Today’s thoughts while reading Creative Confidence —
I continue to think about how we can use Design Thinking as a platform to design and develop curriculum. Today’s reading “Spark: From Blank Page to Insight,” led me to pose questions that I am beginning to feel are crucial to how we think about secondary education.
In this chapter, the Kelley brothers lay out these 8 methods of cultivating spark, for growing creativity:
- Choose to be creative
- See the world with traveler’s eyes and with a beginner’s mind
- Relax your mind, allowing it to wander
- Observe through field research
- Ask “why”
- Consider looking from a different point of view to reframe the question
- Collaborate with a network
As I started to unpack what it means to empathize with high school students and their learning, I asked: “How might we use empathy and research to understand what our students’ educational needs are?” With that question in mind, I wondered how teachers can cultivate their spark. What do they need to see the world with traveler’s eyes and with a beginner’s mind? How can teachers keep their knowledge and insights fresh in order to cultivate spark in their own students?
My ideas about what students need to learn in English and Social Studies courses are based on my own experience in school and employment outside of education, in what I learn through my own professional development reading in English and Social Studies instruction and curriculum, and (slightly) through what the Common Core Standards identify as necessary for high school students to master. With this mind, I’ve recognized that I am designing and teaching courses with a seasoned veteran’s mind, through eyes tinged with “I know what is best because I have an M.Ed in this.” Is this the mindset we want to promote student-centered teaching and learning?
What would it look like for a teacher to have a beginner’s mind and travelers eyes? For a teacher to empathize with students about what they need to know? How would a teacher conduct field research and observe what her students need to know?
How do we truly know what students need to learn if we spend our days in the classroom? We can read books, build our own professional learning networks to hazard guesses about our students educational needs; yet, if our approach to curriculum design is not learner-centered, not centered on empathy and fed by the research we gain through objective observation then how accurate are we as we hypothesize what students will do in their post-secondary school lives? How can we prepare students for college if we don’t venture into a 101 or 201-level class to see what skills and knowledge they need to be successful in that class? Are we preparing students for college classes that we took 10, 20, 30 years ago? I imagine current English 101 and 102 classes are vastly different in scope and skill building than those that I taught in the early 90s, which were not that different than those that I completed in the early 80s.