Friday, September 9, 2011
design based learning in Schools
http://www.lacrosseschools.org/se3bin/clientschool.cgi?schoolname=school700
La Crosse Design Institute Project Ideas
At the La Crosse Design Institute, students take the state educational standards and bring them to life through authentic, student-driven projects. Every project is unique to each student at the La Crosse Design Institute. Project-based learning allows students to develop higher-level thinking skills, accountability, content motivation, and a real world application. All LDI students go through the process of design to complete their projects. Below are some example projects that could come out of learning at LDI.
Natural Disaster
Students will create natural disaster preparedness presentations about a natural disaster that could occur in their local area or an area of interest? (social studies, science, math, and language arts)
Animal Habitat Adaptation
Could a frog live in the desert? Would a camel still have a hump if it lived in the rainforest? Why do we have so many Asian Lady Beetles in the United States? What adaptations would a human need if they were to be a mermaid? (language arts, social studies, science)
Are we alone?
Using the the general structure of what we know about solar systems, galaxies, and the universe, explain why we are alone in the universe or how you can prove that we are not. (social studies, science, math, and language arts)
Survival Architecture
How would we build a shelter to withstand a hurricane? Pythagoras and histheorem can help students with measurements without using a protractor or a compass. (social studies, science, math, and language arts)
Starting your own business
What kind of business would you like to start? How do you set prices in order to make a profit? What are your expenses? Who are your suppliers? Where would your business be located? (social studies, science, math, and language arts)
Cell Phone Plan
Students will research and compare several different cell phone providers and decide which provider would work best for them. Why do providers have contracts? What are the catches? What is most important to a cell phone customer? Where is the best place to live in the U.S. for that provider? (social studies, math, and language arts)
My Perfect Bedroom
Students will design their perfect bedroom. They will create a scale drawing of their current room. They will research the cost of furnishings, wall and floor coverings and decorations that will fit into their room. What is the most expensive room and/or what is the best bargain? (math and language arts)
Historical Comic
Students develop a comic strip or book that explains American History issues. Students can make comics persuasive to demonstrate propaganda, satirical, or they can create a historically-based character who has adventures. (social studies and language arts)
An immigrants Tale
Students create an oral or digital story that is told through the eyes of historical or present day American immigrants. (social studies and language arts)
Let's Eat!
Students develop their own restaurant critique book that shares all the highlights or the lowlights of their communities' restaurant scene. Students can describe the menu discussing what they like or dislike. They can also discuss a pricing guide; deciding if each restaurant is worth the price on the menu. (social studies, math, and language arts)
At the La Crosse Design Institute, students take the state educational standards and bring them to life through authentic, student-driven projects. Every project is unique to each student at the La Crosse Design Institute. Project-based learning allows students to develop higher-level thinking skills, accountability, content motivation, and a real world application. All LDI students go through the process of design to complete their projects. Below are some example projects that could come out of learning at LDI.
Natural Disaster
Students will create natural disaster preparedness presentations about a natural disaster that could occur in their local area or an area of interest? (social studies, science, math, and language arts)
Animal Habitat Adaptation
Could a frog live in the desert? Would a camel still have a hump if it lived in the rainforest? Why do we have so many Asian Lady Beetles in the United States? What adaptations would a human need if they were to be a mermaid? (language arts, social studies, science)
Are we alone?
