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Design

Thinking
Workshop

October 4, 2012
Our
•1:30 – 1:40 Context
Approach
•1:40 – 2:20 Deep Dive
•2:20 – 2:35 Classroom
Work
•2:35 – 2:45 Q & A

Pat Basset’s Four Questions
for 21st Century Schools
• What do we teac(hP?osed in 2008)

• How do we teach?

• How do we assess our teaching?

• How do we transform our schools given


our historic success?
Colorado Academy
21st Century Curriculum
Inclusive Community
ional, participatory High Tuition
n academics, the arts,
experiential education. Complacency
Global Education and Worst Economy
Service learning Since the 1930s

Uplift
Agents of Change or Victims
of Change?
Force

“That which changes or tends to change the state of


motion or rest of a particular body.”
Transformation
21 Century Skills
st

-Critical
Thinking
6 -Creativity
-Collaboration
-Communication
-Cultural
Competency
-Character
What is Design
Thinking and Why
Learn About it ?
Design Thinking
1. Powerful Set of
Problem-Solving
Strategies
2. Opportunity to
Encourage Creativity
3. Tool for reshaping
Schools & Curriculum
Educational Shifts:
1970 to 2012
1. Writing 1. Teamwork
2. Computational Skills
3. Reading Skills
2.Problem Solving
4. Oral Communication • Interpersonal Skills
5. Listening Skills • Oral Communication
6. Personal Career • Listening Skills
Development • Personal Career Development
7. Creative Thinking • Creative Thinking
8. Leadership • Goal Setting/Motivation
9.Goal Setting/Motivation • Writing
10.Teamwork • Organizational Effectiveness
11.Organizational Effectiveness • Computational Skills
12.Problem Solving • Reading Skills
13.Interpersonal Skills
Teacher as Innovator
Innovator‟s Mindset
ACT! – we are problem
solvers, doers, creators.
Learn from Mistakes –
we fail fast and fearlessly,
learning from each try
Work Together – we
collaborate, creating better
solutions
Contribute to the
Greater Good – we
improve our community and
world
Be Resilient – we don’t
give up
Grow – we are life-long
learners
Deep Dive
WHAT?

Design is a Process
d.Light designs
Design Thinking in
Schools
WHY?
Engagement
Achievement
Success after school

Businesses want it
Design Thinking Provides
a Road Map

Theory Practice
CONNECTIONS

Communication
Critical Thinking
Creativity
Collaboration
Problem Solving
MY REQUESTS OF YOU
FOR THE MORNING:
1. Step in to the shoes of
students  You are learning to
be a design thinker
2. Defer judgment: You may end
up just using components of this
process or overall mindsets
3. Have fun!
Familiarize with the
Process
LETS GET STARTED
Redesign the Wallet for your “User”
using the design process
EMPATHIZE
UNDERSTAND
Or
EMPATHIZE

Expose. Observe.

Engage .
Have a good conversation…
27
Always
 seek STORIES
 talk about FEELINGS
 follow-up with„WHY?
Design Something
Useful

Switch roles and repeat interview 1


FOR THE NEXT MINUTE

?
?
?
?
?
Ask Why 5 times
Point of view
IDEATION

Switch roles and repeat sharing


FOR THE NEXT MINUTE EVERY IDEA
MUST COST OVER 1 MILLION
DOLLARS TO IMPLEMENT
EVERY IDEA MUST
REQUIRE MAGIC
Prototype:
FAIL early and often
Cost of failure vs. project time
Let Go of Ideas

Embrace v 0.0 Embrace v 1.0


Test (or, OBSERVE again!)
Rapid Prototyping + Feedback

Switch roles and repeat sharing


Outcomes

Intentional Better
Process Outcomes
What Teachers Think
25 – 30 Projects in the Pilot or
2nd Year Phase
Multiple projects at each grade level
Middle School layers in Performance
Tasks and 8th grade Design Thinking
Capstone Projects
Upper School continues skill
development
CLASSROOM MANAGEMENT
THE BOOT CHALLENGE:

EMPATHY: Interviewed
each other about why boots
are all over the place in the
winter.

PROTOTYPE: Created new


systems and ideas for how to
organize boots.

