Module 7: Reflection
Click link below to view my final reflection paper.
Module 7: Final Work Problem of Practice
At the beginning of this course, I didn’t feel confident that I had enough experience with design or the design process to succeed. I had a very narrow view of what it meant to be a designer and the types of qualities and responsibilities it entailed. Being naïve to what makes a designer turned out to work out to my benefit as I slowly began working through the modules of this course. I was pleasantly surprised with the structure of the Stanford Design model as it provided me with explicit and concrete examples of the phases of design that many individuals follow for a successful product. This approach gave me guidance and reassurance when working with my own practice and how I can implement those various layers into addressing my own classroom.
I also was able to gain some confidence as we worked our way into the Good and Bad Design projects that were submitted. This type of assignment allowed me to recognize the wide variety of designs that exist, from scissors packaging and baby onesies to computer lab layouts and cupboard storage. I felt as though I gained some footing with this “design thinking” through the help of my classmates and the conversations held within the discussions. Additionally, I appreciated the lab aspect of this course as it related to the main module, but challenged me to out outside of my comfort zone with projects and conversations. One in particular was the Twice Told Tale where we were to gain the perspective from one individual in a situation that they could retell with detail. Our task was to then recreate the perspective of the opposing party. This way of empathizing for a stranger gave me the ability to anticipate the opposing side – a quality that would be beneficial when designing a product.
As we eased into the first few modules of the course, I was able to gain deeper understanding of the Stanford Design process and appreciated the examples of each phase within each module. One example in the ideate module was within an article about the problem with a tpying and how many errors would occur with the layout of the letters, resulting in the QWERTY keyboard I sit here and type on this minute. This gave me some reassurance in what I was designing for my problem of practice and how the smallest changes can make big difference.
To begin the problem of practice project, I began by deciding between creating curriculum for teachers because I have led professional development seminars for my school district showcasing 21st century learning techniques in today’s classroom lessons or addressing my reading workshop routine. This decision became clear as we began the module addressing empathy. I felt that addressing active engagement in reading workshop would be one that my students and I could benefit most from. I noticed a lack of interest and focus in my reading workshop routine and can empathize with my first graders’ sentiments. Our district follows a structured design from Oakland Schools that is not developmentally appropriate for my first graders. I wanted to fix this issue because first grade is a pivotal year – students become more aware of the school setting and expectations develop good habits and begin to work in a classroom environment that will be mimicked in their future years in elementary school.
I slowly began dissecting my reading workshop routine and recognized that the biggest problems included the lack of stamina and lack of clarity. As I began to plan centers to break apart the reading workshop routine, students became more able to stay on task and engaged. This was something I shared out to my colleagues during the ideate mode where I had meaningful conversations about reading workshop routines in other classrooms. I found that their suggestions of including visual aids of the centers, a timer, and keeping the same four centers each day gave my students a better understanding of their expectations.
I also was able to gain some confidence as we worked our way into the Good and Bad Design projects that were submitted. This type of assignment allowed me to recognize the wide variety of designs that exist, from scissors packaging and baby onesies to computer lab layouts and cupboard storage. I felt as though I gained some footing with this “design thinking” through the help of my classmates and the conversations held within the discussions. Additionally, I appreciated the lab aspect of this course as it related to the main module, but challenged me to out outside of my comfort zone with projects and conversations. One in particular was the Twice Told Tale where we were to gain the perspective from one individual in a situation that they could retell with detail. Our task was to then recreate the perspective of the opposing party. This way of empathizing for a stranger gave me the ability to anticipate the opposing side – a quality that would be beneficial when designing a product.
As we eased into the first few modules of the course, I was able to gain deeper understanding of the Stanford Design process and appreciated the examples of each phase within each module. One example in the ideate module was within an article about the problem with a tpying and how many errors would occur with the layout of the letters, resulting in the QWERTY keyboard I sit here and type on this minute. This gave me some reassurance in what I was designing for my problem of practice and how the smallest changes can make big difference.
