Leading Change

Design Thinking in Schools: Shadow a Student

Empathy and understanding the ‘what is’ forms the essential starting point of innovation and underpins design thinking. So what better way to get started in schools than to shadow a student. Check out the shadow a student website, which is aiming to get school leaders living a day in the life of a student.

Sign up to commit to shadow a student and learn more about your school than a month of meetings would tell you.

Try using empathy mapping while you do it, add it to an ethnographic wall in your staffroom and encourage others to add too. Father data from conversations, informal chats and observations made while walking the school. You might be surprised what you find.

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What you find might be the problem worth solving that leads to innovation…

Enjoy

Ben

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Design Thinking in Schools: Which personas are in your school?

Students are categorised by grades, level of need, progress from starting points and in some cases background or ethnicity. There are other categories some teachers might wish to use too. Could we use very different characteristics to provide the best learning opportunities for all children?


Clearly I am not busy enough being head of maths for 3 days a week and Technology for Learning lead across a Multi-Academy Trust for the other two days. To fill in the slack I signed up to an online course on Coursera. The course title is “Design Thinking for Innovation” which has content and cohort discussion over 5 weeks with an assessed reflection at the end.

Why Design Thinking?

Design thinking provides a methodology and toolset for developing innovation (innovation is something we can all produce) and I am keen to apply it where appropriate to the way we work in schools. One aspect of the ground work needed to create conditions for Innovation is to go deeper rather than wider to understand the situation in which you are operating.

Ewan McIntosh’s book “How to come up with great ideas (and actually make them happen)” is a great place to start your design thinking journey.

How would it work in schools?

An example for a school would be to consider putting the whole school excel sheet to one side and take time to conduct interviews with 10 to 15 students. The interview in Design Thinking needs to be conducted carefully, taking time to listen. The themes that come from a few deep interviews can provide more understanding of a problem than data from 100s of students.

Personas

The course is not education specific, in fact it is mostly business focussed. However, I have found relevance in most of the sessions. One in particular led me to write this post.

A case study showcased the Design Thinking used by a healthcare start-up who interviewed 20 ‘users’ to define the things that influence their health and well being. From this work the company developed a set of personas to encompass their users, including strategies to help each persona improve their health.

Consider if in schools we used design thinking to get an understanding of the personas of our students in order to develop strategies for each that help them become better learners? Leaders may also consider this for their staff as recruitment becomes tougher it is valuable to know what will keep your staff motivated and happy. These things won’t be the same for everyone!

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Would this be of use to teachers and staff in your school? 

 

If your school takes an approach like this please do share. I will be using this idea as my reflection assignment for the course.


Further Reading

Have a look into design thinking in education via the Teacher’s Guild.

Other books you may wish to consider are:

  • Designing for Growth: A Design Thinkers Guide for Managers by Jeanne Liedtka and Tim Ogilvie
  • Edupreneur: Unleashing Teacher Led Innovation in Schools by Aaron Tait and Dave Faulkner

 

Enjoy

Ben

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Communicake – Immersion Interviews

We are reviewing how we communicate across the schools within our Multi-Academy Trust (MAT) using design thinking to get an understanding of the problems and in order to potentially come up with effective and innovative solutions to improve the communication across our growing MAT.

The project has begun with a project team taken from the central MAT team, comprising members of the HR, finance, IT support and Education teams that work with all of the schools in the MAT. Catch up on my previous reflections here.

Interviews

As part of the immersion phase of our design thinking project we have undertaken a series of interviews with staff across the wider MAT to improve our understanding of the effective communication that takes place and areas where communication can improve. This phase is also referred to as the empathise phase, so an interview, listening to people’s view on communication will help us get a deeper understanding of the themes that can lead to good or bad communication.

Today we began to review some of the interviews that have already taken place. Summary post-its were placed around three themes.

  • Effective Communication
  • Communication Problems
  • Suggestions

These are the three themes that appeared in every interview and is now on the wall in the communal coffee and tea area so the wider central team can peruse as the kettle boils and their tea bag stews.

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I was made aware that this process can feel messy at first. To an extent it has but I have been fortunate to work with a great team who have shown enthusiasm, trust and commitment to the project. A fellow teacher who has carried out this process herself has been kind enough to share some advice. She encouraged me to use interviews in a recent message:

“Interviews will bring out insights about the communication issues. The immersion phase takes some time and feels a bit messy at first. Everything will start to come together when you make the connections from interviews.”

