Design thinking is an active methodology that creates challenging learning opportunities for students. The approach has been increasingly used in the classroom to promote the improvement of the education system, allowing teachers to focus on students’ needs.
The method is beneficial precisely because it promotes a culture of innovation in the classroom and in the transmission of different knowledge and disciplines. This is because the concept enables new experiences and encourages the acquisition of skills and competences in teachers, especially technological ones.
Do you want to understand how design thinking for educators can significantly improve learning? Follow the article below and check it out!
What you will find in this article:
Understand the concept of design thinking
Design thinking is an approach created with the aim of offering innovation according to people’s needs. It is increasingly applied in education to perfect, in a simple, agile and well-planned way, the strategies and actions applied in pedagogical practice and in schools.
In this sense, educators are instructed to seek creative solutions to problems encountered in the teaching and learning process. Generally, teachers must understand what the conditions and reality of the students really are and, with this, implement a methodology that favors creative thinking.
Design thinking has also proved to be an excellent tool to promote critical and creative thinking. This is because the concept makes it possible to generate and organize ideas through insights, bringing together as many different perspectives and views as possible.
Thus, the method proposes a new approach to the problems already known by educators. Basically, one must obtain information, analyze it and propose solutions based on the knowledge generated. The focus tends to be the needs of students, responding creatively to their demands and desires.
Find out how the methodology works in education
In the educational environment, design thinking offers a huge contribution and can be advantageous in several aspects, such as improving students’ digital and technological literacy. In addition, the methodology makes it possible to integrate the family and the school’s interests, improving the political-pedagogical project and innovating in the training of educators.
This represents a real breakdown of paradigms in the teaching process and makes learning more attractive, making students develop important interpersonal skills for their training. In addition to increasing engagement rates, design thinking for educators is also capable of significantly transforming the way students learn disciplines.
For this, the concept presents some phases, in which each one of them has specific tools that are essential for the understanding of the process as a whole. See, below, what are its main aspects.
The first stage, of discovery, is the moment when the challenge for the search for solutions presents itself. In this case, the challenge must be specific to each age group or level of knowledge. Thus, design thinking is planned in conjunction with the proposed curriculum for each school year.
With the information from the discovery stage, there is an analysis and categorization of the information to systematize what is really important to find the solution to the problem. For that, it will be necessary to interpret and define what the problem or challenge is and, from there, define how to develop the question raised.
In the ideation phase, students work in groups to generate ideas and solve the problem presented. Student collaboration, in this case, is one of the most influential actions for capturing ideas. Therefore, the teacher must guide them to choose the best idea, which can be complemented by the initial idea of another colleague.
The experimentation stage is when ideas take shape, that is, they become tangible. At that time, the teacher must offer feedback and assist in the construction of learning so that students can correct or revise their work. This encourages an educational environment of responsibility among colleagues and can be instrumental in creating a sense of collaboration.
In this phase, students observe the evolution of the work developed, and the educator can identify the success factors, documenting the actions to solve the challenges. At this point, it is essential that the teacher make the student reflect on the process, sharing their impressions and their points of view to create a stimulus for continuous improvement.
Discover how to apply design thinking at school
To apply design thinking in the school environment, it is essential that teachers have some pedagogical tools and creative methods. Generally, educators use materials, carry out dynamics and promote workshops aimed at developing the stages of design thinking.
Technology is a tool that can be very useful to facilitate the practice of design thinking among students. Gamification, for example, makes activities more playful and offers dynamic actions through games. The resource is well accepted and presents good results at any stage of the methodology.
Another way to employ design thinking is to encourage dialogue between students at different levels of education and engage them to think about ideas and discuss them. The goal is to create an environment without any criticism or judgment, in which students benefit and can help each other to obtain answers and solutions to questions.
Therefore, it is essential that the teacher has a good qualification and some training related to this approach, in order to offer innovative strategies and projects in the application of design thinking. The most benefited, undoubtedly, are the students, who have a broad, diversified teaching format and which addresses various ideas and points of view.
Design thinking for educators was created with the aim of developing an innovative mentality in the lives of people involved in the transmission of knowledge. The work includes co-creation and a lot of exchange of ideas, being an approach that is increasingly valued in the training of teachers in order to overcome the challenges present in the classroom.
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