INDEX

  • A
  • Academic play, 151–152, 173, 218
  • Active learners, 10
  • ADAPTABILITY, City of the Future addressing, 49, 196
  • Administrators, school
    • courage of teachers to counter concerns of, 157–160
    • support for Design-Based Learning from, 161–163, 171, 187–188
    • training for, 170–171
  • Arts and crafts, Design-Based Learning not, 3, 10, 53, 138
  • Atomic City Story, 237–239, 252
  • Atomic City: Aural domain, Non-Specific Transfer of Learning in, 126–27
  • B
  • Backwards ThinkingTM process
    • application of, 7, 102–105, 130–135
    • BIG TOPIC Design Challenges based on, 8–10, 97–98
    • Bloom’s Taxonomy as a Learning Ladder, 89–93
    • creative thinking from, 3, 116
    • definition of, 3
    • genesis of, 23, 261
    • Long-Range Planning Boards development with, 224, 225
    • metacognition and, 25–26
    • methodology based on, 13, 23, 25–26, 29, 89–93, 96, 97–105, 116
    • Non-Specific Transfer of Learning with, 3, 92, 123, 130–131
    • 6 1/2 steps of, 29, 96, 99–105
    • teachers' creativity inspired by, 146, 149
    • training in, 7, 96
    • “why” process in, 186
  • Bandy, Joshua, 77
  • Barclay, Leslie, 122–123, 125, 129–130, 219
  • Bauhaus School, 31
  • Behavioral issues
    • engagement curbing, 8, 67–68, 158, 167–171, 188, 199, 212
    • student-centered classroom management of, 213
  • Belmar, Susana, 178
  • Bernstein, Doug, 17–18
  • Bezdjian, Natalie, 83–85, 155, 197, 229
  • BIG TOPIC Design Challenges,
    • artifacts in, 4–6, 9, 94–95, 134
    • Backwards ThinkingTM process with, 8–10, 97–98
    • City of the Future and, 28, 36–49, 53, 123, 135–136, 196–197, 233–245
    • Criteria List for, 4, 9, 116, 135
    • Curriculum Integration Charts for, 96, 105, 110–111, 158–159, 232
    • genesis of, 28
    • Long-Range Planning Boards for, 96, 105, 112–115, 223–231, 244–245
    • research and Guided Lessons informing revision of, 5–6, 9, 95, 98
    • sequential story evolution via, 7–8, 94–95, 107–109, 233–245
    • small ideas vs., 134–135
    • small topics supporting, see Small topics
    • 3D Red Triangles for, 96, 105–109, 134, 179, 232
    • transition to integration of, 173–176
    • vocabulary for, 98, 107
  • Biology, City of the Future for study of, 59–61
  • Biome City, 254
  • Black Mountain College, 143
  • Blatt, Bobby, 121
  • Bloom, Benjamin, 11, 89
  • Bloom's Taxonomy of Educational Objectives, 12–14, 29, 89–93, 123, 175, 225
  • Borihane, Kate, 77–78
  • Bourton-on-the-Water, 21
  • Bruner, Jerome, 97, 11–12, 122
  • Buchman, Lorne, 267
  • Change and Creativity: A Guidebook for Teachers (Nelson, Steinmetz, Patton, and Barclay), 130
  • Chaparral Middle School, 99, 161–162
  • Chase, Daphne, 3–7, 80–83
  • Chemistry
    • City of the Future for study of, 237–239, 252
    • History Wall documenting study of, 252
  • City Building Education: Transformations, Process and Theory (Nelson), 115
  • City of the Future, 35–86
    • alternatives to, limits of, 51
    • Anomop City Story, 239–240
    • Atomic City Story, 237–239, 252
    • BIG TOPIC Design Challenges with, 28, 36–49, 53, 123, 135–136, 196–197, 233–245
    • Biome City, 254
    • city studies not purpose of, 135–136
    • classroom applications of, 55–86
    • Cloud City of the Future, 257–259
    • as context for Design-Based Learning, 30, 35–86, 116, 198
    • courage of teachers to use, 157–160
    • creative thinking inspired by, 53–54, 169
    • Creature Land (2nd grade), 54–55, 57, 218
    • Criteria List for, 23, 29, 33–34, 58, 60–61, 71, 84,, 122, 220
    • destruction of, leading to creativity, 34
    • fourth grade virtual classroom, 72–75
    • Future City (2nd grade), 56–58
    • genesis of, 21–27
    • GeoUnique Land (high school), 61–63, 64
    • governance of, 27–28, 37–48, 49, 74, 85, 174–176, 191–194, 195–205
    • Guided Lessons related to, 28, 39, 41, 44, 46, 48, 62, 70, 72–73, 123, 135, 136–137, 175, 194, 196–197, 218, 235, 238–239, 242
