In order to run a reflective design discussion, we need to approach each problem as a unique case. The wrong problem is often identified by the students and we need to discover the features of the problematic situation. The problem is almost always a framing problem and not a solution problem. teacher gives an “artistic” performance of the complex knowledge and inventory and reframing. The process goes as follows listen to the student ideas, help reframe the problem, discuss a new frame for the problem, allow the student to make discoveries, and then allow the student present their ideas again and repeat this loop as necessary.
This should be thought of more as a reflective conversation than a traditional teacher/student interaction.
Some questions that can be asked around reframing include: can I solve the problem I have set? Do I like what I get when I solve this problem? Have I made the situation coherent? Have I made it congruent with my fundamental values and theories? Have I kept inquiry moving?
The most fundamental experimental question is “what if?”
Based on my notes from reading Schön’s The Reflective Practicioner.