Design as Literacy

by Mike Kaechele

This week I had the privilege to attend TEDxGR. One of the speakers was Mickey McManus of the design firm MAYA. He talked about the need for a new literacy based on design. He mentioned SEL and STEM as being important emphasis in education but felt that there was something missing. He sees the missing piece as human centered design. His company starts with people and designs products based on people's needs. Their main clients were teaching their design principles to CEOs in successful companies. They decided to try teaching these skill to students in middle school students as an experiment. Check out the results:


This is a short film about a pilot program we (LUMA) ran in Columbus, Ohio. It shows the value of human-centered design thinking and real world problem solving to educating the next generation of innovators. Teachers were weeping by the end of the week and kids that wouldn’t even make eye contact at the beginning of the camp were presenting ideas based on real user research to heads of foundations and industry.

Now I am not sure that I think that this is a "new literacy" as what "is" or "is not" literacy causes many arguments that I am not sure that I even care about. What it does seem to be to me is an excellent example of a complex PBL environment. It is student driven, authentic, with both real world audience and problems. Students work in groups and use creative problem solving to design and have to present their ideas to testers where they receive feedback and then have to re-design until their idea is a working prototype. So it may not be a new "literacy" but I am positive that we need more of this kind of learning in schools. 

Culture-part II

by Mike Kaechele

We had some interesting pushback in the comments of my last post about creating a culture of responsibility in schools. As I read and responded to comments I realized that some people were interpreting my post as one change to make to a traditional school setting. But what I observed at the school was a re-interpretation of how to do school.  So I thought I would share the values of a New Tech school by comparing it to a traditional school. Changing only one of these things in a school will not have the same effect as all of them working together.

Click here for enlarged view

What would you add or subtract to these values? Does seeing all of these things clarify how this school creates a culture of responsibility? Leave a comment and I will share what I think is understated in my next post.

Culture vs. Control

by Mike Kaechele

This week I had the chance to visit Columbus Signature Academy in Indiana. It is part of the New Tech Network of schools which are problem based learning high schools. The first thing I noticed was the open spaces and architecture (I blogged about that here). It was designed for students to use the "hallways" as gathering/learning spaces.

CSA "common space"

The second and more lasting thing I noticed was the students. They were in hallways and classrooms. They were on laptops, listening to headphones, working independently, working in groups, and working on projects. Everyone seemed engrossed in whatever tasks they were involved in. Not everyone was doing the same thing. It was not quiet, but it also was not loud either. The one group of people I had a hard time locating were the teachers.

I got to spend two days at the school and talked to many of the students. We had official student guides and student panels, but my favorite part was just talking to random students in the building. Every student I talked to confidently explained to me what they were working on and honestly answered any questions. These students have "tours" of their school all of the time and are comfortable with public speaking.

I got the same message from all of them. They enjoyed being in the school and were genuinely proud of it. The school was only three years old and the junior class had helped start it. They helped create the handbook and the expectations for each space in the school. The school has no bells or hall passes. Students are treated as professionals and not micro-managed. The students had a true sense of ownership of their school.

The students talked about the importance of having a voice, working in groups, and how they preferred PBL to traditional learning. It is important to note that these were not "special" students in any way. They were chosen by lottery and represent the demographics of their district. But you can tell that every student feels special because they are part of a school that they care about. They are invested in their school and in their own learning.


I know this school works hard to establish and grow this culture among students. It all starts by assuming students are responsible and expecting them to act that way. Instead of trying to control students, they empower students to take responsibility. Then they give students choices in meaningful projects that are shared with experts in the community. Students hold themselves accountable to do quality work to represent themselves and their school.

Yes, this school is 1-1 with laptops, but what really makes it stand out is the learning climate of trust and responsibility. Are students working and on-task every second? Of course not, and neither am I.

Do you trust your students enough to let them learn by exploring interesting problems together? Or are you too busy trying to control them to make sure they get the appropriate standardized learning experience?

