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I found this beauty !

These design-thinking lesson plans are great as they provide a scaffolded approach which offers a structured classroom-ready model which is mapped to the Australian curriculum pedagogical best practice. Creates authentic student learning experiences in the classroom, using this resource for years seven eight and nine is ideal and essential as it's a critical step in learning about the fundamentals of design thinking, which is helpful not just in the ITD space. The plans support the general capabilities which are embedded within the Australian curriculum and also support the SAMR model. I have found that the uni SA very informative in creating classroom structure, and facilitating student LED design challenges which will give me a clear understanding of how to move forward in the classroom

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Bubbl.us is a great way students for students to get involved in designing their mind maps. There are many templates that can be used or you can create your own. Change and mix up the colours. Easy to use and you can sign up with a google account.

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Benefits of Bubbl.us mind maps over text:

Superior clarity of structured information

Whether it's a family tree, a decision flow map, or an algorithm, mind maps have a huge advantage in presenting complexity clearly and concisely.

Better retention of complex ideas.

Visualizing complex ideas in shapes, lines, and pictures leads to much better recollection later than simple text.

Creative collaboration with others.

Visual brainstorming with a team can dramatically improve the quality of the final product because of diversity of perspectives and experiences.

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Bubbl.us - Create Mind Maps | Collaborate and Present Ideas

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Create dynamic mind maps, organizational charts, and collaborate on virtual whiteboards with Bubbl.us. Boost productivity, organize ideas, and collaborate in real-time. Free mind mapping software for visual learning, project planning, and concept mapping. Join millions worldwide using Bubbl.us for innovative thinking and effective presentations.

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This model is great to use for beginners. I used it for a theory lesson in my PP1 and the students loved it.

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Creative thinking and problem-solving are essential parts of the design process to turn ideas into innovation and break the barriers against creativity. One of the successful methods used in creative thinking is the SCAMPER technique. While there are different creative thinking and problem-solving techniques such as reversed brainstorming, Hurson's thinking model, the six hats of critical thinking and Lego Serious Play, SCAMPER is considered one of the easiest and most direct methods. The SCAMPER technique is based very simply on the idea that what is new is actually a modification of existing old things around us.

Download our free SCAMPER template at the end of the article.

"There is nothing new under the sun but there are lots of old things we don't know." - Ambrose Bierce

SCAMPER was first introduced by Bob Eberle to address targeted questions that help solve problems or ignite creativity during brainstorming meetings. The name SCAMPER is acronym for seven techniques; (S) substitute, (C) combine, (A) adapt, (M) modify, (P) put to another use, (E) eliminate and (R) reverse. These keywords represent the necessary questions addressed during the creative thinking meeting.

What is the SCAMPER technique? And How does it work?

During the need for critical thinking either alone or inside a group, forcing the mind to think in a specific flow can help emerging innovative ideas that won't be possible to reach using a regular thinking flow. The SCAMPER technique aims to provide seven different thinking approaches to find innovative ideas and solutions.

There are two main concepts to keep in mind before starting the brainstorming using the SCAMPER technique; yet there is no sequential flow to follow while moving from each of the seven thinking techniques. Unlike Disney's creative strategy method, SCAMPER facilitators can move between different techniques without restricted to a specific flow. Secondly, the principle of force fitting should be adapted during the thinking sessions. For example, any response to the SCAMPER technique is welcomed no matter how non-logical is it. The seven SCAMPER techniques include the following:

Substitute

The substitute technique focuses on the parts in the product, service or solution that can be replaced with another. During this part of the discussion the meeting attendees focus on making decisions to substitute part of the process with another. Questions asked during this part are:

What part of the process can be substituted without affecting the whole project?

Who or what can be substituted without affecting the process?

What part in the process can be replaced with better alternatives?

Can the project time or place be replaced?

What will happen when we replace part of the project with another?

Where else could you sell the product?

Could we use another alternative of X?

Can we substitute the current device with another better one?

Can we replace the process with simpler one?

The substitute technique tends to provide alternative solutions for decision makers to evaluate different solutions in order to reach the final action.

Combine

The combine technique tends to analyze the possibility of merging two ideas, stages of the process or product in one single more efficient output. In some cases, combining two innovative ideas can lead to a new product or technology which leads to market strength. For example, merging phone technology with digital camera produced a new revolutionary product in the telecommunications industry. The combine technique discussion can include the following questions:

Can we merge two steps of the process?