Wise Design Thinker, 2016

How true this has proved to be… While we are not at a stage where we feel we understand enough about communication across our MAT to move to the problem finding or “Define” phase, we have moved forward and themes are beginning to surface that need a little more attention. With the post-it-laden sheets on display next to the tea and coffee we are looking to engage everyone in the project and get them thinking about communication.

Growing the project

In a few weeks time the central team from out MAT meet, as we do each term, and we have a communication project slot on the agenda. The project team want to share our progress, but we have avoided simply standing and speaking about what we have done. True to our design thinking process we are keen to take this opportunity to enhance the immersion phase and go deeper by gathering the input of the wider team. Currently we see this as two activities:

How might we…

A recurring theme is that the role and vision of the MAT is not clearly understood or communicated to staff in the schools. Hence our first task is to ask groups of three to carry out what is often the initial generative task of a design thinking process. Beginning from a statement, in our case; “How might we communicate the role a vision of our MAT to staff?” the statement is reviewed and redefined.

Through interview and scribe the groups will gather their thoughts on this, leading to a review of the themes generated in the interview. This will lead them to redefine the statement of their own. How might we…

  • …induct new staff to MAT schools
  • …share key information with MAT staff
  • …engage all staff with MAT values

We shall see what comes and it should provide the next deeper level of immersion before we move to define and synthesise in order to find good problems to solve.

Team reflections

So far there has been positive feedback for the systematic approach of the IT support team who log calls and have a clear process for communicating problems and updating staff of the progress and solutions. Hence we want each team at our meeting to gather to reflect on their own communication under the following themes:

  • What do we communicate well to staff?
  • Where can we communicate better?
  • What can we change

Each team can then have some suggestions to add to the wall next to the kettle!

I have taken pictures and videos of our deisgn thinking process so far, here is a little video that I will be sharing with the team.

During the discussion about how to utilise our time with the whole central team some one suggested that these kind of tasks would be good to implement with headteachers, school business managers and the staff when we gather together annually at our MAT conference. This was a very encouraging sign as it said to me that the design thinking process can begin to spread throughout the organisation. From the beginning this was my hope, as I believe this way of thinking and problem identifying and solving can have a positive impact on the way we work together.

There are glimmers of ideas that I want to suppress until we have completed the immersion but I am excited that the process is moving forward.

Exciting times…

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(1 of 3) Measuring the Impact of Technology on Learning

How do we measure the impact of technology used to support learning?

In the first of three posts I reflect on technology’s role in education and how we can measure the impact as we utilise it in our classrooms.

Learning is a complex system, particularly in schools where we try to turbo charge it from 9am to 3pm. The measure of that learning can often be less complex, such as a letter or number to quantify the learning or benchmark the progress since the last check.

Technology has always been part of learning…

Chalk, slate, paper, pens, books and calculators… but we are specifically referring to new technology that has become so ingrained in our lives, therefore schools are grappling with whether and how to embed this technology in learning. If a school gives every child an iPad, will this improve learning? Of course it won’t, any tool is simply a small part of the system but we have become used to measuring impact on learning so much in schools we need to be able to measure the impact of technology on learning but it is crude and dis-ingenuous to measure the impact simply in results. However, schools can spend heavily on technology when budgets are shrinking and the investment needs to be justified.

Measuring Impact in Schools

The measures we are used to are

  • Results
  • Lesson Observations
  • Progress indicators

If I were to visit your school and say

  1. “Implementing technology to support learning will improve results.”
  2. “Lessons with technology are better than those without.”
  3. “Learning with technology will improve student progress”

I sincerely hope you show me the door as I almost definitely don’t have evidence to back the statements up. Furthermore, if those silver bullets existed you would already be using them.

However, I do strongly believe that there are some learning experiences that technology can enhance, improve and provide that are not possible without it.

 

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There are times we have reflected on lessons and note that mini-whiteboards, post-it notes, laminated cards or highlighters could have made the lesson more successful. This is not because it saves paper, looks pretty but because it improves progress, understanding, explanations, discovery, feedback and so on. Hence, I aspire that technology sits less as an entity on its own and becomes ingrained in learning and teaching. There are fantastic tools freely available to teachers that can enhance feedback (The Education Endowment Foundation and Hattie have research to suggest this has a significantly positive impact on learning. For balance you may wish to also read @LearningSpy’s blog post summarising some objections to the use of effect size and this post questioning the statistics in Hattie’s work) to students or facilitate more effective group work or peer review.