    • high school English, 77–80, 220–221
    • History Wall documenting, 117, 170, 214, 229, 247–260
    • imagining and building, 3–4, 6–8, 21–27, 35–86, 91, 94–95
    • interdependence of parts of, 36, 94, 108
    • Island Adventure City, 255–256
    • kindergarten virtual classroom, 83–85
    • land parcels in, 23–25, 94, 49–50, 69, 76, 81–82, 84, 258
    • Magic Land City, 214–215, 251–252
    • maps of/for, 22–23, 69, 71, 78, 81–82, 218, 234–235, 243, 258
    • Math City, 212–213, 241–242
    • meaning associated with, 54
    • Microdena Story, 168–170, 242–245
    • morality as topic (11th grade), 58–59
    • names for, 76
    • Never-Before-Seen describer for, 29, 93
    • Newlandia Story, 233–236
    • Non-Specific Transfer of Learning with, 22, 25–26, 27–30, 55, 122–125, 129–130, 179, 191, 198–199
    • Organic City (12th grade), 59–61
    • organic classroom management and governance with, 195–205
    • Paradise Hills City, 199, 253
    • parts to whole with, 24–25, 116, 196, 50, 82
    • physical classroom arrangement to accommodate, 207, 213–214, 215, 218, 233
    • Post-It Ville activity, 202–203
    • presentation of designs for, 29, 70, 78, 85, 220–221
    • problem-solving in/with, 24–25, 34, 53, 69–70, 76, 82, 84, 122–124, 136, 168–169, 214
    • revisions to, 24–25, 34, 59, 64, 70, 76–77, 124, 238
    • role-playing with, 27–28, 36, 93, 95, 117, 49, 51, 73–74, 192–194, 197–205, 213, 218, 238
    • Science and History (10–12th grade), 68–72
    • second grade virtual classroom, 80–83
    • sequential story evolution for, 7–8, 25–26, 54, 58, 94–95, 107–109, 135, 223–224, 233–245
    • seventh and eighth grade virtual, 85
    • small topics with, 28, 36
    • Smithsonian, 33–34
    • Spanishtopia Story, 236–237, 256
    • Special Kids City Story, 240–241
    • Stanford University (10–12th grade), 65–67
    • teachers building, 151–152
    • tenth-to-twelfth grade virtual math classroom, 75–77
    • transition to integration of, 174–176
    • trickery into learning through, 168–171
    • Ugly as topic (high school), 63–65
    • versatility of, 51–55, 86
    • virtual classroom applications of, 68–86
    • Vivarium Project, 122–124, 125
    • vocabulary for, 53, 86, 124, 129–130
  • City studies, Design-Based Learning not about, 135–136
  • Civics
  • Classroom Cities
    • Anomop City (High School Language Arts), 239–240
    • Atomic City (High School Chemistry, 237–239
    • Better City (1st Grade), 214
    • Biome City (Middle School Integrated Mathematics), 254
    • Cloud City (2nd Grade), 257–259
    • Creature Land (2nd Grade), 55–56
    • Creatureville (2nd Grade), 213
    • Future City (2nd Grade), 56–58
    • Gaxarian (High School Math), 174–175
    • Island Adventure City (3rd Grade, English Language Learners [ELL] and Gifted and Talented Education [GATE]), 255
    • Magic Land City (2nd Grade), 251
    • Math City (Middle School Mathematics), 241–242
    • Microdena (International Baccalaureate Elementary School, 3rd Grade), 242–245
    • Newlandia (High School, Special Needs), 233–236
    • Organic City (High School Science), 59–61
    • Paradise Hills City (Middle School (English as a Second Language, [ESL]), 253
    • Sierra Niños (Kindergarten), 211
    • Spanishtopia (Middle School Spanish), 236–237
    • Special Kids City (Elementary School Special Needs), 240–241
  • Clifford, Phelondra, 115
  • Cloud City of the Future, 257–259
  • Cohort groups of teachers, 177–181
  • Comfort zone, leaving, 153–155
  • Common Core Standards, 139, 148
  • COMMUNITY
    • BIG TOPIC Design Challenges for, 107–109, 179
    • City of the Future participation fostering sense of, 70, 243
    • 3D Red Triangles on, 108
    • writing on, 108–109
  • COMPETITION, BIG TOPIC Design Challenges for, 107
  • COMPLEXITY/DIVERSITY, City of the Future addressing, 49
  • Compton Unified School District, 187–188
  • CONSISTENCY, City of the Future addressing, 196–197
