Design Thinking

Introduction

Design Thinking

“Design thinking is a human-centered approach to innovation that draws from the designer's toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success.”

 

— Tim Brown, CEO of IDEO

Task

Create a presentation explaining how to integrate the methodology of design thinking in a real lesson plan.

Include the following parts:

Definitions, characteristics, examples, videos, ISTE standards that should be covered and tips to implement them into real lesson plans.

Time: 35 minutes

Use any presentation tool that you prefer. 

Process

Evaluation

Teaching Activity

Category

4-excellent

3-good

2-sufficient

1-in progress

Engaging students

Appropriate pace, comprehension checks, relating to students, appropriate for level, interaction between teacher and student/student and student, all modes of communication are used

Some modes of communication are used, pace or level may be slightly off, comprehension checks are regular but don’t accurately gage learning

Comprehension checks too few or are not effectively used; interaction and modes of communication are lacking

Very few (or no) comprehension checks, little to no interaction, no variety in modes of communication

Delivery and Presentation

Good voice, assertiveness, confidence, eye-contact, ‘with-it-ness’ factor, enthusiasm, good body language, smooth transitions, professional appearance

Confidence, some eye-contact, may have used L1 occasionally, not entirely ‘with-it’ for entire class,

Is confident, but may be lacking assertiveness, L1 is present, authentic and meaningful material are not presented, presentation is clearly too short/too long

Not confident, extensive use of L1, is not assertive for most of the class, non-effective visuals

Instructional Skills

exclusive L2; authentic visuals; within time limit and uses time effectively; authentic and meaningful material is used; objectives clearly stated; integration of all modes of communication; appropriate assessment; variety of methods and strategies

Predominant use of L2; some variety of methods; objectives not embedded in content;

timing appropriate;  May lack some of the items noted in excellent column

Use of L2 not sustained; lesson not embedded in meaningful tasks or content; objectives do not clearly reflect the lesson; one mode of communication is dominant; lack of variety of methods and approaches

Little use of L2; Tasks lack context and content; objectives do not drive the tasks; assessment of student comprehension lacking; little if any variety of tasks/methods

 

III-Resources

Category

4-excellent

3-good

2-sufficient

1-in progress

Resources

Lesson plan and other resources to develop the lesson plan

Missing one of the resources

Missing  several resources

Supporting materials not provided

Technological resources

Used a variety of technological resources and online tools.

Used some technological resources and online tools.

Used a few technological resources and online tools.

Not used technological resources and online tools.

Conclusion

Fill out a chart to reflect on the uses of the given technological methodology.