Yudu - Connect Volume24 Issue3Jan-Feb11DRM

Building Ancient Civilizations A Design-Based Learning Approach to Science and Math

by Margaret Strand F

our groups of eighteen sixth graders kneel on the floor, huddled around four separate models of

never-before-seen ancient civilizations. Throughout the year, students built these societies while engaging in discussions and debates on how best to solve prob- lems ranging from identifying and protecting natural resources, to dividing the labor, mapping their parcel, or establishing a decision-making process for recover- ing from natural disaster. This simulation is based on The Doreen Nelson Method of Design-Based Learn- ing, formerly City Building Education™.1 Over time these concepts have become known as Design-Based Learning (DBL). Creativity without some form of organization can result in chaos; therefore, students learn to use this step-by-step methodology to design three-dimensional solutions to the challenge of build- ing a civilization. The process addresses standards in math and science and integrates language arts and history as well.

Essentials of DBL

Using this model, when students encounter a problem, they view it as a challenge to be overcome. The next crucial step is to set criteria, or “needs” and “don’t wants” required for success. We use the term “needs” instead of “wants” to show that these things are neces- sary, nonnegotiable, and not personally driven. Students then begin to formulate, create, and build never-before-seen answers to this challenge. It is an imperative part of the pro- cess to ask for something “never-before-seen,” as this term refers to the creation of a com- pletely original model. In doing so, students must conduct research and they benefit greatly from contacting outside experts. Once students have come up with a solution they present their ideas to peers and invited

experts. Receiving feedback from their audience allows students to evaluate, make modifi- cations, and justify their ideas. Later, this design process, which includes critique and mod- ification, is easily transferred to problem solving in any discipline and in any aspect of life. There are ten project challenges I present to students

throughout the year, each carefully constructed to represent a different aspect of civilization. Students begin the year with “Designing a Community of Learners,” which fosters a valu- able sense of kinship as the schoolyear starts; and progress to “Designing a Way to Communicate” towards the end of the year, which encourages students to create a language they then compare to the “language” of mathematics: examining the pur- pose behind the symbols, the origin of zero, and why math is universal. More information about the challenges can be found in this PDF.

Margaret Strand