This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes a table of contents listing pre-visit and post-visit activities focused on different design processes. The pre-visit activities introduce concepts like design vocabulary, testing products for different users, and ergonomics. The post-visit activities extend learning with tasks like identifying design problems, brainstorming ideas to meet user needs, and evaluating object modifications. Guidelines are provided for the field trip to ensure a safe and educational experience exploring the museum's Beautiful Users exhibition.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum focused on the exhibition "Tools: Extending Our Reach". It includes pre-visit activities to prepare students, such as introducing design vocabulary and having students analyze everyday objects. During the visit, students will tour the exhibition and do a hands-on workshop designing survival tools. Post-visit activities are suggested to reinforce concepts learned, like having younger students design paper backpacks and older students design clothing and tools for different climates. The packet also includes vocabulary words and standards alignments.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes an introduction letter, guidelines for the field trip, and pre-visit and post-visit classroom activities focused on design thinking and applying the design process. The pre-visit activities introduce students to design vocabulary and challenge them to redesign everyday objects like toothbrushes. The post-visit activities involve applying the design process learned at the museum to projects like redesigning a bridge or creating seating. The goal is for students to explore how designers solve problems and for teachers to continue integrating design thinking into their curriculum.
This document provides resources for teachers to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- An overview letter welcoming teachers to the program
- Suggested pre-visit classroom activities to introduce design concepts
- Information about the field trip program and workshop
- Post-visit classroom extension activities to continue exploring design
The pre-visit and post-visit activities provide lesson plans for different grade levels centered around designing community spaces. They guide students through discussions, art projects, and problem-solving challenges related to empathizing with others and improving shared areas. The overall packet aims to integrate design thinking skills into the classroom curriculum.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes an introduction letter welcoming teachers to the program. The main body provides:
- Guidelines for preparing for and participating in the field trip.
- Suggested pre-visit classroom activities centered around design thinking, including introducing design vocabulary and having students design items representing their identity.
- Suggested post-visit classroom extension activities, such as having students design outfits for different environments and identities.
- A vocabulary list relevant to design concepts.
In summary, the document outlines logistics for a museum field trip program and provides curriculum resources to introduce design concepts before and expand on them after
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes information about preparing for and following up on the field trip. The first section outlines logistics for the visit. Subsequent sections provide pre-visit and post-visit classroom activities aligned with design thinking processes. The pre-visit activities introduce design vocabulary and have students analyze book covers and advertisements. The post-visit activities have students create identity cards and evaluate objects. Additional resources include a design vocabulary list and information on how graphic designs work.
This teacher resource packet provides materials to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- Guidelines for the field trip visit and museum etiquette.
- Pre-visit activities introducing design elements like color, pattern, texture and form through a classroom scavenger hunt.
- Post-visit activities continuing design thinking around helping students get to school on time.
- Resources on design vocabulary and standards addressed.
The packet aims to engage students with design concepts before and after their museum tour, and support teachers in planning an educational experience connecting classroom lessons to the Cooper Hewitt collection.
This document provides resources for teachers to use before and after visiting the Pixar exhibition at the Cooper Hewitt museum. It includes pre-visit activities to introduce students to concepts like storytelling, character design, and research. The activities guide students to create stories and characters. Post-visit activities extend these concepts by having students write stories about everyday objects or historical periods. The document outlines learning objectives, materials needed, and questions to guide each activity. It aims to help students understand and apply Pixar's principles of storytelling.
The document provides guidelines for setting up and running an art studio classroom. It discusses establishing a dedicated space with adequate materials and storage. It emphasizes exploring art mediums through experimentation with techniques and building comfort and skill over time. The teacher's role is to encourage students, ask questions, and gently coach without being overbearing. Documentation of the creative process and displaying the art are important for sharing experiences and assessing progress.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum focused on the exhibition "Tools: Extending Our Reach". It includes pre-visit activities to prepare students, such as introducing design vocabulary and having students analyze everyday objects. During the visit, students will tour the exhibition and do a hands-on workshop designing survival tools. Post-visit activities are suggested to reinforce concepts learned, like having younger students design paper backpacks and older students design clothing and tools for different climates. The packet also includes vocabulary words and standards alignments.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes an introduction letter, guidelines for the field trip, and pre-visit and post-visit classroom activities focused on design thinking and applying the design process. The pre-visit activities introduce students to design vocabulary and challenge them to redesign everyday objects like toothbrushes. The post-visit activities involve applying the design process learned at the museum to projects like redesigning a bridge or creating seating. The goal is for students to explore how designers solve problems and for teachers to continue integrating design thinking into their curriculum.
This document provides resources for teachers to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- An overview letter welcoming teachers to the program
- Suggested pre-visit classroom activities to introduce design concepts
- Information about the field trip program and workshop
- Post-visit classroom extension activities to continue exploring design
The pre-visit and post-visit activities provide lesson plans for different grade levels centered around designing community spaces. They guide students through discussions, art projects, and problem-solving challenges related to empathizing with others and improving shared areas. The overall packet aims to integrate design thinking skills into the classroom curriculum.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes an introduction letter welcoming teachers to the program. The main body provides:
- Guidelines for preparing for and participating in the field trip.
- Suggested pre-visit classroom activities centered around design thinking, including introducing design vocabulary and having students design items representing their identity.
- Suggested post-visit classroom extension activities, such as having students design outfits for different environments and identities.
- A vocabulary list relevant to design concepts.
In summary, the document outlines logistics for a museum field trip program and provides curriculum resources to introduce design concepts before and expand on them after
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes information about preparing for and following up on the field trip. The first section outlines logistics for the visit. Subsequent sections provide pre-visit and post-visit classroom activities aligned with design thinking processes. The pre-visit activities introduce design vocabulary and have students analyze book covers and advertisements. The post-visit activities have students create identity cards and evaluate objects. Additional resources include a design vocabulary list and information on how graphic designs work.
This teacher resource packet provides materials to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- Guidelines for the field trip visit and museum etiquette.
- Pre-visit activities introducing design elements like color, pattern, texture and form through a classroom scavenger hunt.
- Post-visit activities continuing design thinking around helping students get to school on time.
- Resources on design vocabulary and standards addressed.
The packet aims to engage students with design concepts before and after their museum tour, and support teachers in planning an educational experience connecting classroom lessons to the Cooper Hewitt collection.
This document provides resources for teachers to use before and after visiting the Pixar exhibition at the Cooper Hewitt museum. It includes pre-visit activities to introduce students to concepts like storytelling, character design, and research. The activities guide students to create stories and characters. Post-visit activities extend these concepts by having students write stories about everyday objects or historical periods. The document outlines learning objectives, materials needed, and questions to guide each activity. It aims to help students understand and apply Pixar's principles of storytelling.
