{"id":2044,"date":"2020-04-06T16:11:45","date_gmt":"2020-04-06T16:11:45","guid":{"rendered":"http:\/\/fute.southdenmark.eu\/?page_id=2044"},"modified":"2020-09-14T22:29:19","modified_gmt":"2020-09-14T22:29:19","slug":"fute-project-design-for-the-classroom-info-cards-2","status":"publish","type":"page","link":"https:\/\/fute.southdenmark.eu\/?page_id=2044","title":{"rendered":"FUTE \u2013 Teacher Info Cards"},"content":{"rendered":"\t\t
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Teacher Training<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\tstart here! Introduction to the fute method\t\t\t\t\t<\/span>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t<\/a>\n\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\tdesign thinking for teacher teams\t\t\t\t\t<\/span>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t<\/a>\n\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\tdesign thinking in the classroom\t\t\t\t\t<\/span>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t<\/a>\n\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\tInfo Cards\t\t\t\t\t<\/span>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t<\/a>\n\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\tDesign Challenges\t\t\t\t\t<\/span>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\t\t\t<\/div>\n\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t<\/a>\n\n\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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What is a design challenge? <\/span>Design challenges require more than a simple internet search to find a solution. For design challenges there is not one solution and when posing the question, it is not easy to predict what the solution will be.<\/span><\/h2> \t\t\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Time needed: 20 minutes
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How to formulate a good design challenge<\/p><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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It is important to formulate a design challenge carefully. Here are some guidelines that can help you formulate a good design challenge.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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1<\/p><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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The challenge should be solvable by designing something tangible. \u2018Why\u2019 questions are usually not good design challenges.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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2<\/p><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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The design challenge should be an open question, asking for example \u2018how\u2019 or \u2018what\u2019, instead of yes or no questions.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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3<\/p><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Think about the feasibility of the challenge. Do not pose a larger challenge than you and your design team will be able to solve.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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4<\/p><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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A good way to formulate a design challenge: start with the words \u2018how might we\u2019.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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The Complexity score<\/p><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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For the design challenges in this training module we have used a complexity score based on the model of Gill & Hicks (2006). This complexity score has three categories:\n<\/p><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Information processing requirements<\/p><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Information Processing Requirements<\/strong> is about the time needed to solve a challenge and the amount of knowledge to be acquired.<\/p>

The time needed to solve a challenge can range from several hours to several months. It is good to consider the expected time, both when solving challenges in a teacher design team and in the classroom.<\/p>

Framing the challenge in a different way can alter the time needed to increase feasibility.<\/p>

For instance, when solving the design challenge worked out on card 17, concerning lowering the ecological foot print of Kinder eggs, you could frame it differently by focusing only optimizing shape and packaging for transport, making it more of a mathematics challenge and reducing the information processing requirements.<\/p>

When framing the question to focus on the materials and production methods used, about which your pupils probably do not know a lot yet, you increase information processing requirements.<\/p><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Amount of structure<\/p><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Amount of structure<\/strong> concerns the amount of structure given in the challenge card, the novelty of the task, and the degree of uncertainty.<\/p>

The novelty of the task is largely dependent on who is solving the challenge, the degree of uncertainty is about how many possible solutions there could be: the more possibilities, the higher the complexity.<\/p>

The amount of structure is especially important when using design thinking in the classroom: you as a teacher can choose to impose the use of specific cards, give pupils a choice between specific cards, or even let them choose freely between all cards.<\/p>

The degree of uncertainty can be altered by framing the challenge differently: the more specific the challenge, the less uncertain the outcome.<\/p><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Question
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Think of a design challenge you have in mind for your organisation or your classroom. Think about the different components of complexity for this challenge. How could you make the challenge more or less complex?<\/p><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Complexity of the underlying structure<\/p><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Complexity of underlying structure<\/strong> is about the context where the challenge is situated.<\/p>

In a design challenge concerning climate change, many more and complex factors play a role than in a design challenge situated in a school. This latter design challenge will be much more complex than a design challenge about establishing a morning routine for a family.<\/p>

If we look at the example on challenge card x, we can say the complexity of the underlying structure is rather low, as it is only about the time schedule of one person. If the challenge would be about the morning routine of a household, the challenge would become more complex.<\/p>

Even more complex would be a challenge in which we want to find solutions in the way schools are organised to suit the needs of families with different schedules.<\/p><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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DESIGN THINKING IN EDUCATION <\/span>Recently, design thinking is being introduced in schools. This is done on two levels: the organisational level and the classroom level.<\/span><\/h2> \t\t\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Time needed: 20 minutes
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Organisational Level<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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On the organisational level<\/strong>, teacher design teams are formed to find creative solutions for different challenges in the school. <\/p>

Examples of challenges are: how to reduce the amount of traffic around the school, how to stop bullying, how to use smartphones in the school in a positive way, or how to incorporate a topic like citizenship into the curriculum.<\/p><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Design Thinking for Teachers<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Design Thinking focuses on combining thinking with doing.<\/strong><\/p>

A design thinking process is therefore a very tangible and pragmatic approach to innovation, where insights and results are documented and communicated in a way that is easily understood and shared in a design team and communicated outside the team.<\/p>

With schools needing to adapt rapidly to the changing society and shifting educational needs, design thinking seems to be a good way for teachers to redesign their schools organisational and educational activities.<\/p><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Questions<\/em><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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1. How would you use design thinking in your school?\u2028<\/p>

2. Do you already have ideas about design challenges you would like to solve?\u2028<\/p>

3. Have you recently worked on a problem or theme for which design thinking would have been an interesting approach?\u2028<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Classroom Level<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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On the classroom level<\/strong>, learners are challenged to find creative solutions for different challenges.<\/p>

This can be challenges in their own classroom or school (like bullying or too much noise during the individual working time) or challenges that are aimed at learning a specific part of the curriculum in a different, more active way.<\/p>

Examples of these latter problems include designing a house of the future, finding a solution for the traffic problem in the city, designing a game to learn about fractions, or finding ways to diminish food waste.<\/p><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Design Thinking for Pupils<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Design thinking involves pupils more extensively in the planning and execution of teaching and learning.<\/strong><\/p>

By bringing more meaningful and real-life problem solving into the classroom, pupils will be more engaged and teaching can become more collaborative and interesting for pupils.<\/p>

The design thinking method also contributes to the development of important 21st century skills, on which education is focusing more and more, like creativity, critical thinking, information processing, communication and collaboration.<\/p><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Why Use Design Thinking? 3 Reasons <\/span>Design thinking is a step-by-step way to structure creative problem solving and develop creative ideas and tangible solutions. <\/span><\/h2> \t\t\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Design thinking can be used to solve all kinds of everyday problems and to look at these problems in a positive way by calling them \u2018design challenges\u2019.<\/p>

In other words: design challenges are problems or challenges that can be solved by using design thinking methods.<\/p><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Time needed: 20 minutes
<\/strong><\/em><\/em><\/p><\/div><\/div><\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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