I recently presented a workshop on Design Thinking with a fabulous NJAIS colleague. It was an incredibly thought-provoking experience for me. Teaching educators about using design thinking in the classroom forced me — or, more correctly, allowed me — to immerse myself, again, in a plethora of creativity and design thinking resources. I read, listened and thought deeply, as I searched for the connections, and inspirations to share with the participants.
The idea of rapid prototyping was particularly provocative. It’s not the norm for education, and yet it has the potential to be profoundly valuable. By prototyping rapidly — with ideas, strategies, or products — we gather large amounts of information in a relatively short period of time. In the process, we discover our own strength and agency, and we experience the hidden potential of failure.
Rapid prototyping and gathering information from each failure, is a natural mechanism for learning, problem solving, and innovating. I experienced its value as I watched my students attempt the Tower of Hanoi math game.
I prepped them for the process. I emboldened them in their willingness to try. I told them they might not get it — the 1st, the 5th or the 100th time — but they should keep trying, and learning with each move, mistake or failure. After listening to the rules, they gathered their three blocks, and set to work figuring out the puzzle.
One of the girls was the epitome of rapid prototyping. Rarely taking her eyes off the blocks, she moved them without discussion.She made hundreds of moves. She appeared undeterred by her failure to solve the puzzle, and seemed to find joy and interest in the process.
The number and quickness of her moves, might suggest her moves were aimless or unstudied. Someone watching might wonder whether she were learning anything, or making any progress. But, looking at it with the eye of a design thinker, it became clear she was rapidly prototyping.
Her movements were speedy, and many. But, they were definitely not without observation, noticing, thought, or purpose. As she made her moves, she clearly learned about the blocks, the puzzle board, and the ways in which everything worked together. After what seemed like hundreds of moves, she paused, looking at the board. Then, she made the seven moves necessary to solve the puzzle!
(I particularly love this photo that captured the rapid movement of her hands as a blur of motion.)
It was fascinating and a bit humbling to watch her! I was struck by how wonderfully it illustrated how we learn, as well as my role as an educator.
I must create a culture and environment that supports my students. A culture with resources that bolster their knowledge and understanding, while encouraging them to be brave, and to believe in their ability to work and learn. I must give them provocations and opportunities to problem find, and problem solve.
Then, I must step back and let them do their thing. I must resist any urge to jump in and rescue them before they actually need my help. I must sit in my own discomfort, and trust. Trust the process of learning. Trust creativity and design thinking. Trust rapid prototyping and learning from failure. And mostly, trust them!
Finally I must breathe! My breath helps me pause and gift my students with time and space. It helps me remain calm and confident, unafraid as my students heroically brave the unknown.
It’s a spectacular process that inspires and teaches me. My students — our students — have a tremendous amount of courage, insight and capacity to do and learn. All they need is the opportunity — and our trust and breath.