The document provides guidelines for setting up and running an art studio classroom. It discusses establishing a dedicated space with adequate materials and storage. It emphasizes exploring art mediums through experimentation with techniques and building comfort and skill over time. The teacher's role is to encourage students, ask questions, and gently coach without being overbearing. Documentation of the creative process and displaying the art are important for sharing experiences and assessing progress.
-images-bfk-greatteachersmakegreatschools_program (1)Cms Principal
This document provides information about a two-day teacher conference being held August 8-10, 2011 in Columbus, Ohio. The conference aims to help teachers improve their instructional practice, learn about issues and reforms impacting teaching, and collaborate with peers. The schedule outlines pre-conference workshops and keynote speakers on day one addressing formative assessment strategies and connecting with students. Breakout sessions on both days focus on topics like classroom management, curriculum and instruction, assessment, and using technology to support inclusion.
This workshop illustrates education-teaching strategies using evidence-based methods from SIOP 1 and flipped classrooms 2. Its objective is providing alternative-teaching methods to improve adult education by incorporating hands-on experiences that increase participation and engagement, and validates students’ experiences.
This document provides guidance on designing rigorous art lessons that incorporate Common Core standards. It discusses the importance of writing detailed unit and lesson plans to organize instruction, make learning objectives explicit, and demonstrate what skills students are gaining. Rigor is defined as helping students develop the ability to engage with complex, ambiguous, and personally challenging content. Sample lessons are provided that showcase techniques for building rigor, such as using authentic artworks, requiring evidence-based responses, and balancing practice with understanding. The document concludes with resources for further exploring rigor and state standards.
PPT - Bringing the University Experience to Middle and High Schoolssmstraub27
This document discusses strategies for creating a college-going and globally focused school culture through programs like YES U and Ogden U. YES U and Ogden U are seminar programs that allow students to choose elective courses taught by teachers and staff on half days. The programs aim to build a college-going culture, foster identity development, and promote student choice. Logistics of the programs include course catalogs, selection processes, and reflection activities. Teachers and students report enjoying the opportunities to connect outside the regular classroom and explore new interests.
The document describes various math activities for early childhood education covering topics like matching, numbers, classifying, comparing, shape, space, parts/whole, ordering, measurements, and graphing. The activities are designed to help children develop key math skills through hands-on learning using different materials and methods of observation, individually or in groups. Detailed instructions are provided for setting up each activity along with the intended learning objective and ways to evaluate the children's understanding.
This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
This document discusses creating inclusive learning environments for diverse learners. It covers topics like how different learning challenges like ADHD, autism, hearing or visual impairments affect learning and appropriate environments and teaching methods. Universal design principles are meant to create equitable spaces that are usable by all. Classroom designs can support inclusion through features like lighting, acoustics, display and storage options, and flexible seating. Studies show inclusion benefits all students by improving social skills and compassion. When planning new learning spaces, gathering input from various stakeholders is important to understand current and future student needs.
Creating and organizing literate environments ppt niu 6.24.13lmbongers
This document provides guidance on setting up a classroom environment conducive to literacy learning based on the Comprehensive Literacy Model (CLM). It discusses organizing the classroom library with diverse texts organized by genre and author. It also covers designing spaces for whole group, small group, and independent work, as well as displaying student work to validate their efforts as readers and writers. The goal is to create an organized literacy-rich environment that facilitates student progress and achievement.
Preparing staff and volunteers for working with the dementia population handoutsStephenVozzellaSlides
This presentation provides tools for training staff and volunteers on working with the dementia population. The presenter discusses different learning styles, topics to cover in training programs, and techniques for leading effective presentations. The objectives are to describe learner types, identify successful teaching methods, and implement a basic volunteer training program. Examples are given for training content, lesson plans, and leading interactive sessions. Emphasis is placed on practical skills like communication, documentation, and understanding dementia types and symptoms.
This document outlines the topics covered in an EDUC 1839 Classroom Management course at Northern Virginia Community College. The course covers teaching adult English language learners, conducting needs assessments, differentiating instruction, fostering a positive classroom culture, and discussing classroom management scenarios. It provides information on topics such as the characteristics of adult learners, creating needs assessments, differentiated instruction strategies, positive classroom techniques, managing large and open enrollment classes, grouping students, addressing problems, and providing feedback. Sample classroom scenarios are also presented to demonstrate classroom management strategies.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
Creativity is nebulous to understand and problematic to nurture. Despite the fact that creativity is frequently observed in a range of contexts, being creative—or producing something that is deemed creative—is often very challenging for pupils. Moreover, what constitutes ‘creative’ is neither fixed nor similar between contexts. This presentation reports on the design and execution of a focused pedagogical learning and teaching strategy that enhanced the creativity of pupils when developing sketch-based ideas in response to a brief. The pupils (13-14 years old) were undertaking a design and make project in the technology department of a Scottish secondary school. The presentation explores how creativity can usefully be conceptualised for design and technology education. It explores cognitive and meta-cognitive aspects of associated pupil learning and considers way of mitigating challenge based upon the analysis of pupil mark-making. A very stark before and after case is presented that demonstrates the differences in pupil outcomes that can be achieved by altering the pedagogical approach in view of research selected evidence.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
ניתן לראות את הפוסטים המלאים באתר של יגאל לנדאו - http://www.xn----zhcbfhnw0ab4b.com/
קישורים לצפייה ביוטיוב:
יגאל לנדאו ברשת ב': "יכלה להיות תחרות, אבל המשקיעים עזבו"
https://www.youtube.com/watch?v=CQIy0OWiI5g
יגאל לנדאו: "בגלל חוסר היציבות חברות בינלאומיות לא רוצות להשקיע בישראל"
https://www.youtube.com/watch?v=4dsdCFv8cCo
The document discusses the importance of collaboration for internal communication (IC) teams. It states that IC teams need to stop working in isolation and start collaborating in order to maximize their impact. True collaboration involves working together to achieve more than what can be achieved alone. It also requires developing skills for constructive conflict management and creating shared goals to motivate collaboration by recognizing interdependence. Egoless leadership that equips people and sets a direction without dominating can also foster collaboration over directive leadership.
Este documento presenta un resumen de 20 años de funcionamiento del Consejo Nacional de la Magistratura de Perú. Brevemente describe la evolución histórica de cómo se seleccionaban y nombraban jueces en Perú, desde que originalmente era potestad del poder ejecutivo y legislativo hasta que la constitución de 1993 estableció al Consejo Nacional de la Magistratura como el órgano autónomo encargado de la selección y nombramiento de jueces. También destaca algunos logros alcanzados por el Consejo en
2016 Wonder Woman Tech - Building tech as a non-techie (deck)Eloyce Starr Barbour
Starr Barbour founded Stillgoing LLC to create an engaged meditation practice that helps users live their best life through a mobile and web-based offering. The company's journey began in 2015 with wireframes and showcasing at SXSW, and progressed to outsourced development, user testing, and an MVP launch in late 2015 and early 2016. Stillgoing secured seed funding and launched corporate wellness programs, with a national marketing campaign planned for October 2016. The summary highlights the company's goals, product development timeline, and next steps.