If I were to visit your school and say

  1. “Implementing technology saves teachers time.”
  2. “Lessons with technology allow for more personalised learning.”
  3. “Learning with technology will improve student engagement”

I hypothesise that I would be much less likely to be shown the door. Technology can be a distraction, irrelevant or a positive impact on learning and I suggest the measures we use to assess the impact of technology need to be discussed and a clear set of agreed measures brought in to general use. The team at Google for Education tried this with a vote on twitter:

Technology used to enhance personalised learning requires some cultural change in schools as it challenges the teaching styles of many successful teachers, the learning preferences of good children and the digital literacy of both groups. Alongside any implementation of a change to embed technology in learning is a need for training, discussion and a clear vision for learning. The training deficit that I have become aware of as I try to embed technology in learning was highlighted more publicly in late 2015.

On 15 September 2015, The Organisation for Economic Co-operation and Development (OECD) published a report called “Students, Computers and Learning” on technology in the classroom and snippets from it formed rather sensationalist headlines, including this one on the BBC website.

Computers ‘do not improve’ pupil results, says OECD

The report looks at computer usage across a number of countries and compares outcomes. Using OECD’s Programme for International Assessment (PISA) results from 2012 the report identifies “no appreciable improvements in student achievement in reading, mathematics or science in the countries that had invested heavily in ICT for education”.

Do we ‘invest’ in ICT for Education?

Is investment in ICT for education or technology for learning simply monetary? My school has an investors in people plaque in reception and I am pretty sure that doesn’t mean they pay more than other schools. However, the reference to investment in ICT in the OECD report is a quantitative measure. Despite the media headlines the report is detailed and aware of the data it has and has not used when summarising the findings.

Technology can amplify great teaching, but great technology cannot replace poor teaching.”

OECD: Students, Computers and Learning: Making the Connections, 2015

Schools will have to choose the level and focus of investment in technology for learning. Whether that takes the form of devices, training, open discussion, design thinking projects, bring your own device (BYOD) policies or even new learning spaces is a big and difficult decision for school leaders to make. Especially as the impact of these measures are unclear, hence this blog post.

The discussion around technology in schools is often confused,  school leader. There is a distinct difference between school provided technology to support learning and a personal device used by a student. This distinction can be overlooked in the discussion that surfaces via bloggers, newspapers and those with vested interests. An Ofsted spokesperson was quoted in the Times Educational Supplement (TES):

“Pupils bringing personal devices such as laptops or tablets into school can be extremely disruptive and make it difficult for teachers to teach,” an Ofsted spokesperson told TES.

This quote is then translated into this headline:

Ofsted warns against ‘extremely disruptive’ tablets in school

Richard Vaughan – TES December 2015

Here is a response to the TES article, (Ensure you also read a follow up post including Ofsted’s response as the reference to disruptive technology was specifically to do with technology in schools not for the use in learning) including a search through Ofsted reports for references to technology’s impact on learning.

The decision six months ago to equip all students with tablet computers has not been universally welcomed by parents and carers, but the positive impact on students’ learning is obvious. The computers help students to work independently, they give all students equal access to online resources and they provide an excellent communication tool between teachers and students.

Ofsted Report June 2012 – Secondary (School overall judged as Outstanding)

The impact of technology on learning to this inspection was ‘obvious’ so we know it when we see it. The impact measures suggested by this inspector are

  • Independence
  • Equal access
  • Effective communication

Did this school implement tablet computers because they identified weaknesses in these areas? When I work with schools advising them on their use of technology to support learning the first document I request is the school development plan as there is no point developing technology or the use of it in anything that does not support the key focuses of that school. Therefore the measures have to be the same measures schools put in place every day, week term and year.

The OECD report summarises the implications of the findings and suggests that schools are not yet able or ready to embed technology in learning and leverage the potential. I agree, that we are yet to develop a clarity on how we want technology to blend into pedagogy and schools. I feel this provides more support for a drive to agree tangible measures for the impact of technology. What is the problem we are solving? The implications section concluding the OECD report implies the following potential benefits of technology in education:

  • Equality
  • Digital Literacy
  • Teacher and Student Collaboration

I suspect a search through school development plans will find many that want equality, more officially known and closing the gap. A number of approaches can support this and technology, planned and implemented well, can help. However, a poorly executed implementation of technology can bring into sharp focus the inequality between students. We often hear educators present the now familiar concept that “we are preparing our students for jobs that don’t exist yet” (if I had a penny…) and therefore the use of technology in schools is necessary to prepare them for the world they are going into. However, I didn’t have any such preparation and I think I am doing fine. Technology is already allowing teachers to share and collaborate and we have dumped millions of mediocre to poor resources onto our blogs, social media and resource sites.

