Design Thinking In Life Science by Jodie Deinhammer

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Slide Notes

Design Thinking In Life Science

Published on Nov 24, 2015

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PRESENTATION OUTLINE

DESIGN THINKING

CHALLENGE BASED LIFE SCIENCE CLASSES

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--CREDITS--

No Tosh Design Thinking @NoTosh
Ed Tech Teachers @EdTechTeacher21
Alan November @globallearner
Open IDEO @openIDEO

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WHAT DO YOU WANT TO LEARN?

STUDENT DESIGNED CURRICULUM

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FIRST WEEK...

What do you want to learn?
Add thoughts to Google Moderator
Read others and vote
Remove "Googleable" questions
Add comments/likes

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Untitled Slide

PLANNING

Initial questions were basic
Used one group as example
Googleable questions were re-worked
Sorted into topics and "other"
What we could do to impact society?

Example:
One group asked how chemotherapy worked. I asked them to Google it and in about 3 minutes, they had a general idea of how it worked. I asked them to now think about what they know about chemotherapy and create a new question. They came up with "How can we create medications that treat cancer patients but do not have the side effects associated with todays medications?"

Once we worked through this as a large group, they got it. They were taking the Googleable questions and reworking them into questions without answers.

Once all the questions were formulated, we then approached the questions through the lens of "How can we use our knowledge to answer this question and better our community or society?"

From this, all of my class PBL's were created -- all from student input.

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--EXAMPLES--

How can we be healthier?
Why is our country overweight?
Who should be in charge of our food choices?
Why is heart disease more prevalent in the U.S.?

With these examples, we talked about why they wanted to know the answers to these. We Skyped with another country to compare our cultures and developed hypotheses. Students designed experiments to test their ideas and then created products to demonstrate to others the negative effects of poor dietary choices.

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RESULTS

Developed a course in iTunes U
Health Without Borders
Student created content
Encourages healthy choices for kids
27,000+ subscribers

Students are becoming creators of content, instead of retainers of information. They take what they learn and teach it to others. They could choose any aspect of diet and nutrition for their project and could create anything they wanted to teach their objectives.

Students used Explain Everything, Educreations, ThingLink, iMovie, and Book Creator, to name a few. The products get more and more creative each time we add to this project. They are competing with each other for publication.

In order to teach something, you truly have to understand it. My students are learning on a deeper level than they ever have in the past, and they don't even realize it. :)

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10.

--EXAMPLES--

How can we better distribute vaccines?
How can kids die from preventable diseases?
Why are some vaccines controversial?
Why are some vaccines optional?

We had great discussions on why developing countries had a higher death rate for preventable diseases. Our class wanted to know why vaccines could just be mailed to them or created in the labs there.

We also discussed vaccines and why they needed the meningitis vaccine before college. It brought up some controversial conversations regarding vaccines being mandatory and who should decide. I was able to take this opportunity to explain how a vaccine works and disprove some common misconceptions.

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