Posted by Jessica King
K Schwartz. (2013, March 4). What Does ‘Design Thinking’ Look Like in School? [Web log comment]. Retrieved from http://blogs.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Design thinking is a way of learning such that students solve real-life problems with creatively thought-out solutions. Students use multiple intelligences to solve problems. The article uses the Nueva School in Hillsborough, California, a private K-8 school, as an example of a school where design thinking is incorporated in all the curricula and through all grades. An example of design thinking is a project where 4th grade students use an LED light to make a light for the family member who needs a lamp the most. The students must study how the person would use the light, research, and design a lamp. Design thinking uses all sorts of intelligences, including empathy, visual, kinesthetic, and possibly other types of intelligence.
This is a good article to illustrate the real-life applications of what education should be doing for students in the 21st century. Students are learning to identify problems, come up with and design solutions, learn how to collaborate and also be independent learners. Design thinking fosters lifelong learning.
IL Media Literacy
JACOBS-ISRAEL, M. (2013). One Librarian’s Success Story. School Library Journal, 59(1), 20
Christine Poser is a media specialist in Staten Island, NY. She jumped on board with the Common Core Standards and is one of the leaders in implementing them in her school. She atttended several workshops on Common Core and the alignment with her state’s standards. Even though she became very comfortable and familiar with Common Core, she realized that the other educators around her were not. Poser began to build her collaborative relationships with the other teachers, parents, and even students. She attended curriculum meetings and even help workshops to help the others understand the Common Core Standards. She expanded the library’s collection to reflect the Common Core, which included more non-fiction. To highlight these new additions, she created units with other teachers and put together changing book displays. Poser also created a brochure and help an open house to introduce parents to the changes and show them the library’s website, databases, and even held workshops after school to invite the students and their parents to visit the library and “Warm up with a Good Book” and “Vote For Books”.
This article motivated me to accept the changes that Common Core Standards are bringing to our schools. Christine Poser is an inspiration to all teacher librarians, young and old.
Guder, C. (2010). Patrons and pedagogy: A look at the theory of connectivism. Public
Services Quarterly, 6(1), 36-42.
This article discusses a recent hot topic in education theory called connectivism. With new advances in technology creating new styles of teaching and learning, it has become ever-important for librarians to keep up with the pace. These changes or shifts in the way that people interact with technology is what connectivism is all about. A few of the basic principles of connectivism are as follows:
- Learning is a process of connecting specialized nodes or information sources.
- An ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (up-to-date, accurate knowledge) is the intent of all connectivist learning activities.
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices.Clearing House, 84(5), 204-212.
Cognitive apprenticeship, which incorporates modeling, coaching, student articulation, reflection, and exploration.
Reciprocal teaching, in which students are guided in the use of cognitive techniques to enable them to make meaning while reading.
Inquiry learning, in which students employ higher order thinking skills to examine an issue or test a hypothesis.
Discovery learning, similar to inquiry learning, in which the process of discovery and responsibility for one’s learning is emphasized over the content learned.
Problem-based learning, in which students are presented with a problem to solve and a variety of potential resources, resulting in a myriad of possible solutions.
This article urges school librarians to think differently about their instructional methods. The author argues that the current model, in which students locate information and report it back to their school librarian or teacher, serves students poorly. Rather than encouraging further inquiry, promoting a sense of curiosity and motivating students to think critically, it merely prompts students to parrot the information they have retrieved. The author urges school librarians to step away from a model that simply teaches “reporting” skills and to embrace a model that teaches genuine research skills. Specifically, she emphasizes authentic inquiry, in which students must explore unknown territory and take ownership of the research process. She notes that authentic inquiry has three attributes. First, it promotes observation-grounded research. Students’ current approach to research is to choose a topic, obtain facts about it, and assemble the final product. Authentic inquiry encourages students to start research projects by focusing on their own observations, reflecting upon them and following their own instinctual curiosities. Next, it embraces a concept-based approach that redirects students’ attention from specific topics and hard facts, such as the Pilgrims of the 1600s, to broader and more abstract concepts, such as immigration. The author emphasizes that conceptual thinking allows for broader application across subjects and settings. Third, the author states that authentic inquiry has value beyond the school setting. Due to its emphasis on conceptual thinking, its promotion of curiosity and the freedom it allows students to study areas that are relevant to them as individuals, it strengthens their critical thinking and analytical skills.
I thought this article was excellent and highly useful! I recommend that my classmates my read it; its message is deeply relevant to our work and is strongly connected to our class (it even refers to Dr. Loertscher’s work!). The author clearly explains authentic inquiry, providing useful examples and details, and her message is inspiring.