TAKING DESIGN THINKING TO SCHOOLS - Stanford University
TAKING DESIGN THINKINGTO SCHOOLS
TAKING DESIGN THINKINGTO SCHOOLSTaking Design Thinking to School is a collaboration of the Hasso PlattnerInstitute of Design (d.school), the School of Education (SUSE) and teachers inlocal schools to explore how design thinking can best impact teaching andlearning.The project moves from a pilot phase to an implementation and researchphase that will help teachers prepare to bring the design learning process tomore K-12 students.At its core bringing design thinking to K-12 is an issue of equity. Throughdesign, children learn that they have power to change the world. They arethe bread and butter supplementary experiences that students at the bestschools are getting, yet public school teachers find them difficult toconceive of while they are under so much accountability pressure.This project aims to help teachers learn about design, see its value, andhave the confidence to bring it to their classrooms.
WHAT IS DESIGN THINKING?Design Thinking is an approach to learning that focuses on developingstudents’ creative confidence.Teachers and students engage in hands-on design challenges that focuson developing empathy, promoting a bias toward action, encouragingideation, developing metacognitive awareness and fostering activeproblem solving.Using one’s imagination is central.
THE DESIGN THINKING TESTd.design process visualizationhasso plattnerInstitute of Design at Stanford
UNDERSTANDUnderstanding is the first phase of the design thinking process. During thisphase, students immerse themselves in learning. They talk to experts andconduct research. The goal is to develop background knowledge through theseexperiences. They use their developing understandings as a springboard as theybegin to address design challenges.
OBSERVEStudents become keen people watchers in the observation phase of thedesign thinking process. They watch how people behave and interact andthey observe physical spaces and places. They talk to people about whatthey are doing, ask questions and reflect on what they see. Theunderstanding and observation phases of design thinking help studentsdevelop a sense of empathy.
POINT OF VIEWIn this phase of design thinking, students the focus is on becomingaware of peoples’ needs and developing insights. The phrase “How mightwe.” is often used to define a point of view. This statement ends with asuggestion about how to make changes that will have an impact onpeoples’ experiences.
IDEATEIdeating is a critical component of design thinking. Students arechallenged to brainstorm a myriad of ideas and to suspend judgment. Noidea is to far-fetched and no one’s ideas are rejected. Ideating is allabout creativity and fun.
In the ideation phase, quantity is encouraged. Students may be asked togenerate a hundred ideas in a single session. They become silly, savvy,risk takers, wishful thinkers and dreamers of the impossible.and thepossible.
PROTOTYPEPrototyping is a rough and rapid portion of the design process. Aprototype can be a sketch, model, or a cardboard box. It is a way toconvey an idea quickly. Students learn that it is better to fail early andoften as they create prototypes.
TESTTesting is part of an iterative process that provides students withfeedback. The purpose of testing is to learn what works and whatdoesn’t, and then iterate. This means going back to your prototype andmodifying it based on feedback. Testing ensures that students learn whatworks and what doesn’t work for their users.
ABOUT OUR PROJECTTaking Design Thinking to School focuses on critical areasthat will impact the world of 21st century education.(1) professional development with teachers(2) development and adaptation of curriculum with design(3) development of assessments for research, evaluationand classroom use(4) opportunities for Stanford students to participate andconduct research in K-12 education settings(5)scale and dissemination efforts
OUR SMENT.LEARNING COMMUNITIES.
PROFESSIONAL DEVELOPMENT
We brought teachers together for a two-day workshop to delve into the design process.Their challenge:“HOW MIGHT WE REDESIGN THE FRIDAY NIGHT EXPERIENCE IN DOWNTOWN PALO ALTOGIVEN THE CURRENT ECONOMIC CLIMATE?”
