2. Outcomes | Friday, December 4
1. Explore a wicked problem as identified by staff
and students
2. Experience the Design Thinking Process as it
relates to Instructional Design
• Learn another approach to task design you can
use in your classroom
3. Professional Learning as a...
3. Students as Problem
Finders
Using Design Thinking to guide students to identify problems,
create prototypes and solutions for rich and relevant learning
experiences
4. Ewan McIntosh Ted Talk
Provocation…
“Teachers do the heavy lifting of defining problems”
What if we shifted this…here is one way…through the structure and tool
of design thinking
Background
6. “Design Thinking
The confidence that everyone can be part of
creating a more desirable future, and a process to
take action when faced with a difficult challenge.
That kind of optimism is well needed in education.
(IDEO, www.designthinkingforeducators.com)
7.
8.
9.
10. Dubai - Guests in their own home
Dubai - Guests in their own home
“Dubai’s home in the sense that the streets are familiar, I
know where to get stuff. I have friends over here, that sort of
thing. But, at the same time, it’s not home in the sense that I
don’t belong over here; I’m not going to be quote unquote
‘one of them’. In a sense I don’t really have a home, because
there’s no place where, you know, they [fully] accept me and
I accept them.” (Ali Syed, 152 in Dubai: Gilded Cage)
A provocation to articulate
the dichotomy the students at
the school experience
between their home and
school identities and
expectations…our wicked
problem
11. HMW...
How might we promote and nurture a
sense of community and belonging for our
students?
13. DISCOVERY /
EMPATHY
Find deep &
meaningful needs
through
observing &
engaging
• Why do you come to school every day?
• How do you feel when you come to school?
• What is the best part of your day?
• What is your least favourite part of the
day?
• What is missing from your experience at
school?
15. DISCOVERY & EMPATHY -
Understanding our
students’ reality
Consider:
▸What did you notice when you observed your
students at nutrition break?
▸What did you hear when you spoke with your
students during homeroom?
27. Individual vs. Collaborative
Always start individual - send people to a brainstorming
session with currency.
Radical collaboration is an integral mindset in ideation.
You will not get volume & variety if ideation is done
completely independently.
28. IDEATION - Your Task
Ideate as many ways (1 idea per post it) that you can
address your POV statement as possible.
Wild & radical AND totally boring and everything in
between is good.
Do not filter or restrict yourself or your ideas (“yes
and…”, rather than “yeah but....”
32. METHOD: SATURATE &
GROUP
In your original group,
saturate some wall/table
space with all your post-its.
Organize the post-its into
groups of related parts.
Write down any insights that
emerge from the sorting.
35. PROTOTYPE
Using the insights you gathered from the saturate &
group exercise, create a prototype of a solution for your
POV statement.
A prototype could be a map, model, role play,
storyboard, document, etc. The important part is turning
thought to form.
42. DISCUSSION
In grade teams:
What did you discover today
about your students?
How did the design thinking
process help you work through
this difficult challenge?
How did it help you generate
and develop ideas? What stood
out to you about this process?
How might you use design
thinking in the future?
http://bit.ly/1LIUpCe
44. Credits
Special thanks to all the people who made and released these awesome
resources for free:
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▸ Photographs by Unsplash
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7 minute 20 s Youtube video TedXLondon
Design Thinking can be used as an approach to many different processes in education: it can be used as a tool for task design, to create more desirable futures in school procedures & processes
(i.e. How might we use that 0.35 ESL teacher to support student learning in our school? How might we redesign our learning commons to allow for more meaningful student learning? How might we redesign our communication systems for parents? etc.).
Five phases - this graphic has compiled several organizations’ approaches into one
Avoids the issues associated with jumping straight to ideation.
Imagine how this might be used with students: How might we design a system that makes dirty water clean (science)? How might we redesign the school dance to engage more students (student leadership)? How might we redesign our community to better meet the needs of new Canadians (social studies)? How might we reimagine nutrition break to get more students more active (phys ed & health)?
Significant mindsets today:
Embrace Ambiguity - Be okay with “outcome unknown.” This is very hard for teachers
Empathy - Today, we are putting ourselves in the shoes of our students. We are committed to understanding how our students experience school, and will avoid making assumptions based on what we think we know. Embracing a beginner’s mindset here will be key - throw out everything you THINK you know.
Iterate - Nothing is permanent. No solution will be THE answer, but each solution will be AN answer.
Optimism - Expect that we will get where we need to today. Remain open. Be curious. Explore possibilities. Looking for POSSIBILITIES not the ONE RIGHT ANSWER. Nothing is considered permanent.
Alignment with 3 year ed plan
Design thinking is one way we can personalize learning for students. The student (user) is at the centre of this process - we are designing for the people in our classrooms every day. Assessment is part of this process - it is iterative and we expect that feedback from users (students) will change our prototype.
History behind the wicked problem today
A “how might we” question is common in design thinking. The word “might” is important - it implies that there is no one right solution but it also suggests that a solution is possible.
We’re coming up with POSSIBILITIES, not “MUST DOs.”
This topic is something everyone can connect with to imagine possibilities around.
Going for HONESTY, not negativity or positivity. Try to avoid JUDGMENT. Try to avoid making assumptions.
Right now we are making sense of the current reality. We want to reveal the reality (try to avoid dwelling too much on the negative or too much on the positive. We want to aim for honest).
Avoid ideating. As teachers, we are natural problem solvers. We want to jump to ways we can solve a problem. Avoid this right now - we will get there soon with ideation - and instead dwell in empathizing with your users.
This is one method you may choose to use for this. A relational map shows how ideas are connected with each other. You could show big concepts related to student engagement in learning.
This is one method you may choose to use for this. A relational map shows how ideas are connected with each other. You could show big concepts related to student engagement in learning.
This is one method you may choose to use for this. A relational map shows how ideas are connected with each other. You could show big concepts related to student engagement in learning.
This is one method you may choose to use for this. A relational map shows how ideas are connected with each other. You could show big concepts related to student engagement in learning.
Each group will create a Point of View Statement to turn a problem into an opportunity for design.
Could be general (students) or more specific (female students, grade 9 students, etc.)
Taking a problem and turing it into an opportunity.
Each group will create a Point of View Statement to turn a problem into an opportunity for design.
Could be general (students) or more specific (female students, grade 9 students, etc.)
Taking a problem and turing it into an opportunity.
We will try our best to keep these concepts (accept every offer & make your partner look good) at the core of our interactions today.
Start by having each person do this independently.
Remember plussing:
If someone gives you a suggestion, write it down (accept every offer).
Make your partner look good by adding an idea.
Remember plussing:
If someone gives you a suggestion, write it down (accept every offer).
Make your partner look good by adding an idea.
A new perspective, an epiphany, an AHA - don’t lose it. Write it down.
Choosing the one that is most promising. Discuss as a table and identify three criteria for a “promising idea.”
Select one idea or concept that is promising.
Your prototype should be something people can interact with.
If it’s a new idea for a task design, it could be a plan for this task, but should ideally involve some tangible component (i.e. the task is for students to design a Rube Goldberg machine that solves a problem, and your prototype includes the materials students can use)
This must be done with your users - you want the people you designed for to test your concept. Today, our users aren’t here, so we will use each other as guinea pigs.
This must be done with your users - you want the people you designed for to test your concept. Today, our users aren’t here, so we will use each other as guinea pigs.
Is it possible to build in some time at a future staff meeting/Friday PLC/etc. to report back?