Problem Solved!: Design Solutions
By Cooper-Hewitt National Design Museum, September 20, 2007
- High School
- People's Design Award
- Language Arts
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Anchor Standards for Writing:
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- conduct Internet research on charrettes
- create a class presentation
- participate in small-group and large-group discussion
- work collaboratively in small groups
- investigate problem-solving design solutions
- “Design Problem Solved!” handout
- Internet Web sites
- Computer with Internet access
- National Charrette Institute
- University of Georgia School of Environmental Design
- Carnegie Mellon Libraries
2. Ask each group to share its findings with the class in a brief presentation.3. Ask the students if they know of any other disciplines that use a method similar to a charrette for problem solving.
- Why do you think this project was created?
- What can you learn about design from this project?
- How would you solve this design problem?
- What do you think students learned from participating in this project?
- What constitutes good design?
- What role does problem solving play in design?
- How is problem solving an essential component of the design process?