Page 17 - EN_SHOOT_WP2_Handbook for Teachers
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Integrating Innovative Group Management
Techniques
To further enhance group collaboration and engagement, teachers may explore
innovative methodologies such as Design Thinking, Agile frameworks adapted for
education, Digital Escape Rooms, and Gamification techniques. These approaches not
only modernize the learning experience but also empower students to take greater
ownership of their projects, developing transversal skills crucial for their academic and
professional futures.
Design Thinking for Collaborative Projects
Originally developed for business innovation, Design Thinking is now widely used in
education to foster creativity, empathy, and problem-solving. It structures group work
into five iterative phases:
Empathize: Understand the needs of the project stakeholders.
Define: Frame the core problems collaboratively.
Ideate: Generate a wide range of solutions without immediate judgment.
Prototype: Create small-scale versions or visual drafts of the solution.
Test: Collect feedback and improve the product or outcome.
Classroom Application:
In a history project, students might design an interactive museum exhibition about a
historical period. They empathize with the "audience," define what themes are most
engaging, brainstorm exhibition ideas, prototype virtual exhibits, and test them on their
peers.
2. Agile Methodologies Adapted for Education
Agile approaches, particularly those inspired by the Scrum framework, can make
student group work more dynamic, flexible, and goal-oriented.
Core elements:
Sprint Planning: Set short, achievable goals (1–2 weeks).
Daily Stand-Ups: Short 5-minute team check-ins to discuss progress, obstacles, and
next steps.
Sprint Reviews: Present outcomes and receive feedback.
Retrospectives: Reflect on what worked well and what could be improved.
Classroom Application:
During a multi-week photography project, students work in “sprints” to complete
phases (storyboarding, shooting, editing), using daily stand-ups to track and adjust their
work.