|
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.
If DITC Movies do not play or load too slowly, click
here for Movie Help.
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:
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.
|
|
