Due: Friday, January 22nd
In this assignment you are asked to work in groups of four to create a visual story explaining your understanding of the guiding principles of design thinking as it could be applied to teaching and learning in the Arts and Humanities. After generating a specific example of how this could be done, your group must collectively address the following phases of the design process:
In order to create this story, each group member is tasked with identifying three images that exemplify one or two specific phases of design process as it relates to a particular application within a Humanities and Arts context. These images can then be assembled into a PowerPoint or Keynote presentation. On Friday you will be asked to use this presentation to present your story to the class.
Here are two introductions to the design thinking process.
Possible ways for taking up this assignment:
To achieve this goal you could approach the project in a number of ways:
- Identify a specific example of how design thinking could be used at a particular grade level within the Social Studies and/or English Language Arts classroom and then tell the story of what you would do at each stage of the design process.
- Identify a specific example of how design thinking could be used at a particular grade level within the Social Studies and/or English Language Arts classroom, and then taking taking on the role of a student provide an example of how they would work through each stage of the process.
- Use the design process to generate a rich task worthy of student’s time and connected to the world that could be assigned at a particular grade level within Social Studies and/or English Language Arts.
- Use the design process to create a product such as a poem or a story that responds to a particular need you have seen within the Social Studies and/or English Language Arts classroom.
Criteria for Assessment:
Each assignment will be evaluated through both a self and instructor assessment based on the following four criteria:
- Presentation demonstrates a thorough understanding of the principles of design thinking along with creative possibilities for how these principles could be used in the Humanities and Arts classroom.
- Presentation uses rich and evocative images that work to create a distinct atmosphere or tone. Each image strongly matches a corresponding part of the design process as it applies to the Humanities and Arts classroom. The images may communicate symbolism and/or metaphors.
- Presentation is fluid and coherent and demonstrates that the creators have taken time to prepare for and practice their performance.
- Presenter’s voices are animated, smooth, and consistently audible throughout the presentation.
Readings and Resources:
Lee, H. K., & Breitenberg, (2010). Education in the new millennium: The case for design-based learning. Jade, 29(1), 54-60.
Fontichiaro, K. (2015). Design thinking. Ann Arbor, Michigan: Cherry Lake Publishing.
McIntosh, E. (2015, August). What’s the difference between PBL and Design Thinking? Retrieved from http://edu.blogs.com/edublogs/2012/08/whats-the-difference-between-pbl-and-design- thinking.html
Speicher, S. (2013). Design thinking in our schools: An emergent movement building creative confidence in our youth. Retrieved from: http://gettingsmart.com/2013/11/design-thinking- schoolsemerging-movement-building-creative-confidence-youth/
Design Thinking Toolkit: http://www.designthinkingforeducators.com/ Beginners Guide to K-12 Design Thinking: http://www.livebinders.com/play/play?id=1062783