Preliminaries

Introduction

Design thinking requires students to take much more command of their own learning as they invent , create, or solve and replace a system. It also requires that the adults mentor rather than direct the learners. In the beginning, if learners are unfamiliar with design thinking, they will need much more directive mentoring, but as they become comfortable with taking command of their own learning, they will become rather independent. Below, we have described the preliminary ideas to include in a unit plan and then on other pages give advice on the various steps in the learning activities and beyond to the Big Think.

Unit Lesson Preliminary Plans

• Old Method: What type of learning experience this is replacing
• Overview: A broad almost elevator speech the describes and defends this learning experience
• Goals and Objective created by adults:
  • Major Objectives of the design thinking to be accomplished::
    • Content Objectives embedded by both adults as needed
    • Process Objectives embedded by both adults as needed
    • Co-Assessments for Each Objective outlined in design thinking
  • Other Objectives to Watch
• Essential Questions created jointly by adults and students
• Graphical chart/flow chart of the learning experience...useful for presentations to audiences about this type of learning experience.