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
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.
- 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.