To begin the problem of practice project, I began by deciding between creating curriculum for teachers because I have led professional development seminars for my school district showcasing 21st century learning techniques in today’s classroom lessons or addressing my reading workshop routine. This decision became clear as we began the module addressing empathy. I felt that addressing active engagement in reading workshop would be one that my students and I could benefit most from. I noticed a lack of interest and focus in my reading workshop routine and can empathize with my first graders’ sentiments. Our district follows a structured design from Oakland Schools that is not developmentally appropriate for my first graders. I wanted to fix this issue because first grade is a pivotal year – students become more aware of the school setting and expectations develop good habits and begin to work in a classroom environment that will be mimicked in their future years in elementary school.
I slowly began dissecting my reading workshop routine and recognized that the biggest problems included the lack of stamina and lack of clarity. As I began to plan centers to break apart the reading workshop routine, students became more able to stay on task and engaged. This was something I shared out to my colleagues during the ideate mode where I had meaningful conversations about reading workshop routines in other classrooms. I found that their suggestions of including visual aids of the centers, a timer, and keeping the same four centers each day gave my students a better understanding of their expectations.
Above is a quote from Mary Poppins that I have framed in my classroom, “In every job that must be done, there is an element of fun”. My goal was to create a reading workshop setting where students were engaged enough that their center was considered “fun” to them, something they looked forward to. The most obvious improvement of engagement was through he use of technology. Slowly I began implementing more computer time on Raz-Kids (a reading website filled with books and comprehension questions), Starfall and Tumblebooks. Students were able to follow along to the read alouds, giving them greater exposure to text, listen to fluent reading and practice sight word recognition skills. I then began adding school iPads into centers where students could record themselves reading books aloud or with a partner.
Little did I know that I would spark such curiosity amongst my students who then wanted to create their own read alouds from the app I introduced them to. It became such a frequent request and at such a high rate, my reading workshop time began to lengthen in time to accommodate students finishing up their work. I would take their recordings and would share it to the class – this undoubtedly ignited motivation for many of my students, thus creating a more engaged reading workshop atmosphere. It also gave me the chance to listen to students reading and informally access their skills of mastery and skills needing improvement. You can see through the links below that I have students reading at a wide range of levels, some beginning readers and some reading chapter books. By including this technology piece, many students became more confident as they were able to read their own “just right book” independently, without comparing themselves to a buddy or classmate.
Little did I know that I would spark such curiosity amongst my students who then wanted to create their own read alouds from the app I introduced them to. It became such a frequent request and at such a high rate, my reading workshop time began to lengthen in time to accommodate students finishing up their work. I would take their recordings and would share it to the class – this undoubtedly ignited motivation for many of my students, thus creating a more engaged reading workshop atmosphere. It also gave me the chance to listen to students reading and informally access their skills of mastery and skills needing improvement. You can see through the links below that I have students reading at a wide range of levels, some beginning readers and some reading chapter books. By including this technology piece, many students became more confident as they were able to read their own “just right book” independently, without comparing themselves to a buddy or classmate.
Another beneficial suggestion came from coworkers and classmates from the course: require students to complete an activity at centers to hold them accountable. This was accomplished through implementing activities I knew that students were already independent in, including word family practices and pocket chart sorting. Students knew that I would be checking in on them at the end of each center and their “finished product” was their exit ticket to the next center. Students became more focused as the thought of not being able to switch to the next center would be a “big loss” for them.
I have learned that the process of design is ever-changing. There is not one “final product” when designing. There is always room for improvement and ways to better the product as each user becomes new. I’ve made the comparison that the design process reminds me of the iPhone updates – new generations, new software updates – and I don’t foresee these updated releases ending any time soon. Why? Because there is no end – the design process is one that does not become completed.
I have learned about myself as a designer as well. First and foremost, I have learned that I am a designer. This was a far-fetched label for me because I felt that designers had such a greater skill set than I have as a classroom teacher. Once becoming comfortable with that, I have learned that my design process includes allowing my students to take risks in their learning and that I must never settle with one final product because design has no finish line.
I have learned about myself as a designer as well. First and foremost, I have learned that I am a designer. This was a far-fetched label for me because I felt that designers had such a greater skill set than I have as a classroom teacher. Once becoming comfortable with that, I have learned that my design process includes allowing my students to take risks in their learning and that I must never settle with one final product because design has no finish line.