Using the the general structure of what we know about solar systems, galaxies, and the universe, explain why we are alone in the universe or how you can prove that we are not. (social studies, science, math, and language arts)
Survival Architecture
How would we build a shelter to withstand a hurricane? Pythagoras and histheorem can help students with measurements without using a protractor or a compass. (social studies, science, math, and language arts)
Starting your own business
What kind of business would you like to start? How do you set prices in order to make a profit? What are your expenses? Who are your suppliers? Where would your business be located? (social studies, science, math, and language arts)
Cell Phone Plan
Students will research and compare several different cell phone providers and decide which provider would work best for them. Why do providers have contracts? What are the catches? What is most important to a cell phone customer? Where is the best place to live in the U.S. for that provider? (social studies, math, and language arts)
My Perfect Bedroom
Students will design their perfect bedroom. They will create a scale drawing of their current room. They will research the cost of furnishings, wall and floor coverings and decorations that will fit into their room. What is the most expensive room and/or what is the best bargain? (math and language arts)
Historical Comic
Students develop a comic strip or book that explains American History issues. Students can make comics persuasive to demonstrate propaganda, satirical, or they can create a historically-based character who has adventures. (social studies and language arts)
An immigrants Tale
Students create an oral or digital story that is told through the eyes of historical or present day American immigrants. (social studies and language arts)
Let's Eat!
Students develop their own restaurant critique book that shares all the highlights or the lowlights of their communities' restaurant scene. Students can describe the menu discussing what they like or dislike. They can also discuss a pricing guide; deciding if each restaurant is worth the price on the menu. (social studies, math, and language arts)
Friday, September 2, 2011
butterfly fields
http://www.butterflyfields.com/index.php?option=com_content&view=article&id=15&Itemid=87
Mini science centers - where people can make and test things...
http://www.nwlink.com/~donclark/learning/doing.html
Framework clearly defined - for learning by doing activity....
Mini science centers - where people can make and test things...
http://www.nwlink.com/~donclark/learning/doing.html
Framework clearly defined - for learning by doing activity....
learning by doing
http://www.dumblittleman.com/2010/10/why-you-should-learn-by-doing.html
Do you enjoy learning new things? I certainly do.
In particular, I enjoy about learning new ways to better myself and my relationships with others. When I first started on this quest I couldn't get enough. I read about it all the time on blogs, online magazines and in books. There came a point where everything I read was just a slightly different version of the same thing. I was stuck.
I felt as though I had run out of things to read and ideas to try, yet I didn't feel any better. I didn't feel as though I was a better person or that my relationships with others had improved at all. There was something missing. It was the doing.
Do you enjoy learning new things? I certainly do.
In particular, I enjoy about learning new ways to better myself and my relationships with others. When I first started on this quest I couldn't get enough. I read about it all the time on blogs, online magazines and in books. There came a point where everything I read was just a slightly different version of the same thing. I was stuck.
I felt as though I had run out of things to read and ideas to try, yet I didn't feel any better. I didn't feel as though I was a better person or that my relationships with others had improved at all. There was something missing. It was the doing.
Friday, August 26, 2011
Thursday, August 18, 2011
TEaching design K12
http://www.idsa.org/teaching-design-k-12
Engagement, willingness to take risks, empowering students to believe that they can be creative by practicing, learning and encouraging them to problem solve, prototype, fail and iterate are unheard of ideas for most US school systems. These bold, new ideas that designers practice every day are starting to get some traction as an alternative to the present rigid US education system and could raise education scores of US students.
Since the introduction of the National Curriculum in 1992, which included as one of the core subjects Design and Technology, the British education system has recognized that teaching design to K-12 grade children teaches a process and approach to creative thinking even if students don’t become designers when they leave school. This means that all young adults entering the workforce have an understanding of design. How does that compare to the people we work with in business? Besides the educational benefits for students, it also means a much better reception in the workplace for design because many more people have a fundamental grasp of what design can do and how it works as a process.
As part of IDSA’s efforts to promote design to business, we set a long-term goal of ensuring that all students coming out of school at least know and understand what design is and what it can do. With this in mind, the following article outlines some of the advocacy IDSA has in the works to better integrate design into the K-12 education system.
Engagement, willingness to take risks, empowering students to believe that they can be creative by practicing, learning and encouraging them to problem solve, prototype, fail and iterate are unheard of ideas for most US school systems. These bold, new ideas that designers practice every day are starting to get some traction as an alternative to the present rigid US education system and could raise education scores of US students.