TEST: Tried a different idea


each week and got feedback.
3rd Grade - Playground
.
EMPATHY: Interviewed students about what they liked and
disliked on school playground.
Observed kids playing – what did they like? Where did they
bump into each other?
PROTOTYPE: Created scale model of ideal playground and
built simple machine to represent one of the structures.
TEST: Tested ideas with other students for feedback.
Showed ideas to Facilities department for feasibility
feedback.
LANGUAGE LEARNING

Design Characters in a book:

Empathy: What is important to


a character?
~Reading comprehension

Prototype: Ideas to meet the


characters‟ needs

Test/present: Ideas to
classmates and teacher for
feedback
Oral practice
STUDY SKILLS
Learning Subject Vocabulary:

Empathize: Students interview one


another about effective learning
experiences.

Prototype: Students build


game/presentation etc. to teach
complex vocab skills.

Test: Ideas are tested in class as a


platform to learn vocabulary.
7th Grade – Problem
Solving Bootcamp

Partner with the


Denver Children’s
Museum to create
prototypes that
visitors can make in
the Museum’s
Construction
Exhibit
9th Grade
Dedicated 9th
grade trimester
course in Design
Thinking –
A cross-
disciplinary
problem-solving
intensive
Key Benefits
Student: School:
 Encourages  Orients the curriculum
INNOVATOR’S toward COMPLEX
MINDSET PROBLEM SOLVING
 Provides a set of  Provides COMMON
PROBLEM SOLVING LANGUAGE for
STRATEGIES teachers and students
 Creates the  Creates context for
opportunity to COLLABORATIVE and
PRACTICE COMMUNICATION
Skill development
From Here to There
Choose your TARGETS and Tools wisely
INVOLVE the faculty
 Provide PROFESSIONAL DEVELOPMENT
Make time for CURRICULUM DEVELOPMENT
 Have CLEAR EXPECTATIONS
Make room for MISTAKES
Questions
Design Thinking
Clear Goal Definition
ThinkingLAB
D Quadrant

Design Thinking Performance Tasks


Process intended - Complex Task
to encourage creative - Student in Role
thinking involving: - Data Evaluation
Empathy - Product of Some Sort
Definition - Direct Evaluation of
Ideation Critical Thinking
Prototyping Development
Feedback - CWRA - Like
Critical and Creative
ThinkingLAB
Critical and Creative Thinking Skill
Development should be a full partner with
other reading, writing and math in all
grades
Critical and Creative Thinking Skills can
be taught, practiced and improved over
time
Lower and Middle School Children are
NOT too young to begin practicing
Lower School
ThinkingLAB
 20 Design Thinking
Projects Piloted so far
 At Least Two at Every
Grade Level Next Fall
 Huge Faculty Buy-In
 Consistent Skill
Development
 In Many Cases -
Highlight of the
Curriculum for Kids
Middle School ThinkingLAB
 Two ThinkingLAB projects
in each class
 7th Grade Outside the Box
program in place
 Critical Thinking Focus –
Performance Task Practice
& Design Thinking Projects
in ALL Grade Levels
 Capstone Projects for 8th
Graders
 Consistent Skill
Development and
Assessment Across Grade
Levels
Upper School
 Continue to integrate the
5C’s in all curriculums
 Integrate Real World
Problem Solving, Design
Thinking and CLA-type
performance tasks as
appropriate in all curricula
 Launch Design Thinking
freshman trimester course
in fall 2012
 Provide consistent feedback
on student progress
D Quadrant
 Students demonstrate their ability to
think in complex ways and to apply
their knowledge and skills.
 Even when confronted with perplexing
unknowns, students are able to use
extensive knowledge and skill to create
solutions and take action that further
develops their skills and knowledge.
Assessment, Feedback &
Measurement

College Work and


Readiness Assessment

• Critical Thinking • CWRA


Rubric
Mix and Match
Tools
Design Thinking in
Schools
2nd Grade LEARNING GAME
Prototype: Try the game as a
team
Problem Statement: Create a
game that teaches a concept

Teach addition and


subtraction with cards
Iterate: Refine the game
and add rules until it works.

Give it to the 1st graders so


they can learn
STUDENT-CENTERED LEARNING
Redesigning School for the
summer school students:

Empathy: Asking students


how they feel about school
and how they learn best

Prototype: Developing new


structures for summer school
based on responses

Test/present: Testing
structures with students and
asking for feedback

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