The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Explore New Learning Concepts Imagine the Future: Please close your eyes for a moment – imagine a better life in the year 2050… Consider what might be different? What’s the same? Now prepare to share how you envision the world to be in the year 2050 as a better place to communicate, learn, or have fun.
Step One
Step Two
Step Three
I want to change how I…
In three minutes or less, draw a sketch of your proposed changes. What your life might look like in the year 2050…
Now list the 3 most important steps that must happen to ensure your vision will come true.
• Communicate with my friends • Learn at school • Have fun during my free time
• Where you are in the world? • Who you are with? • What you are doing?
Step Four Please form into teams and share your vision with your partners. Do you recognize patterns (similarities) emerging? What common interests, emotional connections, sense of purpose, links to memories, or motivators do you notice? Are there areas in which you disagree? How might you learn from these divergent points of view? How will this process make your joint idea even more compelling?
Step Five As a team select one common vision in which to focus followed by brainstorming many ideas to make your change happen. Using a democratic (equitable) approach, select the three most viable solutions. Teams present proposals, engage with whole class in open dialogue, gain input and feedback regarding improvements, and discuss learning experiences.
Learning Standard
Formative Assessment
ISTE – 4 | Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Teacher administers a PRE-Assessment that is scored, however not graded. The purpose of the brief PRE-Assessment is to check for student’s early levels understanding and use of key terms, concepts, and skills prior to instruction.
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Gather Information and Problem Finding Envision the Future: As you prepare to improve future life, learning, or play – ask key questions, gather relevant and timely information, and data. As a team form a targeted problem statement based on your extraordinary figure’s experiences.
Step One
Step Two
As you prepare to improve life, learning, or play in the future, take note of new ideas that come to mind while you are watching a few videos:
As a team, analyze “The Sweetest Comeback in the History Ever” integrated Hostess social media campaign to gain insights into how you might communicate your vision of the future:
• History of Civil War in Missouri & Kansas • History of BBQ • Kansas City's Melting Pot • KC History: Parts 1-3 • What makes KC cool?
• • • •
Take note of initial impressions of the campaign What ideas come to mind for life, learning, play Share your team’s thoughts with whole class Ask for feedback, input, and improvement ideas
Step Three On your own, choose 3 extraordinary figures from the list below to explore Kansas City’s history: Charlie Parker Tom Pendergast Esther Swirk Brown Walt Disney Marion Trozzolo
Robert Van Horn John Brown Nell Donnelly Reed J. C. Nichols Count Basie
Step Four
Step Five
Of the 3 people you read about, which one is of most interest to you? Please describe why.
Now pitch your favorite figure to your team be prepared to share why you have chosen this person and why your teammates should too!
•What do you think was his/her greatest contribution to Kansas City? •Dig deep into aspects of their legacy (including productive and not-so-productive)
Using a democratic voting process, select one figure of high interest then form a problem statement that articulates a dilemma your figure is faced with.
•Acknowledge their positive as well as negative impact on the Kansas City metro area
Learning Standard
Formative Assessment
ISTE – 3 | Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
Students take notice of their learning while previewing the design learning process. The purpose of the brief self-assessment is for learners to become aware of how they learn, think, and do prior to pitching their extraordinary figure.
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Sort Diverse Information and Represent Findings Envision Your Legacy: Consider the level of impact that your extraordinary figure has made as well as the level of positive impact your team wants to make.
Step One
Step Two
Discuss overarching challenge criteria for evidence of learning and indicators of success.
Compare your team’s future legacy to your extraordinary figure’s:
• Must invite users/viewers to be empathic toward your extraordinary person’s growth mindset disposition
Level of Impact Created by Legacy Team’s Impact on Sense of Self
• Must incorporate at least one interactive STEM practice or principle that promotes growth in the KC area • Must visually communicate at least one sustainable resource aimed at improving the KC community
Team’s Impact on Others Around You Team’s Impact on Kansas City Community
Figure’s Impact on Sense of Self Figure’s Impact on Others Around Them Figure’s Impact on Kanas City Community
Step Three Prepare two sets of graphical representations that compare your team’s important legacy events and pivotal actions to your extraordinary figure’s:
Team’s Important Events
Figure’s Important Events
Team’s Pivotal Actions
Figure’s Pivotal Actions
Learning Standard
Formative Assessment
VA:Cr1.1.IIa | Creativity and innovative thinking are essential life skills that can be developed: Individually or collaboratively formulate new creative problems based on student’s [existing] artwork.
