Design Thinking. Out of the Studio and Into Our Classrooms DAY ONE

Transcription

1 Design Thinking Out of the Studio and Into Our Classrooms DAY ONE

2 What is Design Thinking? Some clips to set the foundation Design changes behavior (Odenplan) and solves problems D.school 1:22 the mission Design School BootCamp 3:14 - Student testimonials HGTV Design Star! 1:08 Is design with DRAMA. Design Process 2:25 - Process in a Nutshell 2

3 Design Thinking In The Classroom Relevance Rigor Relationship All over America there are exceptional teachers who, against odds, are trying to find ways to motivate and inspire kids even as they have to prepare them for the end-of-grade tests that embody the antithesis of motivated, inspired, challenge-based, interactive learning that students experience in their daily digital lives. Davidson, C., Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn, Viking, New York, 2011, p

4 Why Design Thinking? PISA 2010 The Chemistry of Learning Standards Movement Since 1975, American educational attainment has leveled off or even dropped while there has been a dramatic increase in the number of jobs requiring exploratory, creative problem solving typically encouraged by post secondary education [not K-12]. We are seeing the first signs that our educational system is slipping in comparison to our [employment] needs. Davidson, C. 4

5 Why Design Thinking? PISA 2009 The Chemistry of Learning Standards Movement Brain research suggests we interrupt other hormones with the natural Aha drug. 5

6 Cultural Research ADOLESCENCE HAS EXPANDED from a 2-4 year interval in traditional societies to an 8-15 year interval in U.S. contemporary society. Evidence that some brain changes are linked closely to puberty while other aspects of maturation are dependent on age/ experience Characteristics that have been a PROBLEM for schools Student internal dis-synchrony A general increase in risk-taking, novelty-seeking Sensation/reward-seeking Design Thinking REQUIRES this type of behavior Ronald E.Dahl, MD Univirsity of Pittsburgh Medical Center 6

7 d.think + School Age Children Naturally collaborative, communicative Naturally inquisitive, curious Naturally creative, competitive Growing social skills, independence, selfesteem Design Thinking provides a safe environment for children to experiment with ideas and budding individuality. 7

8 d.think + Adolescents Intensification of many types of goaldirected behavior, including intense motivation for long- term and abstract goals particularly related to social-status (teams, gangs) Design Thinking grabs this motivation and goal orientation and channels it in innovative, productive, constructive, and rewarding ways. 8

9 9 Socrates: Youth are inclined to contradict their parents and tyrannize their teachers. Design thinking establishes links between complex ways of thinking and new emotional experiences that provide social and cognitive rewards. Design thinking provides opportunities for early intervention/prevention in identified high-risk populations. Igniting passions can be sculpted by the Design Thinking experience.

10 Why Design Thinking? PISA 2009 Dopamine Standards Movement The problem, however, is the confusion of high standards with standardization. Our national educational policy depends on standardized tests, but it is not at all clear that preparing students to achieve high test scores is equivalent to setting a high standard for what and how kids should know and learn. 10 Davidson, C., Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn, Viking, New York, 2011, p. 75.

11 7 Cs x 3 Rs = 21 st Century Learning Collaboration Creativity Curiosity Communication Citizenship Critical Thinking Cultivation " Relevance " Rigor " Relationship Design Thinking provides ALL of this! Bernie Trilling, Education Director at Oracle 11

12 The Rest of Today s Session: Three Parts 1. Process 2. Practice 3. Purpose 12

13 A 5-Step Process Design Thinking ie21,llc

14 The d.school Process Flare Flare Contract Brainstorm Contract POV Build Design Process from the Hasso Plattner Institute of Design BootCamp Bootleg 14

15 Step 1 - Empathy Means Put yourself in another s shoes. What s the problem, challenge, or opportunity? How do you feel about it? Focus on human needs. Get to EMPATHY through Direct instruction - background information Independent/scaffolded research Interview & observe users Interview & observe experts GET TO A POINT OF VIEW 15

16 Step 1 Empathy - Tools At Schools Introducing the Challenge Gaining EMPATHY What s important for the user? Clip 1 3:07 Clip 2 3:14 Focus on student affect as these clips proceed. 16

17 Step 2 - Define Means Critically thinking about information gathered Selecting one specific user Determining why the user needs a solution Determining what type of solution might meet user s needs 17

18 Step 2 - Define - Tools At Schools Defining the problem in terms of the user Developing a user s Point of View Clip 3 0:00 1:45 18

19 Define A User s Point Of View Write a Point of View statement in the form: needs a way to, because. Think about the project the Tools At Schools kids have been asked to solve. How would you fill in the Point-of-View Statement? 19

20 3 Ideate Means THINK -> Generate ideas by synthesizing gathered information Collaborative brainstorming Sketch 5 or more ideas A sure thing A sure failure The most fun YES, and 20 Select ONE to Prototype

21 Step 3 - Ideate - Tools At Schools Frame ideas with How might we Meeting user s needs, not designer s needs Listen to how the students made choices of design. Clip 4 YES! And 1:45 3:11 21

22 4 - Prototype & Test Means A BIAS towards ACTION to solve a problem Construct (model or process) - Thomas Edison 22 Clip 5 Modeling 3:39 Test or Pilot Reiterate Fail early and often!