“I thought the event was fantastic. I appreciated how yourcrew took us through the project, starting with dinner andexploring and getting information through our adventureson the streets of Palo Alto, into the lab, through the designprocess, testers and presentations.My brain was racing with neat ideas of how to extendthe design process to students and teachers out in ourschools. I loved it and wanted more!”Elizabeth, Charter School Vice Principal
“I am loving the conversations that have emerged through thisprocess!The kids have gone really deep into the text and really widein terms of thinking about the process.I can tell you, I am hooked on design!!!!”Melissa, Middle School Literacy Coach“I just wanted to tell you that I had a great time at thedesign boot camp.I am fascinated by what the d.school is trying to do in k12education. I'd love to learn more.”Toni, 2nd Grade Teacher
“We are looking at a STEM plan for the coming year and need d schoolinput for how to build upon the first year pilot.” Jeannie, Principal“Our local work seems to have a great deal to learn fromthe d.school. I await your thoughts.”Ralph, University Professor
CURRICULUMStanfordstudents, researchers, teachers, and coaches work together to createhands-on curriculum that engages and challenges students.We prototype, iterate and do it all again with our real world partners.We learn from our students because they are our most important users.EAST PALO ALTO ACADEMYBAYSIDE STEM ACADEMYHENRY FORD LEARNING INSTITUTERIVERSIDE SCHOOL INDIAEAST PALO ALTO LIBRARYTHE GIRL SCOUTSCOOPER HEWITT NATIONAL DESIGN MUSEUMNUEVA SCHOOL
CURRICULUMSome of our projects.Global Design ChallengesEmpathy BoxesPodcast PowerThe Coach Potato ChallengeDesign a Story SoundtrackThe Amusement Park ChallengeGirls Go Tech ChallengeThe Paper Clip Bridge DesignThe “Twilight” ChallengeThe Riverside India Cross-cultural Challenge
RESEARCH & ASSESSMENTThe Antarctica ProjectThe Cinderella ChallengeBaby X: Breaking StereotypesBasketball Hoops, Lunch Trays & Parking Lots: The Intersection of DesignThinking & Content LearningMathematics, LanguageArts, Earth Science &Geography
OUR STUDENTS
looking toward the future.
Taking Design Thinking to School is a collaboration of the Hasso Plattner Institute of Design (d.school), the School of Education (SUSE) and teachers in local schools to explore how design thinking can best impact teaching and learning. The project moves from a pilot phase to an implementation and research
people. In this article you will learn the essential qualities of a design thinking mindset, the distinctions between design thinking, design processes and designed products, and two ways to bring design thinking into your work with students. Design Thinking Vs Design Process Vs Designed Product Any Internet search for "design thinking" will .
12. LEARNING DESIGN APPROACHES FOR BUILDING DESIGN THINKING SKILLS 190 11.1 DEPLOYING DESIGN THINKING IN BUSINESS AND IN EDUCATION 190 11.1.1 Design thinking in business 190 11.1.2 Design thinking in education 191 11.1.3 Design thinking in teaching and learning through ICT 193 11.2 PROBLEM-BASED LEARNING (PBL) 193
Vive un proceso de diseño en primera persona DESIGN THINKING Curso de Design Thinking Haz Design Thinking. Sumérgete en procesos de innovación reales. . DESIGN THINKING ¿Contenidos? Diferentes lienzos y técnicas de síntesis de la información obtenida en la fase de investigación: mapa de empatía, perfil
Design Thinking work and be effective in the banking sector is an open question. DESIGN THINKING VERSUS TRADITIONAL BUSINESS THINKING We will put forward what we believe are the key differences are between Design Thinking and traditional business thinking. Broadly, these differences can be grouped into three main categories:
Critical Thinking Skills vs. Critical Thinking Disposition Critical Thinking Skills are the cognitive processes that are involved in critical thinking Critical Thinking Disposition is the attitudes, habits of mind or internal motivations that help us use critical thinking skills.
The Role of Critical Thinking in Problem Analysis Brian D. Egan, M.Sc., MBA, PMP Introduction Contrary to what the name implies, critical thinking is not thinking that is critical of others. It is “fundamental” or “vital” thinking. Critical thinking is thinking that drills down to the essence of a problem. It is introspective
2.2 Application of Critical Thinking in Nursing Practice 2.3 Traits of the Critical Thinker 2.4 Pitfalls in Critical Thinking 2.5 Critical Thinking Models 2.6 Critical Thinking Skills 2.6.1 Six Core Thinking Skills 2.6.2 Critical Thinking Skills in Nursing 2.6.3 Elements of Thoughts and the N
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