Turning point 2
| Speaking turn | Interpretation |
|---|---|
| Turning point 2: From questioning to ideating alternative solutions (excerpt from a longer discussion) | |
| Teacher2: So, Choose Veggie, vegetarian food displayed on both lines and […] then we’ve explained that the reason pupils don’t take much vegetarian food is because they don’t even know what’s available and they don’t bother to ask if they can take it, they don’t know and can’t find it | Ideating: Explaining the CV food initiative. Placing the vegetarian food in both food lines aims to tackle the problem of pupils not knowing what lunch options are available |
| NSM: Is the menu visible? | Ideating: offering an alternative solution – printed menu |
| Teacher X: yes Teacher1: They don’t understand; if it says beans, they simply don’t understand | Questioning: Criticizing the use of a printed menu as it is not sufficient or does not work |
| NSM: (- -) We put vegetarian food as the first option. That was no small thing either, because we needed all kinds of permissions | Ideating: referring to experience and challenges of placing vegetarian food first |
| Teacher X: It’s not listed first there, but it’s listed straight after Teacher1: Yes, it’s listed after Teacher X: Yes, after and in small print, but … Teacher1: They don’t understand or see it. (- - -) | Questioning: Further criticism of the printed menu |
| NSM: There’s a really good development path here, since we have [this application] in use and we have a free app for smartphones. It shows all the nutritional values, all the menus, everything. If only the children would learn to use it, because there’s a feedback section, and we never get enough feedback. Every Friday we go through all the city administration-specific feedback in our central kitchen, and we get very little. We get too little feedback considering the cost of the service KS: Some are able to use it and we get really nice feedback. You can rate the canteen environment and level of service, and it’s very simple and quick to fill in. So it’s like that – (- - -) | Ideating: offering an alternative solution – electronic application as a win-win solution: information for pupils and feedback to the central kitchen |
| Teacher1: (- -) or those, whatever they are, they could have the [application], so they could give all their feedback through it (- -) fourth, fifth, sixth graders, using that. (- - -) | Committing to experimenting: electronic application for older pupils |
| NSM: Wonderful. Yes, we really want that and have been waiting to get it | Building collaboration: expressing thanks for collaboration |
| The facilitator returns to the schedule by asking what else is documented in the experiment proposal | The facilitator continues the discussion on the solution and raises the next question about the form used to plan developmental experiments |
| Speaking turn | Interpretation |
|---|---|
| Teacher2: So, Choose Veggie, vegetarian food displayed on both lines and […] then we’ve explained that the reason pupils don’t take much vegetarian food is because they don’t even know what’s available and they don’t bother to ask if they can take it, they don’t know and can’t find it | Ideating: Explaining the |
| NSM: Is the menu visible? | Ideating: offering an alternative solution – printed menu |
| Teacher X: yes Teacher1: They don’t understand; if it says beans, they simply don’t understand | Questioning: Criticizing the use of a printed menu as it is not sufficient or does not work |
| NSM: (- -) We put vegetarian food as the first option. That was no small thing either, because we needed all kinds of permissions | Ideating: referring to experience and challenges of placing vegetarian food first |
| Teacher X: It’s not listed first there, but it’s listed straight after Teacher1: Yes, it’s listed after Teacher X: Yes, after and in small print, but … Teacher1: They don’t understand or see it. (- - -) | Questioning: Further criticism of the printed menu |
| NSM: There’s a really good development path here, since we have [this application] in use and we have a free app for smartphones. It shows all the nutritional values, all the menus, everything. If only the children would learn to use it, because there’s a feedback section, and we never get enough feedback. Every Friday we go through all the city administration-specific feedback in our central kitchen, and we get very little. We get too little feedback considering the cost of the service KS: Some are able to use it and we get really nice feedback. You can rate the canteen environment and level of service, and it’s very simple and quick to fill in. So it’s like that – (- - -) | Ideating: offering an alternative solution – electronic application as a win-win solution: information for pupils and feedback to the central kitchen |
| Teacher1: (- -) or those, whatever they are, they could have the [application], so they could give all their feedback through it (- -) fourth, fifth, sixth graders, using that. (- - -) | Committing to experimenting: electronic application for older pupils |
| NSM: Wonderful. Yes, we really want that and have been waiting to get it | Building collaboration: expressing thanks for collaboration |
| The facilitator returns to the schedule by asking what else is documented in the experiment proposal | The facilitator continues the discussion on the solution and raises the next question about the form used to plan developmental experiments |
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