23 Step 4 - Prototyping - Tools At Schools Prototyping Testing, Talking, Thinking, & Reiteration Clip 6 3:15 Real World Experience Do you notice how many 21 st Century skills are embedded in the design process? 23

24 5 - Tell It & Sell It (Share) Means Tell the story of client/user Who has the problem? What problem was solved? And how was it solved? Story of construction What difficulties were encountered and surmounted during prototyping? Story of success or failure What was learned? What could be done differently? Written and oral debriefing (skit, presentation, paper) 24

25 Step 5 - Share - Tools At Schools Sharing the FINAL product Product Launch Clip 7 2:25 25

26 Bullis Charter School Students & Teachers Can Handle It ALL! Start Here 1 Empathy 2 De%ine 3 Ideate YES! And 5 Tell It & Sell It 4 Prototype & Test 26

27 Practice the Process The Wallet Project Used by permission of Design School (web resources) ie21,llc

28 Your Turn to Design Pair up with a colleague from another grade level. Challenge: Create a tangible prototype. The Wallet Project Sketch out your own idea first Page 1 Problem Solving Materials Kit 28

29 Process Fits Every Age & Ability Level Reframe for POV 3 minutes Talk Interview Start Here Share stories Listen 3 minutes each 1 Empathy 2 De%ine 3 Ideate YES! And Think Brainstorm 10 minutes 29 Explain POV Show Share Feedback 20 minutes 5 Tell It & Sell It 4 Prototype & Test Construct 15 minutes Ask for Feedback & Change 3 minutes

30 Relax This is NOT a competition! 30

31 Debrief the Wallet Project How did you feel during empathy step? Was define hard for you? Was ideate easy? What challenges came with rapid prototyping? What about the tell it and sell it (sharing) step? How do you think your students will respond to this type of activity? What questions do you have? 31

32 The Purpose of Design Thinking Collaborative Discussion ie21,llc

33 Side Bar Design Thinking v. PBL ENTIRELY student centered Teacher contrives multiple pathways to achieve CORE standards/state objectives within challenge guidelines Solves a real world problem No expectation of specific product or outcome All students (or student groups) produce independent outcomes Flexible assessment rubrics geared to varied products 33

34 Application and Implementation All subjects and disciplines Natural integration of curriculum content & ideas Any social problem -- including bullying 34

35 Design Thinking at Bullis Charter School Is this type of thinking important? Why? How can/will you Break conversa,on? integrate this into your yearly plan? 35

36 Notes And something to think about at lunch. ie21,llc

37 Design Thinking In Action Boats Video [Prototyping 0:25 2:15] [Tell It & Sell It - 2:52] [Sea Trials 3:26] [Rationale 4:24] You are not alone. International Flare Hedge School Dublin TEDx Bertie County Emily Pilloton Designing for Humanitarian Change Some words from David Kelly: Interview on 60 Minutes Design in the Classroom Brisbane Australia Teachers Discuss Their 1 st Time 37

38 Stoke Time Energizing Support ie21,llc

39 More About Stoking What is it? Energize participants Stimulate creativity Get endorphins flowing How does STOKING relate to Design Thinking? Handout & Practice I am a tree Yes, and 39

40 Context for Design Thinking Something else to think about... ie21,llc

41 Technology & Conceptual Age Left Brain -> Linear -> Industrial Age -> Factory Piecework Right Brain -> Intuitive -> Conceptual Age -> Arab Spring Design takes all kinds of minds! When facts become so widely available and instantly accessible, each one becomes less valuable. What begins to matter more is the ability to place these facts in context and to deliver them with emotional impact. (Pink, D.,A Whole New Mind: Why Right Brainers Will Rule the World, 2005, New York, Kindle Loc. 1331) 41

42 Curriculum Integration Weaving Design Thinking into current curriculum Do we have the time? Curriculum Integration Clip (6:15) (High School/Integration/PBL) Think: a design challenge that could activate the same thinking? How does Design Thinking coincide with 21 st Century skills development and assessment? Obstacles to Integration? Developmental Age of Bullis K-8 th graders? Fit? 42

43 Design Challenge #2 Improving the Shopping With Kids Experience Possible Time Table Empathy - 11:15 12:00 Lunch 12:00 1:00 Define 1:00 1:10 Ideate 1:15 1:35 Prototype & Test 1:35 2:30 Share 2:30 2:50 Wrap-up 2:50 3:00 ie21,llc

44 Practice How might we improve the shopping with kids experience? Or, (if you do this challenge with your students) How might we improve the shopping with parents experience? Review steps: Empathy Define Ideate Prototype & Test Share through skit Shopping With Kids HANDOUT 44

45 Wrap Up and Reflection I wish. I wonder 45

46 Design Thinking Out of the Studio and Into Our Classrooms DAY TWO

47 47 Design Challenge Outcomes Solutions can be rendered as A process A construction or model A white paper Virtually anything goes!