This document discusses optimizing the evaluation of logic expressions through the use of abstract syntax trees (ASTs). It begins by providing examples of different types of logic expressions. It then describes building an AST to represent the expression and reordering branches in the tree to minimize calculations through lazy evaluation. By prioritizing faster operations and cutting unnecessary branches, evaluation time can be reduced compared to a naive or reverse polish notation approach. Further optimizations include handling n-ary operations and dynamically learning expression weights over time. The key idea is that laziness in evaluation through AST reordering can significantly improve performance.
Rollback of Advance Pricing Agreement - Clarity NeededRhea Munjal
This document discusses India's introduction of rollback provisions to its Advance Pricing Agreement (APA) program. The key points are:
1. India introduced APA provisions in 2012 to provide predictability on transfer pricing for international transactions but it did not initially include rollback provisions.
2. Rollback provisions allow the arm's length pricing determined by an APA to apply to past transactions, providing relief to taxpayers from disputes over prior years.
3. India introduced rollback provisions in 2014 to align with global best practices and reduce large-scale transfer pricing litigation. The rollback can apply to the four years prior to the APA.
4. The document analyzes whether India's rollback program will effectively reduce
Catharanthus roseus, commonly known as Madagascar periwinkle, is a subshrub or herbaceous plant native to Madagascar. It contains alkaloids including vincristine and vinblastine that are extracted from the dried plant and used to treat cancers like Hodgkin's lymphoma and leukemia. While traditionally used in Ayurveda and Chinese medicine to treat various ailments, it is now widely cultivated as an ornamental plant for its long flowering period and variety of colors.
This document provides an overview and resources for a workshop on design thinking for educators. It includes a welcome letter describing a 45-minute introductory workshop called "What is Design?" that will be facilitated in classrooms. The packet outlines how to prepare for the workshop, discusses connections to design thinking and curriculum standards, provides vocabulary, and recommends ways to continue exploring design thinking after the workshop through activities and lesson plans from an online educator resource center.
-images-bfk-greatteachersmakegreatschools_program (1)Cms Principal
This document provides information about a two-day teacher conference being held August 8-10, 2011 in Columbus, Ohio. The conference aims to help teachers improve their instructional practice, learn about issues and reforms impacting teaching, and collaborate with peers. The schedule outlines pre-conference workshops and keynote speakers on day one addressing formative assessment strategies and connecting with students. Breakout sessions on both days focus on topics like classroom management, curriculum and instruction, assessment, and using technology to support inclusion.
This workshop illustrates education-teaching strategies using evidence-based methods from SIOP 1 and flipped classrooms 2. Its objective is providing alternative-teaching methods to improve adult education by incorporating hands-on experiences that increase participation and engagement, and validates students’ experiences.
This document provides guidance on designing rigorous art lessons that incorporate Common Core standards. It discusses the importance of writing detailed unit and lesson plans to organize instruction, make learning objectives explicit, and demonstrate what skills students are gaining. Rigor is defined as helping students develop the ability to engage with complex, ambiguous, and personally challenging content. Sample lessons are provided that showcase techniques for building rigor, such as using authentic artworks, requiring evidence-based responses, and balancing practice with understanding. The document concludes with resources for further exploring rigor and state standards.
PPT - Bringing the University Experience to Middle and High Schoolssmstraub27
This document discusses strategies for creating a college-going and globally focused school culture through programs like YES U and Ogden U. YES U and Ogden U are seminar programs that allow students to choose elective courses taught by teachers and staff on half days. The programs aim to build a college-going culture, foster identity development, and promote student choice. Logistics of the programs include course catalogs, selection processes, and reflection activities. Teachers and students report enjoying the opportunities to connect outside the regular classroom and explore new interests.
The document describes various math activities for early childhood education covering topics like matching, numbers, classifying, comparing, shape, space, parts/whole, ordering, measurements, and graphing. The activities are designed to help children develop key math skills through hands-on learning using different materials and methods of observation, individually or in groups. Detailed instructions are provided for setting up each activity along with the intended learning objective and ways to evaluate the children's understanding.
This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
This document discusses creating inclusive learning environments for diverse learners. It covers topics like how different learning challenges like ADHD, autism, hearing or visual impairments affect learning and appropriate environments and teaching methods. Universal design principles are meant to create equitable spaces that are usable by all. Classroom designs can support inclusion through features like lighting, acoustics, display and storage options, and flexible seating. Studies show inclusion benefits all students by improving social skills and compassion. When planning new learning spaces, gathering input from various stakeholders is important to understand current and future student needs.
Creating and organizing literate environments ppt niu 6.24.13lmbongers
This document provides guidance on setting up a classroom environment conducive to literacy learning based on the Comprehensive Literacy Model (CLM). It discusses organizing the classroom library with diverse texts organized by genre and author. It also covers designing spaces for whole group, small group, and independent work, as well as displaying student work to validate their efforts as readers and writers. The goal is to create an organized literacy-rich environment that facilitates student progress and achievement.
Preparing staff and volunteers for working with the dementia population handoutsStephenVozzellaSlides
This presentation provides tools for training staff and volunteers on working with the dementia population. The presenter discusses different learning styles, topics to cover in training programs, and techniques for leading effective presentations. The objectives are to describe learner types, identify successful teaching methods, and implement a basic volunteer training program. Examples are given for training content, lesson plans, and leading interactive sessions. Emphasis is placed on practical skills like communication, documentation, and understanding dementia types and symptoms.