  • Context
  • Convey, Safini Lin, 255
  • Coop, Sylvia, 22
  • Courage, teachers', 157–160
  • Crabtree, Charlotte, 231
  • Creative thinking
    • academic play and, 152
    • accessibility of, 9
    • Backwards ThinkingTM leading to, 3, 116
    • Bruner on, 11–12
    • City of the Future inspiring, 53–54, 169
    • Criteria List propelling, 133
    • Design-Based Learning igniting, 3, 9, 90, 97, 133, 147, 261
    • methodology fostering, 11–13, 94–95, 133
    • Non-Specific Transfer of Learning and, 132
    • questions eliciting, 175–177, 186
    • spatial domain/tactile learning for, 132
    • of teachers, 95–97, 145–149
    • traditional approach not prioritizing, 12–13, 89, 90–91
    • vocabulary for invention and, 124–130
  • Criteria List
    • assessment with, 178–179
    • for BIG TOPIC Design Challenges, 4, 9, 116, 135
    • for City of the Future, 23, 29, 33–34, 58, 60–61, 71, 84, 122, 220
    • for classroom reorganization, 210
    • creativity propelled by, 133
    • Design-Based Learning focus on, 29, 116
    • for History Wall, 250–251, 257
  • D
  • Dellemonico, Annette, 199, 230, 253
  • Delmar High School, Model Continuation School, 75, 147
  • Design
    • Design-Based Learning not about, 133
    • teachers' skill in, 147
  • Desks, moving in classroom, 174, 205–208, 210–211, 213–214, 215
  • Devlin, Jane, 211–212
  • Dewey, John, 11, 87, 89, 91, 143, 231
  • DIVISION OF LABOR
    • BIG TOPIC Design Challenges for, 107
    • City of the Future addressing, 27, 196
    • in student-centered classroom, 215
  • Downs, Lindsay, 162–163, 178
  • E
  • Eames, Charles, 30–31, 54, 88, 249
  • Eames, Ray, 30–31, 32, 88, 249
  • ECONOMICS, City of the Future addressing, 26
  • Education, U.S. Office of, 187
  • Edwards, Betty, 122
  • Eighth grade, City of the Future, 85
  • Einstein, Albert, 151
  • Elementary school, City of the Future, 240–241. See also specific grades
  • Elements of Inquiry, 90
  • Eleventh grade, City of the Future, 58–59, 65–67, 68–72, 75–77
  • Eliot Middle School, 236
  • El Monte City School District, 51
  • El Segundo Elementary School, 187–188
  • Energy/power sources, City of the Future, 26, 73–74
  • ENTROPY, City of the Future addressing, 49
  • EQUITY, BIG TOPIC Design Challenges for, 107
  • Essential Questions, 13, 37, 40, 42, 44, 46, 52, 76, 94, 99–100, 102, 111–112, 115, 117, 132, 134, 173, 244–245
  • EXCHANGE
    • BIG TOPIC Design Challenges for, 6, 94, 237
    • vocabulary for, 98
  • F
  • Fernandez, Miguel, 112, 56–58, 204–205
  • First grade, student-centered classroom in, 213–214
  • Fisher, Lynn, 110, 227–228
  • Fontana Unified School District, 55
  • Formulaic teaching, leaving, 141–143
  • Fourth grade, City of the Future, 72–75
  • Franklin, Benjamin, 249
  • Furniture, moving in classroom, 174, 205–208, 210–211, 213–214, 215
  • Future City, 56–58
  • G
  • Gabrielino High School, 68
  • Gallwey, Timothy, 121, 165–166
  • Ganesha High School, 234, 237, 252, 254
  • Garcia, Araceli, 220–221
  • Gedgaudas, Cindy, 210–211
  • Gehry, Frank, 33, 88, 92
  • Gemini G.E.L. artists' workshop, 32
  • Geography
  • Geometry, City of the Future for study of, 61–62, 64, 174
  • GeoUnique Land, 61–62
  • Gladwell, Malcolm, 189
  • Glatt, Ruth, 22, 24, 30, 183, 184
  • Goodman, Paula, 267
  • GOVERNANCE
    • City of the Future addressing, 27–28, 37–48, 49, 74, 85, 174–175, 191–194, 195–205
    • organic classroom management and, 195–221
    • student-centered classroom and, 28, 74, 117, 137, 169, 174–175, 191–194, 195–221
  • GOVERNMENT
    • BIG TOPIC Design Challenges for, 6
    • City of the Future addressing, 26, 192, 194, 195–197, 200, 216, 218, 235
    • Design-Based Learning not about, 137–138
    • student-centered classroom, 213, 216–217
  • Gram, Joanne, 216–217
  • Grinstein family, 32
  • Gropius, Walter, 143
  • Guided Lessons
    • artifact development and revision with, 4, 6, 9, 93, 98
