This week, my group and I had the task of interpreting our research. However, before we could interpret it, we had to make sure that the research data was collected. Data, in this case, is almost too impersonal a description for the task at hand. It might be more accurately said that what we collected was observations that helped us narrow our focus and increase our sense of empathy. In order to do this, we divvied up the different required tasks and potential end users. I chose to conduct interviews of students and teachers. I interviewed two different English Language Development teachers and three different English Learner students. From my interviewees I learned that progress monitoring for English Learners is convoluted for both teachers and students. It’s extremely difficult to accurately gauge student progress towards reclassifying out of the ELD program, let alone progress monitor students on a daily basis in classroom instruction. Both students and teachers seemed to lack clear understanding of what the ELD program was seeking to accomplish and view the support offered for ELLs as a needless imposition since students have to take ELD courses instead of fun electives. From my teammates, I learned that parents are just as unable to accurately progress monitor as our students and teachers were. Parents felt satisfied that their students were progressing adequately, or on par with their non-EL peers even though this was not the case with far too many EL students. The challenges of collaborating seem to be time management and aligning our schedules. The work that we are doing could not be coordinated asynchronously. So much of what we are doing we have had to figure out in discussion by tackling assignment descriptions and where the Design Thinking process seems to be taking us. We have many loose pieces that must be put together in a resemblance of coherence and this is not an easy task or one that could be done wholly via email. The takeaway from this process for my students is that Design Thinking is no easy formula for arriving at novel solutions. It requires a multifaceted approach, the ability to delegate tasks, clear expectations, and lots of processing time. It seems like our research and project is beginning to take shape but it really requires gumption and a belief that the process will be justified in the outcome. Emily Piloton’s project in Bertie County is definitely ambitious in its scope and use of the Design Thinking process. From all of her sharing, it seems like Piloton’s process has been very successful in reshaping education and the community in which she works. This is a good video to inspire others to try design in order to challenge the paradigms of education. It also combines maker education and describes the relationship between learning spaces and learning. However, other than seeing the end products of her process, this video teaches very little about how to actually implement Design Thinking. What Piloton does prove is the necessity of telling one’s story in visual and tangible manners in order to build support and transform lives.
Technology Use Letter Home
Dear VIDA Families, Welcome to a new school year! I hope that you had a restful summer that left you feeling ready to for another fun year filled with amazing learning! Throughout this school year we will seek to deepen our students’ abilities to “Innovate, Design, and Create” as we promote the development of our students “GILLS.” That is, our students will demonstrate the Grit to Persevere, how to Innovate Through Design, Learn About Empathy, Lead with Integrity, and Spark creativity. We do this in order to, “Nourish the creative thinking skills of students and approach learning through the well renowned Design Thinking process that will empower students to take what they have learned and apply those skills to create non-traditional solutions to yesterday’s, today’s, and tomorrow’s problems.” In addition to utilizing a cutting edge framework for education, we also have access to cutting edge technological tools. At VIDA, we believe that the purpose of technology is to provide students, staff, and families with the tools needed to Innovate, Design and Create. We believe that technology is a powerful tool that students need to learn to use safely and responsibly. The goal is to empower students’ creativity and to reach out to the community and the world for inspiration, empathy and collaboration. Thus, we have developed a plan for technology by using the Design Thinking process and by focussing on our school’s core values (GILLS). There are many different facets to our technology plan. The structure we have created to support students as the learn about digital citizenship follows our core values. At VIDA we promote the concept of digital citizenship by teaching students that:
Everything that the create and post online reflects who they are to a potential worldwide audience
They must seek to establish positive and healthy relationships through the use of technology
They must be cognizant of the need to leave a digital footprint of which they can be proud of
They must always give credit to others’ intellectual property
They must always be safe when online
Learn to use technology to make learning, researching and producing more effective and efficient
Students are expected to become producers of digital content, not only consumers
We seek to bring collaboration into 21st century by encouraging students to connect with the world outside of the classroom
While we use and create content to support students’ learning about digital citizenship, parents and guardians are always encouraged to investigate this topic on their own as well in order to reinforce learning at home. In this regard, I would like to share some resources for you to explore at your convenience:
If you have any questions or concerns or would like to learn more about supporting the use of technology at home, please do not hesitate to contact me. Thank you, David Ruiz Digital Learning Coach