The document discusses how design thinking processes can be used to scaffold student thinking. It describes how an instructional coach worked with an engineering teacher to use the "Thinking Hats" approach to guide students through analyzing designs. The Thinking Hats approach separates feedback into categories represented by different colored hats to focus students' thinking. Students said this approach helped them look at both strengths and weaknesses of designs to improve them. The document also discusses how reverse engineering can be used across subjects to analyze components and effectiveness of "designs" like texts or processes.
This is a talk I gave last week in Toronto that was geared towards discussing PBL Math with parents and answering some of their questions about the pedagogy.
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
Donna Knoell will offer ideas for blended learning strategies to help students understand mathematical concepts, increase achievement, and enhance confidence. Learn how to incorporate vocabulary, problem solving strategies, and manipulatives to help students develop reasoning skills and proficiency.
Join the discussion of issues including:
• Using blended learning strategies to increase mathematical achievement
• Integrating mathematical discourse to help students develop effective reasoning skills and proficiency
• Combining manipulatives and problem solving strategies in the classroom
This file Discusses the following ....
A problem ( in general )
Problem solving
What is " Problem solving" technique?
Problem-solving strategies
Improving Problem Solving Skills
Writing the Exam
How to answer the exam?
This is a talk I gave last week in Toronto that was geared towards discussing PBL Math with parents and answering some of their questions about the pedagogy.
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
Donna Knoell will offer ideas for blended learning strategies to help students understand mathematical concepts, increase achievement, and enhance confidence. Learn how to incorporate vocabulary, problem solving strategies, and manipulatives to help students develop reasoning skills and proficiency.
Join the discussion of issues including:
• Using blended learning strategies to increase mathematical achievement
• Integrating mathematical discourse to help students develop effective reasoning skills and proficiency
• Combining manipulatives and problem solving strategies in the classroom
This file Discusses the following ....
A problem ( in general )
Problem solving
What is " Problem solving" technique?
Problem-solving strategies
Improving Problem Solving Skills
Writing the Exam
How to answer the exam?
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
2 day seminar for middle and senior years teachers. First day focus on what counts in reading assessment, performance-based reading assessments, assessment for learning, and aligning assessments with a purpose of guiding teaching. Second day, strategy sequences to support all readers.
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
Kicking and Screaming Activating Critical Thinking - Course Technology Computing Conference
Presenter: Heidi Helgren & Bruce Kemmer, Delta College
Are your students struggling, refusing, or reluctant to use their critical thinking skills? Are you sick of hearing "what's on the test?" or "Do I really need to know this?" Learn from Heidi and Bruce as they discuss engaging students utilizing case studies from their Cengage textbooks and current event examples in both face-to-face or online formats. Case studies can take the pressure off the instructor and force students to think about concepts differently. See how we work critical thinking skills into a variety of business topics including business law, human resources, management, and introduction to business.
Die Energiewende – Traum oder Trauma für die IT-Stromversorgung?Thomas-Krenn.AG
Deutsche Rechenzentren haben in 2015 12 TWh Strom verbraucht, fast 12 TWh Abwärme wurden in die Atmosphäre abgegeben. Deshalb gilt das Motto „Ohne Wärmewende keine Energiewende“, ein Paradigmenwechsel steht bevor. Für die IT-Branche ist das eine große Herausforderung bei exorbitant hohen Stromkosten. Energieexperte Staffan Reveman gibt einen tieferen Einblick in dieses wichtige Thema.
Aufzeichnung des Webinars unter https://www.thomas-krenn.com/de/tkmag/webinare/die-energiewende-traum-oder-trauma-fuer-die-it-stromversorgung/
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
2 day seminar for middle and senior years teachers. First day focus on what counts in reading assessment, performance-based reading assessments, assessment for learning, and aligning assessments with a purpose of guiding teaching. Second day, strategy sequences to support all readers.
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
Kicking and Screaming Activating Critical Thinking - Course Technology Computing Conference
Presenter: Heidi Helgren & Bruce Kemmer, Delta College
Are your students struggling, refusing, or reluctant to use their critical thinking skills? Are you sick of hearing "what's on the test?" or "Do I really need to know this?" Learn from Heidi and Bruce as they discuss engaging students utilizing case studies from their Cengage textbooks and current event examples in both face-to-face or online formats. Case studies can take the pressure off the instructor and force students to think about concepts differently. See how we work critical thinking skills into a variety of business topics including business law, human resources, management, and introduction to business.
Die Energiewende – Traum oder Trauma für die IT-Stromversorgung?Thomas-Krenn.AG
Deutsche Rechenzentren haben in 2015 12 TWh Strom verbraucht, fast 12 TWh Abwärme wurden in die Atmosphäre abgegeben. Deshalb gilt das Motto „Ohne Wärmewende keine Energiewende“, ein Paradigmenwechsel steht bevor. Für die IT-Branche ist das eine große Herausforderung bei exorbitant hohen Stromkosten. Energieexperte Staffan Reveman gibt einen tieferen Einblick in dieses wichtige Thema.
