:53.290
That may, that means,
1699
01:14:53.290 --> 01:14:55.860
so for instance, with the educators that I work with
1700
01:14:55.860 --> 01:14:58.810
I encourage, there's that saying with lawyers, right?
1701
01:14:58.810 --> 01:15:01.370
Never ask a question, you don't know an answer for,
1702
01:15:01.370 --> 01:15:03.891
it's the exact opposite for educators and designers.
1703
01:15:03.891 --> 01:15:08.170
We ask questions we don't know the answer for.
1704
01:15:08.170 --> 01:15:10.235
And so I think that that's an important skill
1705
01:15:10.235 --> 01:15:12.795
that we need to be able to do.
1706
01:15:12.795 --> 01:15:17.795
So if an educator finds themselves wanting to ask
1707
01:15:17.970 --> 01:15:20.410
what's the next step, when we know the answer
1708
01:15:20.410 --> 01:15:22.300
to that question, what's the next step.
1709
01:15:22.300 --> 01:15:25.174
We might wanna try to think about a way to reframe it
1710
01:15:25.174 --> 01:15:28.630
to say, how will you remember the next step?
1711
01:15:28.630 --> 01:15:30.353
Or where could we find the next step?
1712
01:15:30.353 --> 01:15:33.360
Or what do you think the next step is?
1713
01:15:33.360 --> 01:15:36.270
Those are all questions I don't know the answer for.
1714
01:15:36.270 --> 01:15:38.370
And so I think one of the things
1715
01:15:39.310 --> 01:15:42.040
that information that we need to have is
1716
01:15:42.040 --> 01:15:45.030
where are, where the learners are,
1717
01:15:45.030 --> 01:15:48.520
that also another design thinking mindset
1718
01:15:48.520 --> 01:15:49.892
is radical collaboration.
1719
01:15:49.892 --> 01:15:54.892
There's gotta be a willingness of teachers
1720
01:15:55.970 --> 01:15:58.510
and students to work together to find ways forward.
1721
01:15:58.510 --> 01:16:02.612
And so that also entails working together.
1722
01:16:02.612 --> 01:16:06.180
Christopher Emden, who's an educator
1723
01:16:06.180 --> 01:16:09.260
at Columbia talks about these really important
1724
01:16:09.260 --> 01:16:12.610
like co-generative discussions,
1725
01:16:12.610 --> 01:16:16.780
where the teachers and the students sit down together
1726
01:16:16.780 --> 01:16:19.290
to try to decide what's working in the classroom
1727
01:16:19.290 --> 01:16:21.530
and what's not working in the classroom
1728
01:16:21.530 --> 01:16:23.730
which again is a design process, right?
1729
01:16:23.730 --> 01:16:26.370
So if we can start thinking about actually
1730
01:16:26.370 --> 01:16:29.630
using the tools of design thinking to support that,
1731
01:16:29.630 --> 01:16:31.990
I think that that's one of those things
1732
01:16:31.990 --> 01:16:33.490
you can do and you, I mean
1733
01:16:33.490 --> 01:16:35.940
you can learn those from HFLI.
1734
01:16:35.940 --> 01:16:38.150
You can learn those from the d.School.
1735
01:16:38.150 --> 01:16:40.070
Those are some great resources,
1736
01:16:40.070 --> 01:16:42.040
there's books, podcasts out there.
1737
01:16:42.040 --> 01:16:44.960
I mentioned Ela Ben-Ur, her website
1738
01:16:44.960 --> 01:16:48.110
innovatorscompass.org has a really nice, simple
1739
01:16:48.110 --> 01:16:51.610
concrete design thinking tool that just helps you
1740
01:16:51.610 --> 01:16:53.380
with the metacognitive process
1741
01:16:53.380 --> 01:16:55.932
of going through and being involved in creative,
1742
01:16:55.932 --> 01:16:58.100
collaborative problem solving.
1743
01:16:58.100 --> 01:17:00.250
So I feel like those are some of the things
1744
01:17:01.950 --> 01:17:03.820
that people can do almost immediately.
1745
01:17:03.820 --> 01:17:06.900
Again, curiosity is contagious.
1746
01:17:06.900 --> 01:17:10.452
So I, that might even be the very first place to start.
1747
01:17:10.452 --> 01:17:14.900
And we heard from Jamie in that interview,
1748
01:17:14.900 --> 01:17:18.020
now she has the benefit of being, you know
1749
01:17:18.020 --> 01:17:19.160
the school day science teacher
1750
01:17:19.160 --> 01:17:21.680
who's also leading the afterschool program
1751
01:17:21.680 --> 01:17:23.429
in doing that NASA Design Challenge.
1752
01:17:23.429 --> 01:17:26.689
But for out-of-school time educators who may not be
1753
01:17:26.689 --> 01:17:29.250
school day teachers, or, you know
1754
01:17:29.250 --> 01:17:32.400
may not be teaching even if they are school day teachers
1755
01:17:32.400 --> 01:17:33.992
but maybe they're working
1756
01:17:33.992 --> 01:17:35.993
in an afterschool program and have to work
1757
01:17:35.993 --> 01:17:38.092
with a subject that is not their school day subjects.
