Beautiful Evidence: Using Design to Articulate Knowledge

Beautiful Evidence Using Design to Articulate Knowledge Our thoughts... How many of the answers reflect the assertion that educators and students are designers? How many of the answers position those in the classroom as creators, facilitators, and learners? How many follow an inquiry based model? The Big Picture ● Theory and conception ● Positioning students to be designers ○ Curiosity + inquiry ○ Creating and communicating meaning ○ Problem solving ○ Articulating knowledge/learning ● Evaluating student work ● Students talk about their work ● Discussion Theory & Conception Design Thinking Model Dewey: what students do RISD: inquiry Maeda: meaning Tufte: problem solving Design Thinking Design Thinking Model Experience & Education “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” - John Dewey Critical Making:Making Critical Rhode School of Design (RISD) “Foster making as a critical kind of intelligence that advances thinking and understanding in multiple ways” ● Creativity, inquiry, curiosity, engagement “The One” John Maeda, RISD’s former president Laws of Simplicity, Law #10: “Simplicity is about subtracting the obvious, and adding the meaningful.” Design to Solve Problems Dr. John Snow: On the Mode of Communication of Cholera (London, 1855) “The most terrible outbreak of cholera which ever occurred in this kingdom, is probably that which took place in Broad Street, Golden Square, and adjoining streets, a few weeks ago.” Students as Designers Two projects: ● My Next Step ● 3rd Quarter Outside Reading Project (ORP) 1. 2. 3. 4. ● ● Reflections Discoveries Questions Actions Select a medium that reflects your strengths Final, polished project What is my next step? Student Example 1 Student Example 2 Times will be bad, times will be good Scores I wish I hadn’t made and some I’m glad to have Cutting through my focal point I try so hard to impress them all (no low hanging fruits) I can get it right now I will get it right now See what the text will mean Student Example 3 Student Example 4 3rd Quarter Outside Reading Project Student Example 1: Catcher in the Rye Students Draw Holden Caulfield ● Divided into groups ● Provided with handout ○ character traits ○ quotes exemplifying traits ● Draw their interpretation ● Share and discuss Student Example 2: Alice in Wonderland Dress + Decision Making ● Dress made to show major themes ● Activity ○ students choose vanilla or chocolate cupcake ○ their choice places them in groups ○ groups engage in tableau scenes Application ● How can you apply the theoretical approaches to design in your own classroom? ● How might your own students become designers? Q&A