What would your measures of impact be?

In part 2 of this 3 parts blog series I want to focus on the tool versus the teacher.

 

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Comminucake – Immersion

Our design thinking project, focussed on how we communicate across our 16 school Multi-Academy Trust (MAT) has begun… with a scheduled meeting!

“Meetings of peers sitting around a table rarely lead to collaborative actions towards solving a problem.”

Ewan McIntosh – How to come up with great ideas, 2014.

Indeed, not everyone could make it despite the enticing title “Communicake”; because where do we communicate best… over cake! Not that I am making conclusions at this early stage of the design thinking process, of course.

Project Team

A project team, consisting of at least one representative from each department of the central team, met two weeks ago to begin immersing ourselves in communication. Each team member received a notebook for them to record ideas and bugs related to communication. These observations will be key to the immersion phase as we gather a detailed collection of how communication currently works in our organisation. Not, how we think it works, or how it should work but how it does work day to day.

Immersion Tools

The tools for the immersion will be:

  • Notebooks – Ideas wallet and bugs list
  • Communicake board – Pin board by the coffee and cakes in our office
  • Interviews – It is vital we speak to as many employees across our MAT as possible

First Meeting

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The conversation was productive at beginning to consider the wide scope of communication. Some key questions emerged in-between preferences for face to face over electronic tools for communication. The questions were:

  • How many emails are sent across our organisation everyday?
  • How do private company central offices work?
  • Has every member of the MAT central team visited every school?
  • How many schools have a busy staffroom?
  • Where is our staffroom (one was created the day after)
  • Which schools consider themselves as being “good” at communication?

I have to admit to feeling I had not done a good job of facilitating the beginning of this design thinking process. I am fortunate to have some excellent colleagues who pushed the conversation forward and quickly picked up on the concept of design thinking from my brief description. However, over the week following our project getting started people are highlighting poor or good communication where it may have been overlooked before. For instance, someone has been asked to look at decorating our new office and we ended up discussing whether we should consider communication before deciding what goes on the walls. Hence the person given the task of purchasing decorations is joining us for the next gathering (can’t being myself to call it a meeting). Maybe this design thinking is as effective as I have read?

Next…

  • Review Ideas and Bugs
  • Identify next level of detail required in immersion
  • Interview techniques and tools

 

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Making a Dent – The Project Team

After an inspirational two days in Toulouse and a desire to implement lasting change in my organisation, I have been given the support and permission to start a design thinking process for how we communicate across our Multi-Academy Trust (MAT).

As our MAT grows towards 20 schools we will need to be able to communicate effectively across all schools and via the central team that I work in. It feels like just adding more email accounts would not be the solution, so what is? Far be it for me to answer that question, we have many talented people across our organisation so I hope to facilitate their ideas through a design thinking process.

Create the project team

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We need to create a project team who will begin this journey that I hope will embed across the entire MAT. It needs to be:

  • Representative of the entire organisation
  • Keen to be part of a process of innovation

The team will need to understand that their daily job descriptions are left at the door for this process

“Innovation does not respect departmental boundaries” McIntosh, Ewan. How to Come Up with Great Ideas. Edinburgh: NoTosh, 2014. Print.

I was going to send an email but my CEO made an astute observation and suggestion. If we are looking for innovative ways to communicate effectively then maybe the recruitment should be communicated in an interesting way… tous chez!

Lets design think this with 100 ideas in 10 minutes:

  1. email with a long explanation of the project
  2. email a video of me talking about the project
  3. email a poster about the project
  4. put up a poster in the office
  5. fly a plane with a banner over the school
  6. have a treasure hunt and project team is the ones who complete it first
  7. send a word by email each day to show poor communication
  8. create a video via a QR code
  9. send everyone a copy of Ewan’s book with a note inside
  10. pin up paper with little tear off slips like you had a uni to get a room-mate
  11. Have a person with a “golf sale” sign while I sit in an office waiting for people to come and have a look
  12. buy advertising on TV during Gogglebox
  13. create a radio advert to broadcast
  14. set off the fire alarm and stand in the playground with a loud-hailer to inform everyone of the project
  15. send a survey where people assess which role they fulfil in a team, then pick the right mixture.
  16. Put numbers underneath everyone’s desk and randomly select people to join the team
  17. Set off carrier pigeons from Cornwall with a message inviting colleagues to join the team
  18. Use the force to make them want to join the team “this is not the method of communication you are looking for”
  19. Offer cake and tea in a meeting room and then announce my project
  20. Send a Google form around where people can
    1. watch a video
    2. identify their role in a team
    3. express an interest in getting involved
  21. Have a meeting (you can tell I am running out of ideas…and ten minutes is up!)

