Abstract
How must teaching change to meet demands for the Common Core Standards and a world that is constantly changing in complex and unpredictable ways? Teachers have what seems like an impossible job, yet one we think can be accomplished if they gave access to tools, resources, and 21stcentury pedagogy, such as those building on design thinking. Attention to innovation, creativity, critical thinking, problem solving, communication and collaboration, are essential for preparing students for the future. Design thinking teaches these processes, skills, and dispositions, and we have committed to understanding their feasibility for K-12 integration. To that end, we facilitate camps, professional development workshops, and standards-based curriculum development. We engage teachers in interdisciplinary STEM challenges with design thinking. The teachers experience new ways to teach and learn, and to start making “mindshifts” that might impact them as teachers––being empathy driven, learning that failure is a positive aspect of the learning process, experiencing the positives of collaboration, and determining how design thinking can be generative in any subject or discipline. Two cases exploring design thinking with teachers are described, and we conclude with implications for current teaching practice and research.
Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.
–John Dewey
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The design thinking approach we use is adapted from the one that was developed at IDEO by David Kelley and Tom Kelley and taught at Stanford University.
- 2.
Read more about d.loft STEM at dloft.stanford.edu. D.loft STEM is an NSF ITEST project, number 1029929. Any opinions or research reported on is the authors’, and are not the opinion of the NSF.
- 3.
We also produce curriculum materials on these topics. They are available at: http://tinyurl.com/designthinkingcurriculum
- 4.
- 5.
- 6.
See Hess et al. (2009).
- 7.
We offer curriculum units that have been created, tested and revised based on their use in a range of classroom and after-school situations. In some ways, the curriculum challenges are our tried and true resources that we bring forward. We also develop and share formats for professional development that can be put into practice by others once they have been introduced to design thinking. Visit http://tinyurl.com/designthinkingcurriculum for more information.
References
Achieve, Inc., on Behalf of the Twenty-Six States and Partners that Collaborated on the NGSS. (2013). Next generation science standards. Achieve, Inc. on behalf of the twenty-six states and partners that collaborated on the NGSS. Washington, DC: The National Academies Press
Berry, B., & The Teacher Solutions 2030 Team. (2011). Teaching 2030. New York: Teachers College Press.
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination, and the fires within: Design thinking in a middle school classroom. International Journal of Art & Design Education, 29(1), 37–53.
Chen, M. (2010). Education nation: Seven leading edges of innovation in our schools. San Francisco: Jossey-Bass.
Cross, N. (2006). Designerly ways of knowing. London: Springer.
Dewey, J. (1916). Democracy and education. New York: Macmillan.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., Suk Yoon, K. (2001). American Educational Research Journal, 38(4) (Winter), 915–945. Stable URL: http://www.jstor.org/stable/3202507
Goldman, S., & Lucas, R. (2012, March). Issues in the transformation of teaching with technology. In Society for Information Technology & Teacher Education International Conference (Vol. 2012, No. 1, pp. 1792–1800).
Goldman, S., Carroll, M. P., Kabayadondo, Z., Britos Cavagnaro, L., Royalty, A., Roth, B., Kwek, S. W., & Kim, J. (2012). Assessing d.learning: Capturing the journey of becoming a design thinker. In C. Meinel, L. Leifer, & H. Plattner (Eds.), Design thinking research: Measuring performance in context (pp. 13–33). Springer, London.
Goldman, S., Kabayadondo, Z., Royalty, A., Carroll, M., & Roth, B. (2013). Student teams in search of design thinking. In C. Meinel, L. Leifer, & H. Plattner (Eds.), Directions in design thinking research (Vol. 3). Springer International Publishing.
Governing the States and Localities (2013). Education Spending Per Student by State. Accessed at: http://www.governing.com/gov-data/education-data/state-education-spending-per-pupil-data.html.
Hess, K. K., Carlock, D., Jones, B., & Walkup, J. R. (2009). What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. Hess’ local assessment toolkit: Exploring cognitive rigor. Available [online] http://www.nciea.org/cgi-bin/pubspage. cgi
Kelly, D., & Kelly, T. (2013). Creative confidence: Unleashing the creative potential within us all. New York: Crown Business.
Lieberman, A. (Ed.) (1996). Practices that support teacher development: Transforming conceptions of professional learning. In M. W. McLaughlin & I. Oberman (Eds.), Teacher learning: New policies, new practices (pp. 185–201). New York: Teachers College Press.
National Center on Educational Statistics. (2013). Public school graduates and dropouts from the Common Core of Data: School Year 2009–10. NCES 2013-309rev. US Department of Education.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010a). Common core state standards. Washington, DC: National Governors Association Center for Best Practices & Council of Chief State School Officers.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010b). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010c). Common core state standards for mathematics. Washington, DC: Authors.
Partnership for 21st Century Skills. (2008). 21st century skills, education & competitiveness: A resource and policy guide. Tucson: Partnership for 21st Century Skills.
Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: National Academy Press.
Prosperity 2020 Initiative (2015). http://prosperity2020.com/the-vision/.
Rittel, H., & Webber, M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4, 155–169. [Reprinted in Cross, N. (Ed.). Developments in design methodology, (pp. 135–144). J. Wiley & Sons].
Smith, C. (2007). Design for the other 90%, Cooper-Hewitt, National Design Museum. New York: Smithsonian Organization.
Stanford Teacher Education Program (2014). https://gse-step.stanford.edu/academics.
University of Utah. (2007). New statewide initiative helps underserved high school students get to college [Press release]. Accessed at: http://unews.utah.edu/p/?r=083007-1#Media_Contacts
Vande Zande, R. (2007). Design education as community outreach and interdisciplinary study. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 3(1), Article 4.
Wilson, Alia. (2013, April 2). Sunnyvale: Ellis Elementary students put science in action. MercuryNews.com. Accessed at: http://www.mercurynews.com/sunnyvale/ci_23161358/sunnyvale-ellis-elementary-students-put-science-action
Acknowledgements
We thank the many teachers and educators who have partnered and learned with us, especially Christelle Estrada at the Utah State Office of Education, the Utah Museum of Natural History, The Museum of Natural Curiosity, and the Stanford Teacher Education Program. We also owe a special thanks to our d.loft team members who have worked with teachers: Stephanie Bacas-Daunert, Maureen Carroll, Tanner Vea, Ugochi Acholonu, Zaza Kabayadondo, Aaron Loh, David Kwek and Eng Seng Ng. Without this collective effort, design thinking would not be in the hands of K-12 teachers. This material is based upon work supported by the National Science Foundation under Grant #1029929. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Goldman, S., Zielezinski, M.B. (2016). Teaching with Design Thinking: Developing New Vision and Approaches to Twenty-First Century Learning. In: Annetta, L., Minogue, J. (eds) Connecting Science and Engineering Education Practices in Meaningful Ways. Contemporary Trends and Issues in Science Education, vol 44. Springer, Cham. https://doi.org/10.1007/978-3-319-16399-4_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-16399-4_10
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-16398-7
Online ISBN: 978-3-319-16399-4
eBook Packages: EducationEducation (R0)