A process/stage-gate model, developed collaboratively by a Danish primary teacher and a teacher trainer, which is based on design thinking and user-focus.
The process involves four separate stages (FIRE means 'four' in Danish). It was developed specifically for schools, and for learning situations where learning a subject with concepts, for example, is the core focus.
Purpose and process
A process/stage-gate model in four stages based on design thinking and user-focus. (FIRE means 'four' in Danish - and it could possibly be transformed to FOUR-Design)
Each stage encompasses two processes:
- F - facts and findings (existing knowledge + own observations)
- I - ideas (generating many ideas + selecting the best ideas)
- R - real life testing (building prototypes + presenting and testing with users)
- E - evaluation and assessment (individual reflection/assessment + sharing knowledge with others)
Tools and methods are developed or collected for all the four stages as well as templates for teachers to use for planning, execution and assessment/evaluation. It was developed in a collaborative process between a primary school teacher and a teacher trainer.
Students can learn to:
- deal with FACTS AND FINDINGS (consider their existing knowledge + review/act on their own observations)
- deal with IDEAS (generating many ideas+ selecting the best ideas)
- undertake,REAL LIFE TESTING (building prototypes + presenting and testing them with users)
- conduct EVALUATION AND ASSESSMENT (individual reflection/assessment + sharing knowledge with others)
Curricular or thematic relevance
This programme fits into the Danish national curricula and national learning outcomes. Teachers have a double focus: 1) learning goals for innovation competence 2) learning goals for the subject/topic
How to organise:
The approach can be applied in many different contexts, including timetabled lessons, extra-curricular and suspended activities or in CPD settings
Assessment and evaluation approaches
Fully integrated into the process, especially at Stage 4
External involvement is needed for stage 3 of the process, i.e. 'real life testing' of prototypes; it would also be useful to consult external users in the planning - IDEA - stage
The model was developed specifically for schools and learning where learning a subject with concepts etc is the core focus. It is problem-based learning with a twist - the twist being hands-on, visual learning and action, involving real problems and real users outside school. Creativity is seen as an essential and basic element in all the stages.
Tools and methods are developed or collected for all the four stages as well as templates for teachers to use for planning, execution and assessment/evaluation.
helper do TM detail body (June 6th, 1st half)
This interesting process/stage-gate model approaches real life problems through creative and hands-on activities aiming to developing technical and life skills.
I use this model for myBiologyclasses as a form to make theory and practise come together. I find it very functionale!