Housing Theme

by Mike Kaechele

In my 8th grade applied technology class we do a unit where we build balsa towers. We start off talking about the history of building and architecture while investigating the strongest shapes that make up buildings. Students then research different design ideas on the web. We talk about the science concepts behind the project daily with opening discussions about force, mass, center of mass, loads, and buckling. Students draw their towers to scale measuring the angles and lengths to calculate whether or not they will have enough sticks to complete their design. After we break the towers students calculate whose tower was the most efficient. At the end I have had students write letters to our local mayor designing a tower for tourism or blog about their experience on our class blog. So we integrate math, science, history, and language arts into one project where students research, design, build, destroy, and evaluate.

But this project lacks a few things that I would ideally (see my ideals listed here) like to see: not enough student choice, the projects all tend to look the same, and too much of the structure of the unit is pre-designed by me. So I would like to expand this idea to a larger theme that could be taught by a single teacher, perhaps in an elementary setting, or by a team of teachers at any level. I like the idea of "theme" better than "unit" because I envision the teachers having some idea of what will happen but the students influencing the process so that where it goes and ends up is open-ended.

For starters it would be a theme on housing. The unit would look at what kinds of dwellings humans choose to live in. It would emphasize the political, social, economical, cultural, and environmental factors that influence these choices. I was originally going to separate these suggestions by subject area but they are too intertwined so I will just list some possibilities. This theme is designed to fit an "all day" integrated project not just a one hour class.

• Housing could be looked at in terms of the history of architecture from different countries, climates, and/or cultures around the world. 
• Students could watch films like Garbage Warrior to learn about modern, environmentally friendly building methods. This film also brings up the problem of strict building codes limiting innovation.
• Students could analyze the role of government in establishing building standards and codes and influencing building policy through laws and incentives. They could look at the advantages of quality control vs. the disadvantage of limiting innovation.
• Students could study how the environment effects the shelter needs of humans in different climates. For example they could learn how and why Inuits chose to make igloos and Mongolians make yurts. 
• Students could learn about recycled homes or innovative urban designs like this Chinese egg.
• Students could learn about differences in impact between single family homes and multi family complexes and even communes.
• Students could look at children's bedrooms around the world to compare differences in living standards.
• Students could learn about the millions of people who have no "home" but live in shelters, shanty towns, refugee camps, or even in garbage dumps.
• Students could learn how toxic or carcinogenic materials have been used in construction.
• Students could go on local field trips to view historic and/or modern architecture. Students could visit "green" buildings.
• Students could watch this TED talk about how the differences in engineering in Haiti and Chile led to contrasting results from the recent earthquakes. 
• Students could interview architects, construction workers, and engineers in person or through Skype. 
• Students could learn about differences between LEED, Green Built, zero energy, and passive home designs. They could analyze how much of these programs are political and how much of them are actually environmentally responsible.
• Students could analyze statistics about how humans live across the globe. Then they could create an infograph about how the choice of materials effects human health and the environment.
• Students could research the dwellings of indigenous people and compare them. Students could have debates whether modern or indigenous dwellings are better for human life and the environment. 
• Students could perform energy audits of their own homes figuring out the volume and square footage of their homes and finding cost/ square foot to heat and cool their homes.
• Students might study an important architect such as Frank Lloyd Wright or a branch of design such as feng shuai.

Every group of students would not do all of these things but different groups would choose the topics that are most interesting to them and even suggest other ideas. Some students might choose to branch off into related topics such as environmentalism, capitalism, architecture, interior decorating, sustainable native plants, etc. The directions this project could go are almost endless. Hopefully it is obvious that intertwined in all of these ideas is math, science, social studies, language arts along with art and technology.

The cumulative project would be for teams to use what they learn to design, draw blueprints, and make a scale model of an ideal ecological dwelling (like this example). It may or may not look like a conventional house with conventional materials. It could be influenced from any of these activities from cultures around the world. Students would also have to provide a budget for the estimated cost of the materials of the home. They would have to show the energy consumed. Students would also present their homes to their peers (and broader audiences through social media) and describe the benefits of their models.

These are my thoughts for a practical theme based on my key beliefs of the best practices of student learning. What are your thoughts? What would you add/subtract? How could this theme or a different one be used for student-centered learning in your classroom?