Design Thinking in the Middle Grades

Transforming Mathematics and Science Learning

Reagan Curtis, Darran R. Cairns, Johnna J. Bolyard (Autoren)

Buch | Hardcover

168 Seiten

2023
Teachers' College Press (Verlag)
978-0-8077-6781-8 (ISBN)

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Draws on the authors’ experiences with teacher colleagues, including time spent in their classrooms co-developing and refining lessons. The core of their approach is to encourage learners to pursue solutions to everyday challenges through design-based learning cycles.

Too often, mathematics and science are taught in isolation from each other and from meaningful problems that matter to students. This book draws on the authors’ experiences with teacher colleagues, including time spent in their classrooms co-developing and refining lessons. The core of their approach is to encourage learners to pursue solutions to everyday challenges through design-based learning cycles. Students use mathematical modeling to describe or summarize a phenomenon, predict which potential solutions may be successful, and/or to test actual performance against predictions. The authors emphasize connecting grade-appropriate science and math content standards and integrating literacy with evidence-based argument through design briefs and presentations. Teachers will learn how to support productive struggle and structure group learning that promotes equity, while teaching in the classroom or virtually as needed.

The middle grades are a pivotal time to engage the next generation so that they are prepared to solve tomorrow's challenges. Classroom teachers, preservice educators, and faculty in teacher education programs can use Design Thinking in the Middle Grades as a foundational text for math, science, and integrated STEM teaching.

Reagan Curtis is a Chester E. and Helen B. Derrick Endowed Professor of educational psychology in the School of Education and founding director of the Program Evaluation and Research Center at West Virginia University. Darran R. Cairns is faculty in the School of Science and Engineering at the University of Missouri–Kansas City. Johnna J. Bolyard is an associate professor of mathematics education in the School of Education at West Virginia University.

Contents

Foreword James W. Stigler xi

Acknowledgments xiii

Introduction 1

Part I: Understanding the Approach

1. Thinking Differently About Teaching and Learning 9

What It Looks Like in a Real Classroom 9

Why This Book? 12

2. Engineering Design, Mathematics, Science, and Literacy 17

A Visual Model of Our Approach 18

The Design Process: Dynamic, Iterative Waves of Divergent and Convergent Thinking 19

Integrating Mathematical Modeling, Scientific Challenges, and Literacy Practices 24

3. Affordances and Supports 29

Supporting Productive Struggle by Learners 30

Promoting Equity in the Classroom 32

Complex Instruction 33

Reflective Teaching Practice 36

Leveraging the Design Process for Reflective Teaching 38

4. Why Do We Think This Works? 41

Evidence-Based Teaching Practices 41

Evidence Base for Core Components of Our Approach 46

Evidence Base for Bringing It All Together 49

5. Personifying Best Practices 53

(Re)Designing Industrial Farming in Your State 53

Connecting Theory to Practice 55

Part II: Making It Real

6. Design and Mathematical Modeling—From Artifacts to Processes 63

Affordances for Systems-Level Learning Across the Artifact-to-Process Continuum 65

Returning to the Grocery Store 70

7. How Constraints and Criteria Affect Design and Mathematical Modeling 73

How Many Marbles Can You Fit in a Piece of Aluminum Foil Before It Sinks? 74

Keeping a Cold Drink Cold for Longer (Co-Constructing Constraints) 74

8. Scaffolding Student Learning in Design and Mathematical Modeling 79

Productive Struggle in Design-Based Learning 80

Scaffolding Productive Struggle 82

Strategically Using Formative Assessment Data 85

Giving Students Voice in Design Constraints, Criteria, and Methods of Assessment 87

9. Design and Mathematical Modeling Across Content Areas and Grade Levels 91

Gingerbread-House Lesson (6th-Grade Mathematics Class) 91

Predator/Prey Lesson (8th-Grade Science Class) 95

Skater-Ramp Lesson (7th-Grade Mathematics and Science Class) 98

Adapting Design-Based Learning Activities to Your Students 101

10. Design and Mathematical Modeling Across Instructional Modalities 105

Taking Design-Based Learning Online 106

Examples of Design-Based Learning at a Distance 108

Connecting Examples to Core Components, Affordances, and Supports 111

Part III: Making It Your Own

11. Linking an Integrative Series of Design and Mathematical Modeling Activities 115

Problem-Based, Design-Based, and Project-Based Integration 115

Energy and the Environment Thematic Unit 117

Pulling It All Together 122

12. Address Any Content Standard and ÒFixÓ Textbook Problems 123

Starting From Standards 123

Starting From Existing Activities or Problems 127

(Re)Designing Effective Teaching Practices 131

Conclusion: The Wicked Problem of Education for All 133

References 135

Index 143

About the Authors 147

Erscheinungsdatum	03.04.2023
Vorwort	James W. Stigler
Verlagsort	New York
Sprache	englisch
Maße	162 x 235 mm
Gewicht	333 g
Themenwelt	Schulbuch / Wörterbuch
	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II
ISBN-10	0-8077-6781-6 / 0807767816
ISBN-13	978-0-8077-6781-8 / 9780807767818
Zustand	Neuware