Guided Design Process

I started to read about Guided Design with an open mind because I knew nothing about it. This process sounded very intriguing so I was very eager to learn more.  I like that Guided Design helps to foster higher order thinking skills and can best be applied to situational training and real-world problems.

This process might not work for some subject areas, though.  Certain subjects require a “correct” answer and there is little or no use for Guided Design in these subjects.  For example, I don’t see Guided Design being used very often in a traditional math class.  The students in the math class could be given real-world problems like the engineering students in the article, but this approach might prove to be too time-consuming if it is used often.  I cannot think of a way to overcome this barrier, but I would suggest that the instructor try to use Guided Design whenever possible because it is a system that allows the students to be engaged in what they learn. 

While I was reading about Guided Design, I was also approached to teach a class at work.  My class is on Equal Opportunity and I was having a really hard time trying to come up with ways to make this topic interesting.  Reading about Guided Design gave me a few ideas.   I want to move away from the “death­-by-Power Point” classes that seem to plague the Army and I believe that Guided Design will help me create a class that keeps the group involved and engaged.   The goal of this class is to explain the areas that are covered under Equal Opportunity and what to do if you have a complaint.   

First, I will provide the prerequisite knowledge by using a Power Point presentation to go over the five areas that are covered under equal opportunity and the process for filing Equal Opportunity complaints.   I will have a ten minute break so that I can divide the band into groups, explain to the groups what they will be doing, and monitor group progress.  There will be four groups of five and each group will have an index card with an area of equal opportunity.   The group will act out an example of the EO topic on the index card. On the back of the card there will be key issues that must be addressed in the group’s performance.   The whole unit will decide what area is represented and will give possible solutions to the Equal Opportunity problems.     There is no “correct” way to handle problems.  I am just looking for possible solutions to the problems presented.

I have chosen for the group to come up with a scenario rather than to create one for them because I feel this performance will demonstrate that they understand the material better.  I am taking a risk by giving the class this way, but since the students are adults, I should get some creative situations.   

Guided Design can definitely be used with today’s technology.   Since guided design is open-ended and decision-based, interactive media will probably work best for this method.  Role playing games are a perfect example of a product that could be utilized with guided design.  Programs where the data can be manipulated to change the outcome are another example of a media tool for Guided Design.  The only limitation to the use of media in guided design is that media with a high degree of interaction could take longer and be more expensive to produce.

I have included a sequence of events for my Guided Design lesson. Click on the image to make it larger.  I will post an update on how the class went later in the week.