There are definite connections to instructional design in the process of developing a Rube Goldberg machine. There are many opportunities for failure in the various pieces of the machine which also can happen in instructional design. It takes a lot of planning and trial and error to get a working machine, just as we see with designing instructional units.
I see a lot of connections to this process and instructional design. Here are my big takes:
1) If at first you don't succeed, try try try try....again
2) You learn a lot by failing
3) Success is exciting! (and super enjoyable when earned!)
4) Failure doesn't have to be complete....there can be small successes along the way...even if the total project failed.
5) Individual pieces of learning can be very valuable to the overall picture.
Melanie--I really like your #4. So true! And sometimes we forget that, especially for our struggling or difficult students :)
3 things really stood out as I watched this video and thought about connections to instructional design:
1. sometimes we implement some really complicated designs to do a relatively simple task
2. It often takes more than one try to get the learning to stick for our students
3. it's REALLY exciting when it finally happens! (for us and the students :))
First, I want that kid in my class when he gets to high school.
The main thing that struck me is that constructing a lesson to teach a certain topic often feels like making a Rube Goldberg machine. Different students will respond to different approaches, and being able to tie all those approaches to one objective without interrupting other approaches is a daunting task.
I wish I could have one success after only three failures.
First thing, that kid is really darn cute and I wish he was in my class. Not just because he knows some really great words, but because he already has understanding of learning from his failures.
I can easily make the connection of keep trying, fix and redo instructional units until they produce the desired results. I have gotten the chance to write, and rewrite the 7th grade math curriculum for my district since the development of common core. The results of each unit haven't been what we desired, but seeing small positives and successes is essential when rewriting. Seeing small successes is rather difficult though. I find that you have to intentionally look for them. It's easy to get caught up in the failures.
This kid can find joy in his failures and even more in his success! To be so excited in all his project is infectious!!
This is an ideal example of never give up! So many of our students think if they don't get it all right then they failed. It helps remind me that even if my students don't get the end result I'm hoping for there has been some learning. I just need to adjust and move forward.
The ideas, reflections, and questions generated throughout the STEM Literacy Project help us rethink teaching and learning. Examining why we do what we do can only make us better.