Design Thinking father Tim Brown blogged a while ago this great pleading from some of Britain's best designers and design educators for Government and schools to heighten the importance of design, technology, design thinking and prototyping skills through the vehicle of engineering subjects such as design and technology. It's a great clip, with many great reasonings as to why making learning concrete makes so much sense.

However, as impatient as I ever am, it's not enough.

 Design thinking - learning how to scope out and solve problems within seemingly vast areas of knowledge and experience - is something I believe belongs as a framework across the curriculum. It's as core a skill as literacy and numeracy, but a lot less well understood by teachers outside the design technology world. It needs the time, attention and thinking power of educators to be understood as a framework that contains so many of what we already know are powerful learning and teaching strategies for student improvement.

With NoTosh, I've been fortunate to foster and see the beginnings of this whole-school approach to design thinking in schools around the world, with our partners in the UK, US, Australia and the Far East. The Design Thinking School is taking hold in many areas, and challenging the status quo in some painful ways in others.

But challenging the status quo, that content cannot be covered unless a teacher or day-by-day curriculum is 'delivering' it, is what we're all about. And, school by school, that sea change - design thinking throughout the school, not just in the design technology class - is happening.

In early February I presented, in French, a 90 minute story about how design thinking and the educational worlds of formative assessment, school building, curriculum and assessment strategy are all bound together.

I wanted to show to the audience at Clair 2012 in New Brunswick, Canada, what can happen when these apparently unrelated worlds of technology startups, product design and formal education are bound together by leaders with foresight and an understanding of the detail and complexity of learning, amazing learning opportunities can happen.

It was a joy to speak about the complexity of learning and teaching, with the time and audience who got it - it was, after all, New Brunswick teachers that taught me how to really teach through their French immersion, project-led pedagogy.

It's the first time I've ever had a standing ovation for a talk, especially one that was 90 minutes and between opportunities for the audience to drink wine and eat cheese. I was taken aback by that. And even more humbled by the words from Stephen Downes, who also braved his fears of keynoting en français at the event:

I've had my criticisms of Ewan McIntosh in the past and I will no doubt have my criticisms of him in the future. But they will be a bit tempered from now on, I think. Ewan McIntosh weaved what can only be called magic at the conference I attended at Clair 2012, in northern New Brunswick. It wasn't simply because his French is easier to follow than his English ;) - he wove a tapestry of ideas together talking about what it is that will draw out students, interest them, engage them, and get them to be more than just followers of orders. It was one of the best presentations I've even seen - visually beautiful, low-keyed, personal and engaging. He has clearly learned a lot from his work with TED, but also, with 90 minutes to work with, the talk was never rush, never forced, and, in the end, exactly the right length. He received a standing ovation at the end, very much (to my observation) a rarity at education conferences. Well deserved.

I think part of it was to do with speaking French, but not because I was making an effort to speak it or anything, more that as a result of speaking my second language in an unfamiliar context I took extra care, and extra time from the normal 45 minute keynote sprint, to weave the complexities of our learning world in a simple way.

It was great fun, and I'm grateful to Roberto Gauvin, the Principal teacher at Clair's learning centre, for the opportunity to come through the metre-thick snow and -30˚C freeze to work alongside such a dedicated group of franco-canadian educators. 

You can download a copy of the talk from the Clair 2012 website (right click/control click and select "Save As..."). Better still, you can see the actions stemming from it and other talks when you dip into the manifesto for change, the DeCLAIRation, a pragmatic document for change based on what we all heard from the four speakers and our many corridor conversations.

How To Start An Education Revolution

Part of the manifesto is an ongoing Revolutionary Google Doc, developed in a furiously productive 50 minute BarCamp session that I led on Starting A Revolution. I've been reading Gene Sharpe's work on real, political revolutions, and wanted to produce a live, step-by-step guide to education revolution, much along the same lines:

This growing document is designed by 100 educators who gave up a Saturday morning in a gym in Clair, to provide links to research that disprove the key naysayer arguments for curricular, assessment and pedagogical change in the classroom. Well, it's a dream document for a keynoter, even one with 90 minutes, because the Saturday morning exercise allowed us to revisit and question all those things we had heard from the keynoters through two days of conference, and back up our views with research and leading practice, rather than anecdotes.

It's open until March 11th for changes, and then we're going to use it to create change in the Francophone and, with some translation, the Anglophone worlds of education, by create a copy that can be sent to every politician and Principal we know.