Students take notice of their learning progress while collaborating with their peers. The purpose of the brief selfassessment is for learners to practice being mindful of their communication and decision-making practices as a teammate.
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Investigate Mindset Dispositions Envision Your Legacy: Investigate the concept of growth and fixed mindset dispositions, then consider the shifts in your team’s mindset dispositions that will be required to accomplish your desired level of impact.
Step One
Step Two
Investigate the concept of growth and fixed mindset dispositions, then consider shifts that may be required of your team’s dispositions.
Consider extraordinary quotes and prepare to debate your figure’s mindset disposition.
• What is your team’s current mindset disposition toward creating positive change? • To accomplish your desired level of impact, what shifts in your team’s mindset might be required? • What steps are needed to close the gap? A fixed mindset tends to believe that intelligence is static, innate talent creates success – and either you’re either born with it or you’re not. • • • • •
Avoid challenges Give up easily View effort as fruitless Ignore useful or negative feedback Feel threatened by the successes of others
A growth mindset tends to believe that intelligence can be developed, dedication and hard work matter, and you can impact future abilities. • • • • •
Embrace challenges Persist with set-backs View effort as a path to mastery Learn from feedback, even it negative Celebrate others’ successes and learn from them
1. Read quotes, consider meaning and relevance 2. As a class, discuss various growth and/or fixed mindset disposition connections 3. Then your team will be assigned a “for” or “against” position linked to your figure’s quote 4. Next populate the empathy map, discuss points of view, and prepare a 1 min. presentation
“I paint every day. Sometimes I hate painting, but I keep at it, thinking always that before I croak I'll really learn how to do it – maybe as well as some of the old painters.” (Thomas Hart Benton) “You may not realize it when it happens, but a kick in the teeth may be the best thing in the world for you.” (Walt Disney) “Caution, Sir! I am eternally tired of hearing that word caution. It is nothing but the word of cowardice!” (John Brown) “You've got to learn your instrument. Then, you practice, practice, practice. And then, when you finally get up there on the bandstand, forget all that and just wail.” (Charlie Parker)
Learning Standard
Formative Assessment
ISTE – 5 | Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Teacher administers a Formative Assessment that is scored, however not graded. The purpose of the brief Formative Assessment is to check for student’s levels understanding of the concept of growth and fixed mindset dispositions.
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Empathy Mapping and Articulation Envision Your Legacy: Map out team’s extraordinary figure “for” or “against” points of view in preparation for a one minute compelling argument presentation.
Step One Populate the empathy map based on your extraordinary figure’s quote given a “for” or “against” position. Enter quote (for/against):
What is your figure’s quote thinking and feeling?
What is your figure seeing?
What matters most to them at this time?
What do they see around them?
What is your figure hearing? What are others saying?
What is your figure saying and doing? What might their disposition be toward others be at this time?
Step Two Discuss for/against position, prepare a compelling argument, and deliver a one minute presentation. 1. As a team, describe shared understandings of the quote and unpack for/against position 2. Identify the three most important points of view that came out of the discussion 3. With each point of view, include your reasoning (why) and/or evidence (what) to support the argument 4. Prepare a one minute compelling argument presentation to the whole class
Learning Standard
Formative Assessment
VA:Pr6.1.1a | …Communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding: Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.
Students take notice of their learning progress as they dig deeper into the design learning process. The purpose of the brief self-assessment is for learners to be mindful of the practice of flexible, strategic, and reflective thinking.
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Brainstorm Ideas and Develop Criteria to Monitor Progress Brainstorm Future Impact: Open your minds to discovery extraordinary insights – think of many possibilities and ideas by asking “what if?” and “how might we?” questions. Brainstorm alternative and contrary points of view alongside developing criteria to help monitor and direct your own progress.
