Improving Collaborative Lesson Planning by Implementing Design Thinking in a Professional Learning Community

This research analyzes the effects of incorporating design thinking processes in implementing Professional Learning Communities (PLCs) towards collective lesson planning practices among elementary teachers. This study occurred at Forest Creek Elementary School (FCES), indicating a need to improve collaborative lesson planning. The study sought to determine how using a design thinking protocol in a PLC impacted teachers' views about collaborative lesson planning and whether participating in a PLC to co-create lesson plans impacted teachers' views of efficacy. The framework of the study was based on the social constructivism perspective and the design thinking model. This action research was conducted with three math teachers and one summer school director through the case study approach using surveys, field notes, and exit tickets to collect data throughout a four-week PLC intervention. The intervention focused on collaboration in constructing lesson plans using a design thinking approach that entailed collaboration, prototyping, and user-centered design. It was established that using the design thinking protocol positively impacted the participants' perceptions of the collaborative lesson planning process and improved the planning culture. Participants said they felt more efficacious and noted an enhanced capacity to plan instructional lessons effectively in groups. As such, this study highlighted the importance of using design thinking in PLCs and provided specific suggestions to leaders and policymakers to advance collaborative planning in learning institutions. In addition, the research made a methodological contribution by exploring design thinking to enhance collaborative planning in elementary schools. Further studies should consider the effects of the design thinking approach on collaborative planning over time and in different educational contexts. This research could contribute to discussions about developing fresh strategies to foster collaborative procedures for teacher planning, which may serve the singular purpose of promoting students' equal learning opportunities.