Since the introduction of the National Curriculum in 1992, which included as one of the core subjects Design and Technology, the British education system has recognized that teaching design to K-12 grade children teaches a process and approach to creative thinking even if students don’t become designers when they leave school. This means that all young adults entering the workforce have an understanding of design. How does that compare to the people we work with in business? Besides the educational benefits for students, it also means a much better reception in the workplace for design because many more people have a fundamental grasp of what design can do and how it works as a process.
As part of IDSA’s efforts to promote design to business, we set a long-term goal of ensuring that all students coming out of school at least know and understand what design is and what it can do. With this in mind, the following article outlines some of the advocacy IDSA has in the works to better integrate design into the K-12 education system.
Intel - Project based learning
http://www.intel.com/about/corporateresponsibility/education/k12/projects.htm
Project-based approaches engage students in deeper content area knowledge and develop 21st century skills such as collaboration, problem-solving, and critical thinking.
Project-based approaches engage students in deeper content area knowledge and develop 21st century skills such as collaboration, problem-solving, and critical thinking.
dschool
http://dschool.typepad.com/news/2009/08/k12-lab-dt2schools-workshop.html
Stanford d.school Co-Founder George Kembel talks about "Awakening Creativity" at the Chautauqua Institution. Watch the video here.
We tweeted highlights during the speech via @stanforddschool. You can also read them below:
- Is creativity something that is available to all of us or is it something that some are born or gifted with?
- Creativity is a profound latent capacity available to all of us. Why does it remain dormant in so many of us?
- Can creativity be awakened? Can it be nurtured?
- Empathy can inform the problem definition phase and prototyping can help you learn.
- Start with empathy to gain inspiration. See the story of the Embrace Global baby incubator as an example. Without being human-centered, they would not have come up with an incubator that looks like a sleeping bag instead of a box that plugged into a wall. For more on Embrace Global click here.
- Try a lot of little experiments with low resolution prototypes.
- For more on d.light design click here.
- Vulnerability required: Preserve ambiguity longer than you are comfortable to leave room for empathy to inform problem definition.
- How can public radio innovate? The story of @DesignAgitator and @wnyc is told.
- Instead of holding on to a clear goal, hold on to a process. This allows for innovation.
- Our first responsibility is to create the innovators, not the innovations.
- Creativity is a latent capacity available to all of us. Design thinking can unlock it. It begins with individual transformation.
- If you focus only on innovations, you risk killing creativity. But if you focus on innovators you most likely get both.
- The dschool's K-12 Lab is bringing design thinking to K12 education.
- You don't lead by control, you lead by guiding.
- We don't believe that creativity is something you separate from other disciplines. We bring all the disciplines together.
Design as a process
http://www.nbm.org/schools-educators/design-education/design-the-design-process-and-design-education.html
Design as a Process
The act of design can be defined as a purposeful and creative process for developing solutions for defined needs and audiences.
- Design fulfills a need or a purpose and is carried out purposefully. Thus, it is not random or arbitrary.
- Design is creative because it involves the development of something new, different, or improved. Design is also creative because it embodies an aesthetic component, be it the visual appeal of the Washington Monument or the organizational elegance of a workflow system.
- Design is practical because it provides a solution to a perceived problem or need. The solution is not predetermined; indeed, there can be more than one viable solution or design.
- Design should respond to a particular audience or audiences. For example, a chair that is designed for a child will likely differ in form and style from a chair designed for an older person.
Design is a plan for arranging elements in such a way as best to accomplish a particular purpose. – Charles Eames
Design in its simplest form is the activity of creating solutions. Design is something that everyone does everyday. – Frank Nuovo
Design is a creative activity—it involves bringing into being something new and useful that has not existed previously. – J.B. Reswich
Design is the method of putting form and content together. Design, just as art, has multiple definitions, there is no single definition. Design can be art. Design can be aesthetics. Design is so simple, that's why it is so complicated. – Paul Rand
Design Education in Schools
http://anddesignmagazine.blogspot.com/2010/04/design-education-in-schools-is-key.html
The Cooper-Hewitt National Design Museum and the National Design Policy Initiative are teaming up to make design education in schools one of their top priorities in American Design Policy.
