Design Thinking - Metacognition

Design for Thinking 

Innovation: Defined to be change or restructure.

Vision for young people:
Confident
Connected
Actively involved
Lifelong learners

Innovate:
A year 9 option class, invitation only.
Explicitly teaching learning dispositions and learning how to learn
Underpinned by NZC Vision, principles and values
Designed to develop agentic (In control of their learning) learners with a toolkit full of powerful learning tools - given agency over their learning.

To explicitly make room for the NZC vision, principles and values.
To re-language learning
To empower learners to be agentic - They are in control all the time
To give time to what we value
To teach learners how to learn powerfully

What we cover:
Empower their own learning. Take risks - what makes it safe? Risk taking - mistake making.
WISE - Willing to learn, interact with respect, strive to understand, engage to achieve.
Whole brain learning, memory and brain training, cross-curricular.
Different types of intelligence

Design Thinking:
Immersion: Come up with a topic that they are really passionate about. Understanding the challenge from their stakeholders point of view. Empathy - Seeking to walk in the stakeholders shoes and trying to find a solution. How might we make a difference?
Ideation: Once we have worked out what the problem is - how do we meet our stakeholders needs. (Critical thinking).
Implementation: Make it happen. Come up with a solution - take action that will make a difference. short term solution - They can do it in a week - solve some of the problem (not all) - Put something together that can then go forward to the people who can make a larger scale difference.

Design Thinking Challenge:
How might we help teens like us develop a positive self-image - These girls made a mural with positive messages - painted it on the wall. Small difference that meant a lot to that 'difficult' group of girls.

WHAT is the issue?
WHERE is the issue located?
WHO is affected by the issue?
HOW is it affecting people?
WHY does the issue need to be solved?

Two positives and two negatives for the possible solutions. What?, Why?, Evidence.
Evaluating the options: Explain why you think this is the best option, between than your least favourite option.