Ngā Matapakinga | Discussion
Kia ora tatou,
Technology is a process-driven curricula, so Kiatakatū ā-Matihiko has produced an iterative model (right) that reflects the design thinking phases (EMPATHISE > DEFINE > IDEATE > PROTOTYPE > FEEDBACK) that fits well with the new Digital Technology areas of the Technology curriculum. For more on the connections with designing thinking and Digital Technologies see, Design Thinking in the curriculum.
It's not surprising that schools/kura are redesigning their inquiry-based (or project-based) learning models with a design thinking process in mind. One school is revisiting their model and seeing how this better reflects the students and the community they live in.
They've been cutting up their existing student inquiry model, overlaying ideas from other inquiry models (as well as their own scientific framework) and creating a mash-up with the design thinking phases in mind. They're also mindful that their model has a student voice and reflects the community and partnerships with local Māori.
Is your school happy with your current model/s for learning? How does the design thinking process fit with these? Time for a revisit/redesign perhaps? We'd love to hear more...
For more, see:
- DT in DT and HM: Design thinking in the Digital Technology and Hangarau Matihiko Curricula: Blog post by Philippa Nicoll Antipas
- iCubed: How design thinking develops lifelong learners: Blog post by Philippa Nicoll Antipas
- Design thinking and hangarau matihiko in a kura kaupapa setting: Enabling e-Learning VLN thread
- Learning design – How the people-based design process works: Enabling e-Learning page
Image sources: Tessa Gray, Design Model from Kiatakatū ā-Matihiko National Digital Readiness Programme.
Here's good timing! Thank you @jackyyoung for sharing this research paper from NZCER.
Curriculum integration: What is happening in New Zealand schools?Author(s): Sue McDowall and Rosemary Hipkins
This report presents the findings from a research project on curriculum integration in New Zealand schools, carried out by NZCER in 2018–19.
The purpose of the research was to explore teachers’ rationales for curriculum integration; the approaches and practices used to integrate curriculum; and the learning opportunities such approaches provide for students.
There is some background information about potential, perceptions, pedagogical continue knowledge (PCK) as well as practical examples (different models) for how teachers can design integrated learning opportunities.
Has anyone else read this already? As we move towards strengthening our localised curriculum, what are your thoughts so far?
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Here's good timing! Thank you
Jacky Young for sharing this research paper from NZCER.
There is some background information about potential, perceptions, pedagogical continue knowledge (PCK) as well as practical examples (different models) for how teachers can design integrated learning opportunities.
Has anyone else read this already? As we move towards strengthening our localised curriculum, what are your thoughts so far?
This short video - Thinking about design and the new curriculum content - part of Kia Takatū ā-Matihiko's te pa Pouahi digital leader's course, also explores the idea that many of these frameworks have much in common.
I found this today, a website, K12techintegration on integrating Computational Thinking that illustrates how connected these three problem solving models are:
Anyone else exploring connections between these frameworks?
Kia ora tatou,
Thanks for these thoughts, Tessa. I'm a big fan of design thinking, and believe that the process and its mindsets have a lot to offer education.
I agree with you that it underpins the Technology learning area of the NZC, and this offers us opportunities to springboard from this to look at integrated teaching and learning.
I also think that design thinking can help us to think more about teaching as inquiry, professional learning, and even leadership.
I'd be very interested in hearing more from schools about how they are using design thinking to inform their practices.