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El. knyga: Cardboard Classroom: A Design-Thinking Guide for Elementary Teachers (The best educators' resource for design thinking with comprehensive examples)

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  • Formatas: 224 pages
  • Išleidimo metai: 31-May-2022
  • Leidėjas: Solution Tree
  • Kalba: eng
  • ISBN-13: 9781952812569
Kitos knygos pagal šią temą:
Cardboard Classroom: A Design-Thinking Guide for Elementary Teachers (The best educators' resource for design thinking with comprehensive examples)Didesnis paveikslėlis
  • Formatas: 224 pages
  • Išleidimo metai: 31-May-2022
  • Leidėjas: Solution Tree
  • Kalba: eng
  • ISBN-13: 9781952812569
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A design-minded teacher facilitates learning that is flexible, creative, and collaborative–with a healthy mix of critical thinking, trial and error, failure, and success. In The Cardboard Classroom, authors Doug Robertson and Jennifer Borgioli Binis offer practical guidance and sample projects developed from Robertson’s authentic classroom experiences to help you find space for this engaging approach to instruction in your daily practice.


Elementary educators will:
  • Discover why design thinking is more the identity of the teacher than instructional strategy
  • Learn how design-minded teaching advances student learning and improves engagement
  • Study real-world examples and experiences of the design process in action
  • Receive comprehensive examples of projects you can utilize and adapt to fit your classroom’s needs
  • Obtain reproducible tools and templates to enhance your understanding of the material

    • Contents
    Preface
    Introduction: Lighting and Thunder
    Part 1: Overview of Design-Minded Teaching
    Chapter 1: What Does Design-Minded Thinking Mean?
    Part 2: Design-Minded Teaching in Practice
    Chapter 2: Define—What’s the Problem? What’s the Goal?
    Chapter 3: Design—How Can We Solve the Problem?
    Chapter 4: Build—How Do We Create a Solution?
    Chapter 5: Test and Revise—What Happens When We Try Out the Solution and Respond to Data?
    Chapter 6: Reflect—What Did We Learn?
    Chapter 7: Putting It Into Practice
    Part 3: Becoming a Design-Minded Teacher
    Chapter 8: Specific Designs
    Chapter 9: Assessment in the Design-Minded Classrooms
    Chapter 10: Cure-Alls, Buy-Ins, and Trust
    Frequently Asked Questions (FAQs)
    References and Resources
    Index
About the Authors ix
Preface xi
Introduction: Lightning and Thunder 1(10)
What It Means to Be a Design-Minded Teacher
3(1)
Who This Book Is For
4(1)
What You'll Get From This Book
5(2)
A Note About Citation Practices
7(4)
Chapter 1 But Seriously, What Does Design Minded Mean? An Overview of Design-Minded Teaching
11(10)
The Boat Analogy
12(3)
Thinking About Your Thinking
15(5)
My Teacher Identity
20(1)
PART 1 Putting design minded teaching into practice
21(96)
Chapter 2 Define: What's the Problem? What's the Goal?
23(14)
The Problem With Too Much Structure
25(3)
The Importance of Listening and Questioning
28(2)
The Hierarchy of Problems
30(2)
Design-Minded Thinking Across Content Areas
32(2)
The Joy of Defining Problems
34(1)
Define Reflection Template: What's the Problem? What's the Goal?
35(2)
Chapter 3 Design: How Can We Solve the Problem?
37(16)
Designs Must Be Flexible
38(2)
Designs Must Be Detailed (Not Final)
40(9)
Design-Minded Thinking Across Content Areas
49(2)
The Joy of Designing
51(1)
Design Reflection Template: How Can We Solve the Problem?
52(1)
Chapter 4 Build: How Do We Create a Solution?
53(18)
Let Go of Control
53(4)
Focus on Engagement
57(1)
Establish (Some) Rules and Expectations
58(6)
Encourage Growth Through Failure
64(3)
Design-Minded Thinking Across Content Areas
67(2)
The Joy of Building
69(1)
Build Reflection Template: How Do We Create a Solution?
70(1)
Chapter 5 Test and Revise: What Happens When We Try Out the Solution and Respond to Data?
71(16)
Model Testing and Test the Model
73(2)
Use the Cyclical Nature of Testing to Teach
75(8)
Design-Minded Thinking Across Content Areas
83(2)
The Joy of Testing and Revision
85(1)
Test and Revise Reflection Template: What Happens When We Try Out the Solution and Respond to Data?
86(1)
Chapter 6 Reflect: What Did We Learn?
87(16)
Reflection Is Active
88(1)
Reflection Is Equitable
89(2)
Reflection Is Informative
91(1)
Reflection Always Asks Why?
92(2)
Reflection Defines What We Are Learning and Why
94(2)
Reflection Happens Across Content Areas
96(3)
Here's What You Do With All Those Projects
99(1)
The Joy of Reflecting
100(1)
Reflect Reflection Template: What Did We Learn?
101(2)
Chapter 7 Put It Into Practice
103(14)
When to Expect Inspiration
103(1)
How to Build: A Trap for a Tree Kangaroo
104(10)
The Joy of Putting It All Together
114(1)
Put It Into Practice Reflection Template
115(1)
Post Assessment
116(1)
PART 2 Becoming A Design-minded Teacher
117(72)
Chapter 8 Specific Designs
119(34)
A Closer Look at Grades K-2
122(1)
Wind-Powered Cars
123(3)
Trebuchets
126(4)
Cardboard Arcade
130(5)
Stop-Motion Movies
135(4)
Cardboard City
139(5)
Rube Goldberg Machine
144(5)
Marionettes
149(3)
The Joy of Specific Designs
152(1)
Chapter 9 Assessment in the Design-Minded Classroom
153(18)
Teacher Evaluation
154(3)
Test Preparation in the Design-Minded Classroom
157(4)
Grades by Design
161(2)
The Classroom Assessment Toolbox
163(7)
The Joy of Assessment in the Design-Minded Classroom
170(1)
Chapter 10 Cure-Alls, Buy-In, and Trust
171(18)
Cure-Alls
172(1)
Buy-In
173(4)
Trust
177(2)
Frequently Asked Questions (FAQs)
179(10)
References and Resources 189(6)
Index 195
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