Part II: Design in Education

There are a number of resources on the web to help teachers and administrators get started using design principles and processes to address challenges or opportunities in their schools and classrooms. Here are a few that I have stumbled across in my informal study of design.

First, when I think of design, I think like most people I think of the aesthetic or structural variety. And in many ways there is a powerful way in which architecture, ergonomic engineering and visual design can have profound of effects on learning and school environments. Indeed, there is a body of brain-based education research which emphasizes environmental design elements such as lighting, scents and sounds, and classroom configuration as major ways to leverage our natural neurological predilections for learning.

In this endearing TED Talk by Japanese architect, Takaharu Tezuka, he showcases an oval open plan preschool he designed and where his own child attends. He explains a bit about the process he went through to design for the end-user, both the teachers and the students of the school, and how he included input from both groups during that design process. The space is an urban preschool paradise, with wonderful natural light, open spaces, tight cubicles, trees growing out of the classrooms, and practical multi-use, storage-rich learning stations. It is an amazing organic space for young learners.

Next are a few web resources to both learn more about design in the classroom specifically and design education in general. As mentioned in Part I of my design series, the TD4ED organization is leading the way on adapting the design process for schools and engaging districts and charter organizations in its use. They have tweaked IDEO’s Human-centered Design process for schools, renaming and retooling the six steps to reflect the student end-user; define, imagine, explore, play, reflect and transform. The steps are reminiscent of the gradual release method that many teachers know and use today in their classroom.

If you are looking to connect with other teachers and schools who have already implemented design thinking or a design solution, the Design Thinking in Schools website has searchable map of worldwide resources and programs. You will find pins for the famed design schools like INNOVA in Peru, a whole cluster in Silicon Valley close to the IDEO headquarters and even a few in my home city of Seattle. Check it out and see if you can find and visit a design-forward school in your area.

Lastly, here a few more resource websites and Twitter handles to follow to round out your design in education education:

edSurge – This is their collection of resources to get schools, teachers and ed leaders to start using design thinking in their education communities without hiring an expensive consultant.

Design Education, California – This site is for design students and professionals, but is a resource rich clearinghouse for any interested potential design educator. (@designeducation)

Design In Schools Pinterest – Check out and follow my design board as I continue my professional development on design in education.

Intrinsic School Chicago – Read a Q&A with the lead architect of this revolutionary blended learning space and how they approached their design process with the end-users (students and teachers) in mind.

Biophilic Design in Schools – Stephen Kellert of the Yale School of Foresty and Environmental Studies on how to build nature into education.

@cooperhewitt – The Smithsonian’s design museum provides summer camps for kids interested in design.

@sawhorserevolu1 – A Seattle-based nonprofit working with high school students to design and build solutions for homelessness.

@ProjectHDesign – A 501c3 nonprofit teaching youth to design and build their future with heart, hands, and hammers.

@schoolstartup – The handle for Will Eden, former teacher and edtech expert now leading the launch of a Next Generation School in Alpha Public Schools, San Jose, CA.

@TeachersGuild – A beta community from IDEO and Riverdale School District to get teachers collaborating on design thinking for education with other teachers.

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Design in Education: Part 1

Design, and more specifically, the design process has been a growing interest of mine for the last few years. In 2012, I became a board member of Long Way Home, a small non-profit based in Guatemala that is building a sustainable green school out of repurposed waste material, training a local greenbuilding crew, and providing an environmental education to 60-plus local children. The board position demanded that I begin to understand how to turn challenges in a community of poverty into opportunities based on the needs and desires of that community.  And while I had been involved for several years in the small rural community where Long Way Home operates, assuming that I knew best how to solve problems for the locals, let alone my staff on the ground, would be folly.

Maintaining empathy for the community I was serving, balancing a worm’s eye view with a bird’s eye view and aspiring to create responsive operations systems within the organization was what brought me to learn about IDEO and Human-centered Design (HCD). It did not take long for me to realize that many of the HCD principles could translate well to the “end-users” in the American Title I school I was working in at the time; urban elementary students. If you are interested in student-centered learning, you ought to be reading something on design. Thus, I have endeavored to study the IDEO design process and consider how HCD and general design thinking can be put to productive use in my own classroom.

This is just Part 1 in an on-going and indefinite series on Design in Education. The purpose of this series is three-fold.

