Use the three sections to objectively evaluate your current practice relative to the characteristics of an educator who provides a design-based learning experience. I identified that role in the book as an Educator-Designer, and I believe that this role is represented by the conditions below. The questions focus on your comfort level associated with growth, your beliefs and perspectives and teaching and learning, and what the classroom experience can look like. You can use the simple response keys to evaluate each statement but consider a more reflective and honest approach by developing answers to each. From doing that, you can take the next step by completing the You Could Be You document.
Suggestion: have a conversation with yourself using these questions as prompts. Conduct discovery on yourself. These questions are simply framed to get you to think about what an educator-designer is and does. Use your responses to complete the YOU portion of the You Could Be You document. You can also use the answers to help frame where you want to go and can go, in the spirit of creating a design-thinking classroom
Download a pdf copy of the evaluation tool.
Growth
Response Key:
Not comfortable
Somewhat comfortable
Comfortable
I am comfortable with trying new things, having them not work, and trying again.
I am comfortable taking risks and have a low level of risk avoidance.
I am comfortable with making a shift from a teacher-directed classroom experience to a student-centered classroom experience.
I am comfortable and at ease with a new role as an educator.
I am comfortable with investing long-term effort to create something new.
I am comfortable with small wins as I learn the design process and work towards a design-based one.
Beliefs and Perspectives
Response key:
No/Never
Perhaps/Maybe/Sometimes
Yes/Always
I consider myself a continual learner and I devote dedicated time to learning more about my craft.
I see technology as a tool to connect to experiences beyond the four walls of the classroom.
I value a known and efficient teaching and learning classroom experience.
I am comfortable with a messy and unpredictable classroom experience.
I am comfortable with relinquishing some control of the daily experience - thereby allowing students to shape their experience.
I have a traditional view of assessment, with unit tests, quizzes, etc., and that assessment of student progress is done by the teacher.
I would be comfortable with student self-assessment once students have developed the necessary skills to accomplish this.
I am comfortable with learning as you go.
I am comfortable with a new role as a co-learner, along with my students.
I am capable of saying: “I’m not sure, let’s find out together.”
I believe that learning can and should extend into my school’s community. I am comfortable with involving a larger community as co-learners and as experts that bring additional dimensions to the classroom experience.
The Classroom Experience
Response Key
Never/No
Rarely/Hardly at all
Sometimes/Maybe
Always/Yes
I have lessons that work and want to continue to use those.
I focus on helping students develop learning skills and dispositions.
I am comfortable with these classroom roles: mentor, guide, facilitator, orchestrator, and co-investigator.
I am focused on unit-based instruction where lessons compose units and units compose your curriculum.
I focus on learning experiences that are driven by questions that challenge students to learn through an exploration of authentic context. The classroom experience is shaped by the relationship between authenticity, curriculum, and learning.
I have the agency to shape the daily classroom experience that you provide for your students.
I typically reshape the classroom learning space according to the pedagogical need.
I enable students to reshape their learning space or use space according to their needs.
I am past the technology hangover of the global pandemic and see technology and virtual experiences as essential for teaching and learning.
I have the ability to be flexible and responsive regarding the time allocated to completing learning experiences.
The products my students produce as a part of the learning process are authentic/real and not contrived. My students see value in what they create.