Taking Design Thinking to School
How the Technology of Design Can Transform Teachers, Learners, and Classrooms
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Book Description
Design thinking is a method of problem-solving that relies on a complex set of skills, processes and mindsets that help people generate novel solutions to problems. Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms uses an action-oriented approach to reframing K-12 teaching and learning, examining interventions that open up dialogue about when and where learning, growth, and empowerment can be triggered. While design thinking projects make engineering, design, and technology fluency more tangible and personal for a broad range of young learners, their embrace of ambiguity and failure as growth opportunities often clash with institutional values and structures. Through a series of in-depth case studies that honor and explore such tensions, the authors demonstrate that design thinking provides students with the agency and compassion that is necessary for doing creative and collaborative work, both in and out of the classroom. A vital resource for education researchers, practitioners, and policymakers, Taking Design Thinking to School brings together some of the most innovative work in design pedagogy.
Table of Contents
Foreword by Bernard Roth
SECTION I. DESIGN THINKING AND ITS EMERGENCE IN K-12 EDUCATION
Chapter 1. Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms
Shelley Goldman and Zaza Kabayadondo
Chapter 2. The Culture of Practice: Design-Based Teaching and Learning
Meredith Davis and Deborah Littlejohn
Chapter 3. A Praxis Model for Design Thinking: Catalyzing Life Readiness
Christelle Estrada and Shelley Goldman
SECTION II. YOUNG DESIGNERS—K-12 STUDENTS TAKE ON DESIGN THINKING
Chapter 4. Design Partners in Schools: Encouraging Design Thinking Through Cooperative Inquiry
Mona Leigh Guha, Brenna McNally and Jerry Alan Fails
Chapter 5. Taking Design Thinking to East, West, and Southern Africa: Key Lessons from Global Minimum’s Student Innovation Programs
Desmond Mitchell and Mathias Esmann
Chapter 6. Capturing Middle School Students' Understandings of Design Thinking
Shelley Goldman, Molly B. Zielezinski, Tanner Vea, Stephanie Bachas-Daunert, Zaza Kabayadondo
Chapter 7. Adapting the User-Centered Design Framework for K-12 Education: The Riverside School Case Study
Mohanram Gudipati and Kiran Bir Sethi
SECTION III. DESIGN THINKING AS A CATALYST FOR REIMAGINING EDUCATION
Chapter 8. Build It In from the Start: A New School’s Journey to Embrace Design Thinking
Susie Wise
Chapter 9. ResponsiveDesign: Scaling out to transform educational systems, structures and cultures
Ralph Cordova, Ann Taylor, Phyllis Balcerzak, Michelle Whitacre and Jeffery Hudson
Chapter 10. Teachers as Designers of Context-Adaptive Learning Experience
Zanette Johnson
Chapter 11. To Succeed, Failure Must Be An Option
David Kwek
Chapter 12. Empathy in STEM Education
Kathy Liu Sun
SECTION IV. INSPIRING TEACHING: DESIGN THINKING IN THE CLASSROOM
Chapter 13. Professional Development That Bridges the Gap Between Workshop and Classroom Through Disciplined Improvisation
Jennifer Knudsen and Nicole Schectman
Chapter 14. The Materiality of Design in E-Textiles
Verily Tan, Anna Kuene, and Kylie Peppler
Chapter 15. Finding Your Fit: Empathy, Authenticity, and Ambiguity in the Design Thinking Classroom
Molly B. Zielezinski
Chapter 16. Analyzing Materials in Order to Find Design Opportunities for the Classroom
Charlie Cox, Xorman Apedoe, Eli Silk, and Christian Schunn
Chapter 17. Developing Powerful, Portable Design Thinking: The Innovators’ Compass
Ela Ben-Ur
Editor(s)
Biography
Shelley Goldman is Professor of Education, Learning Sciences, and Technology Design at Stanford University.
Zaza Kabayadondo is Co-director of the Design Thinking Initiative at Smith College, a pilot program to reimagine liberal arts education.