We have encountered a few challenges in expanding the teaching of integrative thinking to all grade 7 and 8 students. Our initial plan was to introduce the tools collectively over the course of a few weeks and have each class complete the same activities so that students and teachers develop understanding of how the tools work.
This has proved difficult. Interruptions due to sports and assemblies; scheduling issues and the pace at which each class moves have placed roadblocks in our way. The mental model maker space worked well, but it has taken too long to move all classes through the activities. To truly allow students to develop their thinking, they need consistency and teachers need flexibility.
It was Nogah from Rotman who helped us clarify why we were struggling. It came down to this: integrative thinking provides a set of tools which help learners think with greater complexity, develop empathy for other points of view, contend with opposable ideas and ultimately find creative solutions to complex problems. There is no right or wrong way to use the tools and each teacher will develop uses for the tools in ways that are appropriate to their particular contexts. The thinking of each class will be different and will evolve in unique directions. There really is no need for all students to be using the tools in the same way. That was very freeing!
We have decided, instead, to meet regularly. I will explain the tools, share how I used them, and then assist my colleagues in devising ways to use the tools within the contexts of their programs. In the end we will have a much richer understanding of integrative thinking and a greater variety of ways to explore the tools. Everyone's learning will be better.
This has proved difficult. Interruptions due to sports and assemblies; scheduling issues and the pace at which each class moves have placed roadblocks in our way. The mental model maker space worked well, but it has taken too long to move all classes through the activities. To truly allow students to develop their thinking, they need consistency and teachers need flexibility.
It was Nogah from Rotman who helped us clarify why we were struggling. It came down to this: integrative thinking provides a set of tools which help learners think with greater complexity, develop empathy for other points of view, contend with opposable ideas and ultimately find creative solutions to complex problems. There is no right or wrong way to use the tools and each teacher will develop uses for the tools in ways that are appropriate to their particular contexts. The thinking of each class will be different and will evolve in unique directions. There really is no need for all students to be using the tools in the same way. That was very freeing!
We have decided, instead, to meet regularly. I will explain the tools, share how I used them, and then assist my colleagues in devising ways to use the tools within the contexts of their programs. In the end we will have a much richer understanding of integrative thinking and a greater variety of ways to explore the tools. Everyone's learning will be better.
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