Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms

Description

Design thinking is a method of problem-solving that relies on a complex set of skills, processes and mindsets that help people generate novel solutions to problems. Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms uses an action-oriented approach to reframing K-12 teaching and learning, examining interventions that open up dialogue about when and where learning, growth, and empowerment can be triggered. While design thinking projects make engineering, design, and technology fluency more tangible and personal for a broad range of young learners, their embrace of ambiguity and failure as growth opportunities often clash with institutional values and structures. Through a series of in-depth case studies that honor and explore such tensions, the authors demonstrate that design thinking provides students with the agency and compassion that is necessary for doing creative and collaborative work, both in and out of the classroom. A vital resource for education researchers, practitioners, and policymakers, Taking Design Thinking to School brings together some of the most innovative work in design pedagogy. Taking Design Thinking to School- Front Cover Taking Design Thinking to School Title Page Copyright Page Contents Notes on Contributors Foreword by Bernard Roth PART I: Design Thinking and Its Emergence in K-12 Education Chapter 1: Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms Design Thinking in the World and in School The Focus of This Volume Notes References Chapter 2: The Culture of Practice: Design-Based Teaching and Learning What Is the History of Design-Based Teaching and Learning in K-12 Schools? What Is a Culture of Practice? Is Design-Based Teaching and Learning a Culture of Practice? What Research Methods Are Appropriate for the Study of Design in Education? Conclusion Note References Chapter 3: A Praxis Model for Design Thinking: Catalyzing Life Readiness Introduction Conceptual Background Essential Actions From Insights to Realizing Visions in Action Summary and Discussion Acknowledgments References PART II: Young Designers: K-12 Students Take On Design Thinking Chapter 4: Design Partners in Schools: Encouraging Design Thinking Through Cooperative Inquiry Introduction Cooperative Inquiry and Design Thinking Connecting the Experiences of Cooperative Inquiry to Design Thinking Case Examples of Cooperative Inquiry in Educational Settings Future Directions: How Design Partnering Can Become a Part of Formal Education Acknowledgments References Chapter 5: Taking Design Thinking to East, West, and Southern Africa: Key Lessons from Global Minimum’s Student Innovation Programs Design Thinking and Developing GMin’s Mission Our First Innovation Competition in Sierra Leone Our Second Innovation Competition in Sierra Leone The First Innovation Laboratory: Integrating GMin Into the Community and School System Expanding Into Kenya and South Africa Our Emerging Theory of Change: Developing Minds Through a More Robust Structure Conclusions Chapter 6: Capturing Middle School Students’ Understandings of Design Thinking Introduction Methods Data and Analysis Results and Discussion Conclusion Acknowledgments Note References Chapter 7: Adapting the User-Centered Design Framework for K-12 Education: The Riverside School Case Study Relevance Rigor Relationships References PART III: Design Thinking as a Catalyst for Reimagining Education Chapter 8: Build It In from the Start: A New School’s Journey to Embrace Design Thinking Design Thinking at Urban Montessori Design Thinking in the Classroom Chapter 9: ResponsiveDesign: Scaling Out to Transform Educational Systems, Structures, and Cultures A Day in the Life: A Glimpse Into Innovative Professional Learning The Roots of and Routes to Our Work Methodological Orientation of Our Work Telling Case 1: Scaling Out in Educator Preparation Telling Case 2: Scaling Out in InnoLabs Concluding Discussion: ResponsiveDesign Methodologizes How to “Scale Out” References Chapter 10: Teachers as Designers of Context-Adaptive Learning Experience Introduction Methods Phase 1 Results: Teacher Moves, Visions, and Metacognition Phase 2 Results: A Teacher Proposal for Different Design Language Findings: Teachers Use Design Process to Develop Adaptive Expertise Conclusion Acknowledgments Notes References Chapter 11: To Succeed, Failure Must Be an Option Encouraging Playful Experimentation and Meeting Real Needs Principles for Designing Prototyping Lessons References Chapter 12: Empathy in STEM Education Introduction Theoretical Perspectives The Setting and Analysis Teacher Conceptualization and Integration of Empathy Conclusion Notes References PART IV: Inspiring Teaching: Design Thinking in the Classroom Chapter 13: Professional Development That Bridges the Gap between Workshop and Classroom Through Disciplined Improvisation Facilitating Mathematical Argumentation: An Illustration Using New Norms for Constructing Arguments Together Designing New Teaching Moves to Facilitate Argumentation Research Conclusion Note References Chapter 14: The Materiality of Design in E-Textiles A “Material Turn” in Design Workshop Description Discussion Conclusion References Chapter 15: Finding Your Fit: Empathy, Authenticity, and Ambiguity in the Design Thinking Classroom No. 1 Design Thinking Tools and Mindsets Are Not Just for Design Challenges, They Can Also Be Used as Standalone Activities No. 2 Choose Your First Challenge Wisely No. 3 Empathy is Not Just the First Step ; It Is an Essential Perspective That Frames All Design Thinking Tools and Techniques No. 4 Be Mindful of Modifications, a Choice to Preserve Authenticity in the Face of Time Constraints No. 5 Lean Into the Ambiguity, Reject Efficiency to Make Room for Innovation! Conclusion Notes References Chapter 16: Analyzing Materials in Order to Find Design Opportunities for the Classroom Design and Its Introduction to Both Teachers and Students The Range of Design Competencies Preparing to Teach Design: A Way of Teaching, Not Just a Thing to Teach A Simple Example Design Task: The Block Tower Task What the Block Tower Task Almost Did: Reveal Student Design Practices in Discourse Strategies That Could Improve the Discourse During Design Interpreting Design Opportunities: How the Guidelines We Present Here Can Benefit Teachers Example Modifications of Materials to Support Particular Design Concepts Example Modifications of Materials to Support Particular Design Processes Summary References Chapter 17: Developing Powerful, Portable Design Thinking: The Innovators’ Compass Why Create a Design Thinking Compass? Unpacking the Compass Experiencing the Compass The Compass in School What’s Next? Acknowledgements Index