Reflection: Student Self-Assessment Unit synthesis: models of design (3 of 4) - Section 3: Extreme by Design: How do Stanford graduate students do design?


Students purposefully have more freedom during this lesson to choose content, develop responses, and interact with peers.  This move provides students with more opportunities to gather assess engineering-design thinking practices that they find interesting.  As a check for understanding, this activity allows a teacher to gather information about how students understand proficiency.  Can they define practices that demonstrate proficiency?  Can they translate observation into personal action?  Can they define what is not clear to them?  Attached is a typical work product from this assignment.  Interestingly, many students were unable to articulate questions about process.  As I continue to refine this unit, I will consider building a lesson that builds students' abilities to ask questions about what they do not fully understand.

  Student Self-Assessment: Work samples
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Unit synthesis: models of design (3 of 4)

Unit 1: "Unit 0": Engineering design thinking
Lesson 10 of 12

Objective: Students will be able to: 1) explain how social entrepreneurs utilize engineering design thinking; 2) compare their design thinking behaviors to behaviors of graduate students; and 3) communicate understandings with other students through structured dialogues.

Big Idea: Design is integral to social entrepreneurship initiatives. How might we critically analyze real-world engineering design thinking in underdeveloped countries to identify a spectrum of design abilities?

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Science, rapid prototyping, engineering design thinking, social entrepreneurship, discussion protocols
  55 minutes
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