Design Thinking in the Middle Grades: Transforming Mathematics and Science Learning

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.

Table of Contents:
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