1758
01:17:38.092 --> 01:17:40.814
How can those educators work together
1759
01:17:40.814 --> 01:17:43.252
with school day staff to better implement STEAM
1760
01:17:43.252 --> 01:17:47.020
in their programs?
1761
01:17:47.020 --> 01:17:50.490
Yeah, so Ela's compass has people at the center
1762
01:17:50.490 --> 01:17:53.630
and the question that goes along that is who's involved?
1763
01:17:53.630 --> 01:17:57.193
And so, everybody recognizing that there's a lot
1764
01:17:57.193 --> 01:17:59.950
of stakeholders who are connected
1765
01:17:59.950 --> 01:18:01.820
I'll go back to radical collaboration
1766
01:18:01.820 --> 01:18:06.820
I think it's useful for the out-of-school
1767
01:18:06.860 --> 01:18:09.700
and in-school educators to be working together.
1768
01:18:09.700 --> 01:18:11.540
And so trying to make that connection
1769
01:18:11.540 --> 01:18:13.812
I think is important to recognize that
1770
01:18:13.812 --> 01:18:17.500
and then to be able to Debbie talked about this,
1771
01:18:17.500 --> 01:18:21.380
the need to sort of document the work, right?
1772
01:18:21.380 --> 01:18:25.790
And so finding ways to get that information into the hands
1773
01:18:25.790 --> 01:18:27.993
of the STEAM educators,
1774
01:18:27.993 --> 01:18:31.270
I think is gonna be important for them to see.
1775
01:18:31.270 --> 01:18:33.550
There's a a pretty famous study,
1776
01:18:33.550 --> 01:18:36.840
I think it's from the eighties in math education
1777
01:18:36.840 --> 01:18:40.268
about school children in Brazil, right?
1778
01:18:40.268 --> 01:18:43.310
So they went down and they observed these school children
1779
01:18:43.310 --> 01:18:46.750
out in the markets doing this amazing math, right?
1780
01:18:46.750 --> 01:18:48.990
They were just, they were able
1781
01:18:48.990 --> 01:18:50.950
and they were doing it in their head.
1782
01:18:50.950 --> 01:18:51.890
And then they looked
1783
01:18:51.890 --> 01:18:55.460
and saw what the children were doing in the school
1784
01:18:55.460 --> 01:18:57.500
and they were giving them the exact same sort
1785
01:18:57.500 --> 01:18:59.410
of problems de-contextualize
1786
01:18:59.410 --> 01:19:01.934
and they weren't able to do those sorts of problems.
1787
01:19:01.934 --> 01:19:03.680
So like when Jamie was talking
1788
01:19:03.680 --> 01:19:06.010
about people who might think they're not math,
1789
01:19:06.010 --> 01:19:08.734
those mathematicians are not good at math,
1790
01:19:08.734 --> 01:19:11.130
those kids thought they weren't good at math
1791
01:19:11.130 --> 01:19:13.520
because of what was going on in the school
1792
01:19:13.520 --> 01:19:17.353
but what they were doing in the market was amazing.
1793
01:19:17.353 --> 01:19:21.410
And so to whatever extent we can get
1794
01:19:21.410 --> 01:19:24.450
these groups to talk to each other
1795
01:19:24.450 --> 01:19:27.820
so that we can inform those STEAM educators
1796
01:19:27.820 --> 01:19:30.540
about what our students are doing in,
1797
01:19:30.540 --> 01:19:34.350
outside the classroom too, and figure
1798
01:19:34.350 --> 01:19:35.640
out how to bring that into the classroom,
1799
01:19:35.640 --> 01:19:38.750
I think that that's gonna be an important,
1800
01:19:38.750 --> 01:19:40.900
if there's one thing to take away from that
1801
01:19:42.735 --> 01:19:43.573
that collaboration I think is really,
1802
01:19:44.495 --> 01:19:46.700
really imperative if we're gonna make progress.
1803
01:19:46.700 --> 01:19:47.850
Yeah, absolutely.
1804
01:19:47.850 --> 01:19:50.920
And thank you, Dr. Coffey for giving us
1805
01:19:50.920 --> 01:19:52.800
a little bit of extra insight there.
1806
01:19:52.800 --> 01:19:54.533
Debbie, I saw you shaking your head along
1807
01:19:54.533 --> 01:19:56.450
as Dr. Coffey was talking.
1808
01:19:56.450 --> 01:19:59.873
Do you have anything to add about the staffing approach?
1809
01:20:01.340 --> 01:20:05.594 line:15%
So I think if we think about teachers are teachers
1810
01:20:05.594 --> 01:20:08.220 line:15%
and out-of-school, people are something else,
1811
01:20:08.220 --> 01:20:10.471 line:15%
I think we miss a huge opportunity and really
1812
01:20:10.471 --> 01:20:14.380
I wanna go back to that idea of learning partnerships
1813
01:20:14.380 --> 01:20:16.972
that we bring something to the table
1814
01:20:16.972 --> 01:20:19.440
when we work with children, when we work with young people
1815
01:20:19.440 --> 01:20:21.860
when we work with early adults
1816
01:20:21.860 --> 01:20:26.290
that it's not about having such so much content knowledge
1817
01:20:26.290 --> 01:20:29.820
that you're the expert, it's about how can you as a partner
1818
01:20:29.820 --> 01:20:32.994
in the learning help guide what's the next right question,
1819
01:20:32.994 --> 01:20:36.250
being aware of the resources that are available
1820
01:20:36.250 --> 01:20:39.110
that might help push that exploration
1821
01:20:39.110 --> 01:20:43.140
to walk alongside your young interns
1822
01:20:43.140 --> 01:20:45.790
or your design fellows or your students
1823
01:20:45.790 --> 01:20:49.490
or your program participants and learn with them.
