When I think of a prototype, my mind does not go to something printed by 3D technology or a miniature building created by an architecture firm. Instead, it goes back to the 30th anniversary of Disneyland when I was 12 years old. I remember sharing the day with my family, in particular my grandfather, who worked his entire life for the Southern Pacific Railroad as a train conductor to an executive in the San Francisco office. He was naturally curious about how things worked and this extended to the Happiest Place on Earth, but from a different lens. We didn’t go on the wild rides, but rather explored the history and functionality of the park. One of the highlights of our trip to Disneyland was a model of the entire park in 3D miniature. I remember being mesmerized at the intricate detail of each part of the model and how it created something beautiful as a whole. It was a work of art. My grandfather pointed out all of the elements that were needed to make the park function: architecture, aesthetics, public services, shopping, food, transportation, engineering, and human resources. I remember marveling at all of these elements and how they shaped Disney magic from someone dressed as Cinderella to the floral displays shaped like Mickey Mouse. This same magic can happen in our teaching. Similar to Walt Disney, we have a passion to create learning that’s going to create a happy memory for learners. Instead of a 3D model, our prototype is our unit of inquiry planner. Instead of physically creating a model, we are curating learning engagements throughout a unit that will provoke, challenge, and connect thinking. We do this by looking at all of the elements of the PYP as a vehicle towards a transdisciplinary approach to learning. Creating a unit prototypeThis same magic can happen in our teaching. Similar to Walt Disney, we have a passion to create learning that’s going to create a happy memory for learners. Instead of a 3D model, our prototype is our unit of inquiry planner. Instead of physically creating a model, we are curating learning engagements throughout a unit that will provoke, challenge, and connect thinking. We do this by looking at all of the elements of the PYP as a vehicle towards a transdisciplinary approach to learning. Consider the story of your unit of inquiry planner. What does it tell you? What does it tell your learners? Does it tell the story of unified ideas that lead to a deep understanding of the transdisciplinary theme descriptor, central idea, and lines of inquiry? Is the learning and teaching aligned to make these the focus of everything we do and we leverage our content standards to be examples, rather than an isolated focus? It took me a long time to recognize that all of the different parts of the unit planner were designed to support the central idea. When I finally had this aha moment, it changed how and what I planned. I no longer created activities that taught my standards or guidelines. Instead, I create learning that engaged thinking and helped my learners to make connections between the different content areas. This is a vast difference. So how do we break this down into bite-size pieces? It’s all about modeling best practice. This is another layer to establishing a prototype of learning within the design thinking process. How are you modeling best practice to your learners? Are you teaching a discrete skill and having learners mirror you exactly? If so, how is this developing critical and creative thinking within your learners? I’ll never forget the moment I realized that my teaching needed to be overhauled. It wasn't a big event. I just remember giving directions to my learners with an expectation that they “get” a process on their own without modeling it. Most of my learners began to flail, because they were unsure how to execute the task. I noticed that behavior issues began to rise and less accountable talk was happening. During our debrief, my most independent learners shared their frustration in not completing the task and provided feedback and feedforward to me. At this moment, I realized that I had failed my learners, because I had not modeled the desired outcome. From that day, I actively modeled processes before each independent or small group task. Modeling doesn’t have to be big or take a lot of time. Sometimes, I simply think aloud while going through a task in front of my learners. I put myself into their shoes and provide a possible way of solving an open-ended task. By thinking aloud through the process, I model the desired outcome, but I also elicit student ideas along the way. Once I have finished, we generally have a list of possible entry points for their independent practice. As I’ve grown in my understanding of think alouds, I have tried to incorporate the ATLs and the MYP Command Terms Think Aloud with ATLsThe Approaches to Learning (ATLs) are skills learners need in order to become independent. They are open-ended skills that can be applied in a variety of ways with all content areas. When I use the ATL as part of the think aloud, I usually go through this process: Choose an ATL sub-skill (bullet point) that I want to focus on for the week or duration of time “In our Sharing the Planet unit of inquiry, we are focusing on sharing finite resources. One possible way is conservation and recycling. To help me learn about these ideas, we have decided to focus on the ATL sub-skill of generating novel ideas. To help us focus, we will look at how we can make unexpected or unusual connections between objects and/or ideas. ”PYP: Principles into Practice/ Learning and Teaching/ Thinking Skills/ Generating Novel Ideas/ Sub-Skill/ Make unexpected or unusual connections between objects and/or ideas. Break down the sub-skill down into words that learners will understand. “What does it mean to generate new ideas? I think it means to make or come up with new ideas. How can I do this? I am going to look at objects (things) and ideas (thoughts) and try to come up with new ways of thinking about them. This means I can’t put down the normal ideas I would come up with. I’m going to have to use my creativity. How can I possibly do this?” Present a possible situation where we can put the ATL into action. “I need to come up with a better way to recycle at our school. I know that we already have blue tubs to collect used paper and scraps. There are tubs to collect plastic water bottles too.” “I wonder what I can do about single-use plastic water bottles. I have visited some other schools and they have a water filter system at some water fountains where you can fill up your reusable water bottle. I wonder what I can do to get one at our school? I wonder what impact it will have on our use of single-use plastic? Think Aloud with the MYP Command TermsChoose a MYP Command Term that I want to focus on for the week or duration of time.
“In our Sharing the Planet unit of inquiry, we are focusing on sharing finite resources. One possible way is conservation and recycling. To help me learn about these ideas, we have decided to focus on the MYP Command Terms. We have chosen FORMULATE, which means to express precisely and systematically the relevant concept(s) and arguments.” Break down the command term down into words that learners will understand. “What does express precisely look and feel like? I think precisely means using strong and clear words, so people can understand my ideas. This means I need to really consider my word choice, so others understand the ideas in my mind.” “When I think of systems, I think of a bike. I see lots of parts working together to make the bike move forward. So, I think systematically means using my words in an order that makes sense, so other people understand me. I can do this by using concepts to make connections between ideas and maybe create an argument.” Present a possible situation where we can put the command term into action. “When we want to change someone’s opinion and actions, we have to come up with an argument that touches their hearts and minds. I can do this through a story, image, or video. One possible way to get people to care about recycling is to show how plastic bags impact living things in the ocean. I can show images of bags and their impact to fish, seals, and other organisms. This can be used in a message of how to take more responsibility in sharing our planet with other living things.” My brain is on overload now. To be honest, I stared at the page for a long time trying to find ways to prototype. Big thanks to my friend Vidhya who listened, acted as a cheerleader, and provided a variety of ideas. Now, let’s scoot over to the challenge!
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