Aufzeichnung des Webinars unter https://www.thomas-krenn.com/de/tkmag/webinare/die-energiewende-traum-oder-trauma-fuer-die-it-stromversorgung/
Understanding security shredding regulations in the UK, December 2016Adrienne Robins
New European General Data Protection Regulation (GDPR) legislation comes into force in 2018. Understand how to comply with current requirements and what further actions are needed to avoid fines.
Teacher Resource Guidebook - Key Resources List ~ tessafrica.net ~ For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
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Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Design Investigation Method presented at SECAC 2013, Greensboro, NC. A simple research method that can be taught to beginning design students to strengthen their design solutions.
I created this slideshow to accompany my presentation on reading comprehension at Notre Dame AmeriCorp's Mid-Year Conference. Lots of tips for metacognition, activators, and summarizers. Based on the book by Ellin Oliver Keene and Susan Zimmermann.
The Importance Of A Good School Environment For Creative DevelopmentKapilPunetha2
It is long-discredited that creative development is limited to paintings, pencils, and colours. This way of thinking is believed to be equally crucial for people working in STEM fields as it is for those in the arts.
One study even highlighted creativity as one of the most desirable traits for an employee amongst 1500 CEOs worldwide. As such, success depends on how much exposure we’ve had to creative thinking and learning, making the school the perfect place to begin creative development.
In this article, we have compiled for you seven creative school approaches for the creative development of children.
Some ways to promote creativity in our classroomsDr. Goutam Patra
It is argued creativity can be team-based, observable and learnable. It is evidenced in a collective capacity to select, reshuffle, combine, or synthesise already existing facts, ideas and skills in original ways. Thus we could promote creative thinking, being and doing in HE learning spaces by focusing on creative, collaborative learning activities among both learners and teachers (and see also Livingston, 2010).
Here are the some ways of creating creativity in Teaching- learning situation
Visible Thinking is a broad and flexible framework for enriching workplace learning in the content areas and fostering team members’ intellectual development at the same time.
The central idea of Visible Thinking is very simple: making thinking visible.
In this presentation, Abhishek tries to explore how Visible Thinking can be applied in an organisation.
Using the Reflective Assessment (c) Model in the Visual Arts Classroom.
This formative assessment canon guides students through the art-making process in a reflective, purposeful and practical way while helping teachers assess their understanding and development through the creation of an artwork.
Copyright (c) 2013 Raven Bishop and Erika Oldershaw. All Rights Reserved.
www.ravendbishop.com
Evo research topics to r qs (judith hanks), january 2016 (1)
Scaffolding thinking through design
1. 5/12/2016 Scaffolding thinking through design | NC New Schools/Breakthrough Learning
http://www.ncnewschools.org/blog/scaffoldingthinkingthroughdesign/ 1/4
Leslie Eaves, Instructional
Coach
SCAFFOLDING THINKING THROUGH DESIGN
BY M. LESLIE SNYDER EAVES, NC NEW SCHOOLS INSTRUCTIONAL COACH
FEBRUARY 18, 2015
Before becoming a teacher and eventually an instructional coach, I worked as an
engineer. My time in engineering left me with an appreciation for what is now
being called “design thinking.”
Design is about accepting failure as an opportunity to grow and iterating through
to a better solution. One resource de nes design thinking as “…a proven and
repeatable problem-solving protocol that any business or profession can employ
to achieve extraordinary results.” Using a design thinking approach in the
classroom helps students develop the skills to think, analyze, and solve
problems. Recently, though, I have been struck by the power that design
thinking processes hold to sca old student thinking.
Thinking Hats approach
I sat down recently with Sharrell Howard, an engineering teacher at a new innovative school in Charlotte,
to plan a lesson that would guide students through analyzing their brainstormed ideas where I would
model a student-centered instructional strategy. Students were learning how to use reverse engineering
to analyze a design and then improve it. We re ected that students do not come to us knowing how to
think the way we want them to think. We expect them to analyze, evaluate, and create; however these
thoughts are complex and are do not necessarily come naturally to them.
We decided to use the Thinking Hats, an approach to giving feedback (a critical step in any design
process). The process involves separating the types of feedback (or thinking) into di erent categories
called Thinking Hats. Each of these categories is given a color that typi es the type of thinking. We used:
• Orange – factual feedback (what are key features?)
• Red – feeling feedback (what feelings are evoked?)
• Yellow – sunny (positive) feedback (what is good?)
• Purple – critical feedback (what could be improved?)
• Green – creative feedback (what other ideas do we have?)
• Blue – summarizing feedback (which is the best design and how do we know?)
