Unit 2 - Selected Readings

Readings list

How to Apply Design Thinking in Class - Step by Step (KQED)

Gives a general description of what design thinking really is. In a nutshell, it invites students to explore and discover in a classroom setting - often in a manner that is the antithesis of a traditional classroom. That classical classroom is focused on being ordered, efficient, procedural - driven by clearly outlined expectations of the teacher / of administration.

Design thinking flips a lot of this on its head. New expectations are to give students an opportunity to engage in less structured learning, give students the power to structure (yet it may need to be learned via careful transition from direction to coaching to facilitating.

But how to do this? 
In the classroom, focus on daily activities . Ask students to explore ways to improve the classroom or activities in the classroom. Invite a redesign of spaces, activities, even furniture.

How much time is needed? 
Suggested here

• 5 to 15 minutes to present the challenge / discuss design 
• 45 - 60 minutes to do hands on work (but with the T for guidance, coaching, encouragement) 
• 10 - 15 minutes to conduct peer review /critique 

How to support student questions?
Answer with more questions to encourage Ss to be more independent, build confidence in their answers.
Have a clear set of rules

• guided by the world of "work by adults" 
• have expectations of what "finished" means (model it)
• how to manage shared tools 

How to assess?
Use peer critique
teacher facilitates

• 10 minute warning to finish
• clean up / leave out design
• gather around finished work 
• identify / discuss effective solutions (2) reasons for "your" choice

Design Thinking in the Classroom - From Ideas to Practice 


Design Thinking in the Classroom - From Ideas to Practice - Part 2

Design Thinking in the History Classroom

Disappointing article. Reiterates how design thinking is less structured - the "Wild West" of teaching
Really promotes creating / innovating / problem solving to find solutions. But these solutions are typically about problems of the "now" variety. How does this work in History? Idea of looking at "civics" and asking / interviewing older students to identify issues... then examine how government works to solve them. Then examine how problems in the past may have been solved but were not .. for what reason?
Definitely applications in history / business / engineering.


Designing a School Makerspace