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ISTE Standards for Students – 1.4 Innovative Designer
ISTE Standards for Students – 1.4 Innovative Designer
Link:
https://iste.org/standards/students
This is the anchor for your section. It spells out 1.4 and the four indicators (4a–4d) in plain language and ties each to a short explainer. I’d link this first so viewers can confirm exactly what “Innovative Designer” means, then use the items below as how-tos. Great for aligning lesson outcomes and success criteria: students apply a design process, weigh constraints/risks, prototype/iterate, and persist with open-ended problems.
5 ways to help students become innovative designers (ISTE Blog)
5 ways to help students become innovative designers (ISTE Blog)
Link:
https://iste.org/blog/5-ways-to-help-students-become-innovative-designers
A practical, classroom-ready companion to 1.4. McLaughlin’s five moves—authentic problems, deliberate design cycles, strategic constraints, prototyping, and reflective sharing—map cleanly to 4a–4d. It’s handy for turning the standard into routines (e.g., timeboxed ideation, visible criteria, low-stakes iteration). Use quotes or screenshots from this post as mini “tip cards” in your portfolio.
Innovative Designer standard opens the door to students’ imaginative, creative energy (ISTE Blog)
Innovative Designer standard opens the door to students’ imaginative, creative energy (ISTE Blog)
Link:
Paula Don highlights the mindset behind 1.4: empathy, iteration, and choice. The post stresses giving students space to try ideas, fail safely, and refine, key to 4c and 4d, and suggests accessible entry points (design thinking cycles, simple maker tasks). It’s a strong rationale piece you can cite when explaining why the standard matters.
California Academy of Sciences
California Academy of Sciences
Link:
A neat, hands-on lesson where students tackle food system problems using a design thinking process—brainstorming, prototyping, testing, and improving solutions. It’s classroom-ready with worksheets for each step, so it’s easy to plug in and show how students apply ISTE 1.4 in real-world learning, especially around constraints, iteration, and creating something meaningful.
Creative Educator: Put ISTE Standards in Action with PBL
Creative Educator: Put ISTE Standards in Action with PBL
Link:
This article explains how project-based learning (PBL) helps students meet ISTE standards by having them solve real problems, design solutions, and revise their work. It’s full of practical examples and ideas for turning standards into student-driven projects, so you can easily adapt tasks for different grades and subjects.
TeachEngineering (K–12 STEM design challenges library)
TeachEngineering (K–12 STEM design challenges library)
Link:
https://www.teachengineering.org/
This site is full of ready-to-use engineering design lessons where students get to define problems, work within real-world limits, build prototypes, test them out, and make improvements—basically ISTE 1.4 in action. You can pick a couple of challenges to highlight as examples, and the step-by-step guides and rubrics make it easy to connect directly to standards 4a–4c.
Wikipedia: Design-based learning
Wikipedia: Design-based learning
Link:
https://en.wikipedia.org/wiki/Design-based_learning
A concise primer that clarifies terminology teachers often mix up (design-based learning vs. inquiry, PBL, or engineering design). It’s useful as a quick reference in your portfolio so readers see the broader pedagogical context around 1.4.
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