I led students through each hat while Ms. Howard collected data on how well the process supported
students’ analyzing their designs. When asked after the lesson, one student said that “We usually only look
at what is good about our designs. This helped us to look at what was bad so that we could improve.”
Another student wrote, “”The thinking hats helped me to think of the design as a whole and really, truly,
honestly come up with the best possible idea.”
Design thinking beyond the engineering classroom
2. 5/12/2016 Scaffolding thinking through design | NC New Schools/Breakthrough Learning
http://www.ncnewschools.org/blog/scaffoldingthinkingthroughdesign/ 2/4
Design thinking beyond the engineering classroom
So, sure, this was an engineering classroom with students engaged in a design project. However, we can
use a similar process in any class to support students thinking more deeply about content.
Besides the Thinking Hats described above, my favorite “design thinking” strategy is using a reverse
engineering approach to engage students in critically thinking about a text or any “design” that students
may encounter in your curriculum. It starts with the assumption that every text, artifact, etc., is a design.
Similar to a mechanical device, we can take it apart and explore its components. As we explore its
components and how they t together, we better understand how they work together for an intended
outcome.
Isaac Lake, director of school services here at NC New Schools and a former English teacher, developed six
questions that lead students through this process with a piece of literature.
• What’s this thing supposed to do?
• How is it designed to do that?
• What are the component parts?
• How do they work together?
• How well do they work together?
• Is it a good design?
Engaging students to analyze a text or artifact in this way teaches students a thought process they can use
when analyzing anything from a poem to a law to a mathematical proof or scienti c process. We not only
help students learn the information locked within the “design”; we also give them a tool they can use to
unlock meaning in any scenario.
4 thoughts on “Sca olding thinking through design”
Mary Hunter says:
March 2, 2015 at 10:38 am
Is there a summer institute workshop for teachers in North Carolina that individual teachers can apply
for? If so, what is the website address. (especially in the eld of technology education, STEM or literacy
education?
Thank you,
Mary Hunter
Brown Middle School
mhunter@davidson.k12.nc.us
Leslie Eaves says:
March 5, 2015 at 11:36 am
Hey Mary,
There are several things we o er where you can get more ideas around design thinking. I think the best
one is our Scaling STEM Conference coming up April 13-15: http://scalingstem.org/. This year’s theme is
Design + Create + Inspire. I will be facilitating a session on using Design Thinking through a larger project.
We also have out Summer Institute of schools in our network each year. This will be June 23-25. We have
3. 5/12/2016 Scaffolding thinking through design | NC New Schools/Breakthrough Learning
http://www.ncnewschools.org/blog/scaffoldingthinkingthroughdesign/ 3/4
We also have out Summer Institute of schools in our network each year. This will be June 23-25. We have
not nalized sessions yet, but typically we have something on this topic.
Finally, If you are interested in further exploring design thinking and PBL. We will have a Project-Based
Learning workshop July 22-24. In this workshop you will learn about the essentials of PBL and how to
design a PBL unit around a design process or incorporating aspects of design to enhance the learning
experience for students. For more information, feel free to visit our Summer Professional Learning Site:
http://ncnewschools.org/event/2015-summer-professional-learning/
–Leslie
Emerie Whitman-Allen says:
March 23, 2015 at 7:36 pm
Hi Leslie–
Nice to read your reading and hear how you’re doing! I’m thrilled to see you’re sharing the Hats with more
folks in the NC area. They are a cornerstone of my STEM Foundations classroom. I’m interested to know
about your decision to adjust the colors of the hats. In my 7th grade classroom, I have simpli ed the
meaning of the hats into more concrete terms (for example, where the work is meeting or not meeting its
goals, strategies to resolve those disconnects, etc.). I’ve used de Bono’s colors but trimmed the meaning.
Our 6th graders use prompts to utilize the hats (i.e. “I can see you’re meeting the goal of ____ because I see
____”) while the upper middle and high school students have increasing levels of exibility to internalize
the hats with their own language. We’ve found the sca olds to be really helpful as students try to
communicate big, abstract thoughts into concrete comments and discussion.
Leslie Eaves says:
March 24, 2015 at 10:35 am
Hey Emerie,
Good to hear from you. I would be interested in your trimmed meanings that you use with students and
your prompts. Please feel free to e-mail me at leaves@ncnewschools.org. Thank you so much for
introducing these to me. They have had a great impact on my work and thinking.
To answer your question about the changed colors. This came out of several discussions with colleagues
and teachers. The terms “black” and “white” have become so loaded with meaning that takes away from
the heart of the the hat and type of thinking. We also didn’t want to continue that framework that “black”
is judging or negative. Even though the type of thinking required for that hat is neutral, the words have
connotations that can create unconscious barriers to the intent of the the Thinking Hats. By switching the
colors, we seek to remove those barriers and focus on the thinking.
–Leslie
Comments are closed.