The original idea for the visible learning nest came about from a need to introduce new teachers to design thinking. Mother Teresa school began interacting with Design Thinking in 2011, but with a large number of new teachers entering the school in 2013 the question was raised ‘how might we create a culture of reflection and develop common practices amongst all staff in design thinking?’. Many staff members expressed a preference for a concrete, rather than digital space to access information, resources, ideas and examples as they would be easier to find and use. Given the busy nature of a new school with new staff it took a few terms to take off.
Eventually, after day with Tom Barrett(NoTosh) creating graphic gameplans for developing a culture of reflection throughout all classes, the first major contribution to the staff room wall was made. This gameplan mapped out some steps to successfully creating a culture of reflection using tagging/reflection, emotional learning and critique. It was briefly shared with staff at the next staff meeting. In the following week more strategies, tools, templates, etc. were added by a few staff members. At the beginning of the following term staff were happy to be able to pull items directly from the wall and copy/use them. It created some conversation around items that were added or on the wall which was great. As the term progressed it seemed that the wall was underutilised and owned by only a few staff members.
In response to this, staff were approached for feedforward and it was clear that it had become overwhelming for many as items were added without explanation or identification and the school focus had shifted to other aspects of teaching and learning. The wall was reorganised to help teachers make connections with its content and ‘New’ tags were added to the wall to help teachers identify and follow as new items were added to the wall. When discussing the ideas for teaching and learning, teachers were referred to items and examples on the wall to help reorientate them. Another challenge facing its success was the lack of group ownership over the wall. As the same staff added items and picked up the many items that fell off with the wind, it became a space just for those who took ownership to interact with.
I believe that the overall success of this space was limited as it was not sustained initially to help develop ownership amongst all staff. However in reflection all staff have said that it was a very valuable space and that they would like to create another space this year but perhaps take a new, guided, encouraged and more organised approach. The tools used and location would also be revised to ensure maximum engagement.
Eventually, after day with Tom Barrett(NoTosh) creating graphic gameplans for developing a culture of reflection throughout all classes, the first major contribution to the staff room wall was made. This gameplan mapped out some steps to successfully creating a culture of reflection using tagging/reflection, emotional learning and critique. It was briefly shared with staff at the next staff meeting. In the following week more strategies, tools, templates, etc. were added by a few staff members. At the beginning of the following term staff were happy to be able to pull items directly from the wall and copy/use them. It created some conversation around items that were added or on the wall which was great. As the term progressed it seemed that the wall was underutilised and owned by only a few staff members.
In response to this, staff were approached for feedforward and it was clear that it had become overwhelming for many as items were added without explanation or identification and the school focus had shifted to other aspects of teaching and learning. The wall was reorganised to help teachers make connections with its content and ‘New’ tags were added to the wall to help teachers identify and follow as new items were added to the wall. When discussing the ideas for teaching and learning, teachers were referred to items and examples on the wall to help reorientate them. Another challenge facing its success was the lack of group ownership over the wall. As the same staff added items and picked up the many items that fell off with the wind, it became a space just for those who took ownership to interact with.
I believe that the overall success of this space was limited as it was not sustained initially to help develop ownership amongst all staff. However in reflection all staff have said that it was a very valuable space and that they would like to create another space this year but perhaps take a new, guided, encouraged and more organised approach. The tools used and location would also be revised to ensure maximum engagement.