PAIS CONFERENCE

PROJECT

DATE CLIENTOCTOBER 7, 2016

BOOST YOUR CLUTCH POWER!Applied Constructionist Learning Theory

MR. CAMPBELLVICE-PRINCIPAL

MR. CROWLEYTECH & INNOVATION LAB TEACHER@kickkrowley @MHPrincipals

STEVE JOBS

IS JUST CONNECTING THINGS.”“CREATIVITY

CLUTCH POWERTHE ABILITY OF ITS BRICKS TO SNAP TOGETHER TIGHTLY WHILE ALSO BEING EASY TO SEPARATE, THEREBY READILY ALLOWING FOR DECONSTRUCTION AND RECONSTRUCTION.

PERCENTAGE OF RECALLKNOWLEDGE RECALL OF CONCEPTS & NAMES OVER TIME

NAM

ES

CONC

EPTS

ALVIN TOFFER

“THE ILLITERATE OF THE 21ST CENTURY WILL NOT BE THOSE WHO CANNOT READ OR WRITE, BUT THOSE WHO CANNOTLEARN, UNLEARN, & RELEARN.”

MILTON HERSHEY SCHOOL

PROJECT

DATE CLIENTFALL 2015

MHS TECH. & INNOVATION LABGUIDING PHILOSOPHY & THEORETICAL FRAMEWORK

Innovation Lab Philosophy Constructivist Approach

Piaget

ConstructioNist Theoretical Foundation

Seymour Papert

Design Thinking: purposefully taught and

integrated throughout the curriculum and at various grade levels.

Stanford Design Thinking Model

Why Design Thinking?

Fosters 21st Century Skills

Design Thinking Research •DESIGN THINKING IN A MIDDLE SCHOOL CLASSROOM Carrol, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination, and fires within: Design thinking in a middle school classroom. JADE 29,1.

•RESEARCH QUESTIONS

•How did students express their understanding of design thinking classroom activities?

•How did affective elements impact design thinking in the classroom?

•How is design thinking connected to academic standards?

Design Thinking Research •METHODOLOGY

• University Professors implemented design thinking curriculum in a 7th grade geography classroom

• San Francisco semi-urban school district

• Ethnically diverse student population with 85% of students qualifying for free or reduce lunch.

• Various methods of instruction used during class sessions such as whole-class instruction, class discussion, hands-on-activities, small group work, and individualized instruction

Design Thinking Research RESULTS • Design as Exploring: Understanding Design

• Students saw themselves as active change agents

• Students exhibited empathy in relation to understanding human needs

• Student able to understand how they learn something

• Design as Connection: Affect and Design

• Students demonstrated risk taking behaviors in regards to learning

• Students demonstrated confidence in their creativity and sharing opinions

• Collaboration among students increased

• Design as Intersecting: Design Thinking and Content Learning

• There was little evidence of successful integration of design thinking and content

• Evidence pointed to the importance in the role the teacher plays connecting the two domains

• With all the content needed to be covered the researches suggest finding ways to synthesize both areas with instruction that is already in place.

Design Thinking Research •DESIGN THINKING IN A MIDDLE SCHOOL CLASSROOM Kwek, S.W. (2011). Innovation in the classroom: Design thinking for 21st century learning. Stanford Publications.

•RESEARCH QUESTIONS

•What are the key considerations that teachers have when using design thinking in classroom learning?

•How do these factors influence the way design thinking is used in classroom learning?

•How does design thinking intersect with teaching of academic content? What do these lessons look like?

Design Thinking Research •METHODOLOGY

• Case study of two middle school teachers in a STEAM school in San Francisco.

• Lesson observations occurred over two weeks in math, language arts, social studies, and STEM-design thinking classes.

• Interviews with teachers were also conducted

Design Thinking Research RESULTS Motivation One: Students Feel Success

•Design thinking increases motivation of students to work on projects they are interested in completing.

•Allows them to fail and learn from failures.

•Gives students a sense of accomplishment to complete a project.

Motivation Two: “Light bulb” or “A-ha” Moments

•Students encounter topics with little familiarity and develop a broader understanding of the concept and it’s relevance to everyday life

• Increased moments when students connect abstract concepts to their own ideas, experiences, feelings, and motivations

Design Thinking Research APPROPRIATION: MY VERY OWN DESIGN THINKING

•Teachers adopted the process to fit their subject, needs of students, pedagogical objectives, skills, and expertise

• “Design thinking doesn’t belong to every time and every moment…Design thinking has it’s place and time”

•Requires courage, leap of faith, flexibility, and a divergent learning approachMANIFESTATION ONE: DESIGN THINKING IS NOT NEW

•Brainstorming is a distant cousin

•Encountering of real life problems

•Prototyping – not just models but rough draftsMANIFESTATION TWO: MULTIDISCIPLINARY MODEL

•Bringing together of many content areas into one project

(KWEK, S. H., 2010)

“To meet 21st century expectations, educators therefore need to depart from the ideas and pedagogies of yesterday and become bold advocates to develop the sorts of learning dispositions needed for our learners and their work futures”

SWEE HONG KWEK

MODEL A TRADITIONAL SCHOOL LEARNING STRUCTURE USE LEGOS TO MODEL HOW A STUDENT MIGHT LEARN READING, WRITING, MATH, & SCIENCE

READ

ING

WRI

TING

MAT

H

SCIE

NCE

A CONSTRUCTIONIST ALTERNATIVE

READING

SCIENCE

READ

ING

WRI

TING

MAT

H

SCIE

NCE

1st Grade2nd Grade3rd Grade

MATH

WHY WON’T THIS WORK?AND WHAT CAN WE DO ABOUT IT?

ACTION STEPS

AND WHAT CAN WE START DOING DIFFERENTLY TODAY?

TEACH STUDENTS - NOT CONTENTTHE IMPORTANCE OF STUDENT VOICE & CHOICE

DATAFLASHLIGHT

DATA HAMMER

DESIGN THINKING & PROJECT BASED LEARNING EXPERIENCESSTUDENTS ARE DESIGNING SOLUTIONS TO REAL WORLD PROBLEMS

LAUNCH

John Spencer & A.J. Juliani

thelaunchcycle.com

#LAUNCHBook @spencerideas @ajjuliani

dschool.stanford.edu

MR. CAMPBELLVICE-PRINCIPAL

MR. CROWLEYTECH & INNOVATION LAB TEACHER@kickkrowley @MHPrincipals