The Design Cycle: Using an Iterative Process Across Content Areas
Participate and share : Poster
Dr. Kristin Brynteson Kerri Sosnowski
An iterative cycle is common in engineering. In this poster session, we will explore how an iterative cycle connects to all disciplines. We will discuss strategies for implementing the design cycle in different content areas to help students learn through productive struggle and promote a mindset of continuous improvement.
|Audience:||Coaches, Curriculum/district specialists, Teachers|
|Attendee devices:||Devices not needed|
|Participant accounts, software and other materials:||None|
|Topic:||Project-, problem- & challenge-based learning|
|ISTE Standards:||For Educators:
At Northern Illinois University STEAM, we use the core content as the conduit for students to engage in inquiry, dialogue, critical thinking, and creativity while we emphasize applying knowledge to real-life situations and solving problems. We develop experiences that build STEAM content knowledge, encourage curiosity, and foster creative thinking. We want learners to develop an enthusiasm for learning through collaborative hands-on experiences. We design many of our programs and activities to help learners experience productive struggle and become comfortable with the idea that failure is a positive and essential part of learning. The NIU STEAM programs provide students, educators, and community members experiences that increase knowledge and skills while inspiring curiosity, creativity, and collaboration.
Our framework is based on the idea that learning–much like problem solving, design, and creative expression–is an iterative process. Learning through inquiry, exploration, creation, and failure is not a discrete event, but a repeating process. There are overlapping concepts in all of the iterative processes we interact with, from the engineering design cycle, to the scientific inquiry process, to the writing cycle, and the process of design and creative expression. In this poster session, we will provide examples of how we incorporate the design cycle into interdisciplinary activities and engage in discussion and idea-sharing with participants.
- Learn how an iterative process is used in multiple disciplines.
- Discuss the connections between iterative processes in each discipline.
- Receive resources and samples lesson to implement in their classrooms.
Introduction to the Design Cycle
Examples of the Design Cycle Across the Curriculum
Strategies for incorporating the Design Cycle in various content area activities
Buck Institute for Education. (2018). What is PB? Retrieved from http://www.bie.org/about/what_pbl
Deksissa, T., Liang, L. R., Behera, P., & Harkness, S. J. (2014). Fostering significant learning in sciences. International Journal for the Scholarship of Teaching and Learning, 8(2), 12.
Partnership for 21st century Learning, (2007). Framework for 21st Century Learning. Retrieved from http://www.p21.org/our-work/p21-framework
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.