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Embedding Design
Thinking in the Classroom
VALA Conference
June 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 Analysing
Evaluating
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
Future Learning 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 Design
End Goals Plan to
Achieve Goals Action Reflection
1 2 3 4 5 6 8 7 10 9
Tuning In /Research Action Design & Plan
to Achieve Goals
Culminating Demonstration
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 8 7 10 9
Tuning In /Research Action Design & 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 Planning Destination
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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