48 Walk Before You Run Provide several practice sessions with the design challenge process before allowing students to develop their own challenges. Use handout of ideas. Use blank challenge template. Consider student developmental readiness handout. 48

49 Home-Grown Challenge Ideas 49 Campus Challenges (for kids, parents, faculty, staff) Traffic Cafeteria Lockers Lost and found Constituent communications Brainstorm 5 or 6 on Post-Its (20 minutes)

50 PRACTICE: Rapid Prototype a SOLUTION 50 Group with grade level peers Select one generated idea for the Bullis Charter School. Develop a solution using Design Thinking Empathize Define Ideate Prototype Share (Re-iterate) 60 minutes

51 Share Your Rapid Prototype Solution 51

52 52 Generating Challenge Ideas for CCSS and California Standards and Frameworks Bullis Charter School Curriculum Initiatives Academic Needs Affective/Behavioral Needs Students Activity 1. Group as grade level peers 2. Brainstorm 5 or 6 on Post-It Notes 3. Classify (academic by subject area, affective or SEL, special education, the arts)

53 Classroom for the Conceptual Age: A Developmental Approach to Design Thinking 53

54 GUIDED PRACTICE: Design/Plan a Challenge for Students Choose from the selection of ideas Guidelines for this activity: Grade Level peer grouping (4 or 5) Chart steps in Design Thinking Process (E, D, I, P, S) on a white board wall (or chart paper) Transcribe onto Design Challenge Teachers Plan Complete BLANK Template for student handouts Further explanation slides minutes 54

55 55 Remember: Creating the Design Plan Empathize with students new to the process What must they know? What must I teach them? In what ways might they empathize? What resources must I provide? Define what students will need to understand or experience in order to identify with their user What must they know? What must I teach them? Ideate possible ways to guide students through the creative process for the specific challenge Imagine to what extremes students might take this challenge What materials and resources must I provide? You are building the prototype challenge plan Imagine who students might wish to render their solution What materials and resources must I provide? You will share your plan Imagine how or where students with share their solution

56 Do We Need Further Explanation? You are designing a design challenge using the steps in the design process! 56

57 How might my students gain Empathy? How will I determine What type of information students will require? What must I teach them? Where and how students will gather information? What resources must I provide? How will students sort/analyze it? How will I know if students are exhibiting curiosity? Is there any formative assessment at this step? What is it? 57

58 58 How might my students Define the user s need? How can I determine if students have adequate information to define the problem? if students have demonstrated critical thinking by analyzing their information and delimiting results? if students have chosen an end user for their product or process? if students have defined the problem and determined the Point of View: needs a way to because. what students will need to understand or experience in order to identify with their user Is there any formative assessment at this step? What is it?

59 59 How might I support student Ideation? How can I determine if students are exhibiting wild and crazy creativity? students are collaborating with a YES, and attitude? students have sufficiently explored How might we alternatives? students have reached consensus on which idea to try? Sure thing Guaranteed to fail Just plain fun Imagine to what extremes students might take this challenge What materials and resources must I provide? Is there some formative assessment at this step? What is it?

60 How might I facilitate Prototyping & Testing of this challenge? How will I determine if students are demonstrating critical thinking? students are taking risks and learning from failure? students are showing resilience, collaboration, and cultivation? students are demonstrating citizenship? Imagine how students might wish to render their solution What materials and resources must I provide? 60

61 How might I facilitate Sharing? What forum for sharing will be suggested? Student products Student performance Will there be summative evaluation of the process at the end of the challenge? Student understanding of the process Student metacognition of the process Is there some additional step students need to take or audience to obtain for their idea/solution to succeed? 61

62 Designing Design Challenge Plans Breakout Independent Practice Empathize with students Define and generate 2 or 3 additional challenge plans Ideate the steps students will take (Post-Its, on on template) Prototype and test challenge plan by asking another group for suggestions, reiterate with new ideas Create documentation for the challenge idea(s) Teacher plans (online) Student handouts (online) Rubric (sample online) 62

63 Closing I wish I wonder. 63

64 Contact Marcy Barton ie21.org Creekside Learning Lab creeksidelearninglab.org 64

65 LUNCH BREAK 65 Design Thinking