In my classrooms I try out different didactic workforms like Scrums & Hackathons.
In those Scrums & Hackathons we work on a specific theme within digital information literacy and future jobs from multiple perspectives to ensure an inclusive, safe, sustainable world.
In September 2015 Arno Delhij, Rini van Solingen and Willy Wijnands shared their Eduscrum Guide within the creative commons. They give the following definition of “Eduscrum”: it is “a framework for coaching students where the responsibility for the learning process is delegated from teachers to students”. It is also “a framework within which students can tackle complex adaptive problems, while productively and creatively achieving learning goals and personal growth of the highest possible value”.
In other words: it is a form of collaborative learning in which student teams respond to a challenge in the form of a whole task approach with a clear end product with specific requirements they have to meet. They then choose a learning approach themselves, teach themselves, and then make their learning visible in the classroom. “EduScrum challenges students on selforganization and quality of work within a given time frame with clear learning goals, […] and students co-determine their own quality of work as a result of ownership. Ownership combined with continuous improvement leads to higher quality. In a Review the focus is on the “What” (subject matter). The Retrospective is about the “How” (collaboration, using personal qualities, personal development). “
“As Product Owner the Teacher explicitly focuses on the subject matter. The Product Owner is responsible for: 1. determining WHAT needs to be learned; 2. monitoring and improving the quality of educational results; 3. evaluating and judging the educational results (based on the Definition of Done and acceptance criteria).”
I will be participating in a Hackathon on early school leavers in May.
Implementing “Whole Task First” – Fred Janssen
The idea of Gamification
Scrum as a collaborative mode for teacher professional development