Embedding Design Thinking in the Classroom€¦ · • Having visual Design Thinking process...
Transcript of Embedding Design Thinking in the Classroom€¦ · • Having visual Design Thinking process...
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Embedding Design
Thinking in the Classroom
VALA Conference
June 11-12 2015
Dr Adrian Bertolini
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Introduction
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Intentions of Session
• To unpack the importance of design thinking and its link to meta-cognition and developing self-regulated learners
• To give you the experience of a simple design thinking activity
• To provide an opportunity to begin to plan in a way that embeds design thinking in our units
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What YOUR job is today
Be open, honest, participate
and try on the ideas!
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Today’s workshop
Why is Design Thinking important?
Marshmallow Challenge
Embedding Design Thinking in our Planning
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Performance
Think about the skills, attitudes, and habits you display when you successfully deliver on a task / project / etc in any area of your life
What are the key elements that
allowed you to succeed?
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Design Thinking underlies your success
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Design Thinking – in curriculum (explicitly)
Investigating and
Designing
Producing
Analysing and
Evaluating
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Design Thinking - Science
Questioning and Predicting
Planning and Conducting
Processing and Analysing
Evaluating
Communicating
Similar cycles can be found in
History and Geography disciplines
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Design Thinking – General Capabilities
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Stage 1 Teacher Centred
Stage 2 Learner Centred
Stage 3 Learner Driven
Students have to drive the learning if they are to truly develop the capacity to be
self-regulated learners
Why? To develop self-regulated learners
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Successful Learners = Self-Regulated
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What this points to about design thinking
• It is embedded in the curriculum – both explicitly and implicitly
• Unconsciously we use design thinking in our lives
• Problem = we aren’t explicitly using it as a framework in our planning and our everyday teaching & learning
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My thoughts
The more WE explicitly think from, plan from and operate from a design thinking paradigm …
the more effectively we will develop self-regulated learners
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Requires a BIG contextual shift!
Current Learning Paradigm
Future Learning Paradigm
Current Actions, Habits, Structures
Actions, Habits and Structures that naturally develop self-
regulated learners
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Habits and Rituals
Powerful learning is built upon rituals and habitual practices that
develops people to think, view and
interpret the world in particular ways
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HOW – framework
• Having visual Design Thinking process constantly present and referred to within every lesson as a solution based process
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HOW – learner centred learning
• Having consistent agreed upon language and approaches used across all subjects
• Learning Goals and Success Criteria
• Feedback / Feed Forward mechanisms
• Student Voice and Choice
• Gradual Release of Responsibility
• Co-construction of learning
• Understand by Design Planning
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HOW – anchor practices
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HOW – meta-cognition
• Developing student meta-cognition explicitly by discussing how they and their brains learn best
• Use the General Capabilities to create formative rubrics which are used across all subjects
Where else will they learn how they learn if not at school?
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HOW – unit planning
Destination Milestone 2
Milestone 1
Feedback Mechanisms –
Feedback, Feed Forward
Direct Instruction – I do, We do,
You Do
Authentic Problem Solving
Strategies
Design Thinking
Peer Assisted Learning
Students Drive
Develops Intrinsic
Motivation
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HOW – teacher reflective practices
Teachers as action-evaluators (a design thinking process)
Important to do forensic autopsies on what you have tried to constantly learn and
develop your capacity
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Four and One Questions
Template to reflect on conversations and to
have you develop your meta-cognition
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Today’s workshop
Why is Design Thinking important?
The Marshmallow Challenge
Embedding Design Thinking in our Planning
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Peter Skillman: ‘The Marshmallow Challenge’
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Learning Goals: The Marshmallow Challenge
• To collaborate effectively in teams of 2 or 3
• To design a free-standing structure
• To build the structure under a time limit (15 minutes)
• To reflect on what this activity teaches us about design thinking
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Marshmallow Challenge - Rules
• Build the Tallest Freestanding Structure measured from the table top surface to the top of the marshmallow. The structure cannot be suspended in any way.
• The Entire Marshmallow Must be on Top (cutting or eating part of marshmallow disqualifies the team)
• Use as Much or as Little of the Kit
• Feel free to Break up the Spaghetti, String or Tape
• The Challenge Lasts 15 minutes: Teams cannot hold on to the structure when the time runs out. Those touching or supporting the structure at the end of the exercise will be disqualified.
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Design thinking process
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What did you learn about design thinking?
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Tom Wujec and the Marshmallow Challenge
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What this points to
We need to ensure in our PLANNING that we give students time to engage fully with the process of design thinking – to prototype and refine their work to gain rich feedback and deepen their understanding.
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Today’s workshop
Why is Design Thinking important?
Marshmallow Challenge
Embedding Design Thinking in our Planning
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Embedding Design Thinking in our Planning
Tuning In Design
End Goals Plan to
Achieve Goals Action Reflection
1 2 3 4 5 6 8 7 10 9
Tuning In /Research Action Design & Plan
to Achieve Goals
Culminating Demonstration
Celebrate / Evaluate
Feedback
Real, Practical and involve Community
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Design Phases - I.D.E.A
© Minds at Work
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Flow of Backward Planning
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences
and Instruction
Where are we going?
How do I know we have
arrived?
How are we getting there?
The MAP
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Defining the Destination
1 2 3 4 5 6 8 7 10 9
Tuning In /Research Action Design & Plan
to Achieve Goals
What are the skills and
understandings they must
demonstrate by the end of this
unit?
Celebrate / Evaluate
Identify Desired Results
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Process of Planning Destination
Milestone 2
Milestone 1
Defining the Destination (Where are they going)
1. Extract Skills & Learning Focus / Elaborations from the AusVELS
2. Identify what you want students to know and be able to do by the end
Outcome
A CAN-DO List for the students in student language
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Example Year 5 DCT
Identify Desired Results
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Can-Do List Year 5 DCT
I can:
• List the elements of a design brief
• Extract the key points from a design brief
• Discuss a possible design with a partner
• Develop the steps needed to produce a design
• Annotate design ideas with labelled sketches and drawings
Identify Desired Results
Thought Experiment: What could the CAN DO statements be if we had a History unit on the Early Settlement of Australia?
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Can DO Statement List
Identify Desired Results
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Can DO Activity
Identify Desired Results
With a partner
• Choose an appropriate Year Level to work upon
• Using the Design Creativity and Technology Progression Points examples and the Bloom’s Taxonomy Action Verb Sheet
• Create CAN DO statements that reflect what the students would know and be able to do
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Example – Whitfield District PS
“You have to believe in what you are doing and make a fuss to get things moving. People were surprised that kids
could do this stuff” Grade 6 Students
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Example – Mt Alvernia College QLD
The teacher uses an independent learning approach to review the questions from a recent exam.
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