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DEEPdt After “School” Hours Challenge

What do my students do after school Mon-Fri?

Possible Learning Outcomes (need to add a few more):

Skills Practiced/Demonstrated/Experienced  (no particular order and not every skill that will be part of the process):

  • Flexibility
  • Adaptability
  • Self Direction
  • Social Skills
  • Leadership & Responsibility
  • Collaboration &  teamwork
  • Creating
  • imagining
  • Critical thinking
  • Problem solving
  • Articulation
  • Curiosity
  • Visualizing
  • Reflection
  • Summarization
  • Analysis/Synthesis
  • Abstract reasoning
  • Communication
  • Feedback
  • Sorting
  • Predicting
  • Presentation
  • Initiative
  • Cause and effect
  • storytelling
  • Time management
  • comparing/contrasting
  • Explaining
  • Assessing
  • Evaluating
  • Making
  • Inquiry
  • Brainstorming
  • Turn taking
  • Designing
  • Sharing
  • Compromising

DEEPdt Challenge Mapper .jpg

deepdtscratchpad.png

For this DEEPdt design challenge, I am going to design a hybrid approach.  As the principal designer, I am the design thinker and my students are my Users for this challenge.  However, the hybrid aspect to this challenge is I will have my students work aspects of this challenge throughout the process as mini-design thinkers.  My hope from this challenge is to gain a better understanding of what my students do and experience outside of the classroom from 3:30-6:00. This will inform, guide, and shape how I approach using their time after hours when it comes to directed learning expectations. My assumption is they are all very busy with many afterschool activities such as sports, lessons, childcare, etc

As a school teacher, I am supposed to give HW to my students. :) This is my constraint and launching point to this challenge and it makes me wonder about a lot of things about my students.

This design challenge stems from curious questions I have about my students.  

MODES

PROCESS

MEANS

DISCOVER

Students: will form d.TEAMSs (3-4) for the following:

  • practicing collaboration, communication, and critical/creative thinking
  • To get the team comfortable and start fresh, they would conduct d.TEAMSs Assemble and then shareout to a neighbor table
  • Utilizing Chew the Cud & 411 Splatter Learning MEANS (butcher paper) unpack the challenge at hand.
  • Prompts: Got HW? What do you do after school from 3:30-6:00 Mon-Fri?
  • If you could design your 3:30-6:00 Mon-Fri blocks of time, what would you do with them?  (this prompt would be individual and created on a google doc.(I will have students design how they want to communicate these blocks of time on the google doc. )
  • d.TEAMSs Assemble
  • Chew the Cud
  • 411 Splatter

EMPATHIZE

I will have students work on Who ‘dat Learning MEAN.

  • Based off the Discover mode findings, I will ask the teams to create questions that might help me better understand the life outside of the classroom. The students will work in their d.TEAMSs
  • I will do needfinding with the d.TEAMSs as a whole and also individually with students using my prepared Qs and my students suggested Qs.  Learning MEANS: Q Prompts, Convo Path, Questions Starters (VTR), Flesh the Qs, Face 2 Face
  • I will also use Google Forms (still need to create) for the parents with Qs around HW expectations and experiences and after school time needs for their student/family.
  • To unpack and synthesize I will try to ways.  
  • Affinity Chunking:  I will take my needfinding and throw it up on the wall.  I will ask my students to help me chunk the findings in some organizational state.
  • We will try to find patterns and trends as well as pull any compelling needs and/or ahas that standout to explore and define
  • Using the 4 ‘dubyas, I will try to synthesize the findings and narrow down the needs and insights of my students
  • I will create at least 5 different Retells based off my work with POV Smash N Grab and shareout to my students.  From here I will ask each d.TEAMSs to take a Retell and launch into the 4th Word to create some HMWs… for a specific User.
  • Who ‘dat
  • Q Prompts + Q Starters (VTR)
  • Convo Path
  • Flesh the Qs
  • Face 2 face
  • Affinity chunking*
  • The 4 ‘dubyas
  • POV Smash N Grab
  • Retell

EXPERIMENT

  • We will create multiple HMW… questions based off their User.
  • We will do a gallery walk and star 5 HMWs each.
  • The d.TEAMSs will randomly receive a HMW Q and utilizing the +BS Behavin Goals, brainstorm solutions.
  • 1st students will do this individually utilizing Brain Solo
  • 2nd as a d.TEAMSs
  •  Utilizing the Dart Board, d.TEAMSs members will have to make some choices MC2, EP2, PITs2
  • d.TEAMSs will then clear the board of solutions that did not make the cut.
  • Then they will continue to narrow till they have a clear cut winner of a solution (based always on the User’s needs, not the d.TEAMSs)
  • It is now time where the d.TEAMSs will Build 2 Learn.  Create a low-res prototype that will communicate the solution in a visible way.  
  • The 4th Word
  • + BS Behavin’*
  • Brain solo
  • Dart Board
  • Build to Learn

PRODUCE

  • d.TEAMSs will take their solutions and show it simply to a neighboring d.TEAMSs.  There will be very little prep in this showing as the goal is for the d.TEAMSs to receive quick feedback to apply for iteration using the LWW learning MEAN..
  • d.TEAMSs will return to Experiment mode, and iterate based off the feedback of their testers.
  • For the 2nd round of testing, d.TEAMSs will work together in articulating their solution using Einstein 140
  • Again, using LWW, d.TEAMSs will show their solution with a little more talking based off their work from Einstein 140.
  • d.TEAMSs will return to Experiment mode, and iterate based off the feedback of their testers.
  • It will now be time to create a story to share not only their solution but also more about why it matters to their User. Spine It is one option d.TEAMSs have to craft their story.

  • Einstein 140
  • Spine It
  • LWW

misc.

  • In designing the above challenge a few ideas with what to do with the solutions:
  • Take each solution and test it further during the next several weeks- receive feedback and continuously assess and refine
  • Have each d.TEAMSs take their solutions and share to different classrooms with the hope the teacher will buy in and test their solution in their classroom.
  • Have the d.TEAMSs select a solution (does not have to be theirs) and test it for a period of time, offering feedback to the d.TEAMSs for iteration and refining.