Attend
Exhibit
Design Thinking as a Tool for Personalizing Teacher Professional Learning |
Participate and share : Poster
Brooke Higgins Michelle Kendrick
This poster session will introduce you to an innovative process for using design thinking as a vehicle for teacher professional learning. Walk away with tools to help teachers explore innovations, identify critical needs, empathize with their learning community and engineer unique classroom solutions.
| Audience: | Coaches, Professional developers, Technology coordinators/facilitators |
| Skill level: | Beginner |
| Attendee devices: | Devices not needed |
| Participant accounts, software and other materials: | None |
| Topic: | Professional learning |
| Grade level: | PK-12 |
| ISTE Standards: | For Coaches: Professional Learning Facilitator
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The eMINTS National Center, with funding from a federal Supporting Effective Educator Development grant, has developed a Design through Inquiry model. The model integrates the 5E’s of inquiry (Engage, Explore, Explain, Elaborate, Evaluate) with the additional E – Engineer. This model was developed to help teachers create learning experiences where students identify community problems and offer solutions in a place-based approach. We soon found this model could also be used as a personalized approach to teacher professional learning. Teachers can be provided with a particular topic (for example, formative assessment) or they can use data and empathy strategies to identify issues or desired innovations. They then use the design model to develop practical classroom solutions.
The purpose of this session is to provide participants with the framework, materials, and experience to use the Design through Inquiry, a design thinking process, as an effective professional learning approach with their school staff.
Objectives
• Participants will learn about design experiences where teachers identify a common issue, need, or innovation and create prototypes that will address these identified areas.
• Participants will understand how technology tools such as Google Docs, Jamboard, and Flipgrid facilitate the design process.
• Participants will be provided with model formative assessment techniques throughout the experience.
• Participants will be provided with examples and open-source materials to use with their staff during professional learning experiences.
Evidence of Success
Positive interactions with poster participants will indicate understanding and interest in the topics. Requests for contact information and further information will also be an indicator of success.
Bryk, A.S., Gormez, L.M., Grunow, A. & LeMahiew, P.G. (2015). Learning to Improve: How America's Schools Can Get Better at Getting Better. Harvard Press, Cambridge, MA.
Gerdeman, D., Swanlund, A., Cade, W., Jiang, J., and Duran, A. (2021). Evaluation of the eMINTS Professional Development Program: Interim Findings From the First Year of Implementation in 2019-20. Arlington, VA: American Institutes of Research. Unpublished document: https://drive.google.com/file/d/1yduYyUxs8MoPSxDPMK4i-VPw-itHh4xC/view?usp=sharing.
Lesseig, K., Nelson, T. H., Slavit, D., & Seidel, R. A. (2016). Supporting middle school teachers’ implementation of STEM design challenges. School Science and Mathematics, 116(4), 177-188.
Meyers, C., & Brandt, C. (2015). A summary of external program evaluation findings for the eMINTS (enhancing Missouri’s Instructional Networked Teaching Strategies) program from 1999–2015. Naperville, IL: Learning Point Associates. Retrieved from http://www.emints.org/wp-content/uploads/2015/04/eMINTS-Research-Findings-Summary_updated-04.15.2015.pdf
Brooke Higgins, Ed.S., has supported teachers and trainers at the eMINTS National Center since 2004, with a focus on using technology to support high-quality facilitation and authentic learning. She and her colleagues create and deliver professional development materials for eMINTS programs that implement student-centered, constructivist learning experiences powered by technology. She's a Cognitive CoachingSM trainer, Google Educator & Trainer. Brooke began her own journey as a 3rd grade eMINTS teacher in southwest Missouri and feels a close connection with both eMINTS teachers and Affiliate Trainers with whom she has the opportunity to serve.
Michelle Kendrick draws on 31 years of experience in the field of education. She began her career as a high school science teacher where she was awarded the University of Missouri Technology Innovative Teaching Award and Missouri Academy of Science Teacher of the Year. In 2000, she joined the eMINTS National Center a K-12 outreach unit at the University of Missouri focusing on technology integration. Michelle has designed and delivered PD for teachers and trainers across the U.S. and New South Wales, Australia. Michelle has presented at national (ISTE, NSTA, Carnegie Foundation, Department of Education I3 Conference) and state conferences.
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