Teacher as Designer: Design Thinking for Educational Change

✍ Scribed by David Scott, Jennifer Lock

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 159
• Category: Library

✦ Table of Contents

Foreword: Why Design Thinking?
Contents
Editors and Contributors
Introduction
References
Differing Perspectives on Educational Design
Considering the Human in Human-Centred Design
1 Vintage
2 Introduction
3 Human-Centred Design in Education
4 Technical Rationale Versus Designerly Stances
5 Models that Scaffold Teaching and Learning About Human-Centred Design
5.1 The Double Diamond Model of Design
5.2 d. School’s Tools for Taking Action
5.3 Cooper Hewitt, Smithsonian Design Museum’s K-12 Design in the Classroom
5.4 Determining a Model
6 Principles of Design
7 Response to the Opening Vignette
8 Conclusion
References
Reframing Inquiry in Education: Designing for a Living Curriculum
1 Vignette
2 Introduction
3 Examining Inquiry-Based Approaches to Education
3.1 Unguided Approaches to Inquiry
3.2 Approaches to Inquiry Growing from the Authentic Education Movement
4 Designing for Authentic Forms of Inquiry
4.1 Considering Where the Topic Lives in the World
4.2 Forging Disciplinary Connections
4.3 Seeking Feedback
4.4 Clarifying Learning Intentions
4.5 Identifying an Overarching Task and Defining Subtasks
4.6 Building in Formative Assessment Loops
5 Principles of Design
6 Response to the Opening Vignette
7 Conclusion
References
Designing Learning Through Universal Design for Learning
1 Vignette
2 Introduction
3 Universal Design for Learning (UDL)
3.1 Engagement
3.2 Representation
3.3 Expression
4 Why Integrate UDL
5 Principles of Design to Integrate UDL
6 Returning to the Opening Vignette
7 Conclusion
References
Key Actors Within Educational Design
Teacher as Designer of Learning: Possibilities and Praxis of Deep Design
1 Vignette
2 Introduction
3 What Is a Disposition for Design in Education?
4 Why Develop a Disposition of Design?
5 How Might Teachers Develop a Disposition of Design?
6 Using a Disposition of Design to Create a Culture of Trust and Collaboration
6.1 Language in a Culture of Trust and Collaboration
7 How Might Teachers Engage in Collaborative Planning for Interdisciplinary Work?
7.1 What Is Collaboration?
7.2 How Does Collaboration Enhance Interdisciplinary Planning?
7.3 Collaboration with Students
8 How Might Teachers Discover the Benefits of Engaging in Community Partnerships?
9 How Might Teachers Understand the Difference Between Surface Design Challenges and Deep Design?
10 Principles of Design
11 Response to the Opening Vignette
12 Conclusion
References
Students as Designers
1 Vignette
2 Introduction
3 Using Design Thinking to Empower Learners as Problem-Finders and Problem-Solvers
4 Reaching Beyond the Classroom
5 Students as Co-designers of Curriculum
6 Creating the Conditions for Creativity
7 Principles of Design
8 Returning to the Opening Vignette
9 Conclusion
References
A Voice of the In-Between: Design Thinking and Heart-Centred Leadership
1 Vignette
2 Introduction
3 A Call to Act: New Directions in Education
4 An Approach: Educational Leadership and Design Thinking
4.1 Inspiration Through Empathy
4.2 Ideation Through Radical Collaboration
4.3 Enactment Through Iteration
5 Principles of Design
6 Returning to the Opening Vignette
7 Conclusion
References
New Possibilities for Design in Education
Design Thinking Through Passion-Based Learning
1 Vignette
2 Introduction
3 Passion-Based Design Thinking
3.1 Design Thinking to Support Meaningful Making
3.2 Passion-Based Learning to Support Meaningful Making
4 Design Thinking to Support the Development of Global Competencies
5 Backwards Planning for Curriculum Connections
6 Assessment in the Design Thinking Process
7 Principles of Design
8 Returning to the Opening Vignette
9 Conclusion
References
Re-imagining Assessment: Assessing Design Thinking Within Makerspaces
1 Vignette
2 Introduction
3 Making, Maker and Makerspaces
4 The Intangibles: What Counts as Evidence in the Design Process?
4.1 Scaffolding Assessment as Part of the Design Dialogue
5 Teachers and Students Assessing Using a ‘Designerly’ Lens?
6 Principles of Design
7 Returning to the Opening Vignette
8 Conclusion
References
Design Principles for Teaching Sustainability Within Makerspaces
1 Vignette
2 Introduction
3 Critiquing the Design Process and Definition of Maker Pedagogy
4 Greening Making: Toward Sustainable Practices in Maker Education
5 Case Study: Sustainable Design Practices at an Equity-Oriented Makeathon
6 Principles of Design
7 Returning to the Opening Vignette
8 Conclusion
References
Conclusion
The Future of Design Thinking in Education: Challenges and Possibilities
References
Index