"I'm done!" said every student everywhere.
"Are you sure? Why don't you go back over and make sure it's your best work?" asks every teacher for some reason even though we all know the answer!
2 seconds later...
"Okay, I looked over it, and now, I am done," said the same student.
If only there were a way to teach students to be reflective and always work to improve their work. Wouldn't it be awesome if you had to beg your students to stop trying to improve their work, so they could turn it in and move on? Instead, it is the opposite. We are begging our students to go back and do better while most refuse.
Welcome to the Design Thinking + Education = Awesome Blog where I will share what I have learned about Design Thinking in my efforts to implement it in my classroom and school. Thank you Brian Best for the logo and banner work, and he also has a super fun satirical blog!
Just to recap, the last post discussed the idea of how students should approach creating a solution, product, or system (as Design Thinking is about teaching students how to be creators). Students should approach creation with understanding. Once they learn more about what they are trying to accomplish, their next step is to brainstorm ideas. The work done in the effort to better understand should inform their ideas as they have established empathy, needs, wants, and defined criteria for the product, system, or solution.
Brainstorming is about generating ideas. A lot of ideas. The more ideas, the better.
Welcome to the Design Thinking + Education = Awesome Blog and Podcast where I will share what I have learned about Design Thinking over the past 5 years in my effort to implement it in both my classroom and school.
How might we build a kite that flies? This question is one I asked my second grade class. When asking students a question like that one, it is always fun to see the initial confusion. It seems like the answer is pretty easy. Students start raising their hands and sharing what a kite looks like, they tell me a few materials they would use (when asked, but not initially), but it is quickly becoming apparent that while they have seen kites, some have flown them, nobody has ever really built one or thought about how to build one.
So, I start asking questions. I want to model for them how I would approach the question. What exactly will this part of the kite be made out of? What will you use for this part and that part? What do all of these parts do? How do they help a kite fly? How will you connect everything together? How will we know if it works? What if it doesn't? How will we know what the problem is? How do kites work anyway?
Brandon Bogumil is a teacher of Design Thinking, Problem-Solving, and Coding. He is also very passionate about Project Based Learning. He hopes that his experiences will help you learn about these ideas and grow into a beautiful butterfly! Thank you Brian Best for my banner and logo and for writing funny things!