Our group received feedback from our cohort, individual school site peers, and teacher friends about our DT project. This feedback was crucial to the evolution of our project and allowed us to answer questions, address concerns and make adjustments to the prototype so that it could better meet the needs of our end user: teachers. Some of these questions/suggestions involved PD, assessments and program rollout. As a response to this feedback, our group created a recommended timeline for the rollout of the program and PD planning. We also addressed how one might assess within this program so we gave further explanation/clarity and explained how it aligned to the CCSS and that rubrics would also need to be generated as part of the initial on-site planning process. The first looked at the feedback individually and then met as a group to go over it. From there we made adjustments to the prototype and determined our steps for making changes. I think a lot of the feedback that we received was very positive, so one of our main challenges was determining how we could make adjustments based on some of the questions and concerns raised. Personally, my addition was editing the PowToon to add more clarity and explanation. I feel that we were able to achieve our design goals, but as I mentioned in our shared document ... I feel that with a program like ours, it will always continue to develop, evolve and improve to meet the needs of the teachers and school site.
- How would you implement the reflection process with students or your staff?
- How do the characteristics of effective asynchronous and synchronous communication differ? How do we need to structure this for virtual collaboration and communication?
- How does your understanding of Design Thinking differ now than when you first began this course? Incorporate the statements from the student-designed school and ideas of Tony Wagner to how DT could play a role in 21st century education.