    • City of the Future with, 28, 39, 41, 44, 46, 48, 62, 70, 72–73, 123, 135, 136–137, 175, 194, 196–197, 218, 235, 238–239, 242
    • Curriculum Integration Charts including, 112, 232
    • genesis of, 28
    • History Wall documenting, 254
    • Long-Range Planning Boards including, 223–231
    • New Skin/object changes in, 127, 128
    • original designs complemented by, 146
    • small topics taught in, 6, 28, 94, 96, 106–109
    • student-centered classroom management with, 210, 213
    • 3D Red Triangles for, 106–108, 179, 232
    • 2D drawings for, 134
    • vocabulary for, 98, 127
  • H
  • Hacienda-La Puente Unified School District, 55, 63, 217, 220, 231
  • Halprin, Lawrence, 92
  • Harvard University, 65
  • Hawthorne, Nathaniel, The Scarlet Letter, 58–59
  • Hays, Grace Lim, 58–59
  • He, Anali, 10
  • Health, City of the Future, 26
  • Heart, study of, 130–131
  • Heim, Jessica, 67–68, 72–75, 224
  • Hiebert, Ruth, 18
  • High school. See also specific grades
    • City of the Future, 58–67, 68–72, 75–80, 220–221, 233–236, 237–240, 252
    • History Wall for, 252
    • student-centered classroom in, 220–221
    • yearlong, story-driven curriculum in, 233–236, 237–240
  • History
    • academic play and, 152
    • City of the Future for study of, 68–72, 157–158, 235
    • Non-Specific Transfer of Learning on, 15
  • History of Oakwood, The (film), 30
  • History Wall, 117, 170, 214, 229, 247–260
  • Hoge, Robert, Ugly, 63
  • Homework, 183–184
  • Huey, Don, 233–236
  • Hulett, Emma, 187–188
  • I
  • IDENTITY
    • BIG TOPIC Design Challenges for, 37–48, 107–108, 185
    • City of the Future addressing, 37–48, 237
    • 3D Red Triangles on, 108
  • Image of the City, The (Lynch), 23
  • Indiana, Robert, 31
  • Individual Stanford-Binet IQ Test, 25
  • Inner Game of Tennis, The (Gallwey), 121, 165
  • Integrated curriculum, 6, 95–96, 102, 105, 110, 112, 114, 117, 135, 158–159, 170, 223, 227, 232–233, 240–241, 249
  • INTERCONNECTEDNESS, City of the Future addressing, 94, 36, 49, 196
  • International Baccalaureate Organization, 170
  • Invention, expanding vocabulary for, 124–130
  • IQ tests, 24–25
  • Island Adventure City, 255
  • Israel, 130–132
  • K
  • Kay, Alan, 92, 120–121, 122, 130, 165
  • Keinholz, Edward, 31
  • Kindergarten
    • City of the Future, 83–85
    • student-centered classroom in, 211–212
  • Knowles, Ralph, 193
  • Kohl, Herb, 56, 122
  • Koshalek, Richard, 267
  • Kostich, Deborah, 240–241
  • L
  • Language Arts
    • academic play and, 152
    • City of the Future for study of, 58–59, 77–80, 83, 23, 26, 123, 125, 158–159, 220–221, 236–237, 239–240, 253, 255–256
    • Curriculum Integration Charts for, 110–111, 158–159
    • History Wall documenting study of, 253, 255–256
    • homework and improvement in, 184
    • Non-Specific Transfer of Learning on, 15, 16
    • sequential story evolution in, 108–109, 236–237, 239–240
    • standardized testing in, 97, 59
    • writing in, see Writing
  • LEADERSHIP, City of the Future addressing, 196, 259
  • Learning by Design Charter School, 115
  • Learning community of teachers, 177–181, 221
  • Lechner, Joseph, 257–259
  • Lewis, Don, 121
  • Listening skills, 5, 185, 187, 189
  • LIVING THINGS, BIG TOPIC Design Challenges for, 4
  • Long-Range Planning
    • activating with yearlong, story-driven curriculum, 233–245
    • evolution of planning process for, 231–232
    • Long-Range Planning Boards, 96, 105, 112–115, 117, 162, 223–231, 232, 240, 243–245, 251, 258
    • physical curriculum and, 105, 223–245
    • Sample Sequence of Never-Before-Seen Design Challenges, 90, 93
  • M
  • MacMillan, Miss, 206
  • MacNevin, Dorothy, 267
  • Magic Land City, 214–215, 251–252
  • Malecha, Marvin, 266
  • Mark Taper Forum, 17
  • Maslow, Abraham, 34
  • Masri, Rana, 75–77, 113, 147
  • Math
    • academic play and, 152
    • BIG TOPIC Design Challenges for, 173–176
