Design thinking
Also known as: creative problem solving
Design thinking is a problem-solving approach which leads students through five main stages to develop an innovative solution to a creative challenge. It:
- enables educators to provide students with hands on, real world, learning experiences
- challenges students to take on the role of a designer to devise creative solutions to a proposed problem
- provides opportunities for community engagement.
ICT templates
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Google templates |
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Microsoft templates |
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How to use with ICT
- Check out Design thinking across the curriculum, an interactive, student-centred resource which introduces Stage 2, 3 and 4 students to the design thinking process, with embedded teaching notes to support effective implementation.
External resources
| Title | Link | Description |
|---|---|---|
| Scan article: Design thinking across the curriculum | Design thinking across the curriculum (new window) | An online journal article for educators which explores the Design thinking across the curriculum resource, including its educational significance and practical suggestions for its use in the classroom. |
| Game Changer Challenge | Game Changer Challenger (new window) | Discover everything you need to know about the Game Changer Challenger, a design thinking challenge open to all public schools across NSW which centres around exploring tangible solutions for a real-world wicked problem. |
| Digital technologies hub: Design thinking | Design thinking (new window) | Access a range of K-12 design thinking resources linked to the Australian Digital Technologies curriculum, including lesson ideas, applications, games, case studies, competitions and programs. |
Personalised learning
Students with disability
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.