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	<title>Lesson Upgrades &#187; Design</title>
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	<description>Education for the 21st Century</description>
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		<title>Upgrade This Lesson Plan</title>
		<link>http://lessonupgrades.com/daniel-pink/design/upgrade-this-lesson-plan/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/upgrade-this-lesson-plan/#comments</comments>
		<pubDate>Fri, 20 Aug 2010 22:28:22 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1181</guid>
		<description><![CDATA[Calling all teachers of the Right-Brain! Maybe you could help me upgrade this colleague&#8217;s lesson plan to include some of Dan Pink&#8217;s right-brain aptitudes from A Whole New Mind.  She is looking for any number of suggestions, but if we get enough folks submitting ideas we can put it up for a vote to declare an overall winner.  And who knows&#8230;maybe a prize for the winner? Rules of the game: Be nice Your upgrade needs to be simple, keeping the integrity of the plan You must mention which specific aptitude from A Whole New Mind that students will be developing Please post your upgrade as a comment, as I did, so all can see it Be nice! Alright, here it goes&#8230; Here is the lesson plan: Students are given a basic summary page of the textbook chapter that will be studied.  Students answer provided questions following the reading.  This is about a 20-minute activity, just to give you a time frame. So Right-Brain teachers please comment below and we&#8217;ll see what we&#8217;ve got!  Post it, Tweet it, send it, Digg it or Like it.  Just send out the word &#8211; I can&#8217;t wait to see what we get!]]></description>
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		<slash:comments>2</slash:comments>
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		<title>Designing For A Hierarchy Of Needs &#8211; Smashing Magazine</title>
		<link>http://lessonupgrades.com/daniel-pink/design/designing-for-a-hierarchy-of-needs-smashing-magazine/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/designing-for-a-hierarchy-of-needs-smashing-magazine/#comments</comments>
		<pubDate>Sun, 02 May 2010 10:13:03 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1072</guid>
		<description><![CDATA[Dan Pink outlines multiple ways to enhance the aptitude of design in A Whole New Mind.  Pink suggests that everyone just needs to learn how to observe, understand, and appreciate the elements of good design and then they will naturally develop their own sense of design. I ran across this article by Steven Bradley from Smashing Magazine and thought it would be a useful tool for teachers as they try to incorporate the basic elements of design into their classroom. I think that many of us consider ourselves not to be designers.  But as teachers we implement at least four, if not all five, of these design elements into our daily lesson plans. Think of a typical activity involving a graphic organizer that we might adapt for our classroom.  We always look at its basic function.  Will this work for a roomful of 30 kids?  Is it functional? Then we consider it&#8217;s Reliability.  Will it work for not only 30 kids, but also our other 120 kids?  Will their understanding be stable and consistent after using this tool? And of course usability.  Can we use this in class and it be intuitive?  Will I have to explain it individually 150 [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Using Design in Note Taking</title>
		<link>http://lessonupgrades.com/daniel-pink/design/using-design-in-note-taking/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/using-design-in-note-taking/#comments</comments>
		<pubDate>Wed, 28 Apr 2010 10:19:22 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1035</guid>
		<description><![CDATA[I wanted to share a template with you that I use when giving notes. The idea came from a conversation with a colleague who had attended an in-service on Marzano&#8216;s strategies.  (To see more on Marzano and Dan Pink&#8217;s right-brain aptitudes see this post) When asking students to take notes, the obvious weakness in strategy is assessing their understanding and maintaining their interest.  To address both of these issues, I gave students this template.  Basically I give a short lecture where students take notes, about 10-15 minutes.  (I use fill-in-the-blank notes in my classes.) I then pause and ask students to take out their template and to &#8220;draw out&#8221; what I had just covered.  What are the basic ideas?  Can you recreate them in a picture?  I give them about five minutes to do this.  While students are drawing, I circulate around the room and check on their work. The result has been incredible.  For an example from this week, I lectured students on the division of Germany after World War II.  I then asked students to draw it out.  Questions began to arise like &#8220;Where is Berlin in Germany?&#8221; or &#8220;Which side is East?&#8221; With just a five-minute upgrade, [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Marzano&#8217;s Instructional Strategies and Dan Pink</title>
		<link>http://lessonupgrades.com/general/marzanos-instructional-strategies-and-dan-pink/</link>
		<comments>http://lessonupgrades.com/general/marzanos-instructional-strategies-and-dan-pink/#comments</comments>
		<pubDate>Sat, 24 Apr 2010 10:55:07 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[General]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[Play]]></category>
		<category><![CDATA[Story]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=976</guid>
