Methodology:

Professional development activities focused on Design Thinking for teachers aim to

enhance their pedagogical skills, foster creativity, and promote innovative teaching
approaches. Design Thinking is a problem-solving methodology that encourages a
human-centered, iterative approach to address challenges. The following is a detailed
outline of the professional development sessions, including earning resources,
facilitation methods, and participant engagement strategies, aligning with relevant
professional standards.

Professional development activities focused on Design Thinking for teachers aim to

enhance their pedagogical skills, foster creativity, and promote innovative teaching
approaches. Design Thinking is a problem-solving methodology that encourages a
human-centered, iterative approach to address challenges. The following is a detailed
outline of the professional development sessions, including earning resources,
facilitation methods, and participant engagement strategies, aligning with relevant
professional standards.

Title: Unleashing Creativity through Design Thinking in Education

Session 1: Introduction to Design Thinking

Objective:

 Understand the fundamental principles of Design Thinking.

 Recognize the relevance of Design Thinking in education.

Facilitation:

 Presenter introduces the key concepts through a multimedia presentation,

sharing real-world examples of successful Design Thinking applications in
education.
 Engages participants in a group discussion to explore their initial understanding
and expectations.

Participant Engagement:

 Group discussions
 Q&A sessions
  Reflection activities

Alignment with Professional Standards:

 Domain: Professional Knowledge

 Strand: Content and Pedagogical Knowledge
 Indicator: Application of research-based instructional practices

Session 2: The Design Thinking Process

Objective:

 Familiarize participants with the stages of the Design Thinking process.

 Explore the significance of empathy in problem-solving.

Facilitation:

 Interactive workshop where participants engage in a simulated Design Thinking

challenge.
 Breakout sessions for small groups to practice empathy mapping and problem
definition.
 Presenter facilitates discussions around each stage, providing guidance and
feedback.

Participant Engagement:

 Simulated Design Thinking challenge

 Small group activities
 Role-playing exercises
 Group sharing and feedback

Alignment with Professional Standards:

 Domain: Professional Practice

 Strand: Designing and Planning Instruction
 Indicator: Implementation of effective instructional strategies

Session 3: Integrating Design Thinking into Lesson Planning

Objective:
  Apply Design Thinking principles to develop lesson plans.
 Connect Design Thinking to curriculum standards.

Facilitation:

 Presenter guides participants through a hands-on activity where they transform a

traditional lesson plan using Design Thinking principles.
 Peer collaboration and sharing of redesigned lesson plans.
 Q&A session on aligning Design Thinking with curriculum requirements.

Participant Engagement:

 Hands-on lesson plan redesign

 Peer collaboration
 Group presentations and feedback

Alignment with Professional Standards:

 Domain: Professional Practice

 Strand: Designing and Planning Instruction
 Indicator: Designing coherent instruction that engages students in critical
thinking and problem-solving

Session 4: Assessing Creative Thinking

Objective:

 Develop strategies for assessing creative thinking in students.

 Explore alternative assessment methods aligned with Design Thinking.

Facilitation:

 Presenter introduces assessment frameworks for creative thinking.

 Participants engage in discussions on assessing the Design Thinking process
rather than just the final product.
 Collaborative development of assessment rubrics.

Participant Engagement:

 Group discussions
  Hands-on creation of assessment rubrics
 Peer feedback sessions

Alignment with Professional Standards:

 Domain: Professional Practice

 Strand: Assessment and Data Analysis
 Indicator: Use of a variety of assessment strategies to evaluate student learning

Session 5: Reflection and Action Planning

Objective:

 Reflect on the integration of Design Thinking into teaching practices.

 Develop an action plan for continued implementation.

Facilitation:

 Participants engage in individual reflection on their learning journey.

 Small group discussions to share insights and challenges.
 Guided session on creating a personal action plan for integrating Design Thinking
in future teaching practices.

Participant Engagement:

 Individual reflection
 Small group discussions
 Action plan development

Alignment with Professional Standards:

 Domain: Professionalism
 Strand: Professional Learning and Leadership
 Indicator: Engage in ongoing professional development to enhance teaching and
learning

Earning Resources:

 Reading materials on Design Thinking in education

 Case studies and success stories
  Video demonstrations of Design Thinking in action
 Templates for Design Thinking activities and lesson plans
 Webinars and online courses on Design Thinking

By incorporating these elements, the professional development activities provide a

comprehensive and interactive learning experience for teachers, aligning with relevant
professional standards and ensuring effective integration of Design Thinking principles
into their instructional practices.

OUTPUTS

By incorporating Design Thinking principles into assessment design, educators

can create assessments that are more meaningful, relevant, and supportive of
student learning and development. The outputs listed above demonstrate the
potential for transformative change in the assessment process, moving
towards a more student-centric and holistic approach.