Caroline Payson, (left) education director for the Cooper-Hewitt, lead the first of three round table discussions for the National Design Policy Initiative at the IDEAS Forum held in Washington, D.C. on April 13, 2010 on the role of design education in schools for the 21st century. Participants then worked in teams to develop strategies and recommendations for raising public awareness about design education and providing the infrastructure necessary to insure that every student in K-12 schools understands design and design thinking.
The Cooper-Hewitt National Design Museum and the National Design Policy Initiative are teaming up to make design education in schools one of their top priorities in American Design Policy.
Caroline Payson, (left) education director for the Cooper-Hewitt, lead the first of three round table discussions for the National Design Policy Initiative at the IDEAS Forum held in Washington, D.C. on April 13, 2010 on the role of design education in schools for the 21st century. Participants then worked in teams to develop strategies and recommendations for raising public awareness about design education and providing the infrastructure necessary to insure that every student in K-12 schools understands design and design thinking.
Wednesday, August 17, 2011
Tuesday, August 16, 2011
live shool
http://www.live-school.net/services.lol
LIVE-SCHOOL is an interactive system with a suite of tools that allows you to give or follow classes, training, conferences or any other meeting via webcam and microphone.
Accessible to anyone and user-friendly, no technical knowledge is required so you can be up and running quickly.
Description of LIVE-SCHOOL interative classroom:
- 10 microphones/webcams monitoring
- Chatroom
- Live import of shared images (motion, zoom, transparency)
- Live all type document sharing (Excel, Word, PowerPoint etc.)
- Interactive whiteboard (diagrams, patterns and tables)
- HD video player
- A PHONE (teacher side) with conference option (dialog is listened by all students)
LIVE-SCHOOL is an interactive system with a suite of tools that allows you to give or follow classes, training, conferences or any other meeting via webcam and microphone.
Accessible to anyone and user-friendly, no technical knowledge is required so you can be up and running quickly.
Description of LIVE-SCHOOL interative classroom:
- 10 microphones/webcams monitoring
- Chatroom
- Live import of shared images (motion, zoom, transparency)
- Live all type document sharing (Excel, Word, PowerPoint etc.)
- Interactive whiteboard (diagrams, patterns and tables)
- HD video player
- A PHONE (teacher side) with conference option (dialog is listened by all students)
Studio School
The Studio School’s approach transcends the standard curricula and is uniquely designed to develop and enhance each child’s innate intelligence and creativity. It blends an understanding of child development with a working knowledge of how children learn, a student-teacher relationship that is emotionally connective, and a rich curriculum imbued with a breadth and depth of learning.
http://www.studioschoolnyc.org/how_we_work.htm
http://www.provincialschoolstudio.com/aboutus.html
http://schoolstudio.typepad.com/school_design_studio/33-educational-design-pri.html
http://studioschoolstrust.org/
http://www.studioinaschool.org/
http://www.hydeparkart.org/school-studio/
http://schoolofstudio.wordpress.com/
http://www.studioschoolnyc.org/how_we_work.htm
http://www.provincialschoolstudio.com/aboutus.html
http://schoolstudio.typepad.com/school_design_studio/33-educational-design-pri.html
http://studioschoolstrust.org/
http://www.studioinaschool.org/
http://www.hydeparkart.org/school-studio/
http://schoolofstudio.wordpress.com/
Monday, August 15, 2011
school studio project
WHAT IS A SCHOOL STUDIO PROJECT?
Artists Working in Education values art as an integral part of education. We believe that Teaching Artists offer a unique perspective and can help foster inquisitiveness, creativity flexibility, imagination and confidence in children. Through a School Studio residency, students collaborate with a professional Teaching Artist who brings a creative approach to the planning and implementation of a collaborative art experience.
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