This document outlines the topics covered in an EDUC 1839 Classroom Management course at Northern Virginia Community College. The course covers teaching adult English language learners, conducting needs assessments, differentiating instruction, fostering a positive classroom culture, and discussing classroom management scenarios. It provides information on topics such as the characteristics of adult learners, creating needs assessments, differentiated instruction strategies, positive classroom techniques, managing large and open enrollment classes, grouping students, addressing problems, and providing feedback. Sample classroom scenarios are also presented to demonstrate classroom management strategies.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
Creativity is nebulous to understand and problematic to nurture. Despite the fact that creativity is frequently observed in a range of contexts, being creative—or producing something that is deemed creative—is often very challenging for pupils. Moreover, what constitutes ‘creative’ is neither fixed nor similar between contexts. This presentation reports on the design and execution of a focused pedagogical learning and teaching strategy that enhanced the creativity of pupils when developing sketch-based ideas in response to a brief. The pupils (13-14 years old) were undertaking a design and make project in the technology department of a Scottish secondary school. The presentation explores how creativity can usefully be conceptualised for design and technology education. It explores cognitive and meta-cognitive aspects of associated pupil learning and considers way of mitigating challenge based upon the analysis of pupil mark-making. A very stark before and after case is presented that demonstrates the differences in pupil outcomes that can be achieved by altering the pedagogical approach in view of research selected evidence.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
ניתן לראות את הפוסטים המלאים באתר של יגאל לנדאו - http://www.xn----zhcbfhnw0ab4b.com/
קישורים לצפייה ביוטיוב:
יגאל לנדאו ברשת ב': "יכלה להיות תחרות, אבל המשקיעים עזבו"
https://www.youtube.com/watch?v=CQIy0OWiI5g
יגאל לנדאו: "בגלל חוסר היציבות חברות בינלאומיות לא רוצות להשקיע בישראל"
https://www.youtube.com/watch?v=4dsdCFv8cCo
The document discusses the importance of collaboration for internal communication (IC) teams. It states that IC teams need to stop working in isolation and start collaborating in order to maximize their impact. True collaboration involves working together to achieve more than what can be achieved alone. It also requires developing skills for constructive conflict management and creating shared goals to motivate collaboration by recognizing interdependence. Egoless leadership that equips people and sets a direction without dominating can also foster collaboration over directive leadership.
Este documento presenta un resumen de 20 años de funcionamiento del Consejo Nacional de la Magistratura de Perú. Brevemente describe la evolución histórica de cómo se seleccionaban y nombraban jueces en Perú, desde que originalmente era potestad del poder ejecutivo y legislativo hasta que la constitución de 1993 estableció al Consejo Nacional de la Magistratura como el órgano autónomo encargado de la selección y nombramiento de jueces. También destaca algunos logros alcanzados por el Consejo en
2016 Wonder Woman Tech - Building tech as a non-techie (deck)Eloyce Starr Barbour
Starr Barbour founded Stillgoing LLC to create an engaged meditation practice that helps users live their best life through a mobile and web-based offering. The company's journey began in 2015 with wireframes and showcasing at SXSW, and progressed to outsourced development, user testing, and an MVP launch in late 2015 and early 2016. Stillgoing secured seed funding and launched corporate wellness programs, with a national marketing campaign planned for October 2016. The summary highlights the company's goals, product development timeline, and next steps.
This document discusses optimizing the evaluation of logic expressions through the use of abstract syntax trees (ASTs). It begins by providing examples of different types of logic expressions. It then describes building an AST to represent the expression and reordering branches in the tree to minimize calculations through lazy evaluation. By prioritizing faster operations and cutting unnecessary branches, evaluation time can be reduced compared to a naive or reverse polish notation approach. Further optimizations include handling n-ary operations and dynamically learning expression weights over time. The key idea is that laziness in evaluation through AST reordering can significantly improve performance.
Rollback of Advance Pricing Agreement - Clarity NeededRhea Munjal
This document discusses India's introduction of rollback provisions to its Advance Pricing Agreement (APA) program. The key points are:
1. India introduced APA provisions in 2012 to provide predictability on transfer pricing for international transactions but it did not initially include rollback provisions.
2. Rollback provisions allow the arm's length pricing determined by an APA to apply to past transactions, providing relief to taxpayers from disputes over prior years.
3. India introduced rollback provisions in 2014 to align with global best practices and reduce large-scale transfer pricing litigation. The rollback can apply to the four years prior to the APA.
4. The document analyzes whether India's rollback program will effectively reduce
Catharanthus roseus, commonly known as Madagascar periwinkle, is a subshrub or herbaceous plant native to Madagascar. It contains alkaloids including vincristine and vinblastine that are extracted from the dried plant and used to treat cancers like Hodgkin's lymphoma and leukemia. While traditionally used in Ayurveda and Chinese medicine to treat various ailments, it is now widely cultivated as an ornamental plant for its long flowering period and variety of colors.
This document provides an overview and resources for a workshop on design thinking for educators. It includes a welcome letter describing a 45-minute introductory workshop called "What is Design?" that will be facilitated in classrooms. The packet outlines how to prepare for the workshop, discusses connections to design thinking and curriculum standards, provides vocabulary, and recommends ways to continue exploring design thinking after the workshop through activities and lesson plans from an online educator resource center.
NCERT Module Two - Course Design Using the 5E'sStudyvibe
This document outlines the 5E instructional model and inquiry process model for developing a unit of work. It discusses engaging students, eliciting prior knowledge, providing hands-on experiences, developing explanations, extending understanding to new contexts, and evaluating learning. Key aspects of each phase are described, including questions to ask students. The achievement standards for year 6 are also presented, outlining what evidence of learning should be demonstrated by students.
This document discusses the key components of effective teaching and curriculum design. It identifies six components of great teaching that have been shown to impact student outcomes: content knowledge, quality of instruction, classroom climate, classroom management, teacher beliefs, and professional behaviors. The document also discusses different ways of conceptualizing curriculum, including the official, hidden, and experienced curriculum. It emphasizes that curriculum should be designed based on the principles of furthering knowledge, meeting learner needs, and facilitating interactions between knowledge and learners. The document provides examples of reflective activities for teachers to examine how knowledge, concepts, skills, and attitudes are addressed within their curriculum and lessons.
The document summarizes a CLIL training session that covered various topics:
1. The final session included an exam on creating CLIL units, implementation, and evaluation.
2. Participants took a quiz on CLIL and analyzed CLIL activities using Cummins' matrix.
3. Proper planning of CLIL units was discussed, including establishing a vision, context, unit concept and mind map, and selecting appropriate task types and materials.
4. Examples of CLIL activities and assessments were provided, focusing on making activities student-centered, meaningful, and inclusive of multiple intelligences.
The document provides guidance to students on structuring their time in the third year of their course. It emphasizes using the first 15 weeks to develop research and practical work focused on the student's interests. Students will then address 4 briefs to produce work solving specific problems. Later periods include completing a research report over Christmas, assessments, and using the final 12 weeks to focus on a body of work for their BA final project. The overall message is for students to take control of their learning by setting goals and priorities in learning agreements.
Proposal - Bringing the University Experience to Middle and High Schoolssmstraub27
This presentation will discuss strategies for bringing college-like experiences to middle and high school campuses. Presenters from Ogden International School of Chicago and YES Prep Brays Oaks will share their models of "International U Days," where students select optional courses similar to a college course catalog. Participants will then collaborate in groups to develop plans to implement similar programs at their own schools. The session aims to promote student choice, engagement, and the development of diverse interests and talents.