Step One
Step Two
Brainstorm tons of alternative approaches to implement your future legacy.
Based on overarching challenge criteria, identify project criteria to monitor progress.
• Think in playful ways without judgement • Dig into divergent ideas (oppositional as well as contrary) spurring creativity and innovation • Explore various forms of design solutions (product, communication, service, experience…)
Project Criteria as Indicators of Success 1) 2) 3)
Use project criteria to select 2 immediate actions and 1 longer term action to promote KC growth and community. 1) 2) 3)
Overarching Challenge Criteria • Must invite users/viewers to be empathic toward your extraordinary person’s growth mindset disposition • Must incorporate at least one interactive STEM practice or principle that promotes growth in the KC area • Must visually communicate at least one sustainable resource aimed at improving the KC community Immediate and Longer Term Implementation Pathways • Which 2 actions will make positive and purposeful impact right away with minimal effort and resources? • Which 1 action can serve as a high impact solution yet requires a longer period of time to implement?
Learning Standard
Formative Assessment
VA:Cr1.2.7a | Artists and designers shape artistic investigations, following or breaking traditions in pursuit of creative art making goals: Develop criteria to guide making a work of art or design to meet an identified goal.
Teacher administers a Formative Assessment that is scored, however not graded. The purpose of the brief Formative Assessment is to check for student’s levels understanding of the practice of flexible, strategic, and reflective thinking progress.
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Visualizations and Concept Mapping Early Plan of Action: In the form of visualizations and concept maps, explain your Kansas City vision of positive change in the form of an early plan of action with three pathways to implementation, two aimed at making positive impact right away along with one that will take time to implement.
Step One
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As a team, generate rapid visualizations of your early plans of action and implementation pathways to your future KC legacy.
Based on the visualizations, create a series of concept maps to illustrate implementation pathways, important concept connections, and relationships.
• Quickly sketch at least 10 ways to represent two immediate actions aimed at making positive and purposeful impact with minimal effort and resources • Visualize at least 10 ways to represent one high impact action that requires a longer period of time to implement
• Prepare to demonstrate what you have learned, articulate required steps your plan of actions in a story map, build iterative rough mockups, and prepare one final prototype solution • Include investigation findings, creative problem-solving decisions, desired impact of innovative solution, and form of design (product, communication, service, experience…)
Learning Standard
Formative Assessment
VA:Cr3.8a | Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time: Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
Students take notice of their learning progress as they experience creative problem-solving practices. The purpose of the brief self-assessment is for learners to become more aware of their visual-spatial reasoning capacities (to articulate what is seen in one’s mind so others can see and understand).
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Story Mapping, Iterative Mockups, and Prototype Solution Prepare to Present: Take this opportunity to demonstrate what you have learned by articulating, constructing, and preparing to present your plan of action and innovative solution proposal.
Step One
Step Two
Articulate required steps to implement targeted pathways to your future KC legacy.
Build iterative rough mockups and final prototype of your form of design solution (product, communication, service, experience, etc.)
• Bring your future story to life by including elements such as required belief systems, knowledge to be gained, concepts to be understood, relationships that must be built, interactions to take place, as well as actions toward positive change • Think of your story map as a visual walkthrough of what your team has been thinking, learning, and doing throughout the project
• Using accessible materials, construct a series of “quick and dirty” mockups of design solution ideas • Once final direction is identified, generate a refined prototype of your innovative solution
PHOTO Learning Standard
Formative Assessment
ISTE – 4 | Artists… consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it: Based on criteria, analyze and evaluate methods for preparing and presenting art.
Students take notice of their learning progress as they experience creative problem-solving practices. The purpose of the brief self-assessment is for learners to become more aware of their visual storytelling, iterative ideas, model making, and decision-making practices.
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Wrap Up, Present, and Refine Prepare to Present: Take this opportunity to demonstrate what you have learned by articulating, constructing, and presenting your plan of action and innovative solution proposal. Prior to submitting your final project, take time to gain valuable feedback and make final adjustments and refinements.
