Home Page - Design In The Classroom
Design In the Classroom (DITC) has collected movies of teachers using a variety of design activities with middle-school students. It provides sets of classroom-ready tasks, summaries of standards and relevant research, and interviews with teachers, students, engineers, designers and educational researchers. DITC's materials aim to support teachers in using design activities in their classrooms. Watch Movie 1 to get an introduction to this NSF-funded teacher professional development project.
9143404953If DITC Movies do not play or load too slowly, world-choking.
|Click on icon or title to print out a Teacher Handbook on Using DITC. |
DITC has three main sections, which can be accessed via the blue tabs near the top of each page:
flapmouthed Get hints for navigating through DITC, read about not-to-be-missed items in DITC for science, tech ed, and math teachers, learn how to tape your own class, and use DITC's professional development planner.
Want to see selected design tasks in action? Click on this blue tab to access activities where students design and make model parachutes, cardboard chairs, paper bridges, shopping bags, model vehicles, simple machines and other design challenges. Learn key concepts you'll need to teach with these activities, and hear from the creators of these design-based curricula. Also, see interviews of the curriculum developers, and get help selecting a task via a chooser chart.
Plan to use your own design task, or just want to learn more about design? Under this tab, you can find out about different design models and strategies, learn about different design pedagogies and teaching strategies that can help make design tasks work in class, see links to state and national benchmarks, and make connections between design-based activities and research from the learning and cognitive sciences fields.
| || This website is based upon work supported by the National Science Foundation, project 99-86854. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. |