DCI
INSPIRING
STUDENTS
TO THINK,
MAKE,
CREATE
In the ICS journey of PLC and classroom, the program is students describe the program
personalized learning in which about making students aware as fun and creative and even
all students learn at high levels, about ways of formulating sometimes as “best class
the ES DCI (Design, Creativity, design and patterns through in the world”, others make
Innovation) program is another art and technology. Students suggestions they think would
exciting addition in Elementary are encouraged and supported make the program better
School. The DCI program, as to create designs and artwork suited to their personal
Mr. Ronen Cohen, a design- for audiences, and they learning journey. Sienna, Grade
technology enthusiast and are shown how to balance 5, suggests that while she
a “Lead Mentor” at the DCI aesthetics with solutions. The loves the program, she wants
proudly explains, is a space, program encourages students more time to work on her DCI
in which students design and to explore designs and projects.The DCI program
create in the spirit “welcome problems”. is getting a lot of attention
of innovation.
around ICS, and 5 high school
Building its facilities and CAS students, for the first time
The high spirit and inspiration supporting materials slowly, ever, worked at the DCI room
is visible as the team of the DCI program aims with ES students.
three educators plan for to reach areas of basic their sessions. “This program coding, virtual realities and If you have any questions
is unique not only because electronics, in addition to about the program be sure
it exposes students to traditional visual arts media. to reach out to Mr Ronen at
technology but also underlines The play and exploration ronen.cohen@icsaddis.org
the design thinking process model the DCI team follows, or Ms. Karla Arteaga at karla.
in student work,” explains Mr. has already created a huge arteaga@icsaddis.org.
Ronen. For Ms. Karla, an intern sense of enthusiasm among and Lead Mentor in the DCI the students. While many
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