Best Practice Presentations

Best Practice Panel and Presentations


The Makings of an Extraordinary Challenge
Lessons Learned, Pivotal Moments, Next Steps

This provocative Best Practice Panel, made up of four middle and high school teachers, shared their stories of facilitating Steps 1, 2, and 3 of the Design Learning Network Symposium 2014's "Makings of an Extraordinary Challenge" - as a key component of kicking off the 2014-15 school year.

Alison, Garreth, June, and Laura discussed their evolving classroom experiences - including lessons learned, pivotal moments, as well as where they are headed next with their students. 

Panel Members
Alison Crane,  Art and Design Teacher, Blue Valley North High School, Overland Park, Kansas

Garreth Heidt, English Teacher, Perkiomen Valley High School
Collegeville, Pennsylvania 

June Krinsky-Rudder, Art and Design Teacher, Revere High School
Revere, Massachusetts 

Laura Paull, English Language Arts Teacher, Deer Path Middle School, Lake Forest, Illinois


Alison Crane
Art and Design 
Teacher, Blue Valley North High School
Overland Park, Kansas

The Design Learning Network Online Community
The design learning process is a vibrant, research-based pedagogy that allows for abundant student and teacher creativity in the classroom. 

However, as it is still in early stages of being shared with educators across the world, finding resources and willing collaborators is often difficult. 

Using action research methods and the participatory design process in her doctoral research, Alison Crane has been working alongside practitioners interested in design learning to create an online network where they can share resources, expertise, and find like-minded colleagues. Educators and design professionals will be invited to join the virtual Design Learning network as well as learn strategies for creating their own online communities of practice.

Caylee Raber
MDes Candidate, Emily Carr University of Art and Design
Vancouver, Canada

Teaching with Design
What are the benefits of teaching design strategies to children with learning differences? And, how might designers support teachers with the integration of design-based projects into their classrooms?
Caylee Raber, Masters of Design candidate at Emily Carr University of Art and Design, has been asking these probing questions as she develops her thesis. In this presentation, Caylee will highlight her design-based teaching experiences, insights, as well as student learning outcomes of six Grade 4-7 classrooms at a school for children with learning differences. 

Anchored in an action research approach, this year long pilot project included the use of informative Pre- and Post-Assessments to gain a better understanding of the impact of these instructional practices on student learning along with assessing the children’s emerging awareness and application of spatial reasoning skills.