Why teach design thinking?

It empowers learners to see ways in which they can make a difference in the world.

We live in a world where many young people feel overwhelmed by the number of problems there are. It is our responsibility, as educators, to equip young people with the skills and dispositions which enable them to see problems as opportunities and which give them the confidence to be the change that they want to see in the world.

Design thinking is a mindset which supports people to solve problems creatively and effectively.

It is human-centred - to develop a solution, you need to understand the needs, wants, challenges and motivations of the people you're designing it for.

It works best when people work collaboratively - diverse ideas, ways of thinking and skillsets enhance the effectiveness of design thinking.

It is optimistic - it is fundamentally based on the idea that positive change can be made by designing new or improved products and/or systems.

It is playful and experimental - design thinking is about exploring what is possible, making mistakes, learning from the mistakes, building on ideas and going back and forth through the stages of the process. It supports risk taking and innovative out-of-the-box thinking

What is the design thinking process?

There are a few different ideas around as the names and stages of the design thinking process. It's similar to how you would see many different interpretations of the inquiry process. The key takeaway is that the stages support the development of a design thinking mindset. Each stage has specific skills and tools to support the process. Over time, learners will develop confidence and discretion in selecting what they need at each stage. Our job, as educators, is to ensure they are exposed to multiple opportunities to engage in design thinking in multiple contexts as well as being supported to add a range of tools to their design thinking toolbox.

Be a design thinker not a resigned thinker! Challenge the status quo.

How long does it take?

Design thinking can happen quickly or over a longer period of time. It depends on the purpose and the amount of depth that you will want to go into. You might start with 1-2 hour activities which teach your learners about the process itself. You could then progress with design thinking that happens over a couple of weeks or over many weeks. Try to include it in as many curriculum areas as possible and give learners multiple opportunities to explore the process so that it becomes second nature to them.

What makes a good design challenge?

Ask yourself:

Is the challenge focused on a human need?

Does the challenge allow for a range of solutions?

If you answer 'yes' to both then you're probably on the right track.

Think about 'Design a backpack for a person who is blind' vs 'Design a way for people who are blind to transport their belongings.' One has much more scope than the other.