Design School: Stanford

d.school Stanford

Creating innovators (not innovations)
DesignerlyThinking
-bootcamps
-labs

introduction to design thinking

1) design the ideal wallet (alone)
2) deisgn a "wallet" for your partner - push for stories, what can a wallet be? push the envelope

EMPATHY
1-Design useful and meaningful, STart by gaining empathy
2- Articulate your current point of view - inventory possible needs and feelings
3- Define a problem statement (Ben needs a way to: ____ in a way that make him feel: ____)

PROTOTYPING
4- Sketch 3-7 radical ways to meet your user's needs
5- Share ideas to partner and get feedback

Design is a process
Empathy - Define a Need - Ideate - Prototype - Test
Make Solutions - Show don't Tell - Get Feedback

* Bias toward action
* Human centered
* Mindful of process
* Culture of prototyping
* Show don't tell
* Radical collaboration

Keep it speedy - test the ideas out as early and often as possible.
Learning happens all the way through - get feedback often.
Pacing is important.
Keep teams with very different backgrounds working together to come up with cool solutions
Radical collaboration: people with totally different mindsets together because it helps us see it.


6- Build it out

23 Sept 2009: Systematic & Engaging Early Literacy Instruction

SEEL
Systematic and Engaging Early Literacy Instruction
Barb Kolata

Story: workds that

wake
make
cake
shake
take
break
make
cake
bake
take
break
rake

Demonstrate an activity & Tell a story


Instructional Principles of Literacy
- explicit, systematic
- meaningful
- intense
- engaging
- interactive

How to Make a Cake
- Take flour
- Shake in
- Take Sugar and Salt
- Shake
- Make it together

Make Instruction Systematic and Explicit
- Follow developmental curriculum
- State the goal and model the desired behavior
- Highlight the target and provide sufficient emphasis (sound, dynamics) so children readily notice the pattern/rule
- Repeat with variation (make it absolutely clear

Letter-sound associations (M,B,T,S,F,PA) short
Phonological awareness: Recognize & generate rhythm
Provide relevant experience & highlight the target (situate the learning in a context)
Read and write about the experience (in controlled, systematic way)
Extend them and skills to other contexts
Any word play has meaning if you bring it back to a personal experience

Pack a sack (large or small group)
Engage in a shared reading about jack

- pack
- backpack
- on the back
- snacks
- snap
- crack
- stack
- jack
- track
- rack
- snackpak
- lacks
- back
- purposeful reasons for reading and writing

Make instruction meaningful
- create hands-on shared experiences to read, write and talk
- be responsive to contributions of learners - give turns, ask for input, take turns

- play with caps, tap your cap, map your cap
- shout, spout, pout, out

Make instruction intense
- provide frequent exposure to the target, repeat
- create time for turns (they like to watch others participate)
- use a variety of contexts (large, small, transitions)

Make is authentic to how the children shape their world
Embed Instruction Across Contexts
- routines, put away, get out materials

Tell, Read, Enact, Engage in scripted play ("Sheep Take a Hike")
- arrange for multiple opportunities for the learners to engage
- adjust telling to children's language levels
- meaning and skill-based instruction should match

Engaging and Playful
- hands-on materias
- capitalize on emotion
- use varied intonation, facial experssions, gestures
- be playful and energetcic
- implement varied activities

Capitalize on Varied Activities
- scripted play
- creative movement
- interactive routines (chants, songs, games, actions)
- story enactment
- dramatic story telling
- shared reading, interactive writing
- make and do projects
- taste test (tasting tasty toasty tortillas) - make a t
- make an f for free fun fish food

Read and take home text with parents
- language experience in a controlled codable text
- tell it rather than read it

Orchestrate reciprocal turn taking exchanges
- elaborate on student ideas
- use various communicative functions
- meaning making
- provide varied ways to respond

Social Constructivist
- letter-sound association is not until kindergarten
- start with a known (ock) sock, and move to an unknown (alk) chalk

Q: Is there a correllation between enthusiasm and age?
- energy level and successful teaching are interrelated
- activity clusters - teachers work together to create content
- this can be supplemental approach (even beyond preschool, kindergarten)

Teach Your Baby to Read
- Word recognition in context
- children do need to decode and some phonetics
- print awareness

9 Sep 2009 Getting to know the IPT Department

IPTSO
- seminar every Weds (12-1pm)
- soup kitchen every Weds after Seminar (1-2pm)

FACULTY

Steve Yanchar:
- Rethinking Critical Thinking
- Practical Invovlement with Conceptual Tools

Michael Bush:
- French, Inst Tech, Language Acquisition
- teach naked (don't use tech if you don't need it)

Richard Sudweeks:
- what has been learned and not learned
- advanced ed measurement, statistics
- reliability and validity, generalizability theory
- track learning from year to year
- concept maps to track learning

Rick West:
- Univ of Georgia, new faculty
- communities of practice - transferred to communities focused on innoation
- design, innovation to collaboratively design new things together
- collaboration for innovation, distance learning, online collaboration, social media
- participatory models of evaluation, involving stakeholders in that process

Charles Graham:
- blended learning environments (combining face to face with technology mediated instruction)
- asynchronous video in Hawaii to connect students with teachers (human interaction with tech)
- use of tech to enhance teaching and learning environments (not necessarily with tech)
- TPAC (describing relationship of Technology-Pedagogy-And-Content)

Peter Rich:
- Univ of Georgia
- how to use video annotation processes to review our teaching
- lateral transfer (one domain of knowledge impacting another domain of knowledge)
- programming duck hunt video game and learning critical math skills (or gaps)

Randy Davies:
- program evaluation and assessment
- improving our data collection instruments
- intentionality and agency - the true nature of the individuals involved and to help learning
- data analysis of distance ed

David Williams:
- evaluation compares what is to what should be
- we are always doing informal evaluation

David Wiley:
- graduate coordinator (next stop in chain before going to Dean's)
- social media, Open Education and policy (working with Jon Mott)
- increasing access to educational opportunity (digitized tools, licensing, copyright reform)
- sustainability of open ed programs, does access change enrollment?
- educational data mining (open ed high school) - to trigger and inform ed and curricula devpmt
- Access to Knowledge initiative (MSE Open Learning dept)

Andrew Gibbons:
- instructional design
- 18 years in industry
- what does it take to disseminate an idea
- very structured; compelled by the structure in designs

Harvey Black:
- proud and overwhelmed by the work that is going on
- originally here with Dave Merrill and himself
- frantically seeking funding to establish the program
- the goal was internships (you only really learn by doing the professional things)
- Teach Your Baby to Read ($14.95)