Embedding design thinking VALA Conference June 11-12 2015

Embedding Design

Thinking in the

Classroom

VALA ConferenceJune 11-12 2015

Dr Adrian Bertolini

Introduction

Intentions of Session

• To unpack the importance of design thinking and its link to meta-cognition and developing self-regulated learners

• To give you the experience of a simple design thinking activity

• To provide an opportunity to begin to plan in a way that embeds design thinking in our units

What YOUR job is today

Be open, honest,

participate and

try on the ideas!

Today’s workshop

Why is Design Thinking important?

Marshmallow Challenge

Embedding Design Thinking in our Planning

Performance

Think about the skills, attitudes, and habits you display when you successfully deliver on a task / project / etc in any area of your life

What are the key

elements that allowed you to

succeed?

Design Thinking underlies your success

Design Thinking – in curriculum (explicitly)

Investigating and

Designing

Producing

Analysing and

Evaluating

Design Thinking - Science

Questioning and Predicting

Planning and Conducting

Processing and AnalysingEvaluating

Communicating

Similar cycles can be found in History and

Geography disciplines

Design Thinking – General Capabilities

Stage 1 Teacher Centred

Stage 2 Learner Centred

Stage 3 Learner Driven

Students have to drive the learning if they are to truly develop the capacity to be

self-regulated learners

Why? To develop self-regulated learners

Successful Learners = Self-Regulated

What this points to about design thinking

• It is embedded in the curriculum – both explicitly and implicitly

• Unconsciously we use design thinking in our lives

• Problem = we aren’t explicitly using it as a framework in our planning and our everyday teaching & learning

My thoughts

The more WE explicitly think from, plan from and operate from a design thinking paradigm

… the more effectively

we will develop self-regulated learners

Requires a BIG contextual shift!

Current Learning Paradigm

FutureLearning Paradigm

Current Actions, Habits, Structures

Actions, Habits and Structures that naturally develop self-

regulated learners

Habits and Rituals

Powerful learning is built upon rituals

and habitual practices that

develops people to think, view and

interpret the world in particular ways

HOW – framework

• Having visual Design Thinking process constantly present and referred to within every lesson as a solution based process

HOW – learner centred learning

• Having consistent agreed upon language and approaches used across all subjects

• Learning Goals and Success Criteria

• Feedback / Feed Forward mechanisms

• Student Voice and Choice

• Gradual Release of Responsibility

• Co-construction of learning

• Understand by Design Planning

HOW – anchor practices

HOW – meta-cognition

• Developing student meta-cognition explicitly by discussing how they and their brains learn best

• Use the General Capabilities to create formative rubrics which are used across all subjects

Where else will they learn how they learn if not at school?

HOW – unit planning

Destination

Milestone 2

Milestone 1

Feedback Mechanisms – Feedback,

Feed Forward

Direct Instruction – I do, We do,

You Do

Authentic Problem Solving

Strategies

Design Thinking

Peer Assisted Learning

Students Drive

Develops Intrinsic

Motivation

HOW – teacher reflective practices

Teachers as action-evaluators (a design thinking process)

Important to do forensic autopsies on what you have tried to constantly learn and develop your

capacity

Four and One Questions

Template to reflect on conversations and to have you

develop your meta-cognition

Today’s workshop

Why is Design Thinking important?

The Marshmallow Challenge

Embedding Design Thinking in our Planning

Peter Skillman: ‘The Marshmallow Challenge’

Learning Goals: The Marshmallow Challenge

• To collaborate effectively in teams of 2 or 3

• To design a free-standing structure

• To build the structure under a time limit (15 minutes)

• To reflect on what this activity teaches us about design thinking

Marshmallow Challenge - Rules• Build the Tallest Freestanding Structure measured

from the table top surface to the top of the marshmallow. The structure cannot be suspended in any way.

• The Entire Marshmallow Must be on Top (cutting or eating part of marshmallow disqualifies the team)

• Use as Much or as Little of the Kit

• Feel free to Break up the Spaghetti, String or Tape

• The Challenge Lasts 15 minutes: Teams cannot hold on to the structure when the time runs out. Those touching or supporting the structure at the end of the exercise will be disqualified.

Design thinking process

What did you learn about design thinking?

Tom Wujec and the Marshmallow Challenge

What this points to

We need to ensure in our PLANNING that we give students time to engage fully with the process of design thinking – to prototype and refine their work to gain rich feedback and deepen their understanding.

Today’s workshop

Why is Design Thinking important?

Marshmallow Challenge

Embedding Design Thinking in our Planning

Embedding Design Thinking in our Planning

Tuning In DesignEnd Goals

Plan toAchieve Goals

Action Reflection

1 2 3 4 5 6 87 109

Tuning In /Research

ActionDesign & Plan to Achieve Goals

Culminating Demonstratio

n

Celebrate / Evaluate

Feedback

Real, Practical and involve Community

Design Phases - I.D.E.A

© Minds at Work

Flow of Backward Planning

Identify Desired Results

Determine Acceptable Evidence

Plan Learning

Experiences and

Instruction

Where are we going?

How do I know we

have arrived?

How are we getting there?

The MAP

Defining the Destination

1 2 3 4 5 6 87 109

Tuning In /Research

ActionDesign & Plan to Achieve Goals

What are the skills and

understandings they must demonstrate by the end of

this unit?

Celebrate / Evaluate

Identify Desired Results

Process of PlanningDestinatio

n

Milestone 2

Milestone 1

Defining the Destination (Where are they going)

1. Extract Skills & Learning Focus / Elaborations from the AusVELS

2. Identify what you want students to know and be able to do by the end

Outcome

A CAN-DO List for the students in student language

Example Year 5 DCT

Identify Desired Results

Can-Do List Year 5 DCT

I can:

• List the elements of a design brief

• Extract the key points from a design brief

• Discuss a possible design with a partner

• Develop the steps needed to produce a design

• Annotate design ideas with labelled sketches and drawings

Identify Desired Results

Thought Experiment: What could the CAN DO statements be if we had a History unit on the Early Settlement of Australia?

Can DO Statement List

Identify Desired Results

Can DO Activity

Identify Desired Results

With a partner

• Choose an appropriate Year Level to work upon

• Using the Design Creativity and Technology Progression Points examples and the Bloom’s Taxonomy Action Verb Sheet

• Create CAN DO statements that reflect what the students would know and be able to do

Example – Whitfield District PS

“You have to believe in what you are doing and make a fuss to get things moving. People were surprised that kids could do this stuff” Grade 6 Students

Example – Mt Alvernia College QLD

The teacher uses an independent learning approach to review the questions from a recent exam.

Thanks!

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