Step One Wrap up preparations, present your innovative solution, and gain feedback prior to final submission. • Present in a clear and well organized manner, be mindful of your audience to ensure they understand your message, and pace your delivery to stay within the allotted time for your presentation • Make sure to integrate time to gather feedback and input as to how you can improve and make your final innovative solution even better
PHOTO Learning Standard
Formative Assessment
ISTE – 2 | Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students take notice of their learning progress as they experience creative problem-solving practices. The purpose of the brief self-assessment is for learners to become more aware of their presentation practices as well as level of openness to constructive feedback and input.
www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.
The Makings of an Extraordinary Kansas City Challenge How might the investigation of local extraordinary figures who successfully implemented entrepreneurial and innovative ideas while faced with challenges – prepare students as they aim to make positive contributions on today’s Kansas City economy and community today?
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Ongoing Formative Assessments and Summative Evaluation Check for Understanding, Reflect, and Adjust: Throughout the design learning process, teachers and students use brief formative assessments (scored however not graded) to check for levels of understanding. The purpose of the co-existent teacher and student-driven formative assessments is to strategically reflect on progress toward evidence of learning and adjust instruction and/or student learning accordingly. A summative evaluation of final submission is administered as needed.
Formative Assessments and Summative Evaluation 1: Explore New Learning Concepts
Teachers administer PRE-Assessment. The purpose of the brief PRE-Assessment is to check for student’s early levels understanding and use of key terms, concepts, and skills prior to instruction.
2: Gather Information and Problem Finding
Students take notice of their learning while previewing the design learning process. The purpose of the brief self-assessment is for learners to become aware of how they learn, think, and do prior to pitching their extraordinary figure.
3: Sort Diverse Information and Represent Findings
Students take notice of their learning progress while collaborating with their peers. The purpose of the brief self-assessment is for learners to practice being mindful of their communication and decision-making practices as a teammate.
4: Investigate Mindset Dispositions
Teachers administer a formative assessment. The purpose of the brief formative assessment is to check for student’s levels understanding of the concept of growth and fixed mindset dispositions.
5: Empathy Mapping and Articulation
Students take notice of their learning progress as they dig deeper into the design learning process. The purpose of the brief self-assessment is for learners to be mindful of the practice of flexible, strategic, and reflective thinking.
6: Brainstorm Ideas and Develop Criteria to Monitor Progress
Teachers administer a formative assessment. The purpose of the brief formative assessment is to check for student’s levels understanding of the practice of flexible, strategic, and reflective thinking progress.
7: Visualizations and Concept Mapping
Students take notice of their learning progress as they experience creative problem-solving practices. The purpose of the brief self-assessment is for learners to become more aware of their visual-spatial reasoning capacities (to articulate what is seen in one’s mind so others can see and understand).
8: Story Mapping, Iterative Mockups, and Prototype Solution
Students take notice of their learning progress as they experience creative problem-solving practices. The purpose of the brief self-assessment is for learners to become more aware of their visual storytelling, iterative ideas, model making, and decision-making practices.
9: Wrap Up, Present, and Refine
Students take notice of their learning progress as they experience creative problem-solving practices. The purpose of the brief self-assessment is for learners to become more aware of their presentation practices as well as level of openness to constructive feedback and input.
10: Ongoing Formative Assessments and Summative Evaluation
Teachers administer a POST-Assessment. The purpose of the brief PRE-Assessment is to check for student’s early levels understanding and use of key terms, concepts, and skills post instruction. In addition, teachers may choose to conduct a summative evaluation at this time. Students engage in formative assessments to reflect on new understandings, value of the learning process, consider improvements, and opportunity to ask new investigation questions. www.designlearningnetwork.org
Poster Designed By: Malcolm Ribot & Abraham Dickison
10 Highly Effective Creative Problem-Solving Learning Strategies: Flexible Approaches to Integrating Problem-Based Learning, Creative & Innovative Thinking, and Purposeful Making. ©2015 Design Learning Network. All Rights Reserved.