Students experienced an SEL-based engineering-design thinking challenge during the previous two lessons. These culminated in a Classroom Culture Prototype Contract. During this lesson, students shift focus to an analysis of high-level models of engineering-design thinking. The purpose of this shift is to allow for an alternate assessment of students' mastery of the objectives for this unit. The previous two lessons focused mostly on student performance; this lesson focuses on students' analytic skills. Students will observe designers navigating the "real world" as exemplars of engineering-design thinking competencies in order to self-asses. Where do students fall on the spectrum of engineering-design thinking skills? How self-aware are students of their skill levels? What next steps can students take to improve?
Students will shift the focus of engineering design thinking from the self to the real world through a brief introduction to products designed for human needs.
Students will begin to contextualize engineering design thinking as a process that applies to the self and other people.
In the debrief of this clip I will ask students to consider how we evaluate good design. How do we know we are good designers? What does good the process of good design look like?
Students analyze the engineering design thinking behaviors of students at the Stanford d school that are engaged in a number of international design challenges.
How do behaviors of graduate level design school students compare to our own? What might we do differently in this class? What questions arise as we observe these behaviors?
Students will watch this film in small groups of four clustered around a laptop computer. This will allow me to hold small group conference with groups to highlight specific aspects of this film for different students groups based on needs I have identified. Students may watch the entire film on their own time, but the goal for this activity is for students to articulate observations for all categories. To do this, one or two examples will be sufficient.
1) The attached handout was used by students during class.
2) The film to be watch is Extreme by Design. As of this writing (September 2014), it is freely available as a stream through PBS. The link is in the attached student document. This is the website for the film. Should the free streaming link expire, the film is also available on Amazon.com
Example of viewing station setup
Students purposefully have more freedom during this lesson to choose content, develop responses, and interact with peers. This move provides students with more opportunities to gather assess engineering-design thinking practices that they find interesting. As a check for understanding, this activity allows a teacher to gather information about how students understand proficiency. Can they define practices that demonstrate proficiency? Can they translate observation into personal action? Can they define what is not clear to them? Attached is a typical work product from this assignment. Interestingly, many students were unable to articulate questions about process. As I continue to refine this unit, I will consider building a lesson that builds students' abilities to ask questions about what they do not fully understand.
The primary purpose of this activity is for students to share out their understanding of Stanford students' engineering design thinking skills, to practice self-assessment, to practice assessment of the class as a whole, and to identify real-world opportunities to practice engineering-design thinking.
Activity (from ALL-ED)
The purpose of allowing students to drive discussion within a structured protocol is to value their emerging expertise. Teachers do not always have to be the focal point of discussions. When provided with an effective discussion structure, students can have high-level exchanges with each other. In fact, mirroring the real-world lens of this lesson, an immediate advantage of student-led discussions is that they more authentically capture how students perform without assistance from a teacher. A teacher is able to assess students' thinking without controlling process. Often students will feel freer in this structure and, as a result, teachers are able to gather more accurate information about students' mastery of concepts and skills.