Week Three
Yet is a powerful word and setting small goals can make a big difference
Using the QFT during the Ask, Plan, and Improve phases of a STEAM challenge
Student Experience
I began this week by administering a preassessment about goal setting and dealing with unsuccessful situations. I was surprised by the number of students who had never set a goal for themselves outside of the classroom. As well, many of the students indicated that they thought setting a goal was helpful, but they were not sure why. This information helped me focus the instruction and activities around goal setting to be both within and beyond the classroom.
We also watched the next episode of the growth mindset series on classdojo titled, The Power of YET. In this video students see the familiar character MoJo learn that just because you can’t do something at first doesn’t mean you won’t ever be able to do it, only that you just can’t do it yet. The word yet becomes powerful for any student who faces adversity, and helps them learn the importance of perseverance. Students then shared with a partner an experience they have had when something was difficult to do.
We also watched the next episode of the growth mindset series on classdojo titled, The Power of YET. In this video students see the familiar character MoJo learn that just because you can’t do something at first doesn’t mean you won’t ever be able to do it, only that you just can’t do it yet. The word yet becomes powerful for any student who faces adversity, and helps them learn the importance of perseverance. Students then shared with a partner an experience they have had when something was difficult to do.
We then sat down to create some short-term goals. I asked students to set a school goal and a personal goal. I told students that we would be checking in on these goals at the end of the week, and I made sure it was something they could accomplish quickly. Students outlined the goal, and listed a few things they thought they would need to do to accomplish it.
The next day we read a book titled, Making a Splash by Carol Reiley. This is a book about siblings who are learning how to swim. For one of the children it is an easy and natural thing. He doesn’t have to work hard at it at all. For the other child it is very difficult and leaves her feeling discouraged. She begins to develop some negative thoughts towards swimming. Her coach encourages her with the Power of Yet! After the story, I had students draw a postcard they would send to themselves in that moment, encouraging them to understand they just couldn’t do it yet.
The next day we read a book titled, Making a Splash by Carol Reiley. This is a book about siblings who are learning how to swim. For one of the children it is an easy and natural thing. He doesn’t have to work hard at it at all. For the other child it is very difficult and leaves her feeling discouraged. She begins to develop some negative thoughts towards swimming. Her coach encourages her with the Power of Yet! After the story, I had students draw a postcard they would send to themselves in that moment, encouraging them to understand they just couldn’t do it yet.
It was then time for the weekly STEAM challenge. As we continued our learning about our planet and it’s resources, I challenged students to create something using only recycled materials that could be used in the classroom. During the Ask phase of the Engineering Design Process, I posted the following statement for the Question Formulation Technique:
We can reuse common items to solve new problems.
I then began by reviewing the steps of the QFT:
This was the third week that we had used the QFT during the Ask phase of a STEAM challenge, and the process was becoming much more fluid and efficient. Students were able to ask thoughtful questions that stayed on topic, and had increased their ability to build off of their peers ideas. This was the first week that students were asked to complete this process in their groups during the plan and improve stage. Students were very successful with writing down questions during the plan and especially the improve stage, but coming up with a statement during these two sections was a disconnect for students. I considered that the statement was used to generate questions during this stage, and that was something students were already doing. As to not hold up the lesson, we moved forward, and I planned to rework this idea for the following week.
The day after the STEAM challenge, I administered two reflection pages. Insert images here
The first was a post assessment about goal setting and the power of yet.
The second was a reflection about the QFT in the STEAM challenge.
We can reuse common items to solve new problems.
I then began by reviewing the steps of the QFT:
- Create questions
- Group questions
- Pick the most important questions for the task
This was the third week that we had used the QFT during the Ask phase of a STEAM challenge, and the process was becoming much more fluid and efficient. Students were able to ask thoughtful questions that stayed on topic, and had increased their ability to build off of their peers ideas. This was the first week that students were asked to complete this process in their groups during the plan and improve stage. Students were very successful with writing down questions during the plan and especially the improve stage, but coming up with a statement during these two sections was a disconnect for students. I considered that the statement was used to generate questions during this stage, and that was something students were already doing. As to not hold up the lesson, we moved forward, and I planned to rework this idea for the following week.
The day after the STEAM challenge, I administered two reflection pages. Insert images here
The first was a post assessment about goal setting and the power of yet.
The second was a reflection about the QFT in the STEAM challenge.
Week Three Reflection
Growth Mindset:
I was quite surprised by the number of students who had never set a personal goal. Many had indicated that they wanted to do something, but had yet to set a goal with steps to achieve it. This activity proved to be quite valuable for the students, as they were both engaged in the process initially and throughout the week. Many of the students were able to achieve at least one of their goals by the end of the week, and their reflections about goal setting showed that the books, videos, and activities had a noticeable impact on their understanding.
QFT
While the student had become more skilled at using the QFT during the Ask phase of the EDP, this did not follow the same path during the plan and improve phase as I had expected. Students still had plenty of questions they were pondering during these stages, but centralizing them around one statement proved to be difficult. I think I made to large of a leap for students, and plan to come up with a common statement for students during the last week of the action plan. As I hop from group to group during the STEAM challenges, I am often able to find common themes, and I will use this as the QFT statement.
