Prototyping – a process for creating something and using it in order to learn from how the prototype
interacts with the environment, how it affects the problem it was designed to solve, and how the
prototype may need to be adjusted or reconceptualized in order to realize an intended outcome.
Feedback – The process of gathering information from key sources to make design improvements to
adjust, tune, or create new prototypes.
Reflection – The process of thinking back about the process of designing for new insights and
understandings of the learning process.
The focus on learning through action in order to solve real world problems runs deep through both
Project-Based Learning and Design Thinking making them complementary partners for learning through
addressing real-world problems such as designing solutions for conflict in one first grade community.
Designing the Project
We started our unit by creating a driving question
that we thought would frame the inquiry and require
students to learn the key content, concepts and skills
while creating practical solutions to our problem.
This is the driving question we created. “How might
we design a more peaceful community?”
Next, we planned how we would lead students
through a design thinking process that would provide
structure for students to drive their inquiries. We
planned for each stage of the design thinking
process. Here are some of the initial thoughts, ideas,
and wonderings that we captured together as a team
during our planning process.
Beginning to capture planning ideas and thoughts
Our plans and thoughts taking shape