Design based learning Design based learning starts with the end in mind. The theory behind Design Based Learning is that students use 3-D models to solve an everyday problem tied to the curriculum. History teachers could ask their students to design a city that represents reform. Teachers also set criteria for the 3-D model that are in line with the state standards. Students build their model and explain why they put certain elements in their city. The next step is that teachers teach a lesson related to the theme. For example, the theme of recovery could be tied to the Second Great Awakening, a reform movement that led to the establishment of schools, medical rehabilitation centers, and orphanages as a means to reform society in the 1800's. The last step is that students use the new information they learned to rebuild a model that reflects the concepts they learned in the guided lesson. The Product Students make 3-D models of cities that reflect the reforms during the Second Great Awakening. The Process 1. Backwards Planning Chart: Students use the Design Based Learning Process to demonstrate learning 2. Mapping the Standards template: Teachers can use this chart to connect standards, the NBS model, and guided lessons. 3. Example Lesson Plan on the Second Great Awakening using the DBL model 4. NBS Student directions and rubric for the Second Great Awakening 5. A teacher's reflection on the process The Pedagogy Design-Based Learning was developed by Doreen Nelson, a professor at Art Center College of Design and California State Polytechnic University, Pomona. Her findings suggest that kinesthetic problem solving helps the brain acquire, retain, and synthesize information in practical ways. To learn more about Design Based Learning, visit the Art Center of College and Design, which regularly holds summer institutes for teachers.
5/29/2015
DesignbasedlearningUCLACenterXhttp://centerx.gseis.ucla.edu/partnershipsgrants/tiip/showcase/virgilprojectportfolio/designbasedlearning
1/1Design based learningDesign based learning starts with the end
in mind. The theory behind Design Based Learning is that students
use 3-Dmodels to solve an everyday problem tied to the curriculum.
History teachers could ask their students to design a citythat
represents reform. Teachers also set criteria for the 3-D model
that are in line with the state standards. Studentsbuild their
model and explain why they put certain elements in their city. The
next step is that teachers teach a lessonrelated to the theme. For
example, the theme of recovery could be tied to the Second Great
Awakening, a reformmovement that led to the establishment of
schools, medical rehabilitation centers, and orphanages as a means
toreform society in the 1800's. The last step is that students use
the new information they learned to rebuild a modelthat reflects
the concepts they learned in the guided lesson.The ProductStudents
make 3-D models of cities that reflect the reforms during the
Second Great Awakening.The Process1.Backwards Planning Chart:
Students use the Design Based Learning Process to demonstrate
learning2.Mapping the Standards template: Teachers can use this
chart to connect standards, the NBS model, and
guidedlessons.3.Example Lesson Planon the Second Great Awakening
using the DBL model4.NBS Student directions and rubricfor the
Second Great Awakening5.A teacher's reflection on the processThe
PedagogyDesign-Based Learning was developed by Doreen Nelson, a
professor at Art Center College of Design and CaliforniaState
Polytechnic University, Pomona. Her findings suggest that
kinesthetic problem solving helps the brain acquire,retain, and
synthesize information in practical ways. To learn more about
Design Based Learning, visit the Art Centerof College and
Design,which regularly holds summer institutes for teachers.
