Reflection: Checks for Understanding What's on your mind? (ITERATE) - Section 5: The mindset-engineering design process challenge

 

Student work products for this lesson were intriguing.  Many demonstrated a proficient ability to iterate on a prototype lesson from the current unit.  However, many did not explicitly connect this iteration to a design mindset.  Do students not understand these mindsets?  Were my direction unclear?  Was there a better way to do this?  My thinking now is that this is a high-level activity that is probably better as two consecutive activities.  In the first, students redesign a lesson.  In the second, students redesign a specific lesson through the lens of one of the design mindsets.  I think this simple move would help scaffold student understanding of work products.

  Instructional clarity or lack of understanding
  Checks for Understanding: Instructional clarity or lack of understanding
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What's on your mind? (ITERATE)

Unit 1: "Unit 0": Engineering design thinking
Lesson 7 of 12

Objective: Students will be able to: 1) Define design mindsets; 2) apply understanding of design mindsets to the iteration process; and 3) publicly present applied understanding of design mindsets.

Big Idea: Designers use feedback from the testing stage to improve prototype solutions, but iteration requires openness to design mindsets. How might we use process reflection as an opportunity to build awareness of design mindsets?

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