Curiosity-based Learning: Exploring Innovation
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The document outlines an agenda for a session on nurturing student innovators through observation journaling and project-based learning. The agenda includes introductions, a presentation on nurturing innovators, setting up observation journaling techniques, practicing observation journaling through field work, and a discussion on implementing project-based and community-based learning in schools. Quotes are provided on cultivating curiosity, observation, and shifting school culture from a hierarchical structure to one that supports exploration.
Curiosity-based Learning: Exploring Innovation
- 3. 1. Introductions 15:00 Sparks: * Handshakes * See-Think- Wonder 2. Nurturing Innovators 30:00 際際滷 Deck - #fsbl - #synergy - #iDiploma 3. Observation Journaling 15:00 Technical Setup 4. Observation Journaling 45:00 Field Work Practice 5. Ideation: CBL in Schools 50:00 Unpacking Expedition Open Discussion (P)re鍖ection SESSION TIMELINE 1 2 3 4 5
- 4. 1. Introductions 15:00 Sparks: * Handshakes * See-Think- Wonder 1 2. Nurturing Innovators 30:00 際際滷 Deck - #fsbl - #synergy - #iDiploma 2
- 8. Its a miracle that curiosity survives formal education.
- 9. Be Explorers
- 15. Innovation begins with an Eye. Good design thinkers observe. Great design thinkers observe the ordinary. Make it a rule that at least once a day you will stop and think about an ordinary situation. Record your observations and ideas visually, even if just as a rough sketch in a notebook or a picture on your camera phone. These images will become a treasure trove of ideas to refer to and share. Open your eyesmake it visual
- 16. Quote(s) from Where Good Ideas Come From about Network, Hunches, Serendipity (see bookmarks) SERENDIPITY the word derives from a Persian fairy tale titled The Three Princes of Serendip, the protagonists of which were always making discoveries, by accident and sagacity, of things they were not in quest of. The contemporary novelist John Barth describes it in nautical terms: You dont reach Serendip by plotting a course for it. You have to set out in good faith for elsewhere and lose your bearings serendipitously.
- 19. The challenge is to set up systems that allow students to follow their interests. People tend to dichotomize approaches in education: The teacher is either telling students what to do, or standing back and letting them 鍖gure it out. I think thats a false choice: The issue is not structure versus no structure, but rather creating a different structure.
- 23. In a culture of meetings and milestones, it can be dif鍖cult to support the exploratory and iterative processes that are at the heart of the creative process. challenges of shifting from a culture of hierarchy and ef鍖ciency to one of risk taking and exploration. Those who navigate this transition successfully are likely to become more deeply engaged, more highly motivated, and more wildly productive than they have ever been before.
- 26. impact Focus on community issue Connection to authentic audience High Low Low High U.S. Obesity Report to Teacher U.S. Obesity Social Media Participation Famous Mathematician Room Posters Famous Mathematician Blog Blitz Contemplating pbl vs. PBL
- 31. students wanting purpose and engagement challenges and problems to be solved school 3.0
- 32. The basics are not subjects, they are purposes.
- 34. A New Paradigm To cultivate the entrepreneurial mindset cannot be achieved by simply adding another course to teach entrepreneurship to the existing paradigm.We now need a new education paradigmentrepreneur-oriented education, instead of the employee-oriented education. Such a paradigm is really about the human dimensions. It is about respecting children as human beings and about supporting, not suppressing, their passion, curiosity, and talent. Dr. Yong Zhao
- 42. Technical Aspects of Observation Journaling Wordpress Method for Observation Journaling
- 43. Technical Aspects of Observation Journaling
- 49. Google Communities for Observation Journaling
- 54. Chance only favors the prepared mind. Certain themes and variations - techniques of observation, principles of empathy, and efforts to move beyond the individual - can all be thought of as ways of preparing the mind of the design thinker to 鍖nd insight: from the seemingly commonplace as well as the bizarre, from the rituals of everyday life but also the exceptional interruptions to those rituals, and from the average to the extreme. That insight cannot yet be codi鍖ed, quanti鍖ed, or even de鍖ned - not yet, at any rate - makes it the most dif鍖cult but also the most exciting part of the design process.There is no algorithm that can tell us where it will come from and when it will hit.
- 56. 5. Ideation: CBL in Schools 50:00 Unpacking Expedition Open Discussion (P)re鍖ection 5
- 60. THREE things youre thinking about differently now I used to think, but now I think I used to think, but now I think I used to think, but now I think TWO questions you have ONE thing youll do when you get back