How might k-12 teachers make visible new teaching mindframes?

 

adopting new teaching mindframes

Role: Learning designer | Project: Riverdale (New York) & University of Melbourne (2015)

Team: Isabella Brandalise, Ker Thao, Ricardo Dutra, and Sophie Riendeau

Fig.1: archipelago of possibilities is a tool for teachers to collaboratively investigate mindframes they wish to develop

Fig.1: archipelago of possibilities is a tool for teachers to collaboratively investigate mindframes they wish to develop

Given teachers' limited time and the pressure to handle a great number of micro decisions in the classroom, time for self reflection (of what they hold dear in their practice and how they envision their work in the future) usually falls short. In this project, design plays a role in re-imagining opportunities for them to collaboratively envision and act on new teaching mindframes.

Formative assessment is number one impact on learning.
— Kevin Mattingly, Riverdale Country School, New York
Fig.2: 'souvenirs' are the commitment devices teachers create to give form to their future mindframes

Fig.2: 'souvenirs' are the commitment devices teachers create to give form to their future mindframes

lessons learned:

  • prototyping can support teachers to communicate new mindframes by giving them form
  • commitment devices can support teachers to take collective responsibility of what they wish to develop
  • re-defining the roles of teachers and students is key for re-framing authentic classroom collaboration

For further reference, the report/study case can be downloaded here.