I was quite surprised by the number of students who had never set a personal goal. Many had indicated that they wanted to do something, but had yet to set a goal with steps to achieve it. This activity proved to be quite valuable for the students, as they were both engaged in the process initially and throughout the week. Many of the students were able to achieve at least one of their goals by the end of the week, and their reflections about goal setting showed that the books, videos, and activities had a noticeable impact on their understanding.
QFT
While the student had become more skilled at using the QFT during the Ask phase of the EDP, this did not follow the same path during the plan and improve phase as I had expected. Students still had plenty of questions they were pondering during these stages, but centralizing them around one statement proved to be difficult. I think I made to large of a leap for students, and plan to come up with a common statement for students during the last week of the action plan. As I hop from group to group during the STEAM challenges, I am often able to find common themes, and I will use this as the QFT statement.
Week Four
Mistakes make learning happen
Using the QFT during the Ask, Plan, and Improve phases of a STEAM challenge
Student Experience
I began this final week by administering a preassessment about making mistakes. Student survey results showed that many of the children knew that making mistakes was common, but still classified mistakes as good or bad. As well, many students indicated that they feel frustrated when they make mistakes.
As well, the students watched the fourth video on classdojo titled, The Magic of Mistakes. In this video, the character MoJo enters a robotics competition, and learns that while mistakes can be frustrating, they can also lead to unexpected ideas. Once we had watched the video, I asked the students to reflect upon a time when they had made a mistake, but something positive had come out of it. I observed that several of the students had a difficulty identifying a time when something positive had come from a mistake.
As well, the students watched the fourth video on classdojo titled, The Magic of Mistakes. In this video, the character MoJo enters a robotics competition, and learns that while mistakes can be frustrating, they can also lead to unexpected ideas. Once we had watched the video, I asked the students to reflect upon a time when they had made a mistake, but something positive had come out of it. I observed that several of the students had a difficulty identifying a time when something positive had come from a mistake.
The next day, we read the book Ish by Peter Reynolds. In this story, a young boy who loves to paint is suddenly worried about his creations when his brother makes unkind comments. Luckily for the boy, his sister can see beauty in his work and convinces him that exploring his interest is more important than what others think. I created an Ish board in the classroom, and students added sticky notes of time when they made a mistake, but something positive came out of it.
It was then time for the weekly STEAM challenge. As our weekly focus is on landforms, I challenged students to create device that would divert water away from a piece of land. During the Ask phase of the Engineering Design Process, I posted the following statement for the Question Formulation Technique:
Large amounts of water can flood and damage areas
I then began by reviewing the steps of the QFT:
- Create questions
- Group questions
- Pick the most important questions for the task
As this was our fourth week using the QFT, the students continued to excel at asking and categorizing questions. This week, during the plan stages, I hopped around from group to group to try and find a common theme. I then created the following statement for our class to ask questions about:
Not all adhesive surfaces hold up when wet.
Students were then able to generate several additional questions that framed their ideas during the planning stage. I then had students attempt to create their own statement and questions during the improve stage. The students still struggled to create their own statement.
The day after the STEAM challenge, I administered two reflection pages.
The first was a post assessment about making mistakes.
The second was a reflection about the QFT in the STEAM challenge.
At the end of the week I also had students retake the Growth Mindset survey and conducted post interviews.
Week Four Reflection
Growth Mindset:
By the end of the week, almost all students were able to identify a time when a mistake led to a positive outcome, either in their own life of that of another. As well, the post assessment data showed that several of the students no longer classified mistakes as good or bad, but instead chose neither. As well, student’s mindset about mistakes had changes, as they felt less frustrated about making mistakes.
QFT
This week I helped the students frame the QFT statement during the plan phase of the EDP. I did so by noticing that several of the students had planned to use tape that would break down when it came in contact water. By creating this statement, students began to ask about other ways they could connect straws and plastic tubing. This proved to be a more successful approach for the students. During the improve stage, students were still able to ask meaningful questions about their design, but again struggled to come up with a QFT statement. Although they were not able to create a statement, the questions they created did help move their design forward.
By the end of the week, almost all students were able to identify a time when a mistake led to a positive outcome, either in their own life of that of another. As well, the post assessment data showed that several of the students no longer classified mistakes as good or bad, but instead chose neither. As well, student’s mindset about mistakes had changes, as they felt less frustrated about making mistakes.
QFT
This week I helped the students frame the QFT statement during the plan phase of the EDP. I did so by noticing that several of the students had planned to use tape that would break down when it came in contact water. By creating this statement, students began to ask about other ways they could connect straws and plastic tubing. This proved to be a more successful approach for the students. During the improve stage, students were still able to ask meaningful questions about their design, but again struggled to come up with a QFT statement. Although they were not able to create a statement, the questions they created did help move their design forward.