Can we apply two processes at the same time?

Can our company combine resources with another partner in the market?

Can we mix two or more components together?

Can we combine X and Y technologies?

Adapt

Adapt refers to a brainstorming discussion that aims to adjust or tweak product or service for a better output. This adjustment can range between minor changes to radical changes in the whole project. Adaptation is one of the efficient techniques to solve problems through enhancing the existing system. The adapt technique brainstorming session can include the following questions:

What would we need to change to reach better results?

What else could be done in this specific task?

How can we improve the existing process?

How can we adjust the existing product?

How can we make the process more flexible?

Modify, minify or magnify

The modify technique refers to changing the process in a way that unleashes more innovative capabilities or solves problems. This change is more that just adjustment as it focuses on the overall process. For example, it can target reducing the project's process or change our perspective of how to look at the problem. The questions asked under this rubric include:

How will modifying the process improve results?

What if we had a double consumer base?

If the market was different, what would the process look like?

Can we change the process to work more efficiently?

What if the product is double the current size?

Put to another use

This technique concerns how to put the current product or process in another purpose or how to use the existing product to solve problems. For example, this technique can be used to learn how to shift an existing product to another market segment or user type. The questions in this technique can include the following:

What other parts in the company can use the product?

What are the benefits for the product if used elsewhere?

What if we target another market segmentation for the current product?

Can we add a specific step into the process to replace another?

What are other ways can we use it?

Can we recycle the waste for another use?

Eliminate or elaborate

As the name implies, this technique aims to identify the parts of the process that can be eliminated to improve the process product or service. It also helps to explore the unnecessary parts of the project. Questions related to this part includes:

What would happened if we removed this part?

How can we achieve the same output without specific part of the project?

Do we need this specific part?

What would we do if we had to work with half the resources?

In some situations, the unnecessary resources or steps in the process provide extra load for the project to achieve innovation and creativity. Eliminating these resources extends the ability to innovate and allocate more resources for creativity within the organizations.

Reverse

Finally, the reverse or rearrange technique aims to explore the innovative potential when changing the order of the process in the production line. Reversing the process or part of it can help solving problems or produce more innovative output. The questions in this part include:

What would happened if we reverse the process?

How can we rearrange the current status for better output?

What if we consider it backwards?

Can we interchange elements?

Conclusion

The SCAMPER technique is one of the easiest and direct methods for creative thinking and problem-solving through a number of techniques or question types; (S) substitute, (C) combine, (A) adapt, (M) modify, (P) put to another use, (E) eliminate and (R) reverse. These types can be used to explore problems from seven perspectives. This holistic technique of study helps reaching the best decision which fuels innovation and creativity.

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A Guide to the SCAMPER Technique for Creative Thinking

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SCAMPER was first introduced by Bob Eberle to solve problems or ignite creativity during brainstorming meetings. The name SCAMPER is acronym for seven techniques; (S) substitute, (C) combine, (A) adapt, (M) modify, (P) put to another use, (E) eliminate and (R) reverse.

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I believe that Tinkercad, aligns with the design thinking space, as it bridges the gap between, ideation and realisation.Tinkercad is user-friendly, free and students in year 7,8 and 9 are introduced to basic computer aided-design (CAD) principles. Tinkercad Supports the SAMR -Redefinition by developing functional digital prototypes to transferring files to create 3d models.

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Tinkercad | From mind to design in minutes

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Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

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Design can solve real-world problems and global issues, like housing and sustainability.Students learn about ethical design, which encourages critical and creative thinking.

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This is great to use as part of the design thinking process, for students that want to challenge themselves to create a more detailed prototype or product, taking into consideration what end users (customers) would like.

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Google Classroom is cloud based therefore has easy access. Real life collaboration, student to student and teacher to student communication. Encourages peer learning and aligns with privacy and safety expectations, digital citizenship and respectful communication. Which make Google classroom a great LMS for schools.

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Classroom Management Tools & Resources - Google for Education

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Get started with Google Classroom, a central hub for tools and resources designed to help educators manage classrooms and enrich learning experiences.

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Makers Empire | Design Thinking | 3D Printing

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The world's most fun & easy to use 3D design learning pr...

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Free design thinking posters and other teacher resources to download!