    • City of the Future for study of, 23, 26, 57, 61–63, 64, 75–77, 84, 123, 125, 170, 174–176, 180, 199–200, 212–213, 218, 241–242, 258
    • Creatures/Avatars' features in, 6
    • Curriculum Integration Charts for, 110–111
    • dominance in education, 11, 143
    • History Wall documenting study of, 254
    • Non-Specific Transfer of Learning on, 15, 16
    • standardized testing in, 97
    • student-centered classroom for, 212–213
  • Math City, 212–213, 241–242
  • Mattocks, Bailey, 197
  • McCoy, Sheila, 263, 267
  • McCready, Paul B., 35
  • McKinley Elementary School, 227
  • Memory
    • long-term, 10, 52, 131
    • spatial, 10
    • 3D Red Triangles as memory retention tool, 105–109
  • Microdena Story, 168–170, 242–245
  • Middle school. See also specific grades
    • City of the Future, 236–237, 241–242, 254, 256
    • History Wall for, 254, 256
    • student-centered classroom in, 212–213
  • Migrant education program, City of the Future, 65–68
  • Miller, Jeanne, 7, 85
  • Misbehavior
    • engagement curbing, 8, 67–68, 158, 167–171, 188, 199–200, 212
    • student-centered classroom management of, 213
  • MIT, 23, 65
  • Moishe Kapoyr, 261
  • Morality, City of the Future for study of, 58–59
  • Motherwell, Robert, 143
  • MOVEMENT
    • BIG TOPIC Design Challenges for, 6, 94, 107, 37–48, 134–135, 237
    • City of the Future addressing, 26, 37–48, 83, 237
  • Mt. Washington Elementary School, 255
  • Multiculturalism, Design-Based Learning addressing, 145
  • N
  • Na, Stephanie, 63–65, 231
  • National Endowment for the Arts, 17, 31
  • Nevelson, Louise, 31
  • Never-Before-Seen (NBS), 29, 53, 94, 107 definition of, 29
  • Newlandia Story, 233–236
  • New Skin costumes, 14–20, 126–128
  • Nhem, Leakana, 167–174, 177, 242–245
  • Non-Specific Transfer of Learning, 119–132
    • Backwards ThinkingTM process and, 3, 92, 123, 130–134
    • City of the Future as context for, 22, 25–26, 27–30, 55, 122–125, 129–130, 179, 191, 198–199
    • concept of change and, 13–19
    • creative thinking and, 132
    • Design-Based Learning activating, 3, 11–21, 22, 25–26, 27–30, 55, 92, 98, 117, 119–132
    • heart study as context for, 130–131
    • metacognition and, 13, 24, 25–26, 92, 117, 120, 256
    • owning and reusing information via, 119–132
    • questions eliciting, 127
    • role-playing for, 198–199
    • spatial domain empowering, 21, 121, 126, 132
    • Vivarium Project and, 120–124, 125
    • vocabulary for invention and, 124–130
  • Norton Simon Museum, 31
  • O
  • Objects
    • change into, 14–20, 126–128, 171
    • Object Interviews, 17
    • people as special, 56
    • role-playing with, 198–199, 238
    • sounds from/of, 126–127
  • Oldenburg, Claes, 14, 31, 92
  • Ong, Eliza, 213–214
  • Open Magnet Charter School, 7
  • Open Magnet Elementary School, 120–121, 125, 219
  • Orangewood Elementary School, 257
  • Organic City, 59–61
  • Organic classroom management and governance, 195–221
    • Classroom-in-a-Bag activity for, 208–210
    • examples of grade-specific, 210–221
    • furniture moving in, 205–208, 210–211, 213–214, 215
    • overview of, 195–197
    • physical arrangement of space for, 205–211, 213–214, 215, 217–218, 219
    • role-playing in, 197–205, 213, 218
  • P
  • Papert, Seymour, 125
  • Paradise Hills City, 199, 253
  • Parekh, Bharat, 173–176
  • Parts to whole
    • City of the Future exemplifying, 24–25, 116, 196, 50, 82
    • Design-Based Learning focus on, 116
    • History Wall as tool for, 247
  • Pasadena Art Museum, 31–32
  • Pasadena Unified School District, 59, 168, 177, 211, 214, 216, 236, 240, 242–243, 250, 251
  • Patton, Dolores, 122–123, 125, 129–130, 219
  • Perez, Janet, 239–240, 254–255
  • Perfect products, Design-Based Learning not about, 138
  • PERSEVERANCE, City of the Future addressing, 49
  • Physical classroom arrangement, 174, 205–211, 213–214, 215, 217–218, 219, 233
  • Physical curriculum, 223–245