This document summarizes a presentation on showcasing creative thinking at Hurstville Public School in NSW, Australia. The presentation covered the school's goals of fostering 21st century skills like creative thinking across subjects. It introduced a creative thinking framework used to reflect on teaching practice and identify skills to develop in students. Examples were provided of how creative thinking was incorporated into projects in subjects like science, cultural studies and math. Assessment methods like student self-reflection were also discussed. The presentation concluded with interactive challenges to exercise attendees' own creative thinking.
The document provides information and instructions for various classroom activities and techniques, including: conducting a learner needs analysis to identify student skills, goals, and needs; understanding different learning styles and matching teaching methods accordingly; a student biography exchange method where students interview each other; a micrologue technique where students write and present short stories summarizing events; and a macrologue technique for developing extended discussions.
Science research involves using scientific methods to discover new facts about the natural world. It is important for society because it helps make life easier, allows for a deeper understanding of the environment, and satisfies curiosity. Research also benefits students by developing critical thinking skills, fosters life-long learning, and allows for inquiries into unknown areas. The goals of research are to discover unknown phenomena, solve problems, improve products, and satisfy curiosity.
Opportunities extended project qualification and beyondJohn Iona
This document discusses the Extended Project Qualification (EPQ) and how it was implemented at a school called OAE. The EPQ allows students to demonstrate skills like planning, researching, time management and evaluation. It is offered at Levels 2 and 3. At OAE, students chose topics of interest and went through stages of planning, researching, producing an outcome, and presenting. They were assessed on managing the project, using resources, developing and realizing the project, and reviewing it. The document explains how the EPQ was run at OAE over multiple years, including timetabled lessons and support provided. It also discusses the benefits the librarian gained from their involvement in implementing and teaching the EPQ.
The document provides information about a workshop on Discovery, Discourse and Depth using the 5-E instructional model. It discusses engaging students through exploration, having students explain their understanding, extending their learning, and evaluating comprehension. Examples are given around setting up science notebooks in kindergarten, including content, examples of activities on rocks, soil and water, and book recommendations.
Students will build on art skills from KS2 and develop more advanced techniques. They will work with various media like paint and sculpture to understand elements of art. The art projects will use modern, relevant designs. Students will learn basics and build skills through project-based, group, and independent work like drawing, CAD, sculpture. Safety rules will be followed. Students will create various artworks to enjoy, achieve, and display around the school. Work will be assessed against criteria and students will self-assess with peer feedback. The ceramics unit involves learning about clay, tools, and kilns then creating bug-themed sculptures using techniques like glazing.
Students are asked to choose a topic from a list to potentially design a lesson around. The list includes topics like climate change, earthquakes, geochemical cycling, and mountain belts. The document then provides an overview of approaches to lesson design, including key elements like learning goals, prior knowledge, student activities, and assessment. It offers an example framework addressing these elements and provides suggestions for interactive student activities. Finally, it recommends reviewing a lesson plan by evaluating elements such as clarity of purpose, use of prior knowledge, opportunities for student exploration, and opportunities for student reflection.
Students will develop ceramics and art skills over the course of a unit. They will learn techniques like slab building, coiling, and working with clay on a wheel. Students will understand elements of art and design and experiment with materials like paint and sculpture. The unit aims to teach skills and knowledge relevant to today's design world through project-based learning involving both groups and independent work. Assessment will involve self-assessment, peer review, and leveling of work based on criteria from the National Curriculum.
The document describes a 7E instructional model lesson plan on seatbelts. It begins by eliciting students' prior knowledge about seatbelt design. Students then engage with videos of crash tests and explore seatbelt design through experiments with clay figures and wire belts. They explain their observations using Newton's laws of motion. Later phases have students elaborate on better belt designs, evaluate belts for racing cars, and extend their learning to explore how airbags work. The 7E model is used to guide students through each stage of inquiry on the topic of seatbelt safety design.
This document discusses differentiation strategies and technology tools to support differentiation. It defines differentiation as ensuring all students grow as much as possible each day. Teachers can differentiate instruction according to student readiness, interests, and learning profiles. Strategies discussed include pre-assessments, flexible grouping, tiered lessons, anchor activities, choice boards, graphic organizers, and various technology tools to support these strategies. The goal is to meet all students where they are and help them progress.
Chapter 4_ Inviting Uncertainty_How can we grow a culture of questioning and ...VATHVARY
1. Identify strategies to cultivate a mindset of curiosity within individuals and teams.
2. Understand the importance of questioning assumptions and exploring uncertainties in fostering innovation and growth.
3. Learn techniques for creating an environment where diverse perspectives are encouraged and valued.
4. Develop skills to navigate ambiguity and embrace uncertainty as opportunities for learning and discovery.
5. Explore methods for fostering a culture where experimentation and risk-taking are embraced as essential components of growth and development.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
This document provides tips and guidance on lesson planning for teaching English as a foreign language. It discusses two common approaches to lesson planning: objectives-first and backward design. The objectives-first approach involves determining learning objectives, outcomes, materials, content, and assessment. The backward design approach starts with the assessment and works backward to determine learning objectives and activities. The document provides examples and templates for developing lesson plans using these approaches. It emphasizes the importance of clear learning objectives, engaging instructional activities, and checking for student understanding. Overall, the document aims to help participants effectively organize and structure their lesson planning.
Furniture Design in Denmark Workshop Fall 2014 SyllabusHenning Thomsen
This document outlines a furniture design workshop taking place in Denmark. The workshop will focus on designing and prototyping new chair designs using pre-formed materials. Students will start with lectures on the history and philosophy of Danish furniture design and the relationship between designers and manufacturers. They will then develop 1:1 chair prototypes, exploring color trends and applying a unique color concept. The workshop involves studio and workshop sessions, as well as field trips to manufacturers and showrooms. Students will be evaluated based on their engagement, design process, and final presentation of an original chair design.
