Design Thinking Standards for K-12 Education

https://www.youtube.com/watch?v=_pmgE1DqdXY

Our ultimate goal in education is to empower students by equipping them with the dispositions and practices they need to succeed in their future professions, personal lives, and civic duties. While we cannot predict the exact problems our students will face, we can provide them with effective, adaptable tools.

One of the most powerful tools we can offer is the design thinking methodology—an iterative toolkit of mindsets and practices focused on human-centered design to solve complex, real-world challenges.

Early in my journey of teaching design thinking, I searched for a set of standardized guidelines to structure my lessons, similar to how I used the Next Generation Science Standards (NGSS) for STEM projects. When I couldn't find them, I decided to create my own.

Developing the Design Thinking Standards (DTS) To build these standards, I drew heavily from the teachings of the d.school (Hasso Plattner Institute of Design at Stanford University) and its K12 Lab Network. I also integrated practices from Liberatory Design—specifically the "Notice and Reflect" modes. These practices help designers recognize their own biases, identities, and values, ensuring that the resulting designs are truly equity-centered.

How the Standards are Structured The Design Thinking Standards (DTS) provide a foundation for what students should learn and do when utilizing this methodology. Modeled after the NGSS, the DTS are built around Performance Expectations—actionable learning goals.

For example, let’s look at the Empathize phase:

  • DTS-E-1: Observe the behaviors, feelings, and patterns of the user in the context of their lives and design challenges.
  • DTS-E-2: Engage with users through conversations and interviews that incorporate open-ended questions to dig deeper for stories, feelings, emotion, and what is important to the user.

These expectations are composed of three dimensions: Design Skills (what students can do), Core Design Ideas (what students understand), and Design Mindsets (the attitudes essential for effective application). While mindsets overlap across the process, specific ones are highlighted in the phases where they are most critical.

By using these guidelines, educators can confidently develop students' creativity, competence, and collaborative problem-solving abilities.

(Special thanks to David Clifford, Senior Learning Experience Designer of K12LAB, for his valuable feedback during the development of these standards.)

References

  • Hasso Plattner Institute of Design at Stanford (d.school). (n.d.). K12 Lab Network. Stanford University.
  • National Equity Project & Stanford d.school. (n.d.). Liberatory Design.
  • NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

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