Where are we in the SA F A R I?

I might have gotten a bit ahead of myself in the last post (or perhaps I am building suspense - you decide). Before I introduce you to the Carousel Lesson Design process, let me explain a bit more about the SAFARI prototypes. This should put the framework into a clearer context.

As I said, SAFARI is based on an instructional approach called the workshop model. SAFARI is an acronym for the components of the model [Schema Activation, Focus, Activity, Reflection, and "I want to ..."], and in Swahili it means journey. So in designing a lesson, we are thinking about it as a journey from the known to the new.

One thing that design thinking has shown me, is that this journey also reflects the flair and focus necessary for innovative thinking.

The Schema Activation begins with a flair. Sometimes referred to as the anticipatory set, it ought to be an open-ended invitation for everyone to join the journey. Next, the lesson quite literally Focuses the learners' attention on what to look for during the journey; this might be a "think aloud" in typical workshop lessons. Entering the Activity portion, the lesson once again flairs - allowing each learner room to roam. Here you might encounter what Dr. Jo Boaler refers to as a "low floor, high ceiling" task. After a set amount of time exploring, we refocus by Reflecting on what was important during the activity. We should not wait until everyone is finished before making time to consolidate our thinking. In fact, we want students to cry out for more time; it's what Ellin Keene calls fostering learning lust. Finally, we ask learners to consider what comes next by brainstorming "I want to ..." statements related to the lesson. Perhaps they want to spend more time exploring the task they didn't finish. This represents the final flair until tomorrow when the journey starts all over again.

After explaining the components to my teachers, I give them 10 minutes to develop three different SAFARI lessons related to some topic.

At the end of the 10 minutes, I ask the teachers to share their prototypes with a peer for feedback. The teachers are often resistant to share unfinished products because of the implicit need for perfection usually associated with typical lesson plans. I remind them, however, that they had, on average, three-and-a-third minutes on each prototype. So no one expects their lessons to be perfect.

Afterwards, the teachers express appreciation for the process. Not only have they outlined three possible lessons that they could use in their classrooms, but because the lessons were incomplete their peers were able to add innovative ideas in the blank-spaces. "I wouldn' have thought of doing it that way," one teacher admitted. She continued, "And if I had created a full-blown lesson plan, I don't think [the other teacher] would have been able to see and share this amazing idea."

It's a good reminder that the creative process is often about finding and cultivating the cracks that allow new ideas to grow. So how does this get any better? Here's what you've been waiting for - the Carousel Lesson Design ... in the next post.

Wanna go on a SA F A R I?

Recently, I have been considering how to apply principles from Design Thinking to education. For example, I think creating lesson prototypes instead of lesson plans can help teachers in several ways. 

d.school

1. We make prototypes faster than plans, which means more time for other teachery-things; 
2. Because less time is spent developing a lesson prototype, the teacher is usually less invested in sticking to it when things go poorly;
3. Multiple prototypes are often made, so if the teacher wants to shift gears, there's another idea available; and 
4. A prototype has more blank-space (less teacher control), which leaves more room for interesting interpretations of the lesson by students.

When it came time to develop a framework for the lesson prototype, I returned to a familiar instructional approach: Math Workshop. I wrote about this approach with some GVSU math colleagues in a Mathematics in the Middle School article. Table 1 from the article, shown below, gives a good overview of the Math Workshop Model that we use.

I tend to use "Schema activation" instead of  "Making connections" for the first part of the lesson because of its use in reading workshop - where I was introduced to the approach.

Last year, I shared this method with Kristin Frang. We were working on a project that required designing lessons. I wrote the framework on the board using only the initials:

Kristin said, "If only you had an "I" it could be safari."

Having been on an actual safari (and being a bit obsessive about acronyms), I couldn't believe I had never seen this before. All the framework needed was an "I" to complete the word, safari. 

The "I" became "I want to ..." as a way to recognize the importance of students making their own choice about what to explore in their learning journey. And that's the coolest thing about SAFARI lesson design - in Swahili, safari literally means travel or journey.

With the framework developed, the next thing to do was create a process for using the framework to design the lesson prototypes. I wanted to stay true to Design Thinking and use a process that would foster innovation. So in the next post, we will explore Carousel Lesson Design.