Similar to Beautiful Users Exhibition_Teacher Resource Packet (20)
2. TABLE OF CONTENTS
WELCOME LETTER 3
PREPARING FOR DESIGN FIELD TRIPS 4
DESIGN THINKING RESOURCES 5
PRE-VISIT ACTIVITIES 5
DIGEST THE LANGUAGE | ALL GRADES
SUBJECTS: English, Art, Science
DESIGN PROCESS: Getting Ideas
SIPPABLE, DRIPPABLE CUPS | GRADES K–5
SUBJECTS: English, Science
DESIGN PROCESS: Testing and, Evaluating
THE PERFECT FIT: INTRODUCTION TO ERGONOMICS | 2–5
SUBJECTS: English, Science
DESIGN PROCESS: Testing and Evaluating
INEFFICIENCY AND INNOVATION | GRADES 6–12
SUBJECTS: English, Science
DESIGN PROCESS: Defining Problems, Getting Ideas
POST-VISIT ACTIVITIES 9
GOLDILOCKS AND THE THREE OFFENDED BEARS | K–1
SUBJECT: English
DESIGN PROCESS: Defining Problems
DESIGN FOR EXTREME PHYSIQUES | GRADES 2–8
SUBJECTS: English, Science
DESIGN PROCESSES: Defining Problems, Getting Ideas
LIFEHACKS: OBJECT MODIFICATIONS FOR DAILY LIFE | 6–8
SUBJECTS: English, Math, Science
DESIGN PROCESS: Defining Problems, Evaluating
MOTOR SKILL CHALLENGE | GRADES 9–12
SUBJECTS: English, Science
DESIGN PROCESS: Testing and Evaluating
VOCABULARY 13
3. 03
January 2015
Dear Educator,
Thank you for registering for Design Field Trips! This exciting 90-minute program is designed to
present Cooper Hewitt, Smithsonian Design Museum’s compelling content to your class(es)
through an interactive tour and hands-on workshop.
You have selected to focus your Design Field Trip on Beautiful Users, an exhibition that
highlights the significant role of the user in design. With the guidance of a Design Educator,
your students will critically explore everyday examples of products, spaces, and interfaces that
illustrate how designers today are shifting their philosophy from designing for people to
designing with people. During the workshop, students will construct their own design that fits
the need of a user based on a unique scenario.
This packet provides several resources on how to how prepare for your museum visit, and what
to do after, including pre-visit activities and post-visit ideas to continue integrating design
thinking connections into your classroom.
We enjoy receiving feedback from teachers about their experience with the program. Within a
month of your museum visit you will be e-mailed a brief survey. Thank you in advance for taking
time to provide your feedback so that we can continue to offer a high-quality program for all –12
schools.
Sincerely,
Kimberly Cisneros James B. Reyes
School Program Manager Education Assistant
4. 04
PREPARING FOR DESIGN FIELD TRIP
During your Design Field Trip, the Design Educator assigned to your group will need your support in
helping students stay on task. You must remain with the group at all times with the Design
Educator. Please review the following museum guidelines and share them with your chaperones
and students.
ARRIVAL & DEPARTURE
Please arrive 10 minutes before your scheduled start time to check in; you will be greeted
at the main entrance (91st
Street between Fifth and Madison Avenues)
Non-NYC teachers with a cash payment, please remit to the Visitor Experience Desk
Coat check will provide large bins to quickly store and retrieve coats and backpacks
Please call your bus in advance to meet you in front of the main entrance, and exit through
the main entrance).
MUSEUM RULES AND POLICIES
Please do not touch the objects or lean on the walls; view the objects at a safe distance
Use only pencils for taking notes or sketching; pens are not permitted
Food, drinks, and chewing gum are NOT permitted in the museum
All items entering and leaving the museum are subject to inspection
Please remain with your assigned group at all times
Please leave all backpacks and large purses on the bus or at the coat check
Photography without flash is welcomed; no tripods or selfie-sticks, please
TAKE AN ACTIVE ROLE
TEACHER & CHAPERONES
The classroom teacher and chaperones are essential to the success of a group's visit; they can
enhance the success of the tour and the amount of learning that can take place by showing active
interest in the objects while supervising student behavior.
Please ensure that you and your group of students (10 students or fewer per chaperone)
stay together during your time in the museum (this includes the Shop)
You and the group chaperones are responsible for keeping track of each student in your
group, and for students’ proper behavior of their groups (including their respect of
museum rules and policies)
If you have questions, ask a museum staff member for help
STUDENTS
Students will be encouraged to share their ideas and work in teams
Students must stay with their chaperones at all times while in the museum and Shop
Please do not allow students to touch anything unless signs, museum staff members, or
designated volunteers let you know it’s okay
5. 05
FOR MORE INFORMATION
Please visit our website at www.cooperhewitt.org/education/school-programs
DESIGN THINKING CONNECTIONS
The following pages include pre- and post-Design Field Trip activities. The pre-visit activities are
suggestions for how to help your students prepare for their trip; they are designed to introduce
students to concepts that will be discussed during the program. The post-visit activities are
suggestions for how to extend your students’ thinking beyond the 90-minute program and
reinforce your classroom curriculum. For teachers who would like additional ideas, we recommend
our free Educator Resource Center (ERC) , which offers 400 design-focused lesson plans
(available at: http://dx.cooperhewitt.org/lesson-plans/).
PRE-VISIT ACTIVITIES
DIGEST THE LANGUAGE | ALL GRADES
SUBJECTS: English, Art, Science | DESIGN PROCESS: Getting Ideas
ACTIVITY TYPE: Slideshow and discussion | 30 mins.
Prior to visiting the museum, it would be helpful to familiarize students with design vocabulary.
Using our slideshow as a guide, introduce students to the idea that everything we see and touch
was made by a designer for specific functions and users. Each slide presents vocabulary and
questions to help you lead a discussion around the selected examples. After. discuss objects in
the classroom; examine what their purposes are, and interpret how they are intended to be used.
GUIDING QUESTIONS
What do you think of when you hear the word “design?”
Who are the users for each of these objects? What are their needs?
What were the designers’ solutions to those needs?
VARIATIONS AND EXTENSIONS
Take an informal or formal assessment and compare to final assessments after the post-visit
activities.
MATERIALS AND RESOURCES NEEDED
If available, a projector and internet connection
Our “What is Design?” slideshow at www.cooperhewitt.org/education/school-programs
VOCABULARY
See Cooper Hewitt’s design vocabulary on Page 13 of the Teacher Resource Packet
STANDARDS
Common Core
English Language Arts R.1, 7, 9; SL.1, 2, 4; L.4, 6
Learning Standards for New York State
6. 06
English Language Arts 1, 2, 4
SIPPABLE, DRIPPABLE CUPS | GRADES K–5
SUBJECTS: English, Science | DESIGN PROCESS: Testing and Evaluating
ACTIVITY TYPE: Discussion with touchable objects | 45 mins.
Inform your students that for the next 45 minutes they are investigators, and that their job is to
examine a selection of cups and determine who they were designed for. Provide them with a
variety (about 5) of cups to explore, such as a sippy cup, plastic cup, paper cup, mug, water glass,
etc. The more variety, the better! Display all cups wherever they are most visible to your students,
and allow them to pass the cups around. As students analyze the features of the cups and the
reasoning behind them, they will begin to understand how designers anticipate needs by studying
people. Be sure to emphasize the terms “designer” and “user” throughout the activity.
