At our school (Ascend International School), design education isn’t just about mastering specific skills; it’s a transformative journey that unfolds through exploration, invention, and discovery. As a design teacher, it’s incredibly rewarding to witness students embark on this exciting voyage, developing their creativity, problem-solving abilities, and teamwork along the way. Recently, I’ve reflected and noticed a remarkable shift developing in how students approach challenges — a shift I attribute to integrating Design Thinking (DT) principles into our design lab.
it’s incredibly rewarding to witness students embark on this exciting voyage, developing their creativity, problem-solving abilities, and teamwork along the way
This shift isn’t just theoretical. Take our 7th graders, for example. They embarked on a thrilling mission to learn about physics by building catapult prototypes. Witnessing their journey from brainstorming ideas to constructing their catapults was truly inspiring.
Not only did they grasp the principles of physics in a tangible way, but they also honed their problem-solving and teamwork skills in the process. Throughout the project, they used empathy (thinking about the person using their creation) to design catapults that were easy and fun to use. Seeing a catapult (meant as a weapon) painted and colored in flower prints was very refreshing.
They even conducted mini-surveys with other students to understand what made a good catapult — was it the throwing distance, the ease of aiming, or the overall coolness factor? They turned this into a game and rewarded their younger peers with some candies and chocolates. This was only possible because they did their research homework. This research instilled in them the importance of considering the needs and perspectives of others, a valuable skill not just in design but in all aspects of life [IDEO U].
Similarly, our 6th graders explored hand anatomy and mechanics by crafting mechanical hands out of simple materials like cardboard and string.
This project highlighted the importance of collaboration — students recognized the value of everyone’s ideas and worked alone together towards a shared goal — teaching younger children about hand movement.
By establishing a clear vision for the project and openly discussing individual strengths and preferences, they created their prototypes while exchanging notes with each other and nurturing a strong team environment where everyone felt valued. This helped them understand how diverse perspectives can lead to richer solutions [Kelley & Kelley].
students recognized the value of everyone’s ideas and worked alone together towards a shared goal
Another highlight was our Grade 9 students’ participation in a satellite-making competition. Facing stiff competition from 21 other schools, they showcased their technical skills and creative thinking by building impressive satellite models that secured our school a respectable fourth place. This project emphasized the importance of taking risks and embracing uncertainty.
By seeing ambiguity as a natural part of the learning process, they learned to be adaptable and resilient in the face of challenges. They weren’t afraid to experiment with different designs and materials, understanding that failure is often a stepping stone to success.
By seeing ambiguity as a natural part of the learning process, they learned to be adaptable and resilient in the face of challenges.
Beyond these specific projects, our design lab has become a buzzing hub of creativity and exploration. Students often spend breaks discussing ongoing projects, exchanging ideas, seeking feedback, and collaborating on new ventures. These casual interactions create a sense of community and foster optimism and playfulness — students experiment with unconventional ideas and don’t shy away from failure, knowing it’s part of the learning process.
They might even come across a game-changing idea during a seemingly unproductive brainstorming or discussion which is often fueled by laughter and silly sketches. This environment encourages them to embrace the unexpected and see failure as a valuable learning opportunity.
As a teacher, I often challenge students to think deeply and critically about their ideas. While I may sometimes play “devil’s advocate” (ask tough questions), it’s a powerful tool for encouraging them to explore their projects further. By posing questions that push them to consider different perspectives and avenues, I help them experience those “aha!” moments and gain new insights into their work.
I often challenge students to think deeply and critically about their ideas, I may sometimes play “devil’s advocate”
Imagine a student brimming with enthusiasm designing a haptic glove to assist someone who experiences the world through touch. As a design thinking teacher, I might challenge them to consider the embodiment of the glove. This would involve applying the DT principle of empathy to ensure the solution truly addresses the user’s needs. How would the angle of the palm holding the glove affect the way the wearer perceives obstacles? What if the wearer’s hands are smaller or larger than average? These seemingly minor details can significantly impact the experience.
By critically examining these often-overlooked aspects, we’re fostering the DT principle of inquisitiveness and open-mindedness in the student [IDEO U]. These discussions help the student question their initial assumptions and explore alternative design solutions. Perhaps the glove could be adjustable or modular to cater to different hand sizes. Maybe adding subtle vibrations to different parts of the palm would provide a more nuanced sensory experience. These back-and-forth conversations encourage the student to experiment and iterate on their design (making tangible), ultimately leading to a more effective and user-friendly solution [Brown].
These back-and-forth conversations encourage the student to experiment and iterate on their design
Integrating DT principles into our curriculum has been instrumental in empowering students to become creative, resilient, and innovative thinkers. By fostering empathy, collaboration, curiosity, and optimism, we equip them with the tools they need to tackle complex challenges not only in design but in all aspects of life. As we continue to nurture their creativity and curiosity, I can’t wait to see how they will innovate and inspire the world.
References:
IDEO U. “Design Thinking for Educators.” [Design Thinking for Educators Online Course]. IDEO LLC, 2012. Accessed 27th April 2024. http://designthinkingforeducators.com/
Kelley, David, and Tom Kelley. *Creative Confidence: Unleashing the Creative Potential Within Us All*. Doubleday, 2013.
Brown, Tim. *Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation*. HarperBusiness, 2009.