1824
01:20:49.490 --> 01:20:51.930
So it's okay not to be the expert.
1825
01:20:51.930 --> 01:20:54.674
I also think there, you know, to David's point
1826
01:20:54.674 --> 01:20:57.480
lots of resources that are out there
1827
01:20:57.480 --> 01:20:58.630
that are either free
1828
01:20:58.630 --> 01:21:03.320
or crowdsourced or for a modest participation fee
1829
01:21:03.320 --> 01:21:05.474
that you can use to educate yourself
1830
01:21:05.474 --> 01:21:08.231
and support the learning that you wanna do.
1831
01:21:08.231 --> 01:21:10.600
And those are becoming more
1832
01:21:10.600 --> 01:21:13.920
and more available across all kinds of platforms.
1833
01:21:13.920 --> 01:21:16.640
I think the last thing that I would say is,
1834
01:21:16.640 --> 01:21:18.640
and we really ran into this early on
1835
01:21:18.640 --> 01:21:20.530
in working with teachers who said
1836
01:21:20.530 --> 01:21:21.700
I have so much on my plate or program providers,
1837
01:21:21.700 --> 01:21:23.554
I have so much on my plate.
1838
01:21:23.554 --> 01:21:24.387
I'm trying to do all these other things.
1839
01:21:24.387 --> 01:21:26.070
Like I can't fit this in.
1840
01:21:26.070 --> 01:21:28.780
That it is okay to use portions
1841
01:21:28.780 --> 01:21:32.590
or methods or skills from human centered design,
1842
01:21:32.590 --> 01:21:35.390
from design thinking to attack a small part
1843
01:21:35.390 --> 01:21:38.410
of a challenge, to build a skill specifically,
1844
01:21:38.410 --> 01:21:41.690
to provide some practice and learning exploration.
1845
01:21:41.690 --> 01:21:44.594
You don't have to go empathy through to pitch.
1846
01:21:44.594 --> 01:21:47.280
You can muck around in the middle.
1847
01:21:47.280 --> 01:21:48.834
And in fact, you probably should
1848
01:21:48.834 --> 01:21:52.365
to build those competencies and make them more transferable
1849
01:21:52.365 --> 01:21:55.120
because you see them separated from,
1850
01:21:55.120 --> 01:21:56.860
oh, it's only when I'm working on a challenge
1851
01:21:56.860 --> 01:21:59.090
or it's only when I'm trying to address a problem.
1852
01:21:59.090 --> 01:22:01.890
I think that makes it much more powerful
1853
01:22:01.890 --> 01:22:05.452
and much more accessible and much more appealing
1854
01:22:05.452 --> 01:22:08.273
to a wide range of practitioners.
1855
01:22:10.010 --> 01:22:11.950
Debbie, thank you so much for saying that
1856
01:22:11.950 --> 01:22:14.807
and talking about how we can make design thinking
1857
01:22:14.807 --> 01:22:16.290
and all of these approaches much more accessible
1858
01:22:16.290 --> 01:22:17.490
to our staff and to our leaders
1859
01:22:17.490 --> 01:22:22.070
and thinking about how it can be part
1860
01:22:22.070 --> 01:22:25.160
of the solution and part of the learning experience.
1861
01:22:25.160 --> 01:22:27.980
So now that we've heard from all our guests,
1862
01:22:27.980 --> 01:22:32.850
we'd love to think about how can we use all these approaches
1863
01:22:32.850 --> 01:22:34.250
and when do we use these different approaches
1864
01:22:34.250 --> 01:22:36.020
in STEAM education?
1865
01:22:36.020 --> 01:22:37.890
Dave what do you think?
1866
01:22:37.890 --> 01:22:40.327
Yana I think it's gonna depend on,
1867
01:22:40.327 --> 01:22:42.480
if we've learned anything in this webinar
1868
01:22:42.480 --> 01:22:44.120
the skill or the concept
1869
01:22:44.120 --> 01:22:47.503
that students need to learn or practice, right?
1870
01:22:47.503 --> 01:22:50.070
Scientists and engineers are gonna have
1871
01:22:50.070 --> 01:22:51.080
you know, different purposes
1872
01:22:51.080 --> 01:22:53.510
which is why they might follow different processes.
1873
01:22:53.510 --> 01:22:57.740
And scientists are gonna study how maybe nature works
1874
01:22:57.740 --> 01:23:00.590
and engineers are gonna create different things.
1875
01:23:00.590 --> 01:23:03.287
Scientists are gonna use the scientific method
1876
01:23:03.287 --> 01:23:05.730
because they need a consistent method
1877
01:23:05.730 --> 01:23:07.300
that they know other scientists are going to follow.
1878
01:23:07.300 --> 01:23:08.430
Right?
