Design Thinking Workshop

Transcription

1 Design Thinking Workshop October 4, 2012

2 1:30 1:40 Context 1:40 2:20 Deep Dive 2:20 2:35 Classroom Work 2:35 2:45 Q & A Our Approach

3 Pat Basset s Four Questions for 21st Century Schools (Posed in 2008) What do we teach? How do we teach? How do we assess our teaching? How do we transform our schools given our historic success?

4 Colorado Academy 21 st Century Curriculum Inclusive Community onal, participatory academics, the arts, experiential education. Global Education and Service learning High Tuition Complacency Worst Economy Since the 1930s Uplift

5 Agents of Change or Victims of Change?

6 Force That which changes or tends to change the state of motion or rest of a particular body.

7 Transformation

8 21 st Century Skills 6 -Critical Thinking -Creativity -Collaboration -Communication -Cultural Competency -Character

9 What is Design Thinking and Why Learn About it?

10 Design Thinking 1. Powerful Set of Problem-Solving Strategies 2. Opportunity to Encourage Creativity 3. Tool for reshaping Schools & Curriculum

11 Educational Shifts: 1970 to Writing 2. Computational Skills 3. Reading Skills 4. Oral Communication 5. Listening Skills 6. Personal Career Development 7. Creative Thinking 8. Leadership 9. Goal Setting/Motivation 10.Teamwork 11.Organizational Effectiveness 12.Problem Solving 13.Interpersonal Skills 1. Teamwork 2.Problem Solving Interpersonal Skills Oral Communication Listening Skills Personal Career Development Creative Thinking Goal Setting/Motivation Writing Organizational Effectiveness Computational Skills Reading Skills

12 Teacher as Innovator

13 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

14 Deep Dive

15 WHAT? Design is a Process

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18 d.light designs

19 Design Thinking in Schools

20 WHY? Engagement Achievement Success after school Businesses want it

21 Design Thinking Provides a Road Map Theory Practice

22 CONNECTIONS Communication Critical Thinking Creativity Collaboration Problem Solving

23 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!

24 Familiarize with the Process

25 LETS GET STARTED Redesign the Wallet for your User using the design process.

26 EMPATHIZE

27 UNDERSTAND Or EMPATHIZE Expose. Observe. Engage. Have a good conversation 27

28 Always seek STORIES talk about FEELINGS follow-up with WHY?

29 Design Something Useful Switch roles and repeat interview 1

30 FOR THE NEXT MINUTE? Ask Why 5 times????

31 Point of view

32 Switch roles and repeat sharing IDEATION

33 FOR THE NEXT MINUTE EVERY IDEA MUST COST OVER 1 MILLION DOLLARS TO IMPLEMENT

34 EVERY IDEA MUST REQUIRE MAGIC

35 Prototype:

36 FAIL early and often Cost of failure vs. project time

37 Let Go of Ideas Embrace v 0.0 Embrace v 1.0

38 Test (or, OBSERVE again!) you will bring your prototype BACK to users

39 Rapid Prototyping + Feedback Switch roles and repeat sharing

40 Outcomes Intentional Process Better Outcomes

41 What Teachers Think Classroom

42 25 30 Projects in the Pilot or 2 nd Year Phase Multiple projects at each grade level Middle School layers in Performance Tasks and 8 th grade Design Thinking Capstone Projects Upper School continues skill development

43 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.

44 3 rd 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.

45 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

46 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.

47 7th Grade Problem Partner with the Denver Children s Museum to create prototypes that visitors can make in the Museum s Construction Exhibit Solving Bootcamp

48 Dedicated 9 th grade trimester course in Design Thinking A crossdisciplinary problem-solving intensive 9 th Grade

49 Key Benefits Student: Encourages INNOVATOR S MINDSET Provides a set of PROBLEM SOLVING STRATEGIES Creates the opportunity to PRACTICE School: Orients the curriculum toward COMPLEX PROBLEM SOLVING Provides COMMON LANGUAGE for teachers and students Creates context for COLLABORATIVE and COMMUNICATION Skill development

50 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

51 Questions

52 Design Thinking

53 Clear Goal Definition

54 ThinkingLAB D Quadrant Design Thinking Process intended to encourage creative thinking involving: Empathy Definition Ideation Prototyping Feedback Performance Tasks - Complex Task - Student in Role - Data Evaluation - Product of Some Sort - Direct Evaluation of Critical Thinking Development - CWRA - Like

55 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

56 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

57 Middle School ThinkingLAB Two ThinkingLAB projects in each class 7 th Grade Outside the Box program in place Critical Thinking Focus Performance Task Practice & Design Thinking Projects in ALL Grade Levels Capstone Projects for 8 th Graders Consistent Skill Development and Assessment Across Grade Levels

58 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

59 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.

60 Rigor/Relevance Framework

61 Assessment, Feedback & Measurement College Work and Readiness Assessment Critical Thinking Rubric CWRA

62 Mix and Match

63 Tools

64 Design Thinking in Schools

65 2 nd Grade LEARNING GAME Problem Statement: Create a game that teaches a concept Prototype: Try the game as a team Teach addition and subtraction with cards Iterate: Refine the game and add rules until it works. Give it to the 1 st graders so they can learn

66 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