Reflection: Checks for Understanding Bias toward action (PROTOTYPE) - Section 5: Rapid prototyping


The rapid prototyping stage and the verbal tweet were also very successful.  Students were allowed to build, sketch, and act out ideas, and the limited time pushed them to jump into the task.  Groups were very excited to share their prototypes.  One important observation was that many groups, despite having completed high quality pre-mortem analyses, still developed prototypes of the ideas that they liked the best before the analysis.  The emotional attachment to an idea can be very strong.  Perhaps a better closing might have been a brief activity to help students examine how their emotional preferences might have overshadowed their group's pre-mortem analysis preference.

  What else could I have done to ensure better alignment between students' pre-mortem analyses and rapid prototypes?
  Checks for Understanding: What else could I have done to ensure better alignment between students' pre-mortem analyses and rapid prototypes?
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Bias toward action (PROTOTYPE)

Unit 1: "Unit 0": Engineering design thinking
Lesson 5 of 12

Objective: Student will be able to: 1) conduct a pre-mortem analysis of a solution idea; 2) extract information and synthesize ideas from an engineering design text; 3) articulate the purpose of a "bias towards action" mindset in engineering design thinking; and 4) develop a rapid prototype of a solution idea.

Big Idea: Convergent thinking produces shared ideas that will become prototype solutions to problems. How might we help students assess and develop their ideas as rapid prototypes?

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