1879
01:23:08.430 --> 01:23:10.268
And when other scientists are conducting
1880
01:23:10.268 --> 01:23:14.470
the same experiment, they, you know, can get similar results
1881
01:23:14.470 --> 01:23:15.530
and they begin to create a body
1882
01:23:15.530 --> 01:23:17.730
of evidence that supports an explanation
1883
01:23:17.730 --> 01:23:20.160
of the way that nature works.
1884
01:23:20.160 --> 01:23:22.343
But engineers are gonna know that they have a,
1885
01:23:22.343 --> 01:23:25.070
a legitimate solution when it's implemented and used
1886
01:23:25.070 --> 01:23:28.608
by the audience for which the solution is designed, right?
1887
01:23:28.608 --> 01:23:31.986
Yeah and the example we saw is that
1888
01:23:31.986 --> 01:23:35.510
Jen led Marianne and worked with Marianne
1889
01:23:35.510 --> 01:23:37.240
through the scientific method
1890
01:23:37.240 --> 01:23:39.600
because Marianne was looking to explain something
1891
01:23:39.600 --> 01:23:41.490
that she observed happening.
1892
01:23:41.490 --> 01:23:43.510
And then Jamie, of course
1893
01:23:43.510 --> 01:23:45.460
shared her programs participation
1894
01:23:47.090 --> 01:23:49.460
in the NASA Design Challenge
1895
01:23:49.460 --> 01:23:50.293
where the students use the engineering process
1896
01:23:50.293 --> 01:23:51.126
because they were tasked
1897
01:23:52.218 --> 01:23:53.890
with creating a solution to that problem.
1898
01:23:53.890 --> 01:23:56.100
And in both those cases, the students were able
1899
01:23:56.100 --> 01:23:59.010
to apply the concepts and build vocabulary.
1900
01:23:59.010 --> 01:24:02.120
And they were thinking about in Marianne's case
1901
01:24:02.120 --> 01:24:03.460
she was thinking about chemical
1902
01:24:03.460 --> 01:24:05.898
and physical changes and experimentation.
1903
01:24:05.898 --> 01:24:08.602
So really was an opportunity to connect
1904
01:24:08.602 --> 01:24:11.730
what they're doing in out-of-school time or outside
1905
01:24:11.730 --> 01:24:15.340
of the formal learning environment to school day curriculum
1906
01:24:15.340 --> 01:24:17.698
and what is happening in the school day.
1907
01:24:17.698 --> 01:24:20.120
Yeah, and, you know
1908
01:24:20.120 --> 01:24:22.270
we heard from Debbie and Ariel
1909
01:24:22.270 --> 01:24:25.740
and Dr. Coffey about how the design thinking process
1910
01:24:25.740 --> 01:24:27.961
really provides a great opportunity
1911
01:24:27.961 --> 01:24:30.938
for practicing those executive function skills
1912
01:24:30.938 --> 01:24:33.940
you know, perseverance, organization,
1913
01:24:33.940 --> 01:24:36.416
collaboration without necessarily touching
1914
01:24:36.416 --> 01:24:39.970
on the academic vocabulary or, you know
1915
01:24:39.970 --> 01:24:41.940
naming of the STEM concepts all the time.
1916
01:24:41.940 --> 01:24:45.120
And those can be added, but it's, you know
1917
01:24:45.120 --> 01:24:47.000
up to the facilitator to make that connection
1918
01:24:47.000 --> 01:24:49.400
and bring those concepts to the forefront often.
1919
01:24:50.458 --> 01:24:54.440
Mm hmm, so if we're introducing students to a new concept,
1920
01:24:54.440 --> 01:24:56.650
or a new process, we might start with
1921
01:24:56.650 --> 01:24:59.740
the design thinking process to really get them interested,
1922
01:24:59.740 --> 01:25:03.200
get them thinking about how a problem affects real life.
1923
01:25:03.200 --> 01:25:05.480
And then you could add in the scientific method
1924
01:25:05.480 --> 01:25:07.150
or the engineering process
1925
01:25:07.150 --> 01:25:09.599
if they're building a particular product
1926
01:25:09.599 --> 01:25:13.119
like the students in Jamie's program are building a glider.
1927
01:25:13.119 --> 01:25:15.854
So we can really use those processes together
1928
01:25:15.854 --> 01:25:18.840
to achieve different goals.
1929
01:25:18.840 --> 01:25:20.295
Yeah, exactly.
1930
01:25:20.295 --> 01:25:22.250
We, ultimately, you know, to pick the method
1931
01:25:22.250 --> 01:25:23.999
or the process that we're gonna use
1932
01:25:23.999 --> 01:25:25.460
we match it to our student needs
1933
01:25:25.460 --> 01:25:28.850
which I think takes us pretty conveniently toward the end
1934
01:25:28.850 --> 01:25:30.879
of our webinar and where we'll talk about
1935
01:25:30.879 --> 01:25:32.943
some of the different resources
1936
01:25:32.943 --> 01:25:35.030
that we have at our disposal, right?
1937
01:25:35.030 --> 01:25:37.660
Mm hmm, exactly.
1938
01:25:37.660 --> 01:25:40.190
So we covered three approaches today.
