Take it home, apply design thinking
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This document summarizes a student's experience in a Design Thinking course at Stanford University. The key takeaways were learning to empathize by listening to people rather than just analyzing problems, prototyping as part of the problem-solving process, and seeing how others are applying design thinking to propose new solutions. The design thinking process outlined includes understanding the problem, defining it, gathering input from users, brainstorming options, prototyping, getting feedback, iterating, and finding a solution. The student discusses potential applications of this process to projects at work and school, at home with their dog, and in their neighborhood, as well as how design thinking could be used to define software requirements.
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The document describes Lakshmi S's prototypes for redesigning the school-to-work transition. It outlines 3 steps: 1) Create 2 prototypes (practical and disruptive ideas), 2) Test the prototypes with people and capture feedback, 3) Write a reflection on what was learned. For step 1, Lakshmi outlines practical, disruptive, and favorite idea prototypes. For step 2, 3 tests were conducted: with a child, interviewee, and self-reflection. Feedback focused on improvements. For step 3, Lakshmi reflects on learning from testing, and plans to publicize the concept to improve corporate life if continuing the project.
Students centred techniques Turkey
Student-centered teaching methods focus on active learning where students solve problems, ask questions, and work collaboratively. These include cooperative learning, inquiry-based learning, and problem-based learning. Research shows student-centered methods lead to better learning outcomes than traditional teacher-centered lectures. The document then discusses several specific student-centered techniques like role modeling, computer-aided learning, discovery learning, and discussion-based learning. It emphasizes allowing student input and creativity while catering to individual needs.
Bruner’s concept attainment model
Jerome Bruner developed the concept attainment model of teaching in the 1950s. The model uses an inquiry process to help students understand concepts. It involves presenting examples and non-examples to help students identify the attributes that define a concept. The teacher guides students to form hypotheses about the concept and refines their understanding through discussion and additional examples/non-examples. The goal is for students to inductively derive well-defined concepts.
Rashid ali
1. The document discusses design thinking as a problem-solving methodology that is user-centered, iterative, and focuses on empathy, collaboration, and creativity.
2. Key aspects of design thinking are discussed, including being comfortable with ambiguity, working together across disciplines, taking a solution-based approach, spending time understanding user needs through empathy, and taking a non-sequential process with feedback loops.
3. The document then summarizes a design thinking workshop where students at IIM Sambalpur identified health issues facing students including irregular exercise, time constraints, lack of healthy foods and company, and lack of motivation. Prototypes developed included customized fitness and diet plans for individuals and organizing more sports events.
midterm-ssc1.pptx
This document discusses three instructional models for social studies: direct instruction, inquiry, and cooperative learning. The direct instruction model is teacher-centered and involves strategies like lecture and demonstration to transmit information. Hunter's seven step model provides steps for direct instruction lessons. The inquiry model is student-centered and uses questioning techniques to encourage students to seek information. Cooperative learning involves small groups working together toward a common goal using methods like role-playing and jigsaw activities.
ENGAGE Group Discussion
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom. URL: http://engage.exactls.comUk2015a engage discussion
Action research
This document discusses classroom action research as a method for teachers to improve their practice. It begins by explaining that classroom action research involves teachers identifying an area for improvement, collecting data on the issue, analyzing the results, and making changes to address the issue. The document then provides details on how to conduct classroom action research, including choosing a topic, developing research questions, collecting and analyzing data, and sharing results. It also shares an example of one teacher's action research on improving classroom discipline. The teacher observed issues with discipline across classrooms, developed strategies to address it, provided counseling to disruptive students, and found that student participation and behavior improved as a result of these actions.
Brainstorming - A Class Session Design Guide
Brainstorming - A Class Session Design GuideCenter for Teaching & Learning - University of Minnesota
Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.Prototype
This document describes two prototypes for a solution to the problem of high school seniors needing help evaluating their post-graduation options. Prototype 1 takes a student-driven approach where students develop interview questions, contact professionals, map career paths, and develop their own plan. Prototype 2 takes a school-driven approach where educators create standard questions and facilitate student interviews and research. Both prototypes were tested on two subjects to gather feedback on viability.
The three takeaways
1. The document discusses three key takeaways from design thinking: using a non-linear approach to find solutions, thinking without restrictions to generate ideas outside the box, and collecting stakeholder feedback to improve understanding and solutions.
2. It also provides examples of how design thinking could help address problems like managing time, engaging students, addressing social issues, and helping students with difficult subjects. Design thinking allows exploration of problems from different perspectives to arrive at innovative solutions.
Intelligent behavior
Intelligent behavior should be modeled and taught in the classrooms. The goal is to see students develop these skills. In the following pages, there will be examples of these behaviors and a classroom implementation.
