Date post: | 27-Jan-2015 |
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IntroductionDESIGNTHINKING
by Joseph Broughton
@JosephBroughton
to
Design Thinking?Why
CenteredStudent
Emphasizes
CreativityCreativity
Authentic learning
ProducersStudents as
How Might We...
Design Thinkingmodels
Empathize
Define
Ideate
Prototype
Test
d.School
Discover
Empathize
Experiment
Produce
D.E.E.P
What does Design Thinking look like in action?
How Ormondale Elementary School redesigned their approach to teaching and learning
DT for Ed | Toolkit13
DISCOVERYA 2-day summer workshop kicked off the challenge, with an excercise which entailed teachers imagining one of their current students in the year 2060. Based on understand-ing the goals and dreams of their students and families, coupled with the books they read about 21st century skills, the teachers collectively discussed the skills neces-sary for the students to succeed in the future. For further inspiration, the group visited outside organizations facing analogous challenges.
INTERPRETATIONThe group synthesized the research creating generative questions, such as “How might we enable the globally aware student?” and “How might we provide opportunities for interest-driven learning?”
IDEATIONInitial brainstorm ideas included tools and classroom design and expanded to include curriculum and the educational system as a whole.
EXPERIMENTATIONSeveral brainstorm ideas were prototyped which resulted in the emergence of a pattern across all the prototypes: the team was passionate about a teaching and learning approach they called Investigative Learning. The approach addressed the students not as receivers of information but as shapers of knowledge. They developed short- and long- term plans for ideas they could try out, and the things they’d like to learn more about in order to continually build out this new approach over the school year.
EVOLUTIONOver the course of a year, many solutions were tested including diverse approaches to curriculum that integrated project- and theme-based learning in the classroom. The teachers created new communications for parents, and one teacher even received a grant to renovate a classroom and create a different learning environment for her students. Dedicated time in their weekly meetings was set aside to discuss was happening and support and learn from each other.
In the second year, the evolution continued with another workshop to make sense of the experiments they had conducted around the school. They developed a framework for Investigative Learning experiences that integrated everyone’s approaches, created commonly shared standards unique to their school that built upon state standards, and created new assessment approaches. They created a “Manual of Investigative Learning” to help everyone have a shared reference and have become recognized as a “California Distinguised School.”
What does Design Thinking look like in action?
How Ormondale Elementary School redesigned their approach to teaching and learning
DT for Ed | Toolkit13
DISCOVERYA 2-day summer workshop kicked off the challenge, with an excercise which entailed teachers imagining one of their current students in the year 2060. Based on understand-ing the goals and dreams of their students and families, coupled with the books they read about 21st century skills, the teachers collectively discussed the skills neces-sary for the students to succeed in the future. For further inspiration, the group visited outside organizations facing analogous challenges.
INTERPRETATIONThe group synthesized the research creating generative questions, such as “How might we enable the globally aware student?” and “How might we provide opportunities for interest-driven learning?”
IDEATIONInitial brainstorm ideas included tools and classroom design and expanded to include curriculum and the educational system as a whole.
EXPERIMENTATIONSeveral brainstorm ideas were prototyped which resulted in the emergence of a pattern across all the prototypes: the team was passionate about a teaching and learning approach they called Investigative Learning. The approach addressed the students not as receivers of information but as shapers of knowledge. They developed short- and long- term plans for ideas they could try out, and the things they’d like to learn more about in order to continually build out this new approach over the school year.
EVOLUTIONOver the course of a year, many solutions were tested including diverse approaches to curriculum that integrated project- and theme-based learning in the classroom. The teachers created new communications for parents, and one teacher even received a grant to renovate a classroom and create a different learning environment for her students. Dedicated time in their weekly meetings was set aside to discuss was happening and support and learn from each other.
In the second year, the evolution continued with another workshop to make sense of the experiments they had conducted around the school. They developed a framework for Investigative Learning experiences that integrated everyone’s approaches, created commonly shared standards unique to their school that built upon state standards, and created new assessment approaches. They created a “Manual of Investigative Learning” to help everyone have a shared reference and have become recognized as a “California Distinguised School.”