1939
01:25:40.190 --> 01:25:42.020
We talked about the scientific method,
1940
01:25:42.020 --> 01:25:43.650
the design thinking process
1941
01:25:43.650 --> 01:25:45.076
and the engineering process.
1942
01:25:45.076 --> 01:25:47.590
To talk about how we can give students
1943
01:25:47.590 --> 01:25:49.410
experiential learning approaches
1944
01:25:49.410 --> 01:25:52.335
and learning experiences in out-of-school time.
1945
01:25:52.335 --> 01:25:55.380
So we'd love to hear from any of you
1946
01:25:55.380 --> 01:25:56.920
in the audience that have any guests
1947
01:25:56.920 --> 01:25:59.010
that you can pop in the question box, and we'll hear
1948
01:25:59.010 --> 01:26:03.131
from Dave Mazza with some of those questions in a moment
1949
01:26:03.131 --> 01:26:05.796
but while we're waiting to hear from those questions,
1950
01:26:05.796 --> 01:26:07.790
we'd also like to mention some
1951
01:26:07.790 --> 01:26:11.070
of the resources that we have available.
1952
01:26:11.070 --> 01:26:13.090
Dave, would you like to take a second to walk us through
1953
01:26:13.090 --> 01:26:14.240
those?
1954
01:26:14.240 --> 01:26:15.220
Yeah, definitely.
1955
01:26:15.220 --> 01:26:17.270
I'd like to remind everybody
1956
01:26:17.270 --> 01:26:20.330
that on the webinar page, if you scroll down
1957
01:26:20.330 --> 01:26:24.530
past the video window and then the poll toward the bottom
1958
01:26:24.530 --> 01:26:27.060
of the screen is where you'll see just a couple
1959
01:26:27.060 --> 01:26:29.135
of links out to some resources, both on Y4Y
1960
01:26:29.135 --> 01:26:33.679
and some external resources that we referenced
1961
01:26:33.679 --> 01:26:35.050
in today's webinar
1962
01:26:35.050 --> 01:26:37.710
including the d.School resource collection,
1963
01:26:37.710 --> 01:26:40.640
which again if you're familiar with the stuff
1964
01:26:40.640 --> 01:26:42.295
that we've covered on Y4Y in the past,
1965
01:26:42.295 --> 01:26:44.290
around project based learning
1966
01:26:44.290 --> 01:26:46.871
and the stuff in our new updated STEAM course
1967
01:26:46.871 --> 01:26:49.975
then you may be familiar with some of those resources.
1968
01:26:49.975 --> 01:26:54.970
There's also the design thinking for educators toolkit
1969
01:26:54.970 --> 01:26:58.199
and the Project Zero thinking routines
1970
01:26:58.199 --> 01:27:00.463
which we heard referenced in that interview,
1971
01:27:02.620 --> 01:27:05.140
Dr. Coffey mentioned a few different books
1972
01:27:05.140 --> 01:27:08.200
and some resources that we weren't able to get
1973
01:27:08.200 --> 01:27:10.090
onto the webpage before this webinar.
1974
01:27:10.090 --> 01:27:12.080
But if you follow along to the chat
1975
01:27:12.080 --> 01:27:14.010
or if you scroll a little bit further up in the chat
1976
01:27:14.010 --> 01:27:16.775
I think somebody who is able to catch the names
1977
01:27:16.775 --> 01:27:17.858
of those books.
1978
01:27:17.858 --> 01:27:19.415
And if you have any questions, you know
1979
01:27:19.415 --> 01:27:20.855
go ahead and take a look at those resources as well.
1980
01:27:20.855 --> 01:27:25.218
And then finally, Y4Y has a few current and some
1981
01:27:25.218 --> 01:27:28.532
upcoming resources to help with
1982
01:27:28.532 --> 01:27:31.520
you know, science, engineering,
1983
01:27:31.520 --> 01:27:35.470
design thinking the old STEM course
1984
01:27:35.470 --> 01:27:39.220
on Y4Y was recently updated to STEAM.
1985
01:27:39.220 --> 01:27:43.193
And it went through kind of a full course update.
1986
01:27:44.258 --> 01:27:48.340
And we also on Y4Y have added these fancy little new,
1987
01:27:48.340 --> 01:27:51.120
red course icons for all of the new content
1988
01:27:51.120 --> 01:27:52.020
that's on the Y4Y.
1989
01:27:53.012 --> 01:27:54.300
So if you're a little overwhelmed by that course list now
1990
01:27:54.300 --> 01:27:57.100
as we're up to, I think we're in maybe even the twenties
1991
01:27:58.055 --> 01:27:59.373
as far as core content areas,
1992
01:28:00.890 --> 01:28:02.870
you can check out and identify those pretty easily.
1993
01:28:02.870 --> 01:28:05.917
Again, that STEM course was updated to STEAM
1994
01:28:05.917 --> 01:28:09.335
and looks really fresh and brand new and exciting.
1995
01:28:09.335 --> 01:28:13.552
You'll also find links to the design challenges
1996
01:28:13.552 --> 01:28:15.990
which you can also always get to
1997
01:28:15.990 --> 01:28:18.030
from the Y4Y website by clicking
1998
01:28:18.030 --> 01:28:21.255
on that STEM Initiatives button at the top right corner.
