Welcome to Session TwoTools for Social Innovators

Theories of Change: ReflectionsWhat is our model of change?

● Discuss the top 3 theories of change to emerge from this exercise● Discussion groups based on grade level.

Source: The Value Web, Young Global Leaders Field Guide to Empowering Change

Source: The Value Web, Young Global Leaders Field Guide to Empowering Change

Source: The Value Web, Young Global Leaders Field Guide to Empowering Change

Theories of Change: ReflectionsWhat is our model of change?

● Share about the compelling problem you have identified with your students following the first session.

● What is our model of change? Create one and share it with the group!

Quick rounds of 1:1 exchanges of feedback on project ideas ● Pairing based on similar grade levels and issues of interest

Project Idea Feedback Loops

Introducing Design ThinkingThe Link Between Design Thinking and Social Innovation

● Framework from Design Thinking for Educators Toolkit, Overview

“Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.

Classrooms and schools across the world are facing design challenges every single day, from teacher feedback systems to daily schedules. Wherever they fall on the spectrum of scale—the challenges educators are confronted with are real, complex, and varied. And as such, they require new perspectives, new tools, and new approaches. Design Thinking is one of them.”

Source: IDEO, Design Thinking for Educators Toolkit

Introducing Design ThinkingThe Link Between Design Thinking and Social Innovation

● Seven Ways of Design Thinking, Teaching Tools and Techniques

The I DeSiGN model

The letters I, D, e, S, i, G, N are cues to remind you of the seven ways of thinking involved in designing. Intending - Establish needs wants and goals.Defining - Name, list and describe what is involved.Exploring - Imagine, organize and analyze possibilities.Suggesting - Decide, present and explain your proposal.innovating - Continually improve as you produce what is proposed.Goalgetting - Judge, measure and evaluate your success.KNowing - Remember, integrate and apply what you learn.

Rows in the matrix are used to specify the things considered.Check out the website http://www.idesignthinking.com for useful information on Applying I DESiGN, Project Worksheets and Notebooks, and The I DESiGN matrix Tool.

Introducing Design ThinkingThe Link Between Design Thinking and Social Innovation

● Ideas Lab Game, and questions related to the future of education

Culturally Relevant Pedagogy

"… there is no valid teaching from which there does not emerge something learned and through which the learner does not become capable of recreating and remaking what has been taught." -Paolo Freire

How do you know what you think they need is what they actually need?● Capturing thoughts on this essential question● Exemplars from the TDSB

Source: Video, “Culturally Relevant Pedagogy” by High School Teacher d’Ette Nogle http://youtu.be/vP2YoZBGWFE

Culturally Relevant PedagogyHow do you know what you think they need is what they actually need?

● Capturing thoughts on this essential question● Exemplars from the TDSB

Brimwood Branches Out

into the Local and Global Community

In the 2013/14 school year, Brimwood Blvd. Jr. P.S. has made a commitment to using Project Based learning. These are some of the projects our school has taken part in to become more locally and globally minded...

Project Based Learning

Students in Ms. Hartmann’s Special Education class are exploring social skills with the focus of making friends. We have started our Inquiry process on "How to be a friend" as global citizens.

How To be A Friend

The students have read related books, watched videos, analyzed photos taken from around the world, etc.. We have created a class book as a result of the inquiry. Take a look at our school’s presentation table!

How To Be A Friend

Students posted pictures in Google Apps of food they eat at home and activities they do to show that even though we are from different cultures, we have the same need of good friendships to keep us going.

How To Be A Friend

Ms. Rajan’s Grade Two and Three Class, along with Ms. Singh started their inquiry with the book I Will Make

Miracles by Susie Morgenstern

Miracle Makers

Ms. Rajan and Ms. Singh used A Good Trade by Alma Fullerton to spark discussions about children’s routines in other countries.

Ms. Rajan and Ms. Singh encouraged students to categorize needs and wants in their lives.

Listing Needs and Wants

A teacher from Africa came to speak to Ms. Rajan’s class. Here are the students doing some activities on the Smartboard with the teacher.

Miracle Makers

The Grade Two and Three class sent tape, art and cards to the hospital in Tanzania.

Miracle Makers

Ubuntu-African saying meaning “I am because We Are.”

Ubuntu Club: is a group of grade 4 to 6 students leading the school in local and global projects.

Ubuntu Club

The Club members connected with Samaritan's Purse “Operation Christmas Child” initiative. Each class filled two shoe boxes with school supplies and treats for children in need around the

world.

Ubuntue Project #1 Operation Christmas Child

The Ubuntu Club connected with Agincourt Community Services, to lead the school in collecting food for people in the local community.

Ubuntu Project #2 Food Drive for the Local Community

Students learned about the First Nation people, their history and some current issues through the Free the Children program. The students decided to share some facts they learned with the school during school announcements.

Ubuntu Project #3 “We Stand Together”

Club members also created posters to display in the school to teach the school about First Nation Values.

We Stand Together

The students also created a video for Earth Day that was shown at an assembly to teach the school about First Nation People. This was the “Sneak Preview” of the video.

We Stand Together

http://animoto.com/play/1nFCuARCnnLowzq0J39JDA

O Siem Video

The Ubuntu Club led the junior students in the Free the Children “We are Silent” Campaign. Students choose to be silent for a group of people who are marginalized by society and do not have a “voice” that is heard by many.

Ubuntu Project #4 We Are Silent

We Are Silent

Students were encouraged to think “outside the box” about issues that are not always the highlighted ones in the media. They were also encouraged to think about how being silent might lead to action to create a solution to a problem.

This was one of the teachers pre-teaching the purpose of We Are Silent and leading a discussion before the actual day.

We are Silent

One of the members of Ubuntu Club helping lead the discussion.

We Are Silent

On the actual Day of Silence, most of the Junior Classes chose to participate and some of the primary classes participated for a shorter amount of time.

Kindergarten’s Work to Save the Beluga Whales and Polar Bears

The children learned through math...

Kindergarten Environmental Project

The children learned through art…

Kindergarten Environmental Project

They asked questions about Belugas and Polar Bears.

Kindergarten Environmental Project

The students wrote about what they had learned...

Kindergarten Environmental Project

What tools and approaches are helpful when collaborating with students on a social innovation project?

Tools and Approaches

Video,Audio,andAnimation

SocialMediaandBlogging

Notes,Images,andOnlineDocs

ComicStripsandMultimedia

PresentationandPolling

What is your your students’ theory of change?

● Have your students create their own theory of change!● Upload the images of this process to your chosen tools for pedagogical

documentation● Next session we’ll hear your ideas within your clusters!

Next Steps

Thank you for your participation!

Thank You to our SupportersMinistry of Economic Development, Employment and Infrastructure: High School Entrepreneurship Outreach

Cisco Foundation