Week 2: Design Thinking in Humanities
Learn.
The greatest asset of Design Thinking is that it can be applied across curriculum and authentically integrated. Check out the following examples of Design Thinking in humanities curriculum:
Design Thinking in Humanities: Begin with a Photo
Design Thinking can truly bring history to life. The following lesson idea was designed by the fantastic teachers at Design 39.
Design Thinking can truly bring history to life. The following lesson idea was designed by the fantastic teachers at Design 39.
Empathy:
To begin, show your students a photograph from a historical event. Give them time to think about the photo. Ask questions like: What might be happening in this photo? What problems might the people, animals, or structures have? What might the people and animals be thinking or doing? Without correcting observations, get feedback from students. These questions will encourage your students to put themselves in other's shoes, therefore evoking empathy.
Define:
Next, provide your students with primary sources. Consider the website Read Like a Historian. While they are reading, invite your students to use sticky notes and create an empathy map individually, in partnerships, or in small groups. As a class, define the problem in history.
Ideate:
Invite students to brainstorm creative solutions to solve the problem. Have students gather ideas on sticky notes. Remind students that there is no wrong idea. Encourage wild ideas. Respond with open-ended statements like, "Yes... and...?"
As part of the ideate phase, challenge your students to complete research and inquiry. This is a great time for students to take their learning home, into the real-world. Interview people. Research and explore multiple resources. Gather data and evidence.
Prototype:
Based on their research, have students design and create a simple prototype.
Test:
Test the prototype. Gather feedback from other students with the language, "I like... I wish..." Continue ideating, prototyping, and testing.
To begin, show your students a photograph from a historical event. Give them time to think about the photo. Ask questions like: What might be happening in this photo? What problems might the people, animals, or structures have? What might the people and animals be thinking or doing? Without correcting observations, get feedback from students. These questions will encourage your students to put themselves in other's shoes, therefore evoking empathy.
Define:
Next, provide your students with primary sources. Consider the website Read Like a Historian. While they are reading, invite your students to use sticky notes and create an empathy map individually, in partnerships, or in small groups. As a class, define the problem in history.
Ideate:
Invite students to brainstorm creative solutions to solve the problem. Have students gather ideas on sticky notes. Remind students that there is no wrong idea. Encourage wild ideas. Respond with open-ended statements like, "Yes... and...?"
As part of the ideate phase, challenge your students to complete research and inquiry. This is a great time for students to take their learning home, into the real-world. Interview people. Research and explore multiple resources. Gather data and evidence.
Prototype:
Based on their research, have students design and create a simple prototype.
Test:
Test the prototype. Gather feedback from other students with the language, "I like... I wish..." Continue ideating, prototyping, and testing.
Learning Goal:
- Understand how Design Thinking can support humanities instruction and student learning
Tasks:
- Read Native American Culture
- Read World War I Memorial
- Watch Service Learning Inventions
- Watch Economics
- Read Design Thinking in Humanities: Use a Photo
References:
Krummeck, K. (2015, May 29). Native American Culture Design Challenge. Retrieved February 12, 2017, from http://dschool.stanford.edu/groups/k12/wiki/13b62/Native_American_Culture_Design_Challenge.html
Lee, D. (2013, December 17). How Design Thinking Can Empower Young People. Retrieved February 20, 2017, from https://www.youtube.com/watch?v=lovNaojdXYY
McGee, T. (2011, June 27). Design Thinking. Retrieved February 12, 2017, from https://www.youtube.com/watch?v=DsKuhGl5IUo&list=PLAD1F87125529A918&index=7&feature=plpp_video
Yokana, E. B. (2015, June 18). Design Thinking, Making, and Learning From the Heart. Retrieved February 12, 2017, from https://www.edutopia.org/blog/design-thinking-making-learning-from-heart-emily-block-lisa-yokana
Krummeck, K. (2015, May 29). Native American Culture Design Challenge. Retrieved February 12, 2017, from http://dschool.stanford.edu/groups/k12/wiki/13b62/Native_American_Culture_Design_Challenge.html
Lee, D. (2013, December 17). How Design Thinking Can Empower Young People. Retrieved February 20, 2017, from https://www.youtube.com/watch?v=lovNaojdXYY
McGee, T. (2011, June 27). Design Thinking. Retrieved February 12, 2017, from https://www.youtube.com/watch?v=DsKuhGl5IUo&list=PLAD1F87125529A918&index=7&feature=plpp_video
Yokana, E. B. (2015, June 18). Design Thinking, Making, and Learning From the Heart. Retrieved February 12, 2017, from https://www.edutopia.org/blog/design-thinking-making-learning-from-heart-emily-block-lisa-yokana