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

✍ Scribed by Shelley Goldman; Zaza Kabayadondo

• Publisher: Routledge
• Year: 2016
• Tongue: English
• Leaves: 257
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

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