Maximizing Learning Through the Design Process

View or share these materials as Google Docs: 

• Maximizing Learning Through the Design Process
• Authentic Problems Brainstorm
• Design Process Guiding Questions 
• Sample Authentic Problem-Based Unit

Objective

To explore IDE Corps.’s Design Process in remote and hybrid learning as an opportunity to prioritize risk-taking to maximize student growth and achievement. 

The estimated time for this activity is 20–25 minutes.

Watch this Video

According to NYSED’s Culturally Responsive-Sustaining Education Framework, in order to help students grow academically and emotionally, we must “encourage students to take academic risks in order to create an environment that capitalizes on student mistakes as learning opportunities.”

The six steps, and resteps, of the design process provide opportunities for engagement, motivation, and failing forward that will lead to academic and emotional growth. Watch this video to learn more about IDE Corp.’s Design Process and how it applies to PBL implementation:

IDE Corp’s Design Process (YouTube)

 

Stop & Think

(Key: T — Teachers, SL — School Leaders, DL — District Leaders)

• How does the design process support risk-taking? (T, SL, DL) 
  How can the design process support community building in your learning environment? (T, SL, DL)
• In what ways can the design process foster a welcoming and affirming learning environment for learners with diverse backgrounds and experiences? (T, SL)
• How will engaging with the design process position your students to tackle challenges outside of the classroom? (T, SL)
• Are there any opportunities to engage teachers, leaders, and staff in the design process around school, district, and community needs and/or problems? (SL, DL)

Brainstorm & Design

Use the first column in the table below, or linked here, to brainstorm authentic, open-ended problems that affect your learners, your classroom, and their communities. Then, use the next three columns to brainstorm connections to your content for each problem.

Authentic, open-ended problems

Write problem here:

• Related units of study:
• Connections to standards:
• Connections to relevant skills:

Write problem here:

• Related units of study:
• Connections to standards:
• Connections to relevant skills:

Write problem here:

• Related units of study:
• Connections to standards:
• Connections to relevant skills:

After generating opportunities for your learners to engage with authentic, open-ended problems, use the guiding questions below (also linked here), as part of IDE Corp.’s Design Process, to support students through the design process

IDE Corp.’s Design Process Guiding Questions

Formulate your problem

• What is the reality?
• How does this situation affect others?
• What is the ideal situation?
• What must it be like for those affected by this problem?
• What would happen if the problem were not solved?

Explore the problem further

• What do you know?
• What do you need to know?
• How will you learn that?
• What are some reliable sources you can use to gather your information?
• Who would be affected by solving or ignoring the problem?

Ideate and generate lots of ideas to solve the problem

• What are some solutions to the problem?
• Do you need to explore further before you can create a solution?

Sift through your ideas to determine the best solution

• Which ideas could work?
• Which ideas are feasible?
• What are the possible unintended consequences of each idea?
• What else could go wrong?
• Do you need to explore and/or ideate further? Do you need more ideas?

Simulate the situation to test the solution

• How might you create a prototype or mock-up that you can test out?
• How can you test your solution?
• What did you learn from this prototype that will help you with the next one?
• Were you able to test your solution? Do you have to return to sift or ideate further solutions?

Advocate for your solution

• Who needs to know this? Who is your audience?
• Who can help you put your ideas into action?
• How will you share your ideas (a video, website, model, etc.)?
• Where will/can your ideas end up?

Additional Resources

Read the example authentic, open-ended problem and guiding questions below (or use the copy linked here as a template). Reflect on the opportunities for students to engage with IDE Corp.’s Design Process while brainstorming and designing your own.

Title: Medusa’s Myth

Grade: 6–7

Objective

Low self-esteem and negative body image are concerns that plague many teens. In this authentic learning unit, students examine the issue of body image and write original myths to convey a message of the importance of positive self-esteem and inner beauty to their peers. Their original myths will contain themes of inner beauty, kindness, and acceptance.

CCSS Alignment

RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.6, RI.6.1, RI.6.7, RI.7.1, RI.7.7, W.6.3, W.6.4, W.6.5, W.6.6, W.7.3, W.7.4, W.7.5, W.7.6, SL.6.1, SL.6.2, SL.6.4, L.6.3, L.6.5, L.7.3, L.7.5

Enduring Understandings 

• Mythology had a significant impact on historical cultures and continues to influence our lives today.
• Mythology is not unique to one culture but is common to nearly all cultures.
• Understanding the legends and myths of a particular society helps one understand and relate to that society’s culture and history.
• Stories that are passed on through the oral tradition illustrate culture while also helping to shape culture.
• Having self-confidence and positive self-esteem can help to create a positive body image.

IDE Corp.’s Design Process Guiding Questions

Formulate your problem

• Do myths still matter today?
• How can a modern-day myth impact teens on the importance of a positive body image and high self-esteem?
• How can you inspire and teach other teens about having a positive body image?

Explore the problem further

• What are the statistics on eating disorders among teens (among teens in your community)?
• How does the message of (example Myth 1) compare/contrast with the message of (example Myth 2)?
• How does the writing style of (example Myth 1) compare/contrast with the writing style of (example Myth 2)?
• How can you identify themes through reading?
• What do you know about themes in writing?
• What are some characteristics of informative and descriptive essays?

Ideate and generate lots of ideas to solve the problem

• Are there local outlets (newspaper, blogs, school website, community forum) to which you could submit your myth for publication? 
• Are there any regional, state, national, or global outlets (teen magazine, blog, online newspaper, TED Talks) to which you could submit your myth for publishing?
• What opportunities are there to share your myth with other teens?

Sift through your ideas to determine the best solution

• Which idea will reach the widest audience?
• Which idea is logistically possible?
• Which idea is your favorite?

Simulate the situation to test the solution

• Did you share your draft with your teacher for feedback?
• Did you share your draft with your peers for feedback?
• What revisions and changes did you make based on the feedback you received?
• Which steps in the Design Process have you returned to?

Advocate for your solution

• How will you ensure that other teens hear/read your myth?

While the example questions above were generated for teacher use, encourage students to begin asking questions of their own during each stage of IDE Corp.’s Design Process. You may want to collect them in a shared digital document to inspire other learners. Share this video on IDE Corp.’s Design Process with your learners to help them generate questions of their own and navigate the six steps to designing solutions for open-ended problems. In addition to questions, have students reflect on their thoughts and actions to determine which stage of the Design Process they are in, and where they should go (or go back to) next!