    • Curriculum Integration Charts for, 105, 232
    • History Wall documenting, 117, 170, 214, 229, 247–260
    • Long-Range Planning Boards as, 105, 223–231, 232, 240, 244–245
    • Seeds Box for, 231–232
    • 3D Red Triangles for, 105, 232
    • yearlong, story-driven curriculum, examples of, 233–245
  • Piper, Beverly, 145–146
  • Planning, long-range. See Long-Range Planning
  • Play, value of, 151–152, 173, 179, 218
  • Polifroni, Francois, 136
  • Pollution, City of the Future addressing, 27, 33–34
  • Pomona Unified School District, 56, 204, 233, 239, 254–255
  • Post-It Ville, 202–203
  • Postman, Neil, 122
  • Presentation
    • of City of the Future designs, 29, 70, 78, 85, 220–221
    • of Creatures/Avatars, 5
  • Problem-solving
    • City of the Future, 24–25, 34, 53, 69–70, 76, 82, 84, 122–124, 136, 168–169, 214
    • classroom management and, 210–212, 214
    • Design-Based Learning teaching, 147
    • governance as tool for, 195–196
    • trusting teachers' ability in, 187–190
  • Process of Education, The (Bruner), 11–12
  • Project-based learning, Design-Based Learning not, 138
  • PROTECTION
    • BIG TOPIC Design Challenges for, 6, 102–105, 106–107, 108, 111, 37–48
    • City of the Future addressing, 37–48
    • Curriculum Integration Charts on, 111
    • small topics on, 106–107
    • 3D Red Triangles on, 106–107, 108
  • Q
  • Questions
    • creative thinking elicited via, 175–176, 186
    • Non-Specific Transfer of Learning elicited via, 127
    • why, importance of, 183–186
  • R
  • Red Cups activity, 232
  • Red Triangles activity, 96, 105–109, 134, 179, 232
  • REGULATION AND ENFORCEMENT, City of the Future addressing, 196, 235
  • Rehovot, Israel, 130
  • Replication
    • accidental application of, 32
    • Design-Based Learning not about, 138
    • traditional curriculum focus on, 87–89, 145
  • REPRESENTATION, City of the Future addressing, 196
  • Research
    • artifact revision based on, 5, 95, 98
    • City of the Future and, 29, 52, 73
    • receptiveness to learning from, 10
    • as resource supporting creative thinking, 109
  • Ribeau, Sidney, 267
  • Rodriguez, Rigo, 65–67
  • Role-playing
    • City of the Future with, 27–28, 36, 93, 95, 117, 49, 51, 73–74, 192–194, 197–205, 213, 218, 238
    • comparative vocabulary for roles, 200–202
    • Creatures/Avatars in, 6
    • dual or parallel, 197–205
    • Non-Specific Transfer of Learning via, 198–199
    • organic classroom management and governance via, 197–205, 213, 218
    • social responsibility and social justice development via, 51, 74, 93
    • traditional curriculum including, 87–88
  • Roosevelt Elementary School, 72–73
  • Rosa, Richard, 59–61, 95, 170–171, 209–210
  • Rosales, Marta, 214–216, 251–252
  • Rose and Alex Pilibos Armenian School, 83, 155, 197, 229
  • Rowland Unified School District, 61, 212, 213
  • Rudek, Tiffany, 161
  • Ruscha, Ed, 31
  • S
  • Salk, Jonas, 92
  • Sandberg, Janice, 250
  • San Gabriel Unified School District, 10, 68, 73, 75, 80, 136, 147, 161, 163, 166, 197, 227
  • San Jose Elementary and Highly Gifted Magnet School, 205
  • Santa Ana Unified School District, 66
  • Santa Fe High School, 162
  • SCARCITY, BIG TOPIC Design Challenges for, 107
  • Scarlet Letter, The (Hawthorne), 58–59
  • Schoenberg, Arnold, 143
  • Science
    • academic play and, 152
    • City of the Future for study of, 23, 26, 59–61, 68–72, 123, 125, 199, 237–239, 252
    • Classroom-in-a-Bag activity applied to, 209
    • Creatures/Avatars' attributes in, 6
    • Curriculum Integration Charts for, 110–111
    • dominance in education, 11, 143
    • Non-Specific Transfer of Learning on, 15, 16, 130–131
    • standardized testing in, 97
  • Second grade
    • City of the Future, 55–58, 80–83, 257–259
    • History Wall for, 251–252, 257–259
    • student-centered classroom in, 210–211, 213, 214–219
  • Seeds, Corinne, 231
  • Seeds Box, 231–232
