Goal Five:
Include aspects of innovation and invention, which requires some degree of intellectual risk-taking, dedicated to finding real-life solutions to meet everyday challenges. Develop critical, creative, and intuitive thinking skills to prepare students for future success and failures; including areas such as history, language, arts, and culture, that also require subtle understandings and a variety of thought processes.
Is it Specific?
This goal can seem broad and ambiguous, however if the design thinking and processes are carefully constructed into planning and implementation in the early stages this goal gradually becomes more specific and can be formulated for success.
Is it Measurable?
There are many ways in which to measure the student learning outcomes through successful product design that proves that something ‘works’ and even if the project does not work so much will have been learned through risk-taking and through trial and error. Trial-and-error is a simulator, simulation of real life.
Is it Achievable?
Self-directed, independent activities provide the perfect opportunity for students to test and improve, and succeed and fail, and acknowledge and realize that this is normal. Self-directed allows for more freedom of expression and better acceptance of temporary failure. Structured lessons may encourage risk taking as well, but loss, and a sense of failure are more difficult to accept if they see others succeed at the same task wherein, they had failed. This is still a life skill to learn at a young age as healthy competition can spur inventors on.
Is it Relevant?
Being a simulation of life; it is more than relevant; these processes become mandatory for application of life skills and reaction, or should I say response, to outcomes either planned, unplanned, or surprising or pleasantly surprising.
Is it Time-bound?
This goal is only time-bound to the extent of one’s life as these skills can be applied throughout the learner’s life – giving true meaning to the term of lifelong learner.
Include aspects of innovation and invention, which requires some degree of intellectual risk-taking, dedicated to finding real-life solutions to meet everyday challenges. Develop critical, creative, and intuitive thinking skills to prepare students for future success and failures; including areas such as history, language, arts, and culture, that also require subtle understandings and a variety of thought processes.
Is it Specific?
This goal can seem broad and ambiguous, however if the design thinking and processes are carefully constructed into planning and implementation in the early stages this goal gradually becomes more specific and can be formulated for success.
Is it Measurable?
There are many ways in which to measure the student learning outcomes through successful product design that proves that something ‘works’ and even if the project does not work so much will have been learned through risk-taking and through trial and error. Trial-and-error is a simulator, simulation of real life.
Is it Achievable?
Self-directed, independent activities provide the perfect opportunity for students to test and improve, and succeed and fail, and acknowledge and realize that this is normal. Self-directed allows for more freedom of expression and better acceptance of temporary failure. Structured lessons may encourage risk taking as well, but loss, and a sense of failure are more difficult to accept if they see others succeed at the same task wherein, they had failed. This is still a life skill to learn at a young age as healthy competition can spur inventors on.
Is it Relevant?
Being a simulation of life; it is more than relevant; these processes become mandatory for application of life skills and reaction, or should I say response, to outcomes either planned, unplanned, or surprising or pleasantly surprising.
Is it Time-bound?
This goal is only time-bound to the extent of one’s life as these skills can be applied throughout the learner’s life – giving true meaning to the term of lifelong learner.
