7. Roger Martin, former Dean, Rotman School of Management,
University of Toronto Integrative Thinking
8. a stance, tools, and a process for embracing complex
problem-solving that allows them to bring new ideas into the world.
Integrative Thinkers have
9. Ambiguous Problems Complicated but has solutions. Wicked:
ambiguous The problem changes as you try to solve it.
10. The Ithink Team
11. From the Grassroots
12. The I-Think Practicum We learn along with our students.
Once a month Jen and I travel to Rotman to learn more about
integrative thinking. Modeling Learning
13. Could grade 6 and 12 students work together in only two one
hour periods to solve an integrative thinking problem? Gr 6
students had working knowledge of collaboration strategies, tools
and process Gr 12s new to integrative thinking, collaboration,
familiar with some of the tools, The Challenge
14. Day 1: Problem Exploration The Rotman IThink Team created
the problem: An ice cream company that treats its employees well
and is eco-friendly, is losing money. Students work collaboratively
to explore the problem and identify tensions.
15. 6s and 12s
16. 6s and 12s
17. Students identify tensions, create opposing pro-pro models
and identify stakeholders.
18. Students consider the opposing models and look for value in
each for each stakeholder. Finding Value
19. Hi Jen, That was wonderful today. My kids are so excited
and had so much to say after you left. They were very nervous about
working with grade 12 students. Teenagers scare them. They realized
that the 12s are just people like them. They have the same kind of
thoughts. They are nice and easy to work with. The art of starting
a conversation with people who are complete strangers was an
interesting discussion. Some were able to begin right away, others
sat in awkward silence until finally someone talked. They thought
learning how to introduce yourself and ask a question to get
conversation going would be a good strategy. The kids loved how
patient the 12s were and that they listened to ideas. They were
funny and encouraging. Many mentioned they learned new vocabulary
or better ways to name ideas. They liked that. They also realize
the 12s learned from us which they weren't expecting. Knowing older
students are grappling with the integrative thinking process
surprised many. A few felt that the 12s need to work on "Yes..
and". Some of the 12s were shutting down each other's ideas (Yes
... but) or focused on why something wouldn't work. A few noticed
some of the 12s sitting back and not engaging. They know the silent
person might have the idea that causes a fantastic solution to a
complex problem to emerge. Learning the conversation strategies for
contributing might be useful. Some realized how strange it must be
for grade 1's to have grade 6s show up and begin working with them.
There is a new level of empathy. My students can't wait for the 12s
to come back. Now that they know each other, it will feel more
comfortable and they can get to work right away. Was there feedback
from your students? Have a great day, Heidi After the 12s leave, we
debrief
20. Grade 6s and 12s
21. Hi Heidi I just loved the energy in the class and the tone
of the conversations. I agree, in a better world, we would have
thought to start with an ice-breaker to team-build and to open up
the lines of communication. Having the one-hour time limit set them
up for that difficulty. I'm so glad the grade 12s asked if they
could come back to finish the process! I love that your students
noticed the either/or thinking in the grade 12s... My grade 12s are
just at the beginning of that journey where they learn not to crush
each other's models (and they have had six more years of becoming
entrenched...). And, just because they are in grade 12 doesn't mean
they are all perfectly engaged! For some of them, I was excited
that they showed up to a space outside of their comfort zone. Jen
Jen Reflects
22. Grade 6s and 12s
23. We share with students our rapid fail: not taking time for
team-building and getting to know group members. Students take time
to talk about what happened in their groups and how to improve
collaboration. We begin day 2
24. 6s and 12s
25. Students try to discover what lies at the heart of opposing
models.
26. Reframing a problem takes students away from tensions and
model clash towards finding solutions. How might we maintain our
brand identity while still making profits? Reframe the Problem
27. Reframe the Problem
28. Reframe the Problem How might we improve Bellas business by
lowering prices but keep the same quality?
29. 6s Teach the 12s the art of rapid idea generation.
30. 6s Teach 12s how to build ideas using yes and
31. Creating a Prototype
32. Pitching the New Idea
33. The 1 Minute Pitch
34. The 1 Minute Pitch
35. Twitter: ask experts, parent response, share learning Blog
Video: Google Drive Google Docs Webmail Global PLN meaningful
feedback Leveraging Digital
36. Breaking down silos: post-secondary, high school,
elementary The power of cross-division learning. The power of
integrative thinking My Takeaways
37. Attached in a separate document are the voices of students.
They reflected on: 1. What surprised them. 2. What challenged them.
3. What they learned. Student Voice
38. Students realized we only scratched the surface of the
integrative thinking process. In the debrief they realized that
there were many assumptions made that needed to be tested. Students
were surprised that integrative thinking allowed them to get past
roadblocks. Things to Consider