  • Seeds University Elementary School, 231
  • Self-expression
    • Design-Based Learning fostering, 21, 116, 240
    • replication stifling, 89
  • Sepulveda Middle School, 199, 253
  • Seventh grade, City of the Future, 85
  • Seymour, Jeff, 51
  • SHELTER
    • BIG TOPIC Design Challenges for, 6, 9, 94, 102–105
    • City of the Future design of, 26, 56, 60, 83, 129, 220, 239
    • Never-Before-Seen, originality and, 93
    • Non-Specific Transfer of Learning on, 13–14
    • vocabulary for, 98
    • writing on, 108
  • Silver, Marlyn Burleigh, 210–211
  • Singleton, Georgia, 50, 73–74, 226
  • Skinner, Madeleine, 8
  • Small ideas, Design-Based Learning not about, 134–135
  • Small topics
    • City of the Future and, 28, 36
    • Curriculum Integration Charts including, 111, 232
    • Guided Lessons on, 6, 28, 94, 96, 106–109
    • Long-Range Planning Boards for, 96, 105, 223–231
    • 3D Red Triangles for, 106–108, 232
  • Smithsonian Institution, 18, 33–34, 85, 188
  • Social Studies
    • City of the Future for study of, 123, 159
    • Curriculum Integration Charts for, 110–111
  • Sorbara, Jennifer, 77, 161–162
  • Soto, Sharon, 212–213, 241–242
  • Sound
    • Design-Based Learning application to, 153–154
  • Southern California Institute of Architecture, 121
  • Spanishtopia Story, 236–237, 256
  • Spatial domain/tactile learning
    • creative thinking with, 132
    • Design-Based Learning focus on, 21, 115, 126, 134
    • Non-Specific Transfer of Learning with, 21, 121, 126, 132
    • physical arrangement of space for, 174, 205–211, 213–214, 215, 217–218, 219, 233
    • physical curriculum and, 105, 223–245
  • Spatial memory, 10
  • Special education program
    • academic play in, 152
    • City of the Future, 63–65, 162, 233–236, 240–241
    • yearlong, story-driven curriculum for, 233–236, 240–241
  • Special Kids City Story, 240–241
  • Specific transfer of learning, Design-Based Learning not about, 134
  • Sputnik launch, influence on education, 11, 143
  • Standardized testing
    • City of the Future and success in, 24–25, 59, 169–170, 239
    • Design-Based Learning compatibility with, 97, 261
    • IQ tests, 24–25
    • teaching to, 166
  • Stanford University, 65–67
  • Stanford University (10th-to 12th-Grade Migrant Education Program), 65–67
  • State-mandated/required curriculum
    • BIG TOPIC Design Challenges for, 4, 6, 7, 9, 105–106, 107, 114
    • City of the Future as context for learning, 168–169, 242
    • Common Core Standards, 139, 148
    • Curriculum Integration Charts for, 159, 232
    • Guided lessons amplifying, 146, 242
    • History Wall documenting adherence to, 252–253, 256
    • homework requirements in, 183
    • Long-Range Planning Boards for, 114, 225, 232
    • 3D Red Triangles based on, 105–106, 107, 232
    • training in, 114, 147–148
  • St. Bonaventure school, 7, 85
  • Steinmetz, John, 121, 125–127, 130, 153–154
  • Stella, Frank, 31–32
  • Stoltz, Leslie, 99, 184–185
  • Stravinsky, Igor, 55
  • Strickland, Rachael, 121
  • Student-centered classroom/governance. See also Design-Based Learning classroom
    • City of the Future and, 28, 74, 169, 174–175, 191–194, 195–205
    • Classroom-in-a-Bag activity for, 208–210
    • Design-Based Learning focus on, 74, 117, 137
    • development of, 191–194
    • examples of grade-specific, 210–221
    • government study in, 213, 216–217
    • organic evolution of, 195–221
    • physical arrangement of space for, 174, 205–211, 213–214, 215, 217–218, 219
    • restructuring into, 174–175
  • Subotnick, Morton, 271
  • Sulphur Spring Union School District, 210
  • Sunenshine, Barbara, 139
  • Supportive community of learners, 4–5
  • SUSTAINABILITY
    • BIG TOPIC Design Challenges for, 107
    • City of the Future addressing, 49
  • Suzuki, Bob, 267
  • T
  • Tactile learning. See Spatial domain/tactile learning
  • Takahashi, Andrea, 77
  • Talbot, Robin, 254
  • Taylor, Temy, 237–239, 252
