Every classroom in the world has changed in some way during these last six months. Disinfectant wipes, spaced out desks and furniture removed just to name a few of those changes. But those examples aren’t how we change school operations to become COVID compliant. For months now, we have needed to re-evaluate how we operate our schools to be COVID compliant and we will need … Continue reading Your Normal School Structure & Mode of Operating Isn’t COVID-19 Compliant
Critiques Are an Empowering Event That Your Faculty Deserves. It’s posts on Twitter or conversations with teaching peers like this that remind me how skilled we are as teachers at being critical of student work but how rarely we are able to be constructive with criticism about our own work. There is no teacher at fault, it is a systems problem. Critiques are the Objective, … Continue reading Bringing Design Thinking Crit” from Design School to Your School’s Faculty
Ingredients: One teacher “spur/cheerleader” One outside “design guru” One teacher “unstoppable force” A pile of middle school kiddos A well-stocked design studio One and only one main goal A pinch of luck This is the story about how ASB Mumbai middle school students were able to make a mobile library in only one week. This is how a principal with a vision, a few veteran … Continue reading A Recipe to Exceed your Design Thinking Expectations (a story from Mumbai, India)
“Society’s institutions change at a slow pace.” Bud Selig – “For the Good of the Game” Cows, deer, and other large animals carve a path in grass and earth from one point to another though repeated use. Should an obstacle appear along that path such as a tree falling across it, the cows will carve a bend in the path around the tree. This is … Continue reading The “Cow Paths” of School Improvement & Maintenance – Design Thinking
This is not another article looking to take down a trend in education. No. This is a statement of how much further a great idea is still to come. Should Design Thinking, in capital letters, manage to survive the great pendulum of time and trends in education, then it needs itself to iterate. See, my call to a new universal design model as one example … Continue reading Design thinking in education has a massive hole in it: the skills designers have.
The second step in many design processes is to research, collect information, and to more deeply understand the internal product/system to be redeveloped. In education, that information can come in the form of achievement data, community surveys, classroom observations, anecdotal evidence and from meetings designed to try to organize information that relates to the the problem being addressed. This article will focus on collaboration and … Continue reading Step 2 of The Design Process: Collecting Information
Step One of The Design Process is to Define the Problem. Understanding and leveraging validation over verification may be a much greater tool to identifying the right problem to solve — more than even a focus on empathy.In fact, when working through the design process and design thinking on your campus, being careful and deliberate with verification and validation to ask the right question can … Continue reading Step 1 of The Design Process: Verification vs. Validation
When recently listening to the podcast 99 Percent Invisible by Roman Mars, I was struck by the concept of Unpleasant Design or Hostile Design. In it, the radio producers described an idea in architecture and design where unwanted behavior was being deterred through design. For example, spikes might be embedded in a city building window ledge so the homeless can’t lay there, or high pitched … Continue reading Hostile Design In Schools