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Australian Institute for Teaching and School Leadership

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AITSL provides national leadership for the Australian State and Territories in promoting excellence in the profession of teaching and school leadership

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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Define, Identify, Describe, Recognise , Tell, Explain, Recite, Memorize, Illustrate, Quote, State, Match, Select, Examine, Locate, Recite, Enumerate, Record, List, Quote, Label

Summarise , Interpret, Classify, Compare, Contrast, Infer, Relate, Extract, Paraphrase, Cite, Discuss, Distinguish, Delineate, Extend, Predict, Indicate, Translate, Inquire, Associate, Explore Convert

Solve, Change, Relate, Complete, Use, Sketch, Teach, Articulate, Discover, Transfer, Show, Demonstrate, Involve, Dramatise , Produce, Report, Act, Respond, Administer, Actuate, Prepare, Manipulate

Contrast, Connect, Relate, Devise, Correlate, Illustrate, Distill, Conclude, Categorize, Take Apart, Problem-Solve, Differentiate, Deduce, Conclude, Devise, Subdivide, Calculate, Order, Adapt

Criticise , Reframe, Judge, Defend, Appraise, Value, Prioritize Plan, Grade, Reframe, Revise, Refine, Grade, Argue, Support, Evolve, Decide, Re-design, Pivot

Design, Modify, Role-Play, Develop, Rewrite, Pivot, Modify, Collaborate, Invent, Write, Formulate, Invent, Imagine

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Bloom's Taxonomy - Teaching & Learning Knowledgebase

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My name is Leeanne, I have had a few careers and have now decided that teaching is my thing. I am a Mechanic by trade, then decided to work as a meat worker, which led me into the training field. I also owned my own training business (train to maintain) teaching women how to maintain their vehicles which was very rewarding. Early morning and late finishes at my previous job with two very active boys, I decided that working as a school officer/ maintenance Officer would give me work - life balance.

I am currently in my second year of my teaching degree, under the trade to teach banner, and I currently work at a Catholic school in Townsville as a school / Maintenance officer in the Design, Manufacturing, Technologies space with students with disabilities in years 7,8, 9, 10 and 11 which can be quite challenging for them compared to their peers, with regard to safety in the workshop.

I have some experience with digital platforms that my school uses e.g Google classroom, ClickR, Youtube, Onguard, VR. I think its great that teachers can check the progress of students assessments via a digital platform...... That means no more "the dog ate my assignment" excuses.

I am keen to learn all about new and existing technologies that can help all students achieve their desired outcomes.

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How Participants Join a ClassPoint Class [ ClassPoint Tutorial ]

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Edcafe AI - Brew Teaching Materials with AI

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Edcafe AI is a powerful AI toolkit designed for educators to effortlessly generate and organize high-quality instructional and learning content.

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Design thinking is a process for creative problem solving that starts with people and their needs. Anyone can use it to tap into their creative potential and grow relevant skills for the modern workplace. Explore tips from experts, real-world case studies, and quick activities to help you apply the…

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Institute of Teacher Aide Courses (ITAC)

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Lessons and programs have separate goals. At some point in time, teachers want to show students how these goals are related.

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You can download the following materials for each general capability:

About the general capability - provides the introduction to the general capability and the continuum or learning progression for the general capability.

Glossary - provides definitions for terms used in the general capability.

Comparative information - shows the differences between Version 8.4 and Version 9.0 elements, sub-elements and learning continuum or progression.

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General capabilities | V9 Australian Curriculum

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You can download the following materials for each general capability: About the general capability - provides the introduction to the general capability and the continuum or learning progression for the general capability. Glossary - provides definitions for terms used in the general capability.

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All you need to know about what is required.

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This page describes the rationale, aims, structure, key considerations, key connections and supporting resources for the Technologies learning area.

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Ides are endless and kids have fun using it!

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8 Reasons to Learn 3D Modeling & Design for Kids on TINKERCAD

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Here you can find convincing reasons why 3D modeling & design for kids is a good choice and why TinkerCAD is their best option.

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Design for Change outlines a process by which students identify a problem and collectively design and execute a plan to remedy the problem. The process,as outlined, involves four steps - feel, imagine, do and share.
The four steps are realized through…

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DesignClass | Design & Technology Scotland

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Design & Manufacture | National 5 | The Design Process

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Learn about the design process for SQA National 5 Design and Manufacture. This includes brief, research, specification, and 'design factors'.