1) Collect and catalogue the different Design in Education resources and PD that I have found

2) Distill those design resources into some bite-sized takeaways for myself and other teachers

3) Reflect upon how and where I could implement design principles and the IDEO HCD process, in particular, into my classroom

There is no better place to start than introduction of IDEO and what Design in Education is at it’s core. Last November, during the Global Education Conference, Alaine Newland and Emily Havens of IDEO gave a keynote presentation introducing ways in which IDEO has already used design to improve schools the world over. Below is the Global Ed Con session recording and my notes on the presentation:

Alaine Newland of IDEO – Background connecting global and local communities in the non-profit sector.

1. What is HCD

  • User-centered process based in deep empathy for the user & their experience
  • Understand and observe, make it visual, consider the whole system
  • 4-step process: Inspiration, Interpretation, Ideation, Implementation
  • The goal is for “opportunities to become innovations, transform insights into action, implement new solutions with impact faster and more effectively”.

2. IDEO + Design for learning examples:

  1. San Francisco Unified student-centered school lunch
  2. INNOVA Schools, is a network of world-class schools in Peru that cost families just $130 per month

3. Reimagining the classroom : 8 tips for innovation in the classroom

  1. Pull don’t push – Empower students to seek their own answers & solutions
  2. Create relevance – activate student thinking around real world problems
  3. Reimagining skills – 21st Century Skills are not “soft skills”, they are instead core skills for problem solving
  4. Allow for variation – Learning menus, mastery, competency-based, “equality does not mean sameness”
  5. Teachers as designers – Permissive guidance may be more chaotic but fosters greater engagement
  6. Build a learning community – Partnerships, CBO’s, learning and presenting outside the school
  7. Be an anthropologist – Understand people through interviews, brainstorming sessions, etc.
  8. Incubate the future – How can you make your classroom issues-based so that students think about, explore and brainstorm solutions to problems that they will face when they are adults in the community

Areas of potential reimagination in the classroom:

  1. The classroom space itself
  2. Re Envisioned curriculum
  3. Inspire new behaviors and a creative confidence
  4. Design experiences that support learners and create design thinkers

4. OpenIDEO – Open innovation platform to get people to design for a better world, a community of 75,000 including professionals, students, and entrepreneurs. People collaborate rather than compete and have physical meetups all over the world.

→ Open Challenge Process starts with a big question and continues through the HCD phases

5. Ways to Engage: Emily Haden is spearheading efforts to expand offline engagement

  • Davidson College integrated a yearlong design fellowship into students’ gen ed classes and learning
  • http://www.designthinkingforeducators.com/toolkit/
  • Student meetup groups that meet offline to engage with an OpenIDEO Challenge
  • Campus-wide learning communities that move from awareness of a problem to designing and implementing actionable steps in the local community

Favorite ideas for my teaching practice:

“Teachers could use the design process to teach skills around interviewing and research.”

“HCD is rooted in thinking about the end-user. Empathy is the base of HCD and a way to structure the teaching of empathy.”

Related IDEO & design in education links:

Impact Design Hub interview with one of the founders & current Creative Director of IDEO.org, Patrice Martin:

https://impactdesignhub.org/2015/07/08/human-center-of-design-ideoorg-patrice-martin/

IDEO Method in Action – Story #154, Bezos early childhood support project.

http://www.designkit.org/stories/154

My IDEO HCD Pro Toolkit Tips collection

https://drive.google.com/file/d/0B8Ahbqb_1JzeTDA0djVyWHZWM0E/view?usp=sharing

Innova Schools in Peru and IDEO

http://www.bloomberg.com/bw/articles/2014-03-20/ideos-sandy-speicher-reimagines-education-in-peru

Student Survey Infographic

Nearly six months ago I conducted one of my first student interest surveys as a teacher. It was a modest attempt to learn about the learning habits and preferences of some of my 5th and 6th grade English students. To fulfill the requirements of the Teach-Now assignment I had to create and execute the survey using the Survey Monkey site. Since then I have learned to create Google Forms, added the Google Forms template gallery to my GAFE repertoire and played around with the results of such forms in Google Sheets.

