- 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
- Albers, Anni, 143
- Albers, Joseph, 143
- Alder, Emily, 77
- Algebra, City of the Future for study of, 75–77
- Altoon, John, 31
- Anomop City Story, 239–240
- Apple Computer, 120–124, 125, 130, 153–154, 165, 219
- Apple Hill Chamber Players, 121
- Armenian School, 83, 155, 197, 229
- ArtCenter College of Design, 58, 59, 67, 151, 155, 159, 162, 163, 167, 170, 173, 177
- Artifacts
- City of the Future, see City of the Future
- Founding Fathers exhibit, 249
- imagining and building original, 3–4, 91, 93, 94, 134
- Never-Before-Seen, definition of, 115
- New Skin, costumes as, 14–20, 126–128
- replication of, 87–89, 32, 138, 145
- research and Guided Lessons informing revision of, 5–6, 9, 95, 98
- 3D, importance of, 134, see also Physical curriculum
- TRANSFORMATIONS, Menu of ChangeTM applied to, 91–93, 127–130
- 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
- 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
- C
- Cabrera, Gabriel, 166–167
- Cage, John, 143
- California State Polytechnic University, Pomona, 18, 51, 247
- master’s degree project at, 55–59, 61–62, 145, 154–155, 157, 159, 162, 170, 173–174, 176–178, 184, 188–189, 211–213, 215, 233–234, 236, 239, 241–242, 250–251, 257, 267, 269–270
- California State University, Long Beach, 65, 66
- Cameron, David, 68–72
- Ceja, Terry, 55, 96–97, 55–56, 217–219
- Center for City Building Education, 271, 272
- Chamberlain, John, 31
- Change. See also TRANSFORMATIONS, Menu of ChangeTM
- concept of, 13–19
- vocabulary for invention and, 124–130
- 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
- City of the Future lessons in, 27, 37–48, 95, 117, 74, 123, 137, 192–194, 218
- role-playing for practicing, 6, 27, 74, 95, 117, 192–194
- student-centered classroom and, 74, 117, 192–194
- Classroom-in-a-Bag activity, 208–210
- Classrooms
- City of the Future applications in, 55–86
- Design-Based Learning, see Design-Based Learning classroom
- History Wall in, 117, 170, 214, 229, 247–260
- organic management and governance of, 195–221
- physical arrangement of, 174, 205–211, 213–214, 215, 217–218, 219, 233
- student-centered, see Student-centered classroom/governance
- teachers in, see Teachers
- virtual, 68–86, 147
- “why” answers informing practices in, 184
- 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
- Creature Land, 55–56, 57, 218
- Creatures/Avatars
- as BIG TOPIC Design Challenges, 4–6, 94
- City of the Future with, 6, 94, 53, 55–56, 60–61, 62, 73, 75, 78, 84, 236–237, 239, 258
- vocabulary for, 53, 98, 237
- writing on, 5–6, 108, 258
- 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
- Crumpled paper, 54
- Cultural traditions, Design-Based Learning addressing, 139, 237
- Cunningham, Merce, 143
- Curriculum
- 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
- Doreen Nelson Method of Design-Based Learning
- administrators supporting, 161–163, 171, 187–188
- Backwards ThinkingTM process in, see Backwards ThinkingTM process
- benefits of, 7–8
- BIG TOPIC Design Challenges in, see BIG TOPIC Design Challenges
- City of the Future in, see City of the Future
- continued practice of, 261–262
- essentials of, 115–117
- formalization of, 120
- formulaic teaching vs., 141–143
- Guided Lessons in, see Guided Lessons
- methodology of, see Methodology for Design-Based Learning
- origins of, –13
- rigor of, 139
- small topics in, see Small topics
- teachers of, see Teachers
- transition to, 173–176
- what it's not, 3, 10, 53, 133–139
- 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
- academic play and, 150
- City of the Future for study of, 22–23
- maps of, 22–23, 69, 71, 78, 81–82, 218, 234–235, 243, 258
- 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
- J
- James Madison Elementary School, 251
- Japan, 14, 88, 148, 232, 268, 270
- Jared, 20
- Jefferson, Thomas, 249
- Jimenez-Corsi, Martha, 236–237, 256
- Johns, Jasper, 124, 143
- Juarez, Norma, 205
- 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
- Long-term memory, 10, 52, 54, 131
- Los Angeles Goals Committee, 119–120
- Los Angeles Unified School District, 120, 115, 139, 183, 199, 205, 224, 253, 255
- Lynch, Kevin, The Image of the City, 23
- 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
- Menu of Change. See TRANSFORMATIONS, Menu of ChangeTM
- Metacognition, 13, 24, 25–26, 92, 117, 120, 256. See also Non-Specific Transfer of Learning
- Metaphor, 9–10, 15, 36, 52, 94, 135, 187
- Methodology for Design-Based Learning, 11–34, 87–117. See also main entries for each subtopic
- Backwards ThinkingTM process in, 13, 23, 25–26, 29, 89–93, 96, 97–105, 116
- concept of change in, 13–19
- context in, 30, 116
- creative thinking through, 11–13, 21, 94–95, 133
- Criteria List in, 29, 116
- Curriculum Integration Charts in, 96, 105, 110–111, 158–159, 232
- essentials of, 115–117
- genesis of student-built city in, 21–27, see also City of the Future
- History Wall in, 117
- lessons learned, 30–32
- Long-Range Planning in, 90, 93, 96, 105, 112–115, 117, 162
- Never-Before-Seen focus in, 29, 115
- Non-Specific Transfer of Learning with, 11–21, 22, 25–26, 27–30, 92, 98, 117
- parts to whole in, 24–25, 116
- shaping of, 11–34
- spatial domain/tactile learning in, 21, 115, 134
- student-centered classroom/governance in, 28, 117, 137
- teachers' creativity used in, 95–97
- 3D Red Triangles in, 96, 105–109, 134, 179, 232
- traditional approach vs., 87–91, 136–137
- TRANSFORMATIONS, Menu of ChangeTM in, 91–93, 117
- what it's not, 3, 10, 53, 133–139
- 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
- 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
- ORGANIZATION, 27, 49, 65, 109, 117, 125, 196–198, 207
- City of the Future addressing, 49, 196
- 3D Red Triangles on, 108
- writing on, 109
- Ortiz, Betty, 58–59
- Ortiz, J. Michael, 58
- Ortiz-Smith, Francisca, 61–63, 64
- Ownership, 7, 55, 85, 131, 135, 199, 257, 261
- 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
- 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
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