Learn about how constructionist learning theory can be applied in an elementary setting to boost students learning retention. With a focus on student voice & choice, hands on construction of learning, & student empowerment.

1. PAIS CONFERENCE
PROJECT
DATE CLIENT
OCTOBER 7, 2016
BOOST YOUR CLUTCH POWER!
Applied Constructionist Learning Theory

2. MR. CAMPBELL
VICE-PRINCIPAL
MR. CROWLEY
TECH & INNOVATION LAB TEACHER
@kickkrowley @MHPrincipals

3. STEVE JOBS
IS JUST CONNECTING THINGS.”
“CREATIVITY

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

5. PERCENTAGE OF RECALL
KNOWLEDGE RECALL OF CONCEPTS & NAMES OVER TIME
NAMES
CONCEPTS

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

7. MILTON HERSHEY SCHOOL
PROJECT
DATE CLIENT
FALL 2015
MHS TECH. & INNOVATION LAB
GUIDING PHILOSOPHY & THEORETICAL FRAMEWORK

8. 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.

9. Stanford Design Thinking
Model

10. Why Design Thinking?
Fosters 21st Century Skills

11. 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?

12. 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

13. 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.

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

15. 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

16. 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

17. 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 approach
MANIFESTATION ONE: DESIGN THINKING IS NOT NEW
•Brainstorming is a distant cousin
•Encountering of real life problems
•Prototyping – not just models but rough drafts
MANIFESTATION TWO: MULTIDISCIPLINARY MODEL
•Bringing together of many content areas into one project

18. (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

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

20. READING
WRITING
MATH
SCIENCE

21. A CONSTRUCTIONIST ALTERNATIVE

22. READING
SCIENCE

23. READING
WRITING
MATH
SCIENCE
1st Grade
2nd Grade
3rd Grade
MATH

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

25. ACTION
STEPSAND WHAT CAN WE START DOING DIFFERENTLY TODAY?

26. TEACH STUDENTS - NOT CONTENT
THE IMPORTANCE OF STUDENT VOICE & CHOICE

27. DATAFLASHLIGHT

28. DATA HAMMER

29. DESIGN THINKING & PROJECT BASED LEARNING EXPERIENCES
STUDENTS ARE DESIGNING SOLUTIONS TO REAL WORLD PROBLEMS

31. LAUNCH
John Spencer & A.J. Juliani
thelaunchcycle.com
#LAUNCHBook @spencerideas @ajjuliani
dschool.stanford.edu

32. MR. CAMPBELL
VICE-PRINCIPAL
MR. CROWLEY
TECH & INNOVATION LAB TEACHER
@kickkrowley @MHPrincipals