We kick-starting the day with the following question:
Is our mind is fixed around getting stuff done?
As a collective group, I feel that this is true. By getting 'stuff' done, we feel a sense of achievement - completion. However, do we want conclusion? Should we be satisfied with coming to an understanding or progress, but not necessarily completion?
An activity to explore our own thoughts was to use three post-it notes to describe what we would call an #oresome iExperience.
- verb - hands on
- adjective - mind blowing
- feeling - enthusiastic
It was interesting to see the variety of what we perceived to be ways to describe
Why am I here? What am I hoping for?
Transformation is difficult... it's challenging... and it's uncomfortable.
I liked...
The variation of experiences that we are offering and how we are able to give them a 'deeper' experience of their choice on the third day.
I am wondering...
How can we encourage the Learners to understand that there is more to learn about the experiences. It seems as though as soon as we mention the word 'choice', they loose the ability to control themselves and behaviour spirals.
I wish...
The Learners were able see there there is value in the iExperiences and more to find out. It would also be great to see the Learners take their iExperiences through to iExplore.
iExperiences connecting to iExplore
"Unlocking curiosity for a lifetime." (Lisa, LH3)
Should we be so hung up about the Learners not taking on the ideas curated through the iExperience and making it an iExplore? Could it be that the iExperience is adding to the Learner's schema which they may not wish to explore tomorrow... but could be linked to a wonder in weeks, or years to come?
Do we break down complexity so it becomes manageable?
Put aside what should be happening, to make space for what could be happening.
Your Shoes, My Shoes
Shoes are often uncomfortable to wear when you are breaking them in. It's great when they start to feel comfortable, BUT don't keep wearing them. Get a new pair to see how they feel. However, don't just get the same as that will only give you the same experience and outcomes. Instead, choose a different pair, not just the same.
Gorilla gardening - making the ugly beautiful
Look for the moments where you can 'beautify' the raw, empty spaces (not necessarily the best word to attach to a Learner :)
iExperiences: The 5 Whys?
- Do / Action / Hands On: we feel that the Learners in LH2 require movement, tactile, kinaesthetic learning; research suggests that children within this age group engage through physical exploration; we like to do this to; It's difficult to experience just by looking, listening and reading; Challenges their current level of thought
- Exciting / Fun: engagement; ignite the passion to learn; creates curiosity; questioning the status quo; encourages wondering
- Curiosity: encourage questioning; try new things; take outside of their comfort zone; lead to new wonderings; broaden their horizons for independent learning
photo of eutopia - dis-eutopia
Beware of contradictions, eg.
'Buy-in' vs independence / student agency
Also, think about the word 'engagement'. Is what we think of engagement should look like the same view that the Learners have? Does this word 'engagement' need to be unpacked?
Exploring the Learning... Probe for Reflection
How can we collect information from the Learners - apart from a reflective blog? It was discussed that Learners could be having conversations with each other during iBreak, or at home with their parents. How could we gather this data? Would it be possible for the Learners to share back through writing or a group discussion. How can we 'probe' for reflection in a more innovative way, rather than for the Learner to reflect as a summary of their learning experience?
Rounding Up
With future iExperience designs, consider how we are meeting the following:
- Agency for independent experiences
- Opportunities to enter Zone of Proximity Development
- Ongoing reflection supported - How does it make you feel? What have you learned from this?