  • Teachers
    • academic play valued by, 151–152, 173, 179, 218
    • comfort zone, leaving, 153–155
    • courage of, 157–160
    • creativity of, 95–97, 145–149
    • as designers, 147
    • formulaic teaching of, leaving, 141–143
    • learning community of, 177–181, 221
    • training of, see Training
    • trickery into learning by, 165–171
    • trusting to problem-solve effectively, 187–190
    • why questions used by, 183–186
  • Tenth grade
    • City of the Future, 65–67, 68–72, 75–77, 254
    • History Wall for, 255
  • Textbook readings
    • artifact revision based on, 5, 95, 98
    • City of the Future and, 52, 73, 29
    • receptiveness to learning from, 9
    • as resource supporting creative thinking, 109
  • Third grade
    • City of the Future 242–245, 255–256
    • History Wall for, 255–256
    • student-centered classroom in, 219
  • Thomas Jefferson Elementary School, 216
  • 3D Red Triangles, 96, 105–109, 134, 179, 232
  • Tilton, Emily, 157–160
  • Toyota Corporation, 235–236
  • TRADE
    • BIG TOPIC Design Challenges for, 37–48
    • City of the Future addressing, 26, 37–48
  • Traditional frontward information delivery system, Design-Based Learning not, 136–137
  • Training
    • in Backwards ThinkingTM process, 7, 96
    • City of the Future as part of, 52–53, 67, 73, 170
    • of cohort groups, 177–181
    • contradictory information in, 147–148
    • in Design-Based Learning, 7, 96, 115, 52–53, 67, 73, 120, 151–155, 163, 167, 170–171, 173, 177–181, 184–185, 187–190, 221, 236
    • in Dewey's learning by doing philosophy, 143
    • in state-mandated/required curriculum, 114, 147–148
    • trust development in, 187–190
    • for virtual and hybrid classrooms, 68
    • why questions in, 184–185
  • TRANSFORMATIONS, Menu of ChangeTM. See also Change
    • artifact revisions with, 91–93, 127–130
    • Design-Based Learning focus on, 117
    • spatial domain application of, 129
  • Trickery, teachers' use of, 165–171
  • Trust, developing, 187–190
  • Twelfth grade, City of the Future, 59–61, 65–67, 68–72, 75–77
  • 2D, Design-Based Learning not, 134
  • U
  • UCLA Center X Design-Based Learning Project, 67, 68, 72–73, 1, 224
  • UCLA Lab School, 87
  • Ugly (Hoge), 63–65
  • V
  • Villaseñor, Yvette, 113
  • Virtual classrooms
    • breakout rooms for, 71, 74, 79, 80–81
    • City of the Future applications in, 68–85
    • family challenges for, 80–81
    • teachers' creativity importance for, 147
  • Visual and Performing Arts, Curriculum Integration Charts for, 110–111
  • Vivarium Project, 120–124, 125, 130, 153–154, 219
  • W
  • Waldorf School, 160
  • Walker, David, 267
  • Walnut High School, 8, 77, 161–162
  • Walnut Valley Unified School District, 99, 58, 77, 161–162, 241
  • Warner Middle School, 254
  • Washington Accelerated Elementary School, 250
  • Washington Elementary School, 166
  • Washington Middle School, 236
  • Weizmann Institute, 130–132
  • WELL-BEING, BIG TOPIC Design Challenges for, 94–95
  • West Covina Unified School District, 257
  • Westermann, H.C. “Cliff”, 31
  • Western Association of Schools and Colleges (WASC), 161
  • Westminster Elementary School, 13, 22, 30, 261
  • Westminster Unified School District, 254
  • Whittemore, Josh, 213
  • Whittier Union High School District, 162
  • “Why”, importance of, 183–186
  • Willard International Baccalaureate and Technology Magnet Elementary School, 168, 242
  • Wilson Elementary School, 80
  • Wilson Middle School, 236
  • Wishard, Dan, 18–19
  • Workman High School, 63, 220–221, 231
  • Wright, Jill, 121–122
  • Writing. See also Language Arts
    • on BIG TOPIC Design Challenges, 5–6, 108–109
    • on City of the Future, 22–23, 27, 29, 124, 152, 258
    • for homework, 183–184
    • on New Skin costumes, 128
    • standardized testing on, 59
  • Y
  • Yorty, Sam, 119
  • Z
  • Zheng, Jin Ko, 195
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