Learning Through Design

I.                   OBJECTIVES:

At the end of the day’s lesson, my classmates are expected to:

a.     Define and evaluate Learning through design.

b.     State the implication and application of Learning through design, and;

c.      Discuss the importance of using designs in the learning process.

II.                 SUBJECT MATTER:

A.    Topic: Learning through Design

B.     References: Wikipedia.com, CL: 1 Learning through Technology

C.     Material: Power point presentation

III.              PROCEDURES:

A.    Daily routine:

1.     Check the cleanliness and orderliness of the room.

2.     Prayer.

3.     Check the attendance.

B.     Motivation:

Ask a class volunteer to produce and demonstrate designs in which learning can be enhanced.

C.     Lesson Proper:

Teacher’s  Activity

1.     What is learning?

2.     What is design?

3.     What is the policy implied on learning through design?

4.     What are the features of learning through design? Explain.

5.     Give advantages of using design that enhance learning.

Student’s activity

1.     Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information.

2.     Design refers to a plan or convention for the construction of an object or a system.

3.     The standards "emphasize abilities associated with the process of design and the fundamental understandings about the enterprise of science and its various linkages with technology”.

4.     These are the features:

Problem Definition: Researchers of learning have interests in problem exploration, the development of organizational skills and logic, and the ways they connect to, or enhance, learning of content and concepts.

Brainstorming: Reinforces equity principles by providing for cultural knowledge to be relevant, brought to the table, and consequential for engagement and participation.

Variation: Is an expected outcome of the design experience. Variation in response to problems requires that students keep track of their decisions and provide rationales for them.

5.     Advantages:

Design work and its tools require students to interact with multiple media and representations of information and data, and these are an increasing focus of research. Students may have to create constraint lists, flowcharts, data tables, graphs, and drawings as they use numbers and number sense, measurement, and both natural language and symbolic formulas while working from problem definition to solution.  Creates opportunities for studying performance-based assessment practices. Iterative review processes are part of design work, leaving teachers and students with more opportunities for performance-based and peer-based assessment. Elaborating and agreeing on goals, evaluating processes, giving and receiving feedback, and prioritizing and making revisions are practices in design and worthwhile assessment practices as well.   In design, students' work with extended real-world problems connects them to practical professions, such as art, architecture, and engineering. Links are created between the real world and models, between simulations and solution processes, giving students access to practical knowledge and general processes of problem solving. Design projects place new demands on teachers and students. Teachers need professional development to learn how to structure and manage design-based activities and many of the design-focused research projects also depend on teacher learning and preparation. Design work supports new levels of participation from students as well. Students often make strong connections to their design projects, taking extra time and often working at home. This is a positive effect, with implications for supporting partnerships between school, home, and community, but one that needs to be negotiated.

D.    Exercises:

1.     Define learning through design process.

2.     Give the significance and role of learning through design that affects how one’s intelligence is developed.

3.      Give examples on how to enhance knowledge through design. 

E.     Generalization

 Design projects place new demands on teachers and students. Teachers need professional development to learn how to structure and manage design-based activities and many of the design-focused research projects also depend on teacher learning and preparation.   Design work supports new levels of participation from students as well. Students often make strong connections to their design projects, taking extra time and often working at home. This is a positive effect, with implications for supporting partnerships between school, home, and community, but one that needs to be negotiated.

F.     Evaluation

Let the students share their knowledge about using designs in a way that they construct their own ideas about the given topic that give way to learning.

G.    Homework

1.     Give your own understanding on how designs are used and implied in the classroom setting to help enhance learning.

2.     Produce designs and apply them to the class and share how knowledge or learning takes place.