Post on 10-Feb-2017
transcript
Teaching Design Thinking
Technologies Education
3:00
Teaching
3:00
Pedagogical Diversity
Organising learning environments
0:26
Design Challenge
Design
Challenge
Design Challenge
Contextualise
Contextualise
Personalise
Contextualise
Localise
Personalise
Contextualise
Localise
Personalise
Modernise
Contextualise
Localise
Personalise
Modernise
Fantasise
Unit Planning
Breaking down into lessons
Scaffolding activities
Assessment - formative and summative
Assessing children's achievements
Finding out what children don’t know
Finding out what children know
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking
Futures Thinking
Systems Thinking
Design Thinking
Computational Thinking
Strategic Thinking
Trends, Visioning, Scenarios, Big Idea
B/COT, Circle, Stocks, Flows, Loops
Contexts, Design Challenges, PSE Type
Data, Automation/Programming
Entrepreneurship, Planning, Teamwork
Contexts
• Engineering principles and systems • Food and fibre production • Food specialisations • Materials and technologies
specialisations
Design Process Creating a product, environment or service
• investigating the problem • generating possible designs • producing a solution • evaluating the solution • collaborating on and managing this
process
Solution Type
• product • environment • service
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1:21
2:01
Competitions
1:09
5:00
Challenge Based Learning
0:24
Challenge Based Learning
The Big Idea
Essential Questions
The Challenge
Guiding Questions and Activities
Solutions, Implementation, and Reflections
2:15
Design Thinking
Stanford d School design process
• Empathise • Define • Ideate • Prototype • Test
Daylight Design Thinking approach
• Learn from people • Find patterns • Define design principles • Make Tangible • Iterate Relentlessly
Daylight Design Thinking approach
• Accept Situation (or understand the problem); • Analyse (the problem/situation); • Define (restate the problem clearly by defining
the goal); • Ideate (to think of the possibilities, come up
with options); • Select (compare and decide upon the best
option); • Implement (creating a solution); and • Evaluate (assess if the solution works and be
improved).
Trends, Visioning, Scenarios, Big Idea
B/COT, Circle, Stocks, Flows, Loops
Contexts, Design Challenges, PSE Type
Data, Automation/Programming
Entrepreneurship, Planning, Teamwork
Assessment Criteria
• Interpretive and analytical ability in developing design challenges.
• Interpretive and analytical ability in developing programming challenges.
• Intellectual initiative in research, planning and development of solutions.
• Intellectual initiative in the articulation and presentation.
2-4 Activities/Projects/Challenges
• Teaching Design Thinking; • Teaching Computational Thinking; • Teaching Systems Thinking; • Teaching Strategic Thinking; and • Teaching Futures Thinking.
Two Design Technologies Contexts
• Engineering principles and systems • Food and fibre production • Food specialisations • Materials and technologies
specialisations
Two Digital Technologies Contexts
• Data
• Programming / Automation
Expectations for most students
• Present standard activities taken directly from existing examples and contextualised for the Gold Coast;
Expectations for some students
• Demonstrate that students will have opportunities to develop a range of learning outcomes as detailed in the curriculum and you have made a significant new contribution to the project idea;
Expectations for a few students
• Incorporate, in an integrated way, the development of the range of student thinking skills into your design challenges and show real innovation in your project ideas.
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