David Lee
Developing Empathetic, Creative Problem-Solving Change Makers
Hér ekki bara fjallar David um, heldur sýnir með raunverulegum dæmum úr skólanum sínum, hvernig nemendur nota hönnunarhugsun, leysa vandamál og vinna saman. Þú lærir um hönnunarhugsun í praktík og er eiginlega magnað hvað David kemur miklum upplýsingum að á undir 20 mínútum. Þú verður ekki svikinn ef þú hefur áhuga á að láta nemendur vinna meira með það að finna og leysa raunveruleg vandamál.
“Creative problem solving can empower us to try and design our future the way we want it to be; making everyone a designer.”
— David Lee
Spurningar og svör á Sli.Do
Q1: This approach must require a lot of collaboration. How do we facilitate that?
A key part of collaboration is modeling and teaching DT mindsets and practices that promote the sharing of creative ideas to create a safe, productive, and innovation-friendly environment. For example, “building upon the ideas of others” and “defer judgment” are all mindsets that welcome effective collaboration.
In addition, I like to use strategies like Pixar’s plussing strategy. I also like to take collaboration protocols and adjust them to make them more appropriate for my students. I get protocols from the School Reform Initiative and Adaptive Schools.
Q2: How do we get more teachers to engage in creating an environment for students that encourages their creativity, curiosity, imagination, problem-solving, etc.
I recommend using project based learning (PBL) to create an authentic context that encourages creativity, curiosity, imagination, and problem-solving from students in a real world, meaningful way. A lot of times we design experiences that might be superficial so students can meaningfully use their creativity, curiosity, imagination, and problem-solving in an authentic way.
In addition, PBL is standards-based, so students can engage in creativity, curiosity, imagination, and problem-solving that is related to the curriculum; not a one-off or after-school activity, but engaging creativity, curiosity, imagination, and problem-solving as part of the whole unit.
Q3: How do you see creative problem solving being used in an interdisciplinary classroom? Does this mostly affect the sciences?
Yes! Creative problem-solving is the TOOLS STUDENTS USE within an interdisciplinary classroom. PBL is the TOOL TEACHERS USE to develop these real world, interdisciplinary learning experiences. We all do projects all the time, but we want our students to do things creatively, find problems that most people don’t see, and solve them in an innovative way.
Hver er David Lee?
David Lee er STEAM (e. Science, technology, engineering, arts and mathematics) sérfræðingur sem aðstoðar kennara við að nýta STEAM hugsun inn í allt nám og veita nemendum verkefni sem tengjast raunveruleikanum utan skólans og þróa sína hugsun, sköpun og nýsköpun.
Hann er faðir tveggja drengja, elskar körfubolta og safnar töff stigaskóm.
Hlekkir úr fyrirlestrinum beint frá David:
“The mindsets that make up this collection are from IDEO, Stanford University’s dschool, and the book Design Thinking: New Product Development Essentials from the PDMA.”
“This importance is evident in the recent Future of Jobs Report, where of the top ten skills that are rising in prominence in professional spaces, five of these skills fall in the Innovation and Creativity, and Problem-Solving clusters. And two of the top ten skills fell into the Interpersonal cluster, both incredibly important for creative problem solving.”
“This also matches the beliefs of educators. According to a global survey, 97% of educators find creative problem solving as “important for students to learn in school. However, in the same survey, it showed how creative problem solving skills are currently playing a minimal role in today’s curricula. For example, innovative thinking is emphasized in only 12% of the curriculum.”
“First is that design thinking is only as effective and helpful, or even ineffective and harmful, as the person or the group of people using it. As the designer Jennifer Daniel pointed out in her speech, “Design is not good unto itself. Design is in fact neutral.” The results of using design thinking depends on how we use it.”
“This makes the assessments more of a performance assessment compared to traditional ones, where they involve ‘the demonstration and application of knowledge.’ Instead of ‘Do you know it?,’ it is more about ‘How well can you use what you know?’ Therefore the formative and summative assessments are more authentic check points of understanding, instead of random activities that don’t connect with the real world context.”