What does Design Thinking look like in action?
How Ormondale Elementary School redesigned their approach to teaching and learning
DT for Ed | Toolkit13
DISCOVERYA 2-day summer workshop kicked off the challenge, with an excercise which entailed teachers imagining one of their current students in the year 2060. Based on understand-ing the goals and dreams of their students and families, coupled with the books they read about 21st century skills, the teachers collectively discussed the skills neces-sary for the students to succeed in the future. For further inspiration, the group visited outside organizations facing analogous challenges.
INTERPRETATIONThe group synthesized the research creating generative questions, such as “How might we enable the globally aware student?” and “How might we provide opportunities for interest-driven learning?”
IDEATIONInitial brainstorm ideas included tools and classroom design and expanded to include curriculum and the educational system as a whole.
EXPERIMENTATIONSeveral brainstorm ideas were prototyped which resulted in the emergence of a pattern across all the prototypes: the team was passionate about a teaching and learning approach they called Investigative Learning. The approach addressed the students not as receivers of information but as shapers of knowledge. They developed short- and long- term plans for ideas they could try out, and the things they’d like to learn more about in order to continually build out this new approach over the school year.
EVOLUTIONOver the course of a year, many solutions were tested including diverse approaches to curriculum that integrated project- and theme-based learning in the classroom. The teachers created new communications for parents, and one teacher even received a grant to renovate a classroom and create a different learning environment for her students. Dedicated time in their weekly meetings was set aside to discuss was happening and support and learn from each other.
In the second year, the evolution continued with another workshop to make sense of the experiments they had conducted around the school. They developed a framework for Investigative Learning experiences that integrated everyone’s approaches, created commonly shared standards unique to their school that built upon state standards, and created new assessment approaches. They created a “Manual of Investigative Learning” to help everyone have a shared reference and have become recognized as a “California Distinguised School.”
What does Design Thinking look like in action?
How Ormondale Elementary School redesigned their approach to teaching and learning
DT for Ed | Toolkit13
DISCOVERYA 2-day summer workshop kicked off the challenge, with an excercise which entailed teachers imagining one of their current students in the year 2060. Based on understand-ing the goals and dreams of their students and families, coupled with the books they read about 21st century skills, the teachers collectively discussed the skills neces-sary for the students to succeed in the future. For further inspiration, the group visited outside organizations facing analogous challenges.
INTERPRETATIONThe group synthesized the research creating generative questions, such as “How might we enable the globally aware student?” and “How might we provide opportunities for interest-driven learning?”
IDEATIONInitial brainstorm ideas included tools and classroom design and expanded to include curriculum and the educational system as a whole.
EXPERIMENTATIONSeveral brainstorm ideas were prototyped which resulted in the emergence of a pattern across all the prototypes: the team was passionate about a teaching and learning approach they called Investigative Learning. The approach addressed the students not as receivers of information but as shapers of knowledge. They developed short- and long- term plans for ideas they could try out, and the things they’d like to learn more about in order to continually build out this new approach over the school year.
EVOLUTIONOver the course of a year, many solutions were tested including diverse approaches to curriculum that integrated project- and theme-based learning in the classroom. The teachers created new communications for parents, and one teacher even received a grant to renovate a classroom and create a different learning environment for her students. Dedicated time in their weekly meetings was set aside to discuss was happening and support and learn from each other.
In the second year, the evolution continued with another workshop to make sense of the experiments they had conducted around the school. They developed a framework for Investigative Learning experiences that integrated everyone’s approaches, created commonly shared standards unique to their school that built upon state standards, and created new assessment approaches. They created a “Manual of Investigative Learning” to help everyone have a shared reference and have become recognized as a “California Distinguised School.”
What does Design Thinking look like in action?