1999
01:28:21.255 --> 01:28:25.790
And those are our resources that we,
2000
01:28:25.790 --> 01:28:27.090
that we highlighted today.
2001
01:28:28.013 --> 01:28:29.373
So hopefully something
2002
01:28:29.373 --> 01:28:30.672
for you to take away from this webinar
2003
01:28:30.672 --> 01:28:32.651
in addition to all of the great insights that we've got.
2004
01:28:32.651 --> 01:28:37.133
I think we may have time for maybe one or two questions.
2005
01:28:37.133 --> 01:28:41.610
Dave, Dave Mazza have any questions come through for us.
2006
01:28:41.610 --> 01:28:42.740
Yes, David, thank you.
2007
01:28:42.740 --> 01:28:44.260
And you know, you're talking
2008
01:28:44.260 --> 01:28:45.917
about those STEM courses I've been involved,
2009
01:28:45.917 --> 01:28:48.550
behind the scenes with all four
2010
01:28:48.550 --> 01:28:50.253
of those IAAS great stuff there.
2011
01:28:50.253 --> 01:28:52.980
So if you get a chance, go in
2012
01:28:52.980 --> 01:28:55.520
and look at some of the stuffs that I've seen there
2013
01:28:56.493 --> 01:28:57.840
for NOAH and IMLS National Park System
2014
01:28:57.840 --> 01:29:01.392
and or the National Aeronautics and Space Administration.
2015
01:29:01.392 --> 01:29:03.400
There's been a couple of questions here
2016
01:29:03.400 --> 01:29:05.693
and one I think comes in it says,
2017
01:29:05.693 --> 01:29:09.735
what does design thinking look like for students
2018
01:29:09.735 --> 01:29:12.163
of different ages?
2019
01:29:14.900 --> 01:29:17.470
Yeah, I think Debbie was able to touch
2020
01:29:17.470 --> 01:29:20.930
on that a little bit with her, you know, answer going
2021
01:29:20.930 --> 01:29:23.895
with kindergarten students and then older students.
2022
01:29:23.895 --> 01:29:25.773
Do you have anything else to add there
2023
01:29:25.773 --> 01:29:27.183
to help answer that question?
2024
01:29:27.183 --> 01:29:28.950
I think it looks different,
2025
01:29:28.950 --> 01:29:31.410 line:15%
not in the sense of what's the process itself,
2026
01:29:31.410 --> 01:29:33.837 line:15%
but in kind of what's the sophistication
2027
01:29:33.837 --> 01:29:36.130 line:15%
of the critical thinking,
2028
01:29:36.130 --> 01:29:38.600 line:15%
the type of challenge you might introduce
2029
01:29:38.600 --> 01:29:40.430 line:15%
what are the resources you make available
2030
01:29:40.430 --> 01:29:42.860 line:15%
or the templates, or the worksheets, or the handouts
2031
01:29:42.860 --> 01:29:44.694
to help organize the thinking.
2032
01:29:44.694 --> 01:29:48.114
We have thought about it from a developmental standpoint.
2033
01:29:48.114 --> 01:29:50.860
So at each grade level we have a scope and sequence
2034
01:29:50.860 --> 01:29:52.310
or what are the dispositions?
2035
01:29:53.234 --> 01:29:54.535
What are the mindsets and what are the skills
2036
01:29:54.535 --> 01:29:56.290
that we would expect students to be able to
2037
01:29:56.290 --> 01:29:59.197
demonstrate going through some of the learning experiences.
2038
01:29:59.197 --> 01:30:02.763
I'm happy to make that available if that's helpful.
2039
01:30:03.933 --> 01:30:06.500
And also we have framed out design challenges
2040
01:30:06.500 --> 01:30:08.860
at each grade level that aligned to,
2041
01:30:08.860 --> 01:30:10.960
you know K-12 standards and benchmarks.
2042
01:30:10.960 --> 01:30:12.910
We can also make those available, but
2043
01:30:12.910 --> 01:30:14.390
it does look different
2044
01:30:16.135 --> 01:30:16.968
and it comes back in the conversations,
2045
01:30:16.968 --> 01:30:18.340
the type of data, the type of information
2046
01:30:18.340 --> 01:30:19.870
that kids are processing
2047
01:30:19.870 --> 01:30:21.870
whether it's in school or out-of-school.
2048
01:30:25.140 --> 01:30:27.463
Dr. Coffey, anything to add?
2049
01:30:29.030 --> 01:30:30.080
No, I would agree.
2050
01:30:30.080 --> 01:30:32.280
And again, I think if you get a chance to go
2051
01:30:33.255 --> 01:30:35.050
to Ela's website, she's got some videos
2052
01:30:35.050 --> 01:30:37.457
and you can see elementary kids using the compass
2053
01:30:37.457 --> 01:30:41.117
to figure out a problem on the playground.
2054
01:30:41.117 --> 01:30:46.117
You can see university folks using it.
2055
01:30:46.220 --> 01:30:49.634
So, but Debbie's exactly right.
2056
01:30:49.634 --> 01:30:50.920
What you see as being different
2057
01:30:52.135 --> 01:30:54.317
in terms of kind of what they're doing with it.
