What is Design Thinking?
NoTosh says: 'Design Thinking is more than "shop" class and some post-it notes. It's more than simply 'making' things to solve a problem. We've taken the concepts of design thinking that we practice every week with creative companies in fashion, media and technology, and matched them with what the research shows us works for great learning. The result is a process that helps frame learning for which young people have more responsibility, more choice and deeper learning in any given field, from Shakespeare to Social Studies, Physics to Philosophy.' Visit www.notosh.com to find out more about becoming a Design Thinking School
Design Thinking to me is...
Design Thinking is the process for learning which evokes curiosity and creativity in the world by giving students increased responsibility and choice over their learning. It is learning, by making connections, to find and about problems that are worth solving.
My Journey
I was originally introduced to the pedagogy of Design Thinking by Catholic Education Officer, Danielle Carter (@daniellecart) in January 2013. This induction was complemented with information on the tagging process and SOLO Taxonomy as tools for reflection. From this introduction I attempted to begin incorporating some of the ideas and strategies suggested in my grade 4/5 class. I slowly began to introduce my students to SOLO TAXONOMY and using hand signals to communicate understanding and tagging to reflect. I then worked with experts from NoTosh a few weeks later to plan and implement engaging, exciting and dynamic learning environments that used the general capabilities as the way of working to promote personalise learning. few weeks later I had the opportunity to work with Tom Barrett (@tombarrett) from NoTosh.
'There is comparatively little useful material online for educators to get beyond using design thinking as a means to undertake product development, improve a service or redesign the physical environment. NoTosh's consultancy work takes schools beyond "shop class and post-it notes", to understand how design thinking intersects with the best educational research in what we know works for great learning ...design thinking - intersects with formative assessment strategies, feedback tactics and lesson planning with high-stakes assessments...' NoTosh Design Thinking: A full 90 Minute Challenge for schools.
Tom was very patient and helped me to continue to develop my understanding of the Design Thinking process and planning tools. Initially it was all very overwhelming, however after a LOT of questions I slowly began to consolidate my understanding with trail and error in the classroom. He also encouraged and facilitated connections between new and established Design Thinking Educators such as Meshendia Dampier (@meshendia), a primary teacher from the Rosendale School, London. Soon after Tom's visit we were invited to join the BCEO Design Thinking community on Google+ which gave me an opportunity to see and share with other middle primary teachers who were also beginning to engage with Design Thinking. This community of teachers provided and continues to provide real life examples and reflections from which to share and learn.
Throughout 2013 I had the opportunity to continue to work with other teachers from my school, Education Officers and NoTosh to develop my understanding of Design Thinking. I was also continued to contribute and learn from the Google+ community. In the latter half of 2013 I began working with Tom Barrett and Danielle Carter to create resources for other new teachers to Design Thinking. These spaces were a culmination of various tools, resources, students samples and reflections. In the process of creating these resources I was asked to finished the sentence 'Design Thinking to me is...' Needless to say I was stumped. Whilst I had been working with the process and experts in Design Thinking I had not stopped to think about what it meant to me. After letting my ideas incubate for a few days I was finally able to sit down and record my thoughts. This one sentence had challenged me and really got me thinking and when I was finally able to record my ideas I was very pleased. So I thought I would put the same questions to my students and see what it meant to them. Here is what they had to say:
One year on and I am still learning and developing ways of using the Design Thinking to enhance learning. I enjoy collaborating with others to develop resources and reflect on things I have tried so far. I also look for opportunities to help others to gain an understanding of the process so that they too may enhance teaching and learning.
NoTosh says: 'Design Thinking is more than "shop" class and some post-it notes. It's more than simply 'making' things to solve a problem. We've taken the concepts of design thinking that we practice every week with creative companies in fashion, media and technology, and matched them with what the research shows us works for great learning. The result is a process that helps frame learning for which young people have more responsibility, more choice and deeper learning in any given field, from Shakespeare to Social Studies, Physics to Philosophy.' Visit www.notosh.com to find out more about becoming a Design Thinking School
Design Thinking to me is...
Design Thinking is the process for learning which evokes curiosity and creativity in the world by giving students increased responsibility and choice over their learning. It is learning, by making connections, to find and about problems that are worth solving.
My Journey
I was originally introduced to the pedagogy of Design Thinking by Catholic Education Officer, Danielle Carter (@daniellecart) in January 2013. This induction was complemented with information on the tagging process and SOLO Taxonomy as tools for reflection. From this introduction I attempted to begin incorporating some of the ideas and strategies suggested in my grade 4/5 class. I slowly began to introduce my students to SOLO TAXONOMY and using hand signals to communicate understanding and tagging to reflect. I then worked with experts from NoTosh a few weeks later to plan and implement engaging, exciting and dynamic learning environments that used the general capabilities as the way of working to promote personalise learning. few weeks later I had the opportunity to work with Tom Barrett (@tombarrett) from NoTosh.
'There is comparatively little useful material online for educators to get beyond using design thinking as a means to undertake product development, improve a service or redesign the physical environment. NoTosh's consultancy work takes schools beyond "shop class and post-it notes", to understand how design thinking intersects with the best educational research in what we know works for great learning ...design thinking - intersects with formative assessment strategies, feedback tactics and lesson planning with high-stakes assessments...' NoTosh Design Thinking: A full 90 Minute Challenge for schools.
Tom was very patient and helped me to continue to develop my understanding of the Design Thinking process and planning tools. Initially it was all very overwhelming, however after a LOT of questions I slowly began to consolidate my understanding with trail and error in the classroom. He also encouraged and facilitated connections between new and established Design Thinking Educators such as Meshendia Dampier (@meshendia), a primary teacher from the Rosendale School, London. Soon after Tom's visit we were invited to join the BCEO Design Thinking community on Google+ which gave me an opportunity to see and share with other middle primary teachers who were also beginning to engage with Design Thinking. This community of teachers provided and continues to provide real life examples and reflections from which to share and learn.
Throughout 2013 I had the opportunity to continue to work with other teachers from my school, Education Officers and NoTosh to develop my understanding of Design Thinking. I was also continued to contribute and learn from the Google+ community. In the latter half of 2013 I began working with Tom Barrett and Danielle Carter to create resources for other new teachers to Design Thinking. These spaces were a culmination of various tools, resources, students samples and reflections. In the process of creating these resources I was asked to finished the sentence 'Design Thinking to me is...' Needless to say I was stumped. Whilst I had been working with the process and experts in Design Thinking I had not stopped to think about what it meant to me. After letting my ideas incubate for a few days I was finally able to sit down and record my thoughts. This one sentence had challenged me and really got me thinking and when I was finally able to record my ideas I was very pleased. So I thought I would put the same questions to my students and see what it meant to them. Here is what they had to say:
- Ally - 'Design Thinking is to me, a chance to choose what I want to learn about. I have opportunities to work with other people and get to feedback and forward and improve my learning. It is a great time and I feel that I am always exited for Design Thinking.'
- Isabella - 'Design thinking to me is...Like a step by step guide to an amazing piece of work. In discovery I ALWAYS find it fun and extremely entertaining!'
- Eli - 'I like it(Design Thinking) because it's fun, I get to work with friends and by myself. We work on real life and non-realistic things. I know everyone helps me when I need it with feedback and feedforward. I have Responsibility and Choice When We Do Design Thinking.'
One year on and I am still learning and developing ways of using the Design Thinking to enhance learning. I enjoy collaborating with others to develop resources and reflect on things I have tried so far. I also look for opportunities to help others to gain an understanding of the process so that they too may enhance teaching and learning.