How Ormondale Elementary School redesigned their approach to teaching and learning
DT for Ed | Toolkit13
DISCOVERYA 2-day summer workshop kicked off the challenge, with an excercise which entailed teachers imagining one of their current students in the year 2060. Based on understand-ing the goals and dreams of their students and families, coupled with the books they read about 21st century skills, the teachers collectively discussed the skills neces-sary for the students to succeed in the future. For further inspiration, the group visited outside organizations facing analogous challenges.
INTERPRETATIONThe group synthesized the research creating generative questions, such as “How might we enable the globally aware student?” and “How might we provide opportunities for interest-driven learning?”
IDEATIONInitial brainstorm ideas included tools and classroom design and expanded to include curriculum and the educational system as a whole.
EXPERIMENTATIONSeveral brainstorm ideas were prototyped which resulted in the emergence of a pattern across all the prototypes: the team was passionate about a teaching and learning approach they called Investigative Learning. The approach addressed the students not as receivers of information but as shapers of knowledge. They developed short- and long- term plans for ideas they could try out, and the things they’d like to learn more about in order to continually build out this new approach over the school year.
EVOLUTIONOver the course of a year, many solutions were tested including diverse approaches to curriculum that integrated project- and theme-based learning in the classroom. The teachers created new communications for parents, and one teacher even received a grant to renovate a classroom and create a different learning environment for her students. Dedicated time in their weekly meetings was set aside to discuss was happening and support and learn from each other.
In the second year, the evolution continued with another workshop to make sense of the experiments they had conducted around the school. They developed a framework for Investigative Learning experiences that integrated everyone’s approaches, created commonly shared standards unique to their school that built upon state standards, and created new assessment approaches. They created a “Manual of Investigative Learning” to help everyone have a shared reference and have become recognized as a “California Distinguised School.”
DISCOVERY INTERPRETATION IDEATION EXPERIMENTATION EVOLUTION
41 2 3 5
IDEO’S Design Thinking for Educators
Design Thinkingmodels
ofAttributes
Non-linear
Steps are not always taken in the same
ororder
sequence.
empathy
define
ideate
prototype
feedback
reflect
empathy
define
ideate
prototype
feedback
reflect
empathy
define
ideate
prototype
feedback
reflect
empathy
define
ideate
prototype
feedback
reflect ?WHATNEXT
Student Centered
Students are engagedin the process.
RESEARCH/“DEEP DIVE”
FOCUS
GENERATEIDEAS
MAKEINFORMEDDECISIONS
PROTOTYPINGCYCLE
COLLABORATE
?WHATNEXT
Nueva’s I-Lab
Ellen Deutscher
Model as part
The Design Thinking model is aprototype.
of process
from http://www.k12lab.org/?p=54
Making Design Process Your Own:Visualizations and Variations
Using Design Thinking
Walkthrough:
in the classroom
empathy
define
ideate
prototype
feedback
reflect
empathy•user centered•interviews/
observations/ immersion
AuthenticProblem
Solving
Goal
empathy
define
ideate
prototype
feedback
reflect
define•identify problem•HMW•Point of View
HMWHow Might We...
Discovering a Design Challenge
POVPoint of View statements
Context
Telling a Story
setting
PeopleProblems
characters
conflict
Context
Telling a Story
__________?
PeopleProblems
__________?
__________?
empathy
define
ideate
prototype
feedback
reflect
ideate•brainstorming•“going broad”•fuel for
innovation
empathy
define
ideate
prototype
feedback
reflect
prototype•building•iterative
development of artifacts
empathy
define
ideate
prototype
feedback
reflect
feedback•test•leads to improving
prototype
empathy
define
ideate
prototype
feedback
reflect
reflect•What worked?•What didn’t work?•What’s next?
http://youtu.be/ziADZVyLTqo?t=4m7s
Henry Ford Learning InstituteDesign Thinking Teacher Training Video
Thoughts so far...
Importance of building classroom culture
Assessment looks different
Mindset overProcess over
Product
Final Notes: