Process Design Workshop facilitated by
Di Fleming (email@example.com) and Max Dumais ( firstname.lastname@example.org)
In 25 words or less, describe your view of ‘Creative’? What are the key elements?
- Using your imagination, current skills, using knowledge to make something new in order to
learn something new.
- Using imagination and skills to be original and to make something – maybe an idea, a
painting, a building…
- Open-mindedness, imagination, flexibility, being unafraid of judgment, going with an idea.
- Generating ideas – not caring what others think, risk- taking, being brave.
- Looking outside the square, optimistically, challenging.
- Taking risks, knowing that it is okay to fail.
- Being original, imaginative, taking risks, in touch with feelings, being positive and
- Looking at ideas from all angles, to turn stuff upside down, to create the unexpected from
Themes: imaginative, originality, flexibility, risk taking, looking outside the square, being brave,
challenging, optimism, translate skills in one area to another, disturbing, thinking of failure in a
positive way, unexpected, individuality, spiritual, intuitive, tenacity, renewal, learning by doing.
In 25 words or more describe your view of ‘Destruction’? What are the main effects?
- Not letting others grow, hindering. No consideration for individual values and differences.
- The ruining and ending of something so it can’t be rebuilt with the same elements.
- Disassembling, breaking down, making something useless, negative, fragmenting to see
- Stopping growth, breaking down, undermining, creating chaos, stifling creativity, stopping
- Pulling apart, ending up with the essential elements standing alone, exploding a construct,
creating chaos and letting it settle to rebuild
- Liberating, wasteful, segmenting, often creative in itself, creative breakdown, ignorance.
- Destroying, wilderness, chaos, pulling apart, taking perverse joy,
- Breaking down, wrecking, removing, dismantling, exploding, wearing away at something.
Using metaphors or word pictures, what is ‘Creative Destruction’?
- Chopping the legs from under someone to create something better.
- Analyzing separate components, eliminating unusable parts, refining others to create an
- Renovation – incorporating what was there, but renewing.
- Plowing the fields, preparing for new growth or pruning for reforestation.
- An `extreme makeover’.
- Nature’s disaster turned to human advantage.
- Tidying, spring cleaning, soul work!
- Graffiti art.
- Ripples in a pool.
- Implosion – taking away the old.
- Selective culling – creative destruction for the sake of the species
- From a fire, a phoenix arises!
- Imaginative dismantling, breaking down to allow a new form to develop, exploding current
thinking to stimulate new thinking.
- Using one big breath to blow down a house of cards and then to rebuild, using the same
cards but creating a different house.
- Seeing a light at the end of the tunnel.
- Ending things in an original way – like the most beautiful, colorful, firework that wipes out
everything to start afresh.
How would you set out to destroy something `creatively’? List the steps….
- Use visuals and examples
- Pair up and share the exercise
- Gather all information available and collate
- Try and discover if something similar has been done before
- Challenge, by thinking on the edge
- Ensure that all players are involved in the process
- PMI’s, Consider the Positives, the Minuses and what’s interesting.
- SWOT analysis, looking for opportunities out of the weaknesses.
- Professionally rewarding a new concept,
- Quality learning circle discussion of the concept.
- Relate it to classroom practice discuss,
- Share suggestions
- Revisit core vision and purpose,
- Ensure a culture of continuous improvement exists,
- Reflect and examine the strengths and weakness of current systems and processes,
- Decide which processes are most in need of destruction,
- Brainstorm alternatives
- Where are we now?
- What are we trying to change?
- What do we need to destruct?
- What is our ideal/where do we want to be at the end of this process?
- What are our first steps forward?
- What roles will each of us take so we’re all owning process.
- Relate the need for change to the big picture – the core business.
- Always ask yourself, “Will this benefit the kids?”
- Build a sense of urgency, a shared vision or solution then an action plan.
- Ongoing reflection on progress needed.
- Make use of the creativity of children in helping solve adult issues.
- Use visuals to elicit knowledge,
- Identify aspects using Yellow/Black hats,
- Use a Venn diagram to identify differences/commonalities
- Articulate something general about creative destruction,
- Walk around to find examples to implement
- Identify the issue,
- Put some challenges,
- Outline the outcomes,
- Pick the ideas to keep and what needs to go,
- Use a SWOT analysis to identify the issues.
- Spell out the challenge,
- Identify and focus on the creative elements and
- Outline the incentives (gain over pain)
- Agree in collaboration rather than autocracy and a tunnel vision hierarchy
- Establish the purpose, vision and the context,
- Identify issues and analyse options,
- Prioritize the options
- Collaborate and communicate to reach consensus
- Identify benefits and incentives
- Look for opportunity to trial the solution
Use the new method to `creatively destroy’ the concept of ‘homework’.
Step One: Establish purpose, vision and context
- Use it to reinforce prior learning, practice, good habits, routines.
- Child minding, keeping children out of their parents hair, satisfying parents perception that
their child is working hard, extending learning, practice and reinforcement
- Study skills, reinforcing concepts, involving parents, massaging parental anxieties and
- To value the learning of the classroom,
- Takes away from the valuable learning that happens at home that isn’t school based
- It is a parental value. Meets parental expectations but giving teachers stress,
- Extends learning time. Continuous learning. Practice, revision and reflection.
- Challenging the parent’s ability. Really finds out what the parents know on any given
- Revision and extension of classroom practice. Embeds best practice and showcases learning
to the parents.
- Keeping parents happy. Keeps parents up to speed on what is happening in classroom.
- Rote learning, mindless, busy work. It is destructive and challenges family time.
- After hours drudgery. Robbing teachers of their off time, creating more stress.
Step Two: Identify issues and analyse options
- Marking! Is it useful? Optional and/or contract based.
- Authentic learning where children are so engaged in inquiry that they want to voluntarily
extend it in collaboration with their family.
- Child care, family unity, etc the children play, online work…
- Time wasting, rote learning, additional stress for teachers, stressful to families, change the
notion, name structure.
- Preparation for learning at the next level. Opportunity to practice independence. A social
- Doesn’t recognize the changing nature of our culture such as working parents and single
- Incentive for learning possibilities.
- Recognize clubs and other options they may have outside of school hours.
- Reinforced learned concepts and skills.
- Use homework as a communication tool and change the name.
- Encourage reading and give kids choice.
- Reduces down time, separates children from family while locked in rooms studying. Takes
away family time from social interaction.
- Individual approach – student’s self-initiated extension of learning if required.Extending
school hours – only if extra academic learning is needed.
- Accept that school doesn’t provide all learning – acknowledge the valued learning that
happens in the home without a worksheet.
- Assigned work.
- Authentic learning.
- Physical Education, sport etc are also homework.
- Communicate with families on reading what they normally read together.
- Change the name. For example, call it `prep’ for the next day’s work.
- Set up an online help system.
- Book club and round table approach.
- No homework. Abandon some of the curriculum to make time.
- Let the kids plan and choose what they learn at home, self-directed homework.
- Continuous learning, activities which is project based and research.
- Explain and communicate with parents of why it should be abolished.
Step Three: A priority listing of the issues to consider:
- Change ‘homework’ to becoming a communication vehicle with parents.
- Identify alternative ways of achieving the same ends.
- Explain and communicate with parents on why it should be abolished.
- Use to extend school hours – only if extra academic learning needed.
Step Four: Collaborate for a consensus solution
- Argue the fact it takes away family time from social interaction.
- Explain and communicate with parents on why it should be abolished.