2058
01:30:54.317 --> 01:30:57.110
But the process is fairly similar
2059
01:30:57.110 --> 01:30:58.483
with all of those groups.
2060
01:31:02.890 --> 01:31:04.060
Dave, I think we have time
2061
01:31:04.060 --> 01:31:06.860
for one more question before we have to wrap up.
2062
01:31:06.860 --> 01:31:08.418
Yeah, sounds good.
2063
01:31:08.418 --> 01:31:09.435
That's good.
2064
01:31:09.435 --> 01:31:10.470
Well, we do have a few, but we'll get to this.
2065
01:31:10.470 --> 01:31:11.794
I think this one really fits, you know
2066
01:31:11.794 --> 01:31:16.010
what I was looking for when I was in school
2067
01:31:16.010 --> 01:31:19.370
but the question is what is the relationship
2068
01:31:19.370 --> 01:31:21.255
between these engaging practices
2069
01:31:21.255 --> 01:31:23.773
and potential future careers?
2070
01:31:25.090 --> 01:31:26.060
What a great idea.
2071
01:31:26.060 --> 01:31:28.470
So Debbie, why don't we start with you
2072
01:31:28.470 --> 01:31:30.490
because you had mentioned how students
2073
01:31:30.490 --> 01:31:33.580
were thinking about making that connection
2074
01:31:33.580 --> 01:31:34.750
to going to college.
2075
01:31:34.750 --> 01:31:37.483
So how can we make that connection for our students?
2076
01:31:38.730 --> 01:31:41.410
So I think what we're seeing from employers
2077
01:31:41.410 --> 01:31:44.434
and from the research around the future of work
2078
01:31:44.434 --> 01:31:48.813
is that people who enter either post-secondary learning
2079
01:31:48.813 --> 01:31:52.410
whether that's college or some other form of experience
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01:31:52.410 --> 01:31:55.570
or directly into a careers or through college into careers
2081
01:31:55.570 --> 01:31:58.110
is they need many of the skills and mindsets that show
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01:31:58.110 --> 01:32:00.830
up in design thinking, how do you work in a team?
2083
01:32:00.830 --> 01:32:02.100
How do you manage a project?
2084
01:32:02.100 --> 01:32:04.210
How do you handle adaptive challenges
2085
01:32:04.210 --> 01:32:06.930
things that a technical solution isn't sufficient
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01:32:06.930 --> 01:32:09.378
you need to manage complexity, ambiguity.
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01:32:09.378 --> 01:32:11.698
How are you going to communicate about that?
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01:32:11.698 --> 01:32:14.360
All of those are skills
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01:32:14.360 --> 01:32:17.280
that employers are looking for, or that you'll need
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01:32:17.280 --> 01:32:19.298
if you want to launch a business,
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01:32:19.298 --> 01:32:23.117
pursue a degree or pursue a learning opportunity.
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01:32:23.117 --> 01:32:26.470
So in that regard, I don't know of a career
2093
01:32:26.470 --> 01:32:29.593
or a job or a learning opportunity that doesn't benefit
2094
01:32:29.593 --> 01:32:32.420
from a person coming in with many
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01:32:32.420 --> 01:32:34.820
of the mindsets and skills that we've described.
2096
01:32:35.710 --> 01:32:36.650
That's great to hear.
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01:32:36.650 --> 01:32:39.730
And Dr. Coffey, from your perspective, because you work
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01:32:39.730 --> 01:32:42.313
with teachers, how does design thinking help teachers
2099
01:32:42.313 --> 01:32:45.533
and educators work effectively with their youth?
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01:32:47.030 --> 01:32:49.070
So one of the things going back
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01:32:49.070 --> 01:32:51.390
to that idea, that's human centered.
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01:32:51.390 --> 01:32:53.760
Again, most teachers are there because
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01:32:53.760 --> 01:32:55.514
they wanna teach students.
2104
01:32:55.514 --> 01:32:58.670
Although I know as a, like I said
2105
01:32:58.670 --> 01:32:59.800
a middle school math teacher,
2106
01:32:59.800 --> 01:33:01.874
I started out teaching math, not students, right?
2107
01:33:01.874 --> 01:33:04.800
I love the content.
2108
01:33:04.800 --> 01:33:09.070
And so it really helps to kind of do Debbie brought
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01:33:09.070 --> 01:33:11.840
up the whole culturally responsive teaching.
2110
01:33:11.840 --> 01:33:14.153
So it's really about getting to know
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01:33:14.153 --> 01:33:16.190
where our learners are at.
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01:33:16.190 --> 01:33:19.870
And the sort of the tag phrase
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01:33:19.870 --> 01:33:22.414
that I've used with my students is
2114
01:33:22.414 --> 01:33:25.160
that we need to be loyal to the learners, not to the lesson.
2115
01:33:25.160 --> 01:33:27.740
We need to be able to make the adaptations
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01:33:27.740 --> 01:33:30.434
that are necessary to be able to support learning
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01:33:30.434 --> 01:33:35.220
not just be, you know, have fidelity to a textbook.
