Editor's note: This article is part of a series of articles produced by Huffington Post girls in the STEM mentor program.
Join the community when we discuss issues that affect women in science, technology, engineering, and mathematics.
While I have written about educational trauma and how it has had a negative impact on schools, consumers and educational producers, I have also said that there is some good news.
Creative and innovative educators across the country use design thinking as a strategy to increase relevance and promote cross-disciplinary learning.
Design thinking requires students to be researchers in their world, trying to solve problems independently, cooperatively and tactfully, bridging the knowledge gap.
These skills are very important in today's job market.
When I think of design thinking, I think of Steve Jobs.
He is a good character to illustrate all kinds of ideas, especially innovation.
First of all, he applied the principle of graphic design to the field of personal computing, bringing us smartphones and tablets.
Jobs transformed our lives by integrating different innovations into one device.
The ability to synthesize, create, and invent is of great value.
So how do we teach these skills to our students?
Design thinking coordinator and IT Faculty at Mount Vernon Presbyterian school support Mary cantville (MVPS)
In Atlanta, Georgia, my thoughts on design thinking have been greatly influenced. DT).
As a coach of the Stanford D school program, she created depth in MVPS: discovery, exploration, experiment and production as her DT platform.
Design thinking involves immersing students in what she calls discovery situations.
The findings encourage a wide range of relevant and positive learning.
In these courses, students are prompted to consider the communities, areas of demand, environment, or challenges they face.
DT gives students ownership of their work, a sign of igniting a love for learning.
Modern education relies on various sources of information to discover and conclude.
It includes mixed media such as video, podcasts, or text.
Community experts can also be sought to communicate information to students.
In DT, students learn more about the problems they are trying to solve.
For example, they do this by visiting on-the-spot or visiting experts in laboratories, workshops or studios.
In DT, teachers become facilitators of learning and students become active learners.
As a proactive learner, information retention and skills development are not only higher, but also faster.
There are four modes for Cantwell's DT depth method.
Patterns are Discovery, compassion, experiment, and production.
Active learning is part of the discovery phase where students are immersed in observations and questions.
In Cantwell's DT empathy model, students begin to try to understand users by gaining insight into their situation and needs.
They collect their feelings and gain insight and perspective on the areas being explored.
At the end of the empathy pattern, the practical tasks of the study were determined.
They consider the users or beneficiaries of the solution and the methods that work best for them.
In reality, both human survival and personal success in modern society urgently require this level of empathy.
Being able to expose our young people to these skills at any age represents a huge innovation in our time.
In the experimental model of Cantwell's DEEP, the students envision possible strategies to solve the problem.
They use brainstorming and positive investigation methods to imagine solutions to problems that the adult brain may have overlooked.
They even started prototyping at this stage to bring ideas to the physical plane.
This is where 3D printers are necessary.
At school, they are carefully prepared for the future of their students.
The uniqueness of this approach is that students have time constraints in prototyping.
This promotes the flexibility of the spirit and makes them not attached to their own ideas.
A key flexibility needed in the 21 st century is the ability to use feedback and failure as learning experience rather than frustration.
Prototyping with limited time is an exercise in developing this skill.
When John Hunter provided this level of control and freedom to the fourth grade students in the form of a peace game, they solved the global problem.
His TED speech illustrates this achievement.
Finally, students test their strategies in DEEP's production mode.
Not only is it an opportunity to know what works and what doesn't, but the production model is also a time to practice giving and receiving feedback.
Design thinking teaches students many important skills that are included in a method that can be applied to a variety of disciplines.
In addition, it enables students to explore many different areas of research, increasing relevance.
While this model increases the appeal to students and the various ideas they explore, it is also a major game rule change for teachers.
The teacher has no preconceived idea of the development direction of the DT project.
This model has largely changed the role of the teacher, because at the beginning, the student's results and the way they are implemented are unknown.
In DT, the time has passed when the teacher has a plan to illustrate how all this should be done.
In my opinion, this represents a major shift in pedagogy.
It provides greater creativity and relevance for our students.
They won't have a road map in the future. why should Education tell them that life is like this?