Lo and behold, what arrives in my inbox just today? An update from the incredible infographics web creator, Piktocharts, announcing that you can now import Survey Monkey results and instantly make eye-catching charts! And what do I find when I start playing around with the beta version of Survey Monkey imports in Piktocharts, that I am able to link Google Sheets (and thus, the results of a Google Form) into a beautiful Piktochart infographic as well! You can watch a quick tutorial of how to import your Survey Monkey results into Piktochart here.

Needless to say, it was a good and productive day. Below you will find the results of my student interest survey in the form of an easily created Piktochart infographic. So easy and so cool and just the first of many to come!

Heads up: click on the infographic for best viewing on the web.

TN Student Interest Survey

My 2015 Professional Development Plan

I have finished up my student-teaching clinical with Teach-Now and am in the process of applying for my K-6 teaching certificate from the Washington D.C. OSSE. In the mean time, while I am here in Korea teaching English I am going to have pursue my own professional development as an elementary classroom teacher via my Personal Learning Network, MOOC’s, and keeping up with the latest education research. I have tried to make each of my PD goals a SMART goal, therefore many have a specific deadline for implementation at some point in 2015.

Here is the link to my full PD Plan for 2015:

https://docs.google.com/document/d/1t-_parfMDI6mP-GR_idkJUYEo_6t1Pf8maKfvZFl3W0/edit?usp=sharing

I will list just a few of my top PD goals for the coming year below, along with some commentary on my progress where relevant.

Objective: Create and execute more student-centered lessons.

Action Step:

  • I am gathering student-centered materials and methods, experimenting with implementation, and will be giving a formal PD session at a teacher orientation of new foreign English teachers here in Korea.

Implementation:

  • As I research student-centered methods in more depth while I am teaching here in Korea, I will identify appropriate methods that I feel confident in implementing one-at-a-time, and integrate them into my lesson plans, routines and activities. My goal will be to implement two new student-centered activities in each grade level that I teach per month.

Objective: Deepen my understanding of math instruction pedagogy for elementary school students.

Action Steps:

  • I will have regular correspondence with my math mentor, University of Washington professor, Elham Kazemi.
  • I will complete the readings that have been assigned to me by my math mentor, Elham Kazemi.
  • I will take notes, ask questions, reach out to my PLN for further clarification and advice, and create a blog post about each math reading and my personal study in general.

Implementation:

  • I will have at least two blog posts about my math pedagogy investigation by July of 2015.
  • I will have more than 5 blog posts about math pedagogy and instructional methods a year from now.
  • I will observe at least 5 recorded math lessons and take copious notes in the next year.
  • I will note my preferences and pedagogical beliefs around math instruction, and make sure to create goals for my first year math instruction based on that research and understanding.

Objective: Investigate methods of teaching character in my classroom.

Action steps:

  • Take the Coursera MOOC “Teaching Character” with the instructor, David Levin, a KIPP schools co-founder. (I am currently in the middle of this six week MOOC. I am taking notes on the videos and getting a little behind on the assignments, but learning a lot, collecting many resources and strategies on character education.)
  • Read and blog my notes of Paul Tough’s book, How Children Succeed. (This is done, see the link.)
  • Identify further readings and professional development opportunities in this area. (From the David Levin MOOC I have discovered and saved to my reading list a number of good research articles on teaching character and its importance.)

Implementation:

  • I will create a student character self-assessment Google Form to be filled out at the beginning and end of the school by both students and their parents.
  • I will design community-building activities or a project that will emphasize the development of character strengths.
  • I will intentionally observe and note character strengths and weaknesses in my students and create a routine that facilitates regular one-on-one conferences or interactions with students in need of character support.

Objective: Develop my leadership capacity as a teacher, including in specific areas of education interest like Design In Schools, teaching character, student data management, global education, meetings and PD facilitation and collaboration.

Action Steps:

  • Watch, take notes and blog about the 2014 Global Education Conference sessions with education leaders that I admire.
  • Take IDEO “Design In Schools” MOOC in March of 2015.
  • Lead a professional development session for the new ESL teacher orientation here in Korea in April.
  • Execute a Skype in the Classroom lesson in Korea by August of 2015.

Implementation:

  • Be available to the principal in areas where you can advise and provide a level of expertise.
  • Participate and grow in my presence as an educator online, expand my Personal Learning Network, keep blogging, tweeting, and collaborating via the web.
  • Identify and cultivate a good, collaborative working relationship with a mentor teacher when I arrive at my first American school.