		<description><![CDATA[This is a great site for resources on Robert Marzano&#8217;s instructional strategies. If you are familiar with Marzano, then you will find this site particularly interesting as it connects instructional technology resources with each of his strategies.  If you are not familiar with Marzano, each strategy is briefly defined so that you can implement the technology while knowing which instructional strategy you are using. I also sorted out a few of Marzano&#8217;s strategies and applied them to Dan Pink&#8217;s aptitudes from A Whole New Mind.  Here are a few of the obvious connections that I made after reviewing the strategies on the Marzano website: #3 Complex Cognitive Tasks (Symphony) #4 Cooperative Learning (Empathy) #8 Graphic Organizers, #12 Non-linguistic Representations (Design) #11 Interactive Games, #12 Kinesthetic Activities (Play) #19 Summarizing (Story/Design) I&#8217;m sure there are any number of parallels that can be drawn between Marzano and Dan Pink&#8217;s aptitudes, but I thought these were the easiest to implement. So if your district is asking you to utilize the Marzano startegies, don&#8217;t worry.  You can still develop your students&#8217; right-brain aptitudes at the same time! Marzano&#8217;s Instructional Strategies.]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Futurity.org – Web access alone won’t bridge digital divide</title>
		<link>http://lessonupgrades.com/daniel-pink/design/futurity-org-%e2%80%93-web-access-alone-won%e2%80%99t-bridge-digital-divide/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/futurity-org-%e2%80%93-web-access-alone-won%e2%80%99t-bridge-digital-divide/#comments</comments>
		<pubDate>Mon, 12 Apr 2010 11:25:34 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=987</guid>
		<description><![CDATA[This is something that most of us would assume, but here is the data to back it up. Just providing access to the internet will not necessarily benefit students.  They must know how to use it. The study surveyed freshmen from the University of Illinois to test their &#8220;internet know-how&#8221;.  Students from lower socio-economic backgrounds had considerably less skill in using the internet than those students that were &#8220;better off&#8221; economically. I know that as a teacher I get frustrated with the capabilities of my students to use technology in an effective, research-based manner.  After all, they can use their I-Phones and I-Pods well enough. But that only makes them efficient consumers of technology, not effective users.  So even though I assume that all of my students are digitally savvy does not make it so. This is where Dan Pink&#8217;s right-brain aptitudes from A Whole New Mind become a necessity.  Students may be able to access the information, but can they find the relevant patterns?  Symphony.  Do they know how to look at a web page and understand the organization?  Design.  What about the slanted viewpoints of a blogger?  Empathy. So I&#8217;m always glad to read articles like this one.  [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Bloom&#8217;s Taxonomy and Dan Pink</title>
		<link>http://lessonupgrades.com/general/blooms-taxonomy-and-dan-pink/</link>
		<comments>http://lessonupgrades.com/general/blooms-taxonomy-and-dan-pink/#comments</comments>
		<pubDate>Thu, 08 Apr 2010 10:37:00 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[General]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[Play]]></category>
		<category><![CDATA[Story]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=950</guid>
		<description><![CDATA[I was asked once by a colleague to relate Dan Pink&#8217;s Right-Brain aptitudes to Bloom&#8217;s taxonomy.  To be honest I have always preferred to apply Bloom&#8217;s Taxonomy through the verbs that are usually associated with his work.  My colleague and I threw out as many verbs as we could remember, and I wrote them on a whiteboard, categorizing them within the six AWNM aptitudes. Our list was very basic, but we launched a great discussion about higher level thinking skills and Daniel Pink&#8217;s Right-Brain skills. I would like to offer a version of that discussion here.  I took some time to recreate my previous conversation and wrote down a number of verbs from Bloom&#8217;s Taxonomy.  There were many verbs that could fit within multiple aptitudes, and my categorization is just one person&#8217;s opinion. (The Chart) But as I struggled to find the &#8220;perfect&#8221; category for each of Bloom&#8217;s verbs, I reflected on a statement by Dan Pink that I read in an interview with him.  To summarize, Dan Pink stated that it is essential to develop all of the aptitudes in an effort to stimulate the full creativity offered by our &#8220;Right-Brain&#8221; skills.  Furthermore, the six aptitudes are interconnected and [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Free Printable PDF Templates &#8211; Smashing Magazine</title>
		<link>http://lessonupgrades.com/daniel-pink/design/free-printable-pdf-templates-smashing-magazine/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/free-printable-pdf-templates-smashing-magazine/#comments</comments>
		<pubDate>Fri, 02 Apr 2010 11:00:23 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=934</guid>
		<description><![CDATA[This is some great stuff! If you are looking at enhancing your students&#8217; design aptitude from AWNM, any lesson plan would benefit from one or more of these templates. There are templates for story boards, visual brainstorming, and even just some fun fold-up patterns that might help with spacial understanding in elementary school or math classes. I have never been a designer, so I am always more apt to defer to an artist&#8217;s opinion.  And in this case, I have downloaded quite a few of these templates. As an example of something I would never have thought of myself: The grids will probably help my students to focus on the content of their drawing and free them from the frustration of free-handed balance in their designs.  After all, I want them to get the content of the curriculum as well as develop their design aptitude. When you have a few minutes to spare, look through the templates.  I promise you will not be disappointed! Free Printable Sketching, Wireframing and Note-Taking PDF Templates &#8211; Smashing Magazine.]]></description>
