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Infusion of ADST Curriculum & Design Thinking Principles
Infusion of ADST Curriculum & Design Thinking Principles
British Columbia's ADST curriculum provides a focus on design thinking principles, acquiring skills, and applying various technologies. According to the British Columbia curriculum website the phases of Applied Design are:
Understanding Context - Gathering data from multiple sources to determine what the user's needs are, observing others experiences, empathizing with others.
Defining - Looking for patterns and insights by articulating and defining challenges and opportunities based on the findings from the data gathered.
Ideating - Experimenting and exploring possibilities to envision desired futures, testing various ideas, what are the constraints? Promotes divergant thinking.
Prototyping - Uncover challenges and consequences, and part of the creative process. "Thinking big, acting small, and failing fast"
Testing - Using information from previous tests, to re-imagine, reiterate, and refine.
Making - Final testing, approvals, and launchings
Sharing - Iterating based on feedback from those using the solutions, adjusting when necessary. Crucial when crossing language and cultural barriers.
Sustainable Development Goals
Sustainable Development Goals
The Sustainable Development Goals (SDGs) were designed by world leaders to end poverty, fight inequality and injustice, and tackle climate change by 2030. There are 17 goals, with a total of 169 targets.
While these are major problems, with no quick-fix solutions, it is important that as teachers we educate our students in raising awareness of these problems and issues and relate the key issues to their own lives so that they feel a sense of responsibility (Maley & Peachey, 2017).
Maley, A., & Peachey, N. (2017). Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals.
Cross-Curricular Applications
Cross-Curricular Applications
Examples of how you could apply these principles from the BC Curriculum
Grade 6 - Students are expected to know the following:
Global poverty and inequality issues, including class structure and gender
Roles of individuals, governmental organizations, and NGOs, including groups representing indigenous peoples
Economic policies and resource management, including effects on indigenous peoples
Globalization and economic interdependence
International cooperation and responses to global issues
Grades 5-9 - Students are expected to be able to:
Empathize
Define
Ideate
Prototype
Test
Make
Share
Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
Elaborations on these competencies are numerous and can be found on the BC curriculum website.
Grades 5-9 - Students will be able to use creative processes to:
Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences
Interpret and communicate ideas using symbols and elements to express meaning through the arts
Express, feelings, ideas, and experiences through the arts
Describe, interpret and respond to works of art and explore artists’ intent
Experience, document and present creative works in a variety of ways
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