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01:33:35.220 --> 01:33:37.630
And so design thinking gives that
2119
01:33:37.630 --> 01:33:41.310
if we're actually practicing all of the mindsets
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01:33:41.310 --> 01:33:45.060
and using the methods, it gives teachers a tool set
2121
01:33:45.060 --> 01:33:47.950
to be able to really, again
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01:33:47.950 --> 01:33:52.950
co-create with their learners not, Kat Holmes,
2123
01:33:53.270 --> 01:33:56.249
I learned, she wrote a really great book,
2124
01:33:56.249 --> 01:33:57.360
I'll add one more to the chat.
2125
01:33:57.360 --> 01:33:59.930
She has a really great book called "Mismatch."
2126
01:33:59.930 --> 01:34:02.060
And I learned from listening to her
2127
01:34:02.060 --> 01:34:03.980
the difference between designing with
2128
01:34:03.980 --> 01:34:07.767
and designing for, as educators too often, we design for
2129
01:34:07.767 --> 01:34:09.988
with a particular outcome in mind.
2130
01:34:09.988 --> 01:34:12.220
And we would be better off
2131
01:34:12.220 --> 01:34:15.447
if we saw ourselves as inclusive designers who design with.
2132
01:34:15.447 --> 01:34:18.687
I think those are really inspiring words
2133
01:34:18.687 --> 01:34:23.500
and a really great place to end.
2134
01:34:23.500 --> 01:34:25.738
For those that weren't able to get to your questions,
2135
01:34:25.738 --> 01:34:29.670
we will share our contact address, email address
2136
01:34:29.670 --> 01:34:32.399
if you wanna get in touch with us for more information
2137
01:34:32.399 --> 01:34:35.050
but we really have to come
2138
01:34:35.050 --> 01:34:37.052
to the end of our showcase, unfortunately.
2139
01:34:37.052 --> 01:34:40.400
So on behalf of the US Department of Education's,
2140
01:34:40.400 --> 01:34:43.236
Y4Y team I'd like to thank you all for joining us today.
2141
01:34:43.236 --> 01:34:45.519
I would also like to thank everyone,
2142
01:34:45.519 --> 01:34:48.730
all our guests for today who joined us
2143
01:34:48.730 --> 01:34:51.098
both in-person and through pre-recorded interviews
2144
01:34:51.098 --> 01:34:54.116
for taking the time to share their knowledge and expertise.
2145
01:34:54.116 --> 01:34:59.060
We'd love for all our attendees to please provide feedback
2146
01:34:59.060 --> 01:35:02.538
on today's live with Y4Y webinar.
2147
01:35:02.538 --> 01:35:04.690
We have a link to our feedback form
2148
01:35:04.690 --> 01:35:06.559
in the documents and links box.
2149
01:35:06.559 --> 01:35:09.420
And please complete that brief questionnaire
2150
01:35:09.420 --> 01:35:11.240
to inform future programs
2151
01:35:11.240 --> 01:35:13.215
and future activities from Y4Y.
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01:35:13.215 --> 01:35:16.453 line:15%
Don't forget that all our webinars are recorded
2153
01:35:16.453 --> 01:35:18.050 line:15%
and archived.
2154
01:35:18.050 --> 01:35:20.058 line:15%
So if you'd like to go back and re-watch it
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01:35:20.058 --> 01:35:22.877 line:15%
or if you want to share this webinar with others
2156
01:35:22.877 --> 01:35:27.877 line:15%
it will be uploaded an archived to y4y.ed.gov/webinars.
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01:35:29.630 --> 01:35:32.343 line:15%
And it should be posted in about one to two weeks.
2158
01:35:33.230 --> 01:35:35.070
And you can see all about this
2159
01:35:35.070 --> 01:35:37.156
and upcoming webinars on that page.
2160
01:35:37.156 --> 01:35:40.590
We have an upcoming three part series next week
2161
01:35:40.590 --> 01:35:43.327
on structuring virtual programming
2162
01:35:43.327 --> 01:35:44.930
and we have some great guests
2163
01:35:44.930 --> 01:35:47.519
and some great topics for discussion coming up next week.
2164
01:35:47.519 --> 01:35:50.412
So I hope we'll see many of you there
2165
01:35:50.412 --> 01:35:53.476
and make sure to check our Y4Y regularly
2166
01:35:53.476 --> 01:35:56.479
to find out all the amazing updates.
2167
01:35:56.479 --> 01:35:59.580
When Dave Mazza showed our site
2168
01:35:59.580 --> 01:36:00.900
you probably saw that there's lots
2169
01:36:00.900 --> 01:36:04.100
of new stuff up on our website and lots
2170
01:36:04.100 --> 01:36:06.780
of cool things happening all the time at Y4Y.
2171
01:36:06.780 --> 01:36:11.130
So a special thank you to my cohost, to Dave McConnell
2172
01:36:11.130 --> 01:36:14.960
and to all our guests for being so generous with their time.
2173
01:36:14.960 --> 01:36:17.131
We could not do this work without you.
2174
01:36:17.131 --> 01:36:20.100
And thank you all of our viewers for being with us.
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01:36:20.100 --> 01:36:25.100 line:15%
And you can always contact us at y4ry@seiservices.com.
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01:36:25.560 --> 01:36:27.316 line:15%
So thank you everyone, and enjoy your day.
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01:36:27.316 --> 01:36:30.383 line:15%
Thanks Yana, take care everyone.