Design Thinking
The Design Thinking model provides an opportunity for students to think and make decisions through the entire project process. This model includes the following steps: Empathy, Define, Ideate, Prototype and Test. The big take away that I have from this design model is the first two steps, empathy and define.
Starting a project with the a focus on empathy is challenging and motivating. It provides a personal connection and goal for the project. Empathy or creating for the betterment of others is what I want my students to understand ten years from now. Creating questions and understanding the audience provides insight and details for the project. If we know our target audience then we can look to create with confidence. The Define step uses the information collected to refine the project goals. The details and criteria is formalized taking a general concept to a focused goal. The remaining steps ideate, prototype and test provide a structure for students to work through.
Ideate is time to sketch out thoughts ideas and to collaborate. Once a design is thought out students begin the prototype stage of building. My experience is that this stage is where students are excited to get to. The mistake I have made in classroom projects is that without proper preparation, thought and formalized planning the prototype stage can be frustrating. Students without a clear idea or criteria become distracted and disinterested. The first two steps of this model really sets out time to prevent this issue. The final stage of Test is interesting because it is not the end. It is an opportunity to collaborate with the group and analyze the prototype. Making changes and modifying is encouraged and expected. For students to understand that inventing includes finding errors and making improvements is really the end goal.
This design model fits well into Bloom's Taxonomy. I like that each stage features a different skill set. A student may be gifted in one area that they enjoy and perform well but they also see the importance of development other areas to achieve success. I'd like to apply this design model to a workplace math unit project. Starting out the project with Empathy will motivate and set a reality to the student's work. This design model would provide a structure to support lifelong learning in the classroom.
The Design Thinking model provides an opportunity for students to think and make decisions through the entire project process. This model includes the following steps: Empathy, Define, Ideate, Prototype and Test. The big take away that I have from this design model is the first two steps, empathy and define.
Starting a project with the a focus on empathy is challenging and motivating. It provides a personal connection and goal for the project. Empathy or creating for the betterment of others is what I want my students to understand ten years from now. Creating questions and understanding the audience provides insight and details for the project. If we know our target audience then we can look to create with confidence. The Define step uses the information collected to refine the project goals. The details and criteria is formalized taking a general concept to a focused goal. The remaining steps ideate, prototype and test provide a structure for students to work through.
Ideate is time to sketch out thoughts ideas and to collaborate. Once a design is thought out students begin the prototype stage of building. My experience is that this stage is where students are excited to get to. The mistake I have made in classroom projects is that without proper preparation, thought and formalized planning the prototype stage can be frustrating. Students without a clear idea or criteria become distracted and disinterested. The first two steps of this model really sets out time to prevent this issue. The final stage of Test is interesting because it is not the end. It is an opportunity to collaborate with the group and analyze the prototype. Making changes and modifying is encouraged and expected. For students to understand that inventing includes finding errors and making improvements is really the end goal.
This design model fits well into Bloom's Taxonomy. I like that each stage features a different skill set. A student may be gifted in one area that they enjoy and perform well but they also see the importance of development other areas to achieve success. I'd like to apply this design model to a workplace math unit project. Starting out the project with Empathy will motivate and set a reality to the student's work. This design model would provide a structure to support lifelong learning in the classroom.
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