Assistive technology Presentation - Davida Rogers
1. The document outlines six steps teachers should follow to determine what assistive technologies would benefit students with disabilities in their classroom.
2. The steps include establishing meetings with parents, identifying student strengths/weaknesses, observing student engagement, brainstorming potential assistive technologies, trial periods, and tweaking plans as needed.
3. The document provides examples of assistive technologies like graphic organizers, preferential seating, sound-reducing materials, calculators, magnifiers, word processors, computers, e-books, and specialized keyboards or keypads.
IOSIE
The document outlines a 5-step process called IOSIE for analyzing student behavior problems and effective classroom management. The steps are: 1) Identify the problem objectively, 2) Determine SMART objectives, 3) Propose preventative or interventional solutions, 4) Implement the solution and evaluate results, 5) Evaluate if objectives were achieved and behavior stopped. It also discusses theoretical models of behavior and different approaches to classroom management ranging from using consequences to individual guidance.
informationprocessingmodelfile1-110306221437-phpapp02 (1).pdf
nformationprocessingmodelfile1-110306221437-phpapp02 (1).pdf
This ppt will be helpful for studying about teaching models, information processing models
Being a sustainable learner
This document outlines a lesson plan aimed at helping learners reflect on how they have developed as sustainable learners over the course. The plan uses concepts from permaculture design such as zones and sectors to map out how a learning support group naturally displays permaculture principles and ethics. The lesson guides students through activities to identify their learning styles, challenges them to develop new ones, and reflects on how course concepts like permaculture design can be applied to creating sustainable lifelong learning practices.
Brainstorming
Brainstorming, case studies, debates, and discussion are active learning strategies that encourage student participation and engagement. Brainstorming involves freely generating ideas about a topic without criticism. Case studies present real-world scenarios for students to analyze. Debates structure the exploration of issues with opposing viewpoints. Discussions allow students to work with concepts through questioning and sharing opinions. These strategies develop students' critical thinking, problem solving, and communication skills.
Design Thinking | How to solve problems?
The document outlines a 7-step process for redesigning student lockers at a high school: 1) Understand the environment by gathering information from students, teachers, and staff; 2) Brainstorm design ideas with a team; 3) Test the top idea with students and teachers; 4) Build a prototype locker; 5) Implement the project; 6) Monitor the results; 7) Revisit the design if needed based on feedback. The process emphasizes learning about needs, gathering input, testing concepts, and making adjustments based on outcomes.
Take it home
1. The document discusses the importance of understanding problems from different perspectives, including talking to stakeholders, and testing prototypes to get feedback on how to improve ideas and ensure the solutions actually address the problem or need.
2. It provides a 10-step graphic map for using design thinking to identify problems, think of various solutions beyond just the obvious ones, choose ideas to prototype, test the prototypes, and get feedback to make improvements.
3. Through applying this process, the reflection notes that doing so can help see problems in new ways and solve them creatively, with benefits for both personal life and career.
Take it home apply design thinking
This document summarizes Francisca Echeverría Vargas's experience in the Design Thinking Action Lab course at Stanford University. It lists previous assignments completed in the course and key learnings, which include how to sort ideas, implement and test concepts, and empathize with others. It also outlines the design thinking process of empathizing, defining, ideating, prototyping, and testing. Finally, it discusses how design thinking can be applied to solve problems in various aspects of everyday life like work, school, home, and hobbies.
Similar to Take it home, apply design thinking (20)
informationprocessingmodelfile1-110306221437-phpapp02 (1).pdf
informationprocessingmodelfile1-110306221437-phpapp02 (1).pdf
Take it home, apply design thinking
- 1. Assignment for Design Thinking course in Stanford University Alfredo Zayas August 26th 2013
- 2. My 3 Takeaways of the Course 1. My normal solving problem method is analyzing, not asking people. It has changed with this course. Now listening people is a new method for me (empathize). 2. Prototyping is also a new step for solving problems. 3. Is great for me to see all this people taking the course, all trying to apply design thinking. I think we are all proposing a new world.
- 3. My Design Thinking Process Understand the problem Define the problem Ask people how they live the problem Take ideas from people Brainstorming Choose options prototyping Evaluation with people/users Measuring results Iterating Find solution
- 4. Applying to my work, school, community or at home • Can be applied to the second phase of the e-learning project at my work. • Can be applied about how we take care and set limits to our dog at home. • Can be applied to different subjects at school, it’s a solving problem method. Students can be trained on this. • Can be applied to my neighborhood to solve problems like security, garbage collection or prioritizing improvements. Applying to my field or industry • As we work with software development, this should be a mandatory method to define software requirements. how design thinking skills and mindsets could be applied to problems I care about, and more broadly to my field or industry