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I anticipate having to teach students how to research and which information is reliable. I would invite the librarian in for this lesson and throughout the research phase in order to ensure that students are correctly analyzing sources. Further, I think I would have to provide some sources to our struggling learners to get them started.

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I think that showing learning throughout the classroom is important for students to be able to look back on in case they ever get stuck. Therefore, I like the white board idea with sticky notes that way all student participate and learning is displayed and can be referred back to.

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As a history teacher, I like the question for students, "What other content knowledge can you draw from to help you identify causes of this problem or question?" This way, students make connects between past events that we studied and how they impact the current event. This also relates to the new Global Regents in which students need to identify enduring issues.

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I anticipate my students becoming overwhelmed with the large amounts of information from various sources on the internet. My students tend to write down large amounts of information (anything they see) and don't actually process what they are taking away. I will provide them with a graphic organizer that can help organize their findings and categorize it.

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I really like the idea of having them self-reflect on what they knew before versus what they know now and questions that are still unanswered. A relevant topic I can incorporate this into is when we research Indian Point. Many of our students live near it and are unfamiliar about what it was. Through research on the pros/cons students can assess their learning.

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Two questions I would use are “Can the content you’re covering be applied to solve the presented questions or problems” and “What additional content pieces in your curriculum are connected to the presented questions or problems”. With my class ending in a Regents exam there is a required curriculum to get through, and if some activities through the designed thinking experience take several days,  I would need to ensure the activity is not only part of our content but also includes any other curriculum content that is relevant.

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These questions can be used as formative assessment because it requires the students to evaluate their knowledge and current progress, and communicate those findings to the teacher to assess their learning.

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I would like to help students realize the “why” and the reason behind the assignment is meaningful to them.  In this chapter is discussed also having students “restate” the problem that their solution will address.  Another tool was the questioning that the author suggested, such as, what information does the student already have, what information will they need and where they can seek out additional information about the problem.

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The question, "How can you integrate additional content processes or information from your curriculum into this design experience to make learning richer and include more of the curriculum" resonated with me for several reasons. First, whenever we can help students make connections rather than teach skills in isolation learning becomes more meaningful and authentic. Students will be more likely to apply acquired skills and ideas beyond the classroom.

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One of the questions that I will use to support learners is Q: What additional content piece in your curriculum are connected to the presented questions or problems.  I would use this because it will give the students an opportunity to see if this connect to prior lessons or projects, or even make a connection from another subject area to assist in the current assignment.

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Helping my students realize ways to research the issue, allowing them to become inventive in their own problem solving.  Supporting and guiding them through this process be assessing them along the way will also be a support that I will utilize.  Along with encouraging them to self assess with specific questions.

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I like the idea of peer assessment. In my case, I would model the process initially and provide the students with prompts and examples on how appropriate and effective assessment looks. ("Something you did/said that may be more helpful in researching the root cause is ______ because ______.) I would stress the latter part of the statement in which they offer evidence/ reasoning. I may even post assessment prompts in the classroom for reference.

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Jess I agree I really like the idea of peer support. One thing we did a lot this year in my class was peer writing. We would give the students a writing assignment and a partner and have them work on their individual pieces next to each other. We would then tell them they couldn't bring their finished work to a teacher to get checked till after their peer read their work and provided feedback. This allowed for so much great stuff and peers to notice and point out things others could work on to improve.

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I love the analogy of the leaking ceiling.  You can patch the roof or put a pail under the leak, but the root problem is the roof -and that is what needs a solution. "Once the students document the many potential causes of their problem, they can begin to identify the LIKELY root cause." (p.91)

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Determining what content pieces in the curriculum are connected to the presented questions. How can I incorporate additional content? I may need to reteach some material?

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I definitely enjoy using peer assessment in my algebra classes. If they can teach something to their classmates they have a better and more true understanding of it. I would love to continue to to find new ways to do this.

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Continue to ask "Why?" and you will come across the root cause(s).

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"Which of our identified causes, if addressed,  would solve our problem or improve lives, experiences, or process?" (p.94)

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Finding appropriate resources and providing language to express their learning and interpret resources. I teach novice language learners (level 1), so I am curious how I can successfully implement design thinking with new language learners.

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I think the question "What additional content piece in your curriculum are connected to the presented questions or problems" is so great for math. In math a lot of things relate or build off each other and for a student to be able to recognize these things gives a deeper understanding.

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"What research will you do to determine which of the causes are root causes? (e.g., if they were removed, then your question or problem would not exist)? (p.92)

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I like the question: What additional content pieces in curriculum are connected to the presented questions or problems? I like this question because it makes you think with more of an interdisciplinary approach. Even at the elementary level you can make connections between subjects and various things learned. It can also be especially beneficial in word solving which is the primary educational learnings in 1st grade.

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The questions ask students to reflect and look deeper into their learning. This helps students monitor their progress and make plans going forward.

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I think the best way to decipher the difference is having students solve a problem or provide an answer vs explain or show how they got to that conclusion.

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I anticipate students becoming distracted by the large amounts of information that is available to them and potentially becoming distracted from their initial issue. Redirecting back to the issue to make sure they are staying focused. I think some of the graphic organizers can help with this process because it will allow the students to focus on the problem they are trying to solve and will give visual aid.

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I think it is important to continue to ask the prompting questions for students to seek out the answer instead of giving them the answer. Providing the students with the tools necessary to research their problem and solve the answer. We do this often in photography when we are experimenting with developing film and students need to solve the issues they are encountering while working through this process.

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I would use some of the Metacognition questions posed as narrative prompts to use as a check in on student learning while they are conductin research- perhaps in the form of an exit slip.

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I think I would have students create manipulatives and share with a peer about their discovered/ researched causes of their problem and then sort and categorizes,  This would demonstrate that they are thinking about their thinking.  Th
en to understand their beliefs better I would have them prioritize/ rate the causes for the ones that are most important to them.

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aI have used the chart paper with sticky notes method when doing group work while identifying the core problem.
The Problem Identification Fishbone appeals to me because it is more visually streamlined. I will definitely use it this year in social studies.

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I love the "feedback sandwich" as a peer assessment tool. It's similar to 2 stars and a wish. Like Arielle I used peer feedback during writer's workshop. Each child was given 2 post-its to review another child's work. On one post-it they wrote a compliment/strength and on the other they wrote a question they had about the topic/experience.

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With young students who are just learning the research process, I would model and guide a problem that the whole class could work on. I would still have the children work in groups or partnerships, provide some resources as a starting point and then evaluate their progress with check ins. Some children will know how to further explore on their own and can work at their own pace. I think it's important to provide that model and walk them through the experience.

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I see these questions as a wonderful way for students to individually assess their learning (what they took away from their research). I like that the format can be relatively simple, in the form of a google form on their Chromebook.

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I was really intrigued in reagards to the symptoms of the problem and root cause. I really like the roof analogy as Karen said, because it really demonstrates how the two are different. I think in Math, this problem occurs because students are often trying to answer the question without going through the "process" needed to solve the problem. I think guiding questions and brainstorming/collaboration are very important in helping students succeed.

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I think it's important to connect prior knowledge, so I think the question "What other content knowledge can you draw from to help you identify the causes of the problem?" is very important. Much of my curriculum involves students learning a concept and applying what they know to a new question. I think this would help them consider the problem into more depth and reaching the root cause.

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I believe that students can use each other as resources because they all bring something to the table with their own experiences.

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I agree with the use of peer assessment as a great tool for students to identify problem. Student to student dialogue often engages students and I feel they are more likely to participate among each other.

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I agree that connecting prior knowledge (especially in a social studies class) is essential in making connections to new content.