Tag: tim brown

iTunes U: Creative Problem Solving course from TED

Kelly TenkelyLeave a Comment on iTunes U: Creative Problem Solving course from TED1979 views
What it is: iTunes U is a true gem that doesn’t get talked about nearly enough.  iTunes U is a collection of learning from around the world, available for free at your finger tips.  It just doesn’t get better than that!  Recently I found a new iTunes U course that I had to share with all of my edu friends.  Creative Problem Solving is a course by TED (you know that really super, great conference “talks”) that collects great TED talks about creative problem solving in one convenient place.  “These speakers from TED assess the prevailing model of education reform by answering the critical question: How do we create educational environments that maximize how students harness their creative and problem-solving potential?  Relevant areas of interest, study and coursework include: Education Policy, Curriculum Development, Assessment, Pedagogy, Career and Technical Education, Project-Based Learning, Whole Child Education, 21st Century Skills, and Multiple Intelligences.” These TED talks have had a significant impact on me and have guided many of my thoughts and “hunches” about education.  The collection includes Tim Brown, Emily Pilloton, Gever Tulley, Dan Meyer, Kathryn Schultz, and not one but two from Sir Ken Robinson.  7 episodes in one place for a free course on education that will blow your mind and fire up your passion for education reform. 

How to integrate iTunes U Creative Problem Solving  into the classroom: iTunes U is a great place to learn for both you and your students!  This particular collection is a great place to feed your educator soul and boost your own professional development.  If you have the ability to shape PD at your school, this is an AWESOME addition to your time together as a staff.  In the past, I have done TED Talk Tuesdays and Webspiration Wednesdays over the lunch break with other teachers.  We gathered in the library where there was plenty of room to sit, relax, eat and learn together.  The discussion that ensued after watching the TED talk was always rich. This is a GREAT way to build culture and community among your staff.
Over the summer, I started every morning with a TED talk to start my day off with a healthy dose of inspiration.  I think I will re-instate this habit while I get ready for school.
At Anastasis, we often share videos as a staff.  They aren’t always this inspirational, sometimes we share clips from SNL (HVR, HVR! “Write that down.”) or YouTube.  Videos have a wonderful way of connecting us and giving us shared language and inside jokes.  Gotta love that!
Tips:  TED has other great iTunes U courses including Understanding Happiness and Mastering Tech-Artistry.  Next on my list!

Please leave a comment and share how you are using iTunes U Creative Problem Solving  in  your classroom!

TED Talk Tuesday: Tim Brown urges designers to think big

Kelly Tenkely3 Comments on TED Talk Tuesday: Tim Brown urges designers to think big3850 views

Today’s #edchat discussion on Twitter was all about training kids as critical thinkers.  I believe that we are losing students as critical thinkers because in our current model of education, where we are standardizing education with tests, we teach kids that there is one correct answer to every question.  We limit their thinking to what we have already determined is an acceptable answer to the question.  This is extremely limiting.  Critical thinking means that we aren’t satisfied with the easy answer, we think about multiple solutions to the problem and even think of additional questions.  We approach a problem differently, more creatively.

In today’s TED Talk, Tim Brown talks about his journey in design and his tendency to think about problems on a small scale, limiting himself to the obvious answers and a single solution.  Design wasn’t always this way, design used to be big. Design thinking solves problems and works to create world changing innovations. It seems to me that there is a strong correlation with what Tim refers to as Design Thinking and what we call critical thinking.  Roger Martin calls this integrative thinking, the ability to exploit opposing ideas and opposing constraints to create new solutions. Isn’t this what we are asking our students to do when we are looking for critical thinking?  What we really want students to do is think as designers.   When I watch children who haven’t yet entered the classroom, I notice a strong correlation between the way a child thinks and the way a designer thinks.  They are questioners, tinkerers, and are never satisfied with one solution.

Design thinking could be our model for critical thinking in the classroom, but beyond that design thinking could be our solution to reform in education.  Exploiting opposing ideas and opposing constraints to create new solutions.

Design is human centered, it starts with what humans need or might need. It means understanding culture and context.   From destination to active participation that is meaningful and productive. Value is added through collaborative experiences and not through monetary gains alone (think Twitter). In times of change we need new thinking and new ideas.  We are in the midst of massive change and we need to rethink what we accept as basic fundamentals. We need new choices because our current options are becoming obsolete.  We need to take a divergent approach and come up with something that hasn’t been done before.  What is the question we are trying to answer? What is the design brief for education.

The first step is to start asking the right questions. (I think #edchat does an honorable job of this!)  What are the right questions?

Webspiration Wednesday

Kelly Tenkely8 Comments on Webspiration Wednesday3009 views

Last week, I instituted Webspiration Wednesday at CHC.  To find out what exactly Webspiration Wednesday is, check out my original post here.

Today we gathered over a TED Talk by Tim Brown on Creativity and Play.

Tim reminded me of something very important, there comes a point in schooling where we begin discouraging play.  We ask students to sit in their seats, to fill in the circles completely with a number two pencil, and to stay on task.  There is very little time in schools for play.  I think that by making schools void of play, we harm our students.  There is a lot of important learning that happens during play and discovery.

In the video, Tim shows some pictures inside some major design firms (Pixar and Google).  At the beginning of the year, I asked students to describe what their dream school would look like.  I was very sad to learn that most of them couldn’t conceive of a school that looked different.  In our first brainstorming session, most of them talked about having more recess or a longer lunch and that was the extent of their wishes.  I really tried to impress on them that their school could look and be structured any way they wanted.  I was met with blank stares and confused looks.  The problem in the first brainstorming session was that students were doing what they do all day long in school.  They were trying to guess what I was thinking.  They wanted to give me the right answer.  But in this instance, there wasn’t a right answer, every answer was right.  I showed my students pictures of Googleplex and Pixar and explained that there was a lot of work and creativity that came out of both companies.  What they saw was a playland.  Nearly all of my students declared that they would work at Google or Pixar when they got out of school.  One of my students asked if I would help her write a resume so that Google would have it on file when she was ready to work there (she is 9).  We brainstormed a dream school again.  This time the students understood that there wasn’t a right answer, that the sky was the limit.  Few of them included desks in their dream school, nearly all of them included animals of some kind, and most of them wanted slides and piano stairs to get from one floor to another.  We collaborated on Wallwisher and dreamed together.  At the beginning of the project, I told the kids the school could look like, and operate, any way that they wanted, but there were two restrictions: 1. it had to be a place of learning, and 2. they had to justify why they included everything in their school.  Most of them cited an increase in creativity and innovation (we learned that word as we looked at pictures of Googleplex).   One of my students wanted  a huge cylinder tropical fish tank in the lobby with clear pipes branching out and winding around the school and through the classroom.  She thought the fish would be interesting to study and an inspiration for learning.  Another student wished for swing chairs hanging from the ceiling so that they could move while they learned.  Several kids wanted dogs in the school that they could read to because, “dogs won’t make fun of you when you make a mistake reading out loud.”  Once the students felt comfortable with not having one right answer, they let their imaginations run wild and came up with excellent ideas and suggestions.

We need to help kids understand that there usually isn’t only one right answer.  They have been so primed to believe that every problem has one correct answer because we overload them with tests and worksheets that tell them that it is so.  We squash creativity.  Pretty soon they become adults who don’t know how to play and as a result, aren’t creative.  How do you encourage creativity and outside the box thinking in your classroom?