The ITERATIVE process

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The ITERATIVE process by Mind Map: The ITERATIVE process

1. BARRIERS

1.1. Pupils in first lesson of project saying they know what they are going to make

1.2. Whether development of work is genuine - challenging them to naturally follow the process rather than fixating on outcome they first think of and then work backwards to make 'development' meet this outcome

2. NEXT STEPS

2.1. Is this a practical subject issue or do all subjects have a problem?

2.1.1. Questionnaire to teachers?

2.2. Do pupils know what the iterative process is? Do they need to know this terminology?

2.3. Computer programmers value iteration - to what extent does Computing highlight iteration?

3. WHAT WE ALREADY DO

3.1. Response time

3.1.1. Allows pupils opportunity to improve their work, therefore adding an iteration

3.2. Essay based tasks - planning, drafting, improving?

4. READING

4.1. Self-directed, iterative learning dramatically improves critical thinking in STEM classes

4.2. Reframing Failure as Iteration Allows Students to Thrive | Edutopia

5. OTHER APPROACHES

5.1. Iterative Testing Iterative testing is simply ensuring students frequently re-visit knowledge and skills from previous units of work to embed deep learning. In most lessons students will be quizzed on knowledge and skills from previous lessons, ranging from the last week to the last few years. This helps move information from the short to long term memory and ensure students are well prepared for linear exam, as well as helping them to develop excellent memory skills. At the end of each half term students will sit a formal iterative test, covering a wide range of topics. The marking and feedback of this test helps students understands their strengths and their areas for further development. Teaching and Learning - The Farnley Academy

6. DESCRIPTIONS OF ITERATION

6.1. The practice of iteration as an intentional part of our teaching

6.2. Imagining, trying out, testing, and improving as a continual loop

6.2.1. Instead of talking about writing as drafting, revising, and final drafts…we started to talk about iterations, and gave students opportunities to plan, write, try out, improve. Another iteration became a much friendlier and positive way to talk about revision

6.2.2. practice of iteration has developed a culture in our classroom that supports collaboration, persistence and innovation.

6.3. In order to risk doing something new or different, its important to know that your first effort isn’t your only effort.

6.3.1. When students ask about iterations, they are asking if they can try something new, if they can start over again, if they can learn from their attempts—even those that didn’t work the first time around. And they learn to persist and help each other out too, because that’s what we do in this culture of exploration and deep learning.

6.3.2. We also find ourselves in a culture of innovation, as teachers and co-learners. We can try that project that involves something new that we aren’t even sure exactly how it will work—especially with a classroom full of students—because we know that our first attempt isn’t the only attempt. Like our students, we get to iterate too, refining our teaching, our expectations, our processes as we innovate and work to provide meaningful learning experiences for this generation of learners.

6.4. #EdTech Perspectives: “Do we get iterations?”: Creating a Culture of Innovation