Description

Book Synopsis
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.

Table of Contents
  • Contents
  • Foreword
  • Introduction
  • Acknowledgements
  • Part I: Understanding the Approach
  • 1. Thinking Differently About Teaching and Learning
  • What It Looks Like in a Real Classroom
  • Why This Book?
  • 2. Engineering Design, Mathematics, Science, and Literacy
  • A Visual Model of Our Approach
  • The Design Process: Dynamic, Iterative Waves of Divergent and Convergent Thinking
  • Integrating Mathematical Modeling, Scientific Challenges, and Literacy Practices
  • 3. Affordances and Supports
  • Supporting Productive Struggle by Learners
  • Promoting Equity in the Classroom
  • Complex Instruction
  • Group Worthy Tasks
  • Status
  • 4. Why Do We Think This Works?
  • Evidence-Based Teaching Practices
  • Evidence Base for Core Components of Our Approach
  • Evidence Base for Bringing It All Together
  • 5. Personifying Best Practices
  • (Re)Designing Industrial Farming in Your State
  • Connecting Theory to Practice
  • Part II: Making It Real
  • 6. Design and Mathematical Modeling From Artifacts to Processes
  • Affordances for Systems-Level Learning across the Artifact-To-Process Continuum
  • Returning to the Grocery Store
  • 7. How Constraints and Criteria Affect Design and Mathematical Modeling
  • How Many Marbles Can You Fit in a Piece of Aluminum Foil Before It Sinks?
  • Keeping a Cold Drink Cold for Longer (Co-Constructing Constraints)
  • 8. Scaffolding Student Learning in Design and Mathematical Modeling
  • Productive Struggle in Design-Based Learning
  • Scaffolding Productive Struggle
  • Strategically Using Formative Assessment Data
  • Giving Students Voice in Design Constraints, Criteria, and Methods of Assessment
  • 9. Design and Mathematical Modeling Across Content Areas and Grade Levels
  • Gingerbread House Lesson (6th Grade Mathematics Class)
  • Predator/Prey Lesson (8th Grade Science Class)
  • Skater Ramp Lesson (7th Grade Mathematics and Science Class)
  • Adapting Design-Based Learning Activities to Your Students
  • 10. Design and Mathematical Modeling Across Instructional Modalities
  • Taking Design-Based Learning Online
  • Examples of Design-Based Learning at a Distance
  • Connecting Examples to Core Components, Affordances, and Supports
  • Part III: Making It Your Own
  • 11. Linking Integrative Series of Design and Mathematical Modeling Activities
  • Problem-Based, Design-Based, and Project-Based Integration
  • Energy and the Environment Thematic Unit
  • Pulling It All Together
  • 12: Address Any Content Standard and "Fix" Textbook Problems
  • Starting From Standards
  • Starting From Existing Activities or Problems
  • (Re)Designing Effective Teaching Practices
  • Conclusion: The Wicked Problem of Education for All
  • References
  • Index
  • About the Authors

Design Thinking in the Middle Grades

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    RRP £36.95 – you save £5.54 (14%)

    Order before 4pm today for delivery by Tue 23 Jun 2026.

    A Paperback by Reagan Curtis, Darran R. Cairns, Johnna J. Bolyard


      View other formats and editions of Design Thinking in the Middle Grades by Reagan Curtis

      Publisher: John Wiley & Sons
      Publication Date: 3/24/2023 12:00:00 AM
      ISBN13: 9780807767801, 978-0807767801
      ISBN10: 0807767808
      Also in:
      Secondary schools Teaching skills and techniques

      Description

      Book Synopsis
      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.

      Table of Contents
      • Contents
      • Foreword
      • Introduction
      • Acknowledgements
      • Part I: Understanding the Approach
      • 1. Thinking Differently About Teaching and Learning
      • What It Looks Like in a Real Classroom
      • Why This Book?
      • 2. Engineering Design, Mathematics, Science, and Literacy
      • A Visual Model of Our Approach
      • The Design Process: Dynamic, Iterative Waves of Divergent and Convergent Thinking
      • Integrating Mathematical Modeling, Scientific Challenges, and Literacy Practices
      • 3. Affordances and Supports
      • Supporting Productive Struggle by Learners
      • Promoting Equity in the Classroom
      • Complex Instruction
      • Group Worthy Tasks
      • Status
      • 4. Why Do We Think This Works?
      • Evidence-Based Teaching Practices
      • Evidence Base for Core Components of Our Approach
      • Evidence Base for Bringing It All Together
      • 5. Personifying Best Practices
      • (Re)Designing Industrial Farming in Your State
      • Connecting Theory to Practice
      • Part II: Making It Real
      • 6. Design and Mathematical Modeling From Artifacts to Processes
      • Affordances for Systems-Level Learning across the Artifact-To-Process Continuum
      • Returning to the Grocery Store
      • 7. How Constraints and Criteria Affect Design and Mathematical Modeling
      • How Many Marbles Can You Fit in a Piece of Aluminum Foil Before It Sinks?
      • Keeping a Cold Drink Cold for Longer (Co-Constructing Constraints)
      • 8. Scaffolding Student Learning in Design and Mathematical Modeling
      • Productive Struggle in Design-Based Learning
      • Scaffolding Productive Struggle
      • Strategically Using Formative Assessment Data
      • Giving Students Voice in Design Constraints, Criteria, and Methods of Assessment
      • 9. Design and Mathematical Modeling Across Content Areas and Grade Levels
      • Gingerbread House Lesson (6th Grade Mathematics Class)
      • Predator/Prey Lesson (8th Grade Science Class)
      • Skater Ramp Lesson (7th Grade Mathematics and Science Class)
      • Adapting Design-Based Learning Activities to Your Students
      • 10. Design and Mathematical Modeling Across Instructional Modalities
      • Taking Design-Based Learning Online
      • Examples of Design-Based Learning at a Distance
      • Connecting Examples to Core Components, Affordances, and Supports
      • Part III: Making It Your Own
      • 11. Linking Integrative Series of Design and Mathematical Modeling Activities
      • Problem-Based, Design-Based, and Project-Based Integration
      • Energy and the Environment Thematic Unit
      • Pulling It All Together
      • 12: Address Any Content Standard and "Fix" Textbook Problems
      • Starting From Standards
      • Starting From Existing Activities or Problems
      • (Re)Designing Effective Teaching Practices
      • Conclusion: The Wicked Problem of Education for All
      • References
      • Index
      • About the Authors

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