I have demonstrated why one needs a project team to power the ideas along and lead to innovative change. Now to get one…

After various attempts at making a video, animated gifs and other media I decided that we all communicate best over an impromptu piece of cake. Consequently I am going to lay on cake and that will lure people to my invitation to get involved:

Communication Flyer

The actual link is not included, just in case you all wanted to join the team.

First question… Why do we need to communicate any differently?

Enjoy

B Rouse

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Going Google at my School: Y2 – Autumn 2014 Review

Having implemented Google Apps for Education (GAfE) over a year ago it was time to get some feedback. The new academic year has seen a boost in the number of people logging into their school Google account so now the majority are logging in I want to know what they think about the experience.

Staff and Student Feedback

I sent out two Google forms, one to students and one to staff that were similar but some of the questions were adjusted. You can see a copy of the questions via the links below. The survey links were sent out by email twice each.

Student Survey (188 responses out of 1800 students)

Staff Survey (40 responses out of 140 staff)

Both the students and staff were asked to assess the impact they felt GAfE had had on learning. Here is their response:

Students:

1 - very negative 5 - very positive

1 – very negative
5 – very positive

Staff:

1 - very negative 5 - very positive

1 – very negative
5 – very positive

The written feedback provides the most interesting data and there are a few themes that come through in everyone’s comments. These are:

  • Lack of clarity on technology’s role in education
  • A need for consistent use with clear vision from leadership
  • Training for students and staff (i.e. time)
  • Infrastructure issues have limited access
  • Lack of single sign on

Here is my favourite item of staff feedback

“I am still in the Google mis’Ap(p)s stage of conscious incompetency… I’m afraid to say I’m tempted to assume a partial Canutian stance, such that despite realising that the tide has turned (irrevocably) I find myself, nonetheless, wondering whether death by drowning might be preferable.”

And favourite student contribution

“Chromebooks look like they have potential to be a everyday learning tool.”

We had better find a way to get some!

Best Practice

Blogs

Google Drive/Classroom

  • MfL – Marking and feedback on coursework
    • Presented to MfL faculty
  • PE Faculty – Written work in theory lessons and adoption of Google Classroom. The faculty have also included the use of Google Apps in their quality of standards review.
  • A-level Chemistry – Feedback sheet
  • Y12 Maths use of Google Classroom to enhance peer support and independence.
  • Admin are using forms for a vast amount of communication and data collection with parents and for options/applications.
  • Assistant Head lead successful training session on Child protection with other LMT members using a collaborative document
  • Drama are using Google Drive to share and collaborate
  • Computing use Google Classroom in every lesson to share course material, assign homework and resources. One teacher has reported an increase in homework being submitted on time for her Y11 group.
  • Law have implemented PLCs with Y12 and 13 students having seen a similar approach from Business Studies.
  • SEND are transferring information about students to Folders and sharing so they all have access to up to date information.

Google Sites

  • Data site is in progress.
  • Sites have now been created for every house based on one head of house’s site as a template.
  • ICT BTEC are using Google Sites to create their portfolios.

If you are an avid reader you may notice that Learning Portfolio sites for Y7are not listed. Currently they have not had the impact and exposure I would have liked so they are proving less effective but I continue to try and worm with Heads of Faculty and Teachers to see if they can be useful.

Professional Development

Next Steps

Going forward I have created a timeline, shared with key stakeholders in the school. These include…

  • ICT Director
  • Head of School
  • Line Manager

The timeline provides some next steps under a number of areas of technology for learning and I am recording progress against each one monthly. The key areas for development still revolve around

  1. Culture
  2. Training
  3. Leadership

I have also purchased a copy of Stratosphere by Michael Fullan as people I trust say it is a must read in my position.

Maybe a review on this blog will be necessary.

Enjoy

Ben