Using Design-Thinking and Inquiry in Teaching Literacy
Using Design-Thinking and Inquiry in Teaching Literacy: A Mini-Course for Educators
What will you learn in this course?
Topics
- What is design-thinking?
- What is the design-inquiry cycle?
- What does the design-inquiry cycle look like in practice?
- How can educators use the design-inquiry cycle to develop curriculum?
Lessons
This course will take you through the following lessons:
Lesson 1: Inquiry
Lesson Objective:
- Classify inquiry-based learning.
In this lesson you will:
- Define inquiry-based learning as you understand it.
- Look at various literacy classroom scenarios and compare inquiry-based literacy classrooms with more traditional models.
- Review and adjust your definition of inquiry-based learning.
- View an explanation of inquiry-based learning in the ELA classroom.
- Be exposed to inquiry-based learning resources.
Lesson 2: Design Thinking
Lesson Objective:
- Demonstrate an understanding of design thinking and its components.
In this lesson, you will:
- View a video about design-thinking.
- Play a matching game to help you define steps of the design process and examples of design activities.
Lesson 3: The Design Inquiry Cycle
Lesson objectives:
- Discriminate design inquiry cycle steps.
- Identify connections between design-inquiry cycle steps and the Common Core Literacy Standards.
In this lesson, you will:
- Play DesignQuiry, a game designed to help you discover the steps of the design-inquiry cycle.
- Match design inquiry steps to Common Core Literacy Standards.
Lesson 4: Writing Curriculum with the Design Inquiry Cycle
Lesson Objectives:
- Generate a design inquiry unit.
- Generate scaffolds and differentiation for a design-inquiry unit.
In this lesson, you will:
- Identify student needs.
- Identify learning outcomes.
- Write the steps of the design inquiry cycle your students will take.
- Identify places for scaffolding and differentiation.
Links
Begin your learning with Lesson 1: Inquiry
Lesson 3: The Design Inquiry Cycle
Lesson 4: Writing Curriculum with the Design Inquiry Cycle
References and Resources
Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., Cervetti, G. N., & Tilson, J. L. (2008). Powerful learning: What we know about teaching for understanding. San Francisco: Jossey-Bass.
Gagne, R. M., Wager, W. W., Golas, K. C., Keller, J. M., & Russell, J. D. (2005). Principles of instructional design.
Lim, J., Reiser, R.A., & Olina, Z. (2009). The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Education Technology Research and Development, 57, 61–77.
Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In K. Sawyer (Eds.), Cambridge handbook of the learning sciences (pp. 317 - 334). New York: Cambridge University Press.
Stanford Institute of Design. (n.d.). d.school. Retrieved from http://dschool.stanford.edu/
King, R. (2011, 11 23). Using inquiry projects to teach language arts. Retrieved from http://www.thoughtfullearning.com/blogpost/using-inquiry-projects-teach-language-arts
Richardson, A. (2010). Exploring text through discussions: Accountable talk in the middle school classroom. English Journal, 100(1), 83-88. Retrieved from http://bcverticalteam.wikispaces.com/file/view/Accountable Talk - Richardson0001.pdf
Rufo-Tepper, R., & Ponet, S. (2013, 02 22). [Web log message]. Retrieved from http://edtechdigest.wordpress.com/2013/02/22/game-on/
Williams, J., Homan, E., & Swofford, S. (2011).Supporting students in a time of core standards: English language arts, grades 3-5. Urbana, Illinois: NCTE. Retrieved from https://secure.ncte.org/store/supporting-students-3-5