		<wfw:commentRss>http://lessonupgrades.com/daniel-pink/design/free-printable-pdf-templates-smashing-magazine/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<title>High school puts its eggs in a high-tech basket &#8211; chicagotribune.com</title>
		<link>http://lessonupgrades.com/daniel-pink/design/high-school-puts-its-eggs-in-a-high-tech-basket-chicagotribune-com/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/high-school-puts-its-eggs-in-a-high-tech-basket-chicagotribune-com/#comments</comments>
		<pubDate>Wed, 31 Mar 2010 10:22:28 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=927</guid>
		<description><![CDATA[It looks like this Chicago school is going to implement quite a few of Dan Pink&#8217;s right-brain aptitudes, even though they did not call them by name. The article highlights a school that is implementing a new curriculum supported by Partnership for 21st Century Skills.  They will move to a collaborative, inquiry-based learning model with real world applications.  Empathy, design, symphony, and meaning.  And that&#8217;s just from A Whole New Mind. But let&#8217;s add some elements from Dan&#8217;s new book, Drive.  As the article highlights the move from teacher-led instruction to student-based projects, it seems they are allowing autonomy to flourish.  And by focusing on real-world applications, purpose becomes apparent.  I will assume that students will also experience mastery as they continue to focus on their individual interests. As you read through the article, it is interesting to see the full-scale implementation of 21st Century Skills, and of course the ideas of Dan Pink.  But I continued to reflect on how I could adopt some of these practices into my traditional classroom.  Could I provide students more autonomy?  Am I keeping their sense of purpose alive?  What about meaning and empathy? There are any number of small upgrades that can [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>The Lost Principles of Design &#124; Fuel Your Creativity</title>
		<link>http://lessonupgrades.com/daniel-pink/design/the-lost-principles-of-design-fuel-your-creativity-2/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/the-lost-principles-of-design-fuel-your-creativity-2/#comments</comments>
		<pubDate>Sat, 27 Mar 2010 10:23:44 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=914</guid>
		<description><![CDATA[As teachers we may not always feel comfortable with our knowledge of design.  Because of this insecurity, I am always on the lookout for information on design basics. Balance, contrast, and proportion are all concepts that we may inherently appreciate, but trying to teach them to students is a completely different story. In A Whole New Mind, Dan Pink offers a number of ways to enhance your own design aptitude.  But in order to perform any of his exercises, you must be able to appreciate what you are seeing.  And as an educator you have to be able to explain it. That is why I appreciate this article by Chad Engle.  It is simple yet effective.  Take the time to read through the information and I think you will be much more confident in helping your students to develop their design aptitude.  I know that I am in a much better position to help my students, having read this article.  I hope you will find it as informative as I have. The Lost Principles of Design &#124; Fuel Your Creativity.]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Dartmouth Engineer » Engineering by Design</title>
		<link>http://lessonupgrades.com/daniel-pink/design/dartmouth-engineer-%c2%bb-engineering-by-design/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/dartmouth-engineer-%c2%bb-engineering-by-design/#comments</comments>
		<pubDate>Tue, 23 Mar 2010 11:02:04 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=891</guid>
		<description><![CDATA[What a great idea &#8211; Using improv to develop design-based thinking. This article highlights Peter Robbie&#8217;s Design Thinking class at Thayer Engineering School. As you read the article, Robbie points out that in an age of abundance such as ours, human-centered design is essential to business success.  His ideas are completely in line with Dan Pink in A Whole New Mind. As you read the article, check out the &#8220;Need for Design&#8221; and &#8220;Design is a Process&#8221; sections.  Robbie does an outstanding  job of describing how improv develops the skills necessary for human-centered design.  By acting out and anticipating human needs through improv, students start to think about the needs of consumers when designing products. This idea sounds a lot like empathy, and if you recall the Dan Pink interview that I posted, Pink argues that design without empathy is &#8220;mediocre design.&#8221;  Apparently Professor Robbie agrees. Another point of Robbie&#8217;s  concerns some of the pitfalls of brainstorming.  He talks about self-censorship and ridicule as limiting factors in traditional brainstorming.  But by having students act out scenes and improvise, these limitations of traditional brainstorming disappear.  Students are less likely to censor their ideas, and they will be much more hesitant to [...]]]></description>
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		<slash:comments>0</slash:comments>
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