GUIDING QUESTIONS
Each of these five objects is a cup, and yet they are all different from each other. Why do
you think they all look so different?
What types of liquids go in each cup?
What is each cup made of, and why did the designer choose that materials?
Is the object comfortable to hold/use/etc.? Why or why not?
If you were to change something about one of these cups to make it work better or make
it easier to use, what would you change?
Who is the typical user of the cups? Who is not the typical user?
VARIATIONS AND EXTENSIONS
Arrange students in groups and have them compare and contrast their shoes, analyzing
the functions and appearances, and the reasons for the differences; look at other types
of shoes available, and compare and contrast student and teacher shoes
Have the students imagine and draw their perfect cup
MATERIALS AND RESOURCES NEEDED
An assortment of different cups (5+)
VOCABULARY
Design, designer, user, function, form, materials, needs
STANDARDS
Common Core
English Language Arts R.1, 2, 7; SL.1
Learning Standards for New York State
English Language Arts Standards 1, 3
7. 07
THE PERFECT FIT: INTRODUCTION TO ERGONOMICS | GRADES K–5
SUBJECTS: English, Science | DESIGN PROCESS: Testing and Evaluating
ACTIVITY TYPE: Hands-on activity | 45 mins.
Let your classroom become a site of investigation as your students explore the idea of user-
centered design and ergonomics! Begin in the classroom with a comparison of the teacher chair
and desk and those of the students. In pairs, students can measure the heights of the backs of
the chairs, and the distance between the seats and the floor. One team can help measure the
teacher’s chair. Calculate the differences and discuss why there is such a difference in size. Find
and discuss other differences, such as whether or not a chair is adjustable. Discuss how the chairs
could be made more comfortable. Discuss how custodians who have to stack the chairs and clean
the floors are, in a way, users of the chairs, as well as the buyers of the school furniture.
GUIDING QUESTIONS
How do our chairs accommodate a specific user?
How does the design of the chair respond to the needs of custodians and the people who
buy the chairs?
Why are parts shaped the way they are?
Why are parts/aspects sized or positioned the way they are?
How is your school chair different from your chairs at home? Why are they different?
What would your perfect school chair look like?
VARIATIONS AND EXTENSIONS
Arrange students in groups and have them compare and contrast the shoes they own,
analyzing the functions and appearances, as well as the reasons for the differences
Discuss and compare a selection of writing utensils
Venture outside of the classroom and measure the height and width of staircases, doors,
and windows; look at the placement of railings for staircases, and doorknobs; ask
students why certain things are placed at the height that they are and are shaped the
way they are
MATERIALS AND RESOURCES NEEDED
Rulers, yardsticks and/or measuring tape
Paper and pencils for recording data
VOCABULARY
Ergonomics, design solution, function, tool, user
STANDARDS
Common Core
English Language Arts R.1, 1; SL.1, 2
Mathematics MP 2, 5, 6
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 4, 6, 7
8. 08
INEFFICIENCY AND INNOVATION | GRADES 6-12
SUBJECTS: English, Science | DESIGN PROCESSES: Defining Problems and Getting Ideas
ACTIVITY TYPE: Empathy building and design challenge | 45 mins.
Every once in a while we find ourselves tapping our foot, shaking our heads, or looking at the time,
as we wait for something that is taking much longer than it should. Inefficiency can be frustrating.
Ask your students where and when they have felt this. Perhaps it was a long wait at a restaurant, a
disorganized set-up at a local deli or market, or a commute from an out-of-the-way location using
public transportation. You can do this as a group discussion, or you can give your students time to
think and then report back to the group. Sharing with the group will be important in sparking
memories and ideas in each other. Push your students for details so that they can identify
possible sources of the inefficiency. After a handful of ideas have been explored together in-
depth, arrange your students in pairs or groups and challenge them to propose some solutions to a
problematic system. Their goal is to design a better system so that no one else would have to go
through a bad experience like they did. Groups should have some sort of visualization of their
ideas; it can be illustrated, written, or a represented with a system chart, with evidence of their
ideas and restructuring of ideas.
GUIDING QUESTIONS
You have been waiting an hour for something that should have only taken five minutes.
What are you feeling? How can you tell that someone is frustrated just by looking at
them?
When have you experienced that?
What were some of the causes, or possible causes, of this inefficiency? Which of these
were human error, and which were due to the system itself?
How could you fix this so that the system could flow more efficiently?
VARIATIONS AND EXTENSIONS
Focus on problems within the school, and submit proposals to the appropriate authorities for an
authentic learning experience.
MATERIALS AND RESOURCES NEEDED
Pencils and paper for brainstorming
VOCABULARY
System, design, designer, design solution
STANDARDS
Common Core
English Language Arts SL.1, 4
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 7
9. 09
POST-VISIT ACTIVITIES
GOLDILOCKS AND THE THREE OFFENDED BEARS | GRADES K–1
SUBJECT: English | DESIGN PROCESS: Defining Problems
ACTIVITY TYPE: Empathy building story discussion | 30 mins.
The foundation of user-centered design is empathy. In order to design something that is helpful to
the user, designers need to understand other people’s experiences. This engaging story activity
will help to build a foundation of empathy in your young learners.
Read a classic story like Goldilocks and The Three Bears out loud with the class. As you read, ask
students to view the story from the perspective of the three bears. Regularly pause and ask the
students how they would feel if they were one of the bears. Each time, also prompt them to offer a
suggestion to Goldilocks that would help her not be so disrespectful to the people whose home it
is.
GUIDING QUESTIONS
How would the bears feel when they saw that someone went into their house when they
weren’t home?
How would the bears feel when they saw that someone ate some of their dinner?
How would the bears feel when they saw that someone was sleeping in their bedroom?
What would you say to Goldilocks when you found her?
What could Goldilocks have done differently that would have been more considerate?
VARIATIONS AND EXTENSIONS
Try a similar approach with any other story! Ask questions that put your students in the shoes of a
character and ask what their response would be in the situation.
MATERIALS AND RESOURCES NEEDED
A copy of the classic story Goldilocks and the Three Bears
VOCABULARY
Empathy
STANDARDS
Common Core
English Language Arts RL.K.1-3, 10; RL.1.1-3, 9
Learning Standards for New York State
English Language Arts Standards 1, 3, 4
10. 10
DESIGN FOR EXTREME PHYSIQUES | GRADES 2–8
SUBJECTS: English, Science | DESIGN PROCESSES: Defining Problems and Getting Ideas
ACTIVITY TYPE: Design challenge and empathy building | 1 hour
Think back to the part of the exhibition that focuses on measurements of the human body and
how designers use this information to inform their designs. Now think about the “extreme
physiques” presented in this section: Arnold, the muscular figure; the conjoined twins; the woman
with a bionic arm; and the alien who is a head and chest with a fake human body. What challenges
might each of these “extreme physiques” have as they go about their day? Brainstorm some
challenges for each body type. For a fun experiential investigation, have your students act out
some of these challenges as Arnold or as conjoined twins! To be Arnold, bulk up quickly with
scrunched-up newspaper and masking tape. To be conjoined, find a partner and join up with tape or
ribbon. Some possible tasks to try: sitting in a chair; fitting through a small door; typing on a
computer; fitting into an athletic uniform; etc. Have your students document the challenges, and
brainstorm possible solutions as they encounter them. Debrief their experiences and design
solutions at the end.
GUIDING QUESTIONS
What obstacles does this extreme physique create for you?
How could you redesign a chair for your new body? A doorway? A computer station?
What extreme user do you have in your community?
VARIATIONS AND EXTENSIONS
Think of other extreme physiques to experiment with! Invent your own or be a superhero/villain for
an hour
MATERIALS AND RESOURCES NEEDED
Newspaper, masking tape, ribbon (optional)
VOCABULARY
User-centered design, form, needs
STANDARDS
Common Core
English Language Arts R.1, 2; L.6
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 7
11. 11
LIFEHACKS: OBJECT MODIFICATIONS FOR DAILY LIFE | GRADES 6–8
SUBJECT: English, Math, Science | DESIGN PROCESS: Defining Problems through Evaluating
ACTIVITY TYPE: Design challenge | 45 mins.
Think back to the part of the exhibition “Revenge of the User,” which featured ways in which users
modified existing products to fit their needs. These fall under the category of “lifehacks,”
shortcuts to make day-to-day experiences easier. Use the design process to lead your students
through creating their own lifehack. The design process is essentially a four-step cycle:
1. Defining problems
2. Getting ideas
3. Prototyping and making
4. Testing and evaluating
Each of these four steps spiral into each other; they are not necessarily linear, and there is no one
definite solution. Define the problem by using guiding questions to spark ideas on what your
students could try to improve. Some potential challenges are how can you make holding a pen or
pencil more comfortable, how can you find a way to hold your pens and pencils in your desk without
a pencil case, how would you improve your backpack, etc. Have your students brainstorm some
design solutions in drawing and writing, then provide them with prototyping materials to modify
their object. Have them test and evaluate the effectiveness of their solution. Allow your students
to share their work with the class. Ask them what problems their hack solved, and how they could
hack it further, or improve their design.
GUIDING QUESTIONS
Have you done your own lifehack? Maybe you’ve found a shortcut to school, modified your
clothing, or improved a toy, etc
What minor obstacle do you encounter every day that you want to find a way around?
What gets in your way a lot that could be kept away, but needs to be accessible?
VARIATIONS AND EXTENSIONS
Have students choose something such as their backpack, locker, or a desk at home and have them
hack some storage solutions, and submitbefore and after photographs for assessment.
MATERIALS AND RESOURCES NEEDED
Miscellaneous prototyping tools (paper, aluminum foil, binder clips, tape, staples, rubber bands)
http://www.ikeahackers.net/
VOCABULARY
Design challenge, design solution, function, prototype
STANDARDS
Common Core
English Language Arts R.1, 2; L.6
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 7
12. 12
MOTOR SKILL CHALLENGE | GRADES 9–12
SUBJECT: English, Science | DESIGN PROCESS: Testing and Evaluating
ACTIVITY TYPE: Empathy building and design challenge | 45 mins.
People of different ages have different abilities. Think of how often kindergarteners ask for help
with basic tasks like opening jars, or how the same task could be difficult for an older person who
is suffering from arthritis. It can be hard to understand these difficulties without experiencing
something similar ourselves. This empathy-building activity will place your students in the shoes,
or rather, gloves, of someone who faces motor skill obstacles. In this activity, your students will
first attempt a simple task on their own; then, they will try the same task with a thick winter glove
on. This will mimic the motor difficulties someone might have, such as arthritis. Challenges could
include opening jars, holding a mug, cutting paper or string with scissors, and typing on a keyboard
or phone. Organize your room into stations according to how many thick winter gloves you have
available (you could also try layering gloves), and have a selection of tasks at each station. Ideally
every student would have a chance to try something with the gloves. As a class, discuss their
experiences in the gloves and brainstorm some possible solutions, or even existing solutions.
Have students take a few minutes to think about what tasks they sometimes find challenging, and
challenge them to come up with a design solution.
GUIDING QUESTIONS
How do you think people with arthritis feel as they go through their day?
How challenging do you think it is to have limitations on your motor skills?
What might be the emotional impact of having difficulty with basic physical tasks?
What unique challenges do you have? What would help you with this task?
VARIATIONS AND EXTENSIONS
After your students brainstorm solutions, you can provide them with basic structural and
connector tools (like paper, aluminum foil, rubber bands, tape, etc.) to experiment with prototypes.
MATERIALS AND RESOURCES NEEDED
Thick winter gloves (or multiple layered gloves)
Items to manipulate: a twist-off jar, buttons, shoelaces, a mug, keyboard, phone, scissors,
something to cut (paper or string)
Paper and pencils for sketching
VOCABULARY
empathy, design solution
STANDARDS
Common Core
English Language Arts SL.1-4
Learning Standards for New York State
Mathematics, Science, and Technology Standards 1, 6, 7
English Language Arts Standard 1
13. 13
VOCABULARY
Design To make an object that solves a problem
Design challenge A difficulty or challenge that can be solved through design
Design process The steps that you take to solve your challenge:
1. Defining problems
2. Gettting ideas
3. Prototyping and making
4. Testing and evaluating
Design solution The way, idea, or answer to a design challenge or problem
Designer A person who creates a new object, idea, or plan
Empathy The ability to understand what another person is feeling without
adopting that emotion as your own.
Ergonomics The science of designing products to optimize them for human use.
Human characteristics, such as height, weight, and proportions are
considered, as well as information about human hearing, sight,
temperature preferences, and so on
Form The shape and structure of an object
Function The way something works, or a purpose of an object
e.g., the function of a paper clip is to fasten things together
Materials The items you are using to represent your ideas
Needs What the user must have in order to use the design successfully
Prototype An original model on which something is patterned
Solution The way, idea, or answer to a problem. There can be more than one
System A group of related parts that work together
Team A group working together on a common goal or activity
User A person who operates or experiences the design
User-centered design An approach to design that considers the needs of the user
throughout the design process
For additional information please visit our website
http://www.cooperhewitt.org/education/school-programs/
Or contact us at chtours2@si.edu
Design Field Trip for New York City Schools is made possible by