Design Thinking in The Classroom

Kelsi Brosnahan

Theory: Design thinking in the classroom allows the students to

create meaning through problem solving. When a design is
accomplished it is through a series of choices (Slafer & Cahill,
1995). Students are being prepared for 21st century skills of
collaboration, innovative, and entrepreneurship through the use of
creative problem-solving. The process that is followed in order to
achieve this higher level of thinking is set into five phases;
discovery, interpretation,
Better Practice: Teacher who ideation, experimentation,
provides a workspace for the evolution. These phases
creative process that allows oscillate between divergent
thinking, which incorporates
students to design meaningful
a variety of different views,
solutions in the classroom, and convergent thinking,
school, and community. which is more logical and
analytical skills (Nemeth,
2015) Through this process students are encouraged to ask
insightful questions and make mistakes to generate new ideas or
solutions (Sterman, 2015). By implementing design thinking into
the classroom, it is promoting optimism that greater things are
possible and it can be accomplished through the students
creative abilities (Design Thinking for Educators, 2012, p.11).
A/r/tographical Theoretical Lenses
Artist: Design thinking allows for one to explore multiple choices of meaning making
with the flexibility to redesign. As a creator, this process is wanting one to be fearless
when it comes to anomalies within their progress by encouraging one to understand
these mishaps instead of shying away from them (Gardner, 2008, p.83). Design thinking
allows for this creative exploration to happen while problem-solving. One is able to do
this by experimenting with multiple materials to fully develop their finished product. This
is how the artist lens fits into the design thinking process through this flexibility to
experiment with multiple medias to develop meaning and solutions to problems.

Researcher: Researching is
intertwined into all of the
phases of design thinking
which gives one the
opportunity to do continuous
research throughout their
process. In discovery, one is
gathering their information to
understand their problem. In
interpretation, one is
searching for the meaning
and framing their
opportunities. In ideation, the
ideas are generated and
defined. In experimentation
research is done by doing
and getting feedback. In the
last phase of evolution, one
is tracking their findings and looking at how they can move forward. (Design Thinking for
Educators, 2012, p.15) These all are different types of research methods that are being
implemented in design thinking. One is in a continuous loop of discovery.

Teacher: With implementing design thinking in the classroom one needs to be open
and willing to try new things, dream big, and be patient as experimentation is done and
design starts to emerge from the process (Design Thinking for Educators, 2012, p.17).
Educators will be able to be learners along with others around them. Through design
thinking discoveries of new possibilities materialize through the experimentation that is
taking place. This is where collaboration really takes flight as one is starts to bounce
ideas and facts off of each other in order to redefine their product. In the classroom, the
teacher does help set the guidelines for the students while they start their design
thinking process, but the teacher needs to keep these ideas in their mind as they move
along. A teacher needs to be open to their students flow of ideas and expect the
unexpected to happen.
Practice
Room Design: When thinking about the layout of the classroom it needs to be looked
at through the lens of the students. Simples things like lowering bulletin boards, making
supplies within reach, and by providing a variety of creativity alternate think spaces for
students. By creating a human-centered design that benefits the students it will develop
a more engaging and fluid classroom.

Discovery: When first starting on the journey of design thinking there needs to be a
conflict that can promote problem-solving built around inquiry, reflection, and
modification (Sterman, 2015, p.3). This can be brought to the students in a form of a big
idea, community problem, or challenge. The question that the students should be asking
is how are they going to approach this problem in a way that leads to success? When
posing the problem that needs to be address it is important to keep in mind that it needs
to be wide enough to allow for unexpected possibilities but narrow enough to allow
students to focus.

Interpretation: There will be several strings of information that are built up to this point
in the design thinking process. What needs to happen at this point is students need to
start synthesizing their thoughts into one clear direction for ideation (Design Thinking for
Educators, 2012, p.39). There are a few things that need to be done from the teacher
perspective in order to keep students moving along the process. Being a part of the
story telling and information breakdown will help students solidify their findings. There
should also be something for the students to document their ideas whether that be post-
it notes or sketchbooks.

Ideation: Students are asking what do they create? This is where the ideas on how
they are going to physically solve the problem start to form. Facilitating a brainstorming
session is very beneficial in helping students to respectfully build their knowledge base
and sprout new ideas. By being facilitating the discussion the teacher will be able to
make sure that everyone is focused on the topic, boost big ideas, encourage linking of
ideas, and promote other forms of brainstorming like mind mapping and visual
sketches.

Experimentation: Here is where students start to develop their idea into a palpable
piece of work. During this phase students are taking their ideas and experimenting with
way to make it work. The teacher need to be able to provide the materials and
resources that the students need to proceed with their discoveries. There will also need
to be demonstrations for certain materials that students are not familiar with. After some
time, experimenting students will need to take a break in to receive feedback from each
other. This is important for the students to scaffold off each other in order to improve
their development of their idea.
Evolution: Overtime this phase teaches students to receive solutions to their design
and continued development of the concept over time. (Design Thinking for Educators,
2012, p. 67) This is a time for the teacher to assess the students process and for the
students to assess each other. They are scaffolding off of each other's ideas and
becoming collaborative learners as they support each other. It is important for the
students and the teacher to remember that change can be subtle and develops over
time.

Recommended Strategies
SCAMPER: Substitute. Combine. Adapt.
Modify or Magnify. Put it to other uses.
Eliminate. Reverse or Rearrange.
SCAMPER is a list of idea-spurring
questions that can be asked to motivate
students into creativity (Michalko, 2006,
p.74).
Visual Thinking Strategies: Asking
questions like What is going on in this
work? What do you see that makes you
say that? and What more can we find?
deeps students understanding and opens
new opportunities at looking at a work in a
different way. (Yanawine, 2013)
Idea Box: This is a type of morphological
analysis. Have students specify their
problem and then select the parameters of
their challenge. They will then list as many
variations for that parameter as they can.
Once this is done they can start trying to
combine different ideas. (Michalko, 2006,
p.118)
Clever Trevor: Students will find someone
out of their area that they are working in to
get different perspective of ideas. Listen
skills and documenting skills will be utilized
to collect useful ideas. (Michalko, 2006,
p.192)
Da Vincis Technique: Students will review
the challenge they are working on. After
reviewing they will relax and tap into their
intuitive consciousness. They will use a
piece of paper to sketch the images and
write the words that came to mind. They can
work on combining these images and words
into something new and consider how they
might relate to their challenge. (Michalko,
2006, p.262
References and Websites
Sterman, C. (2015, September). Teaching By Design: Design Thinking is a Problem-
solving Strategy that Helps Builds Students' 21st Century Skills. Principal Special
Supplement , 2-5. Retrieved June 18, 2017, from www.naesp.org

Slafer, A., & Cahill, K. (1995). Why Design?: Activities and Projects from the National
Building Museum. Chicago, IL: Chicago Review Press.

Nemeth, J. (2015). Metaphors, Puns, and Chance Combinations: Creative Thinking

Strategies and Art Practice. Connecting Creativity Research and Practice in Art
Education: Foundations,Pedagogies, and Contemporary Issues, 236-243.

Design Thinking for Educators (2nd ed.). (2012). Retrieved June 8, 2017.

Gardner, H. (2006). Five Minds for the Future. Harvard Business School Press. Boston,
MA.

Michalko, M. (2006). Thinkertoys a Handbook of Creative-thinking Techniques (2nd

ed.). The Rocks Campus: Ten Speed Press.

Yenawine, P. (2013). Visual Thinking Strategies: Using Art to Deepen Learning Across
School Disciplines. Harvard Education Press. Cambridge, MA.