Skip to main content

Home/ Chandler School/ Group items tagged dschool

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Jill Bergeron

Stanford Design Thinking Methods - 0 views

dschool.stanford.edu/use-our-methods

design thinking designthinking education d.school

shared by Jill Bergeron on 11 Feb 16 - No Cached
  • Jill Bergeron on 11 Feb 16
     
    These methods provide a more concrete idea about how to facilitate design thinking.
Jill Bergeron

Design Thinking and PBL | Edutopia - 0 views

www.edutopia.org/...-thinking-and-pbl-beth-holland

Edutopia pbl design innovation design thinking project based learning

shared by Jill Bergeron on 28 Feb 16 - No Cached
  • Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
  • Lately, I have heard teachers and school leaders express a common frustration: "We are _______ years into a _______ initiative, and nothing seems to have changed." Despite redesigning learning spaces, adding technology, or even flipping instruction, they still struggle to innovate or positively change the classroom experience. Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
  • If we look at the science of improvement, systematic change occurs between the contexts of justification (what we know) and discovery (the process of innovation).
  • ...7 more annotations...
  • Encouraging students to engage in inquiry, explore real-world contexts, and share their learning lies at the heart of PBL. As an instructional framework, it allows teachers to achieve these goals while still meeting curriculum requirements.
  • He used PBL to: Guide his students' problem solving Support their collaboration and critical thinking Provide voice and choice in how they demonstrated their learning Empower them to realize that their contributions to the community make a tangible difference
  • However, viewing PBL as a process rather than a product means that teachers can fit it within existing curricular objectives, as exemplified by Jodie Deinhammer.
  • According to the Stanford d-School process guide, design thinking begins with empathy: What do your students consider important? Which topics spark their curiosity? How might they want to engage with this specific content? How might they choose to demonstrate their learning?
  • In the next phase of design thinking, you define a problem. In school terms, this could be a curricular unit, a set of skills, or a broader community challenge.
  • With the problem articulated, start generating ideas. During the ideate phase, the goal is breadth because the answer may not be readily apparent. Many of these ideas then turn into prototypes, simplified versions of potential solutions.
  • This gives you the freedom to experiment without concerns about failing with students. When ready, produce the final lesson, unit, activity, or even a complete PBL experience.
1 - 5 of 5
Showing 20▼ items per page