Our WhyMiddle school students thrive in environments where they understand the why behind what they are learning and when they can feel connected to the process of learning. The design thinking process, with its human-centered focus and inclusion of an iterative process, allows the opportunity for meaningful learning opportunities, that promote creativity, critical thinking, and collaboration to be created for middle school students. Activities structured through a design thinking process also create the conditions for a shift in mindset to allow students to see that failure can lead to new discoveries and that the real learning happens through the process not because of the making of product. Middle school students need to engage in their learning as active participants; thus, motivating them to take ownership over the process of learning. When meaningful learning opportunities intersect with positive growth-based feedback and self-reflection, middle school students become co-constructors of their own learning path.
Self Management Through DesignThe findings from the sub-themes of preparedness and planning, time usage, and prototyping- learning through process demonstrate a strong indication that the design and reflective process led towards a greater ownership over the learning process for the students. Feelings of competence and autonomy led to the students adapting in constructive ways, motivating themselves to utilize time wisely and be prepared to complete their work (Seifert, 2004). Through the planning and prototype phases, students participated in active, purposeful learning, where they demonstrated problem-solving skills as they worked their way through a meaningful assignment (Bishop & Harrison, 2021). Ultimately, the results demonstrate the students’ self-discipline and self-motivation as they worked through the design thinking process (Carroll et al., 2010; Goldman et al., 2017; Ryoo et al., 2015).
Theme 2: Self Awareness Through DesignThe responses by the students in this theme demonstrate a strong sense of self-awareness as they worked through the design process. Working through the design thinking process provided them with the ability to clearly articulate their confidence and agency in relation to the projects they had completed (Goldman et al., 2012). This is connected to the idea that “Students who attribute success and failure to internal, controllable causes are more likely to feel pride, satisfaction, confidence and have a higher sense of self-esteem” (Seifert, 2004, p. 140). There is a strong sense from the responses that the ten students felt great satisfaction and pride in what they were able to do, and they demonstrate control in the face of the setbacks that they encountered.
The structure of the project allowed student to create something using many skills, ones they were already comfortable with, but also those they felt they wanted to acquire. In addition, the choosing of the method of expression connected to something they were passionate about provided motivation for they felt a sense of purpose and connectedness to the project at hand. opportunity to create using many skills, and the choosing of the method of expression. “This validation of self inspires students to apply their knowledge and take calculated risks in order to further their comfort and confidence” (Soleas, 2015, p. 8). Finally, they felt connected to the opportunity to work on something they felt passionate about. The timely feedback from trusted mentors in the form of sponsor teachers was there as they needed it, but many of them tried to first solve their problems and find solutions, for they were motivated